1. MINI-PROJECT ‘MOVE YOURE APPS’ The first expected result aims at finding those apps (that can be operated on mobile devices) that achieve to convince youngsters and teachers to take more regular physical activity by themselves (in the first stage of the project; upon external stimulation and in a later stage self-motivated). 2. MINI-PROJECT ‘MOVE YOURSELF’ The second expected result aims at three developments. Firstly to develop leadership in pupils who have chosen the sports-path. They will organise regular activities that stimulate physical exercise for their peers in school. These activities will be open for participation to all pupils, teachers as well as management, logical and service staff. It is intended to increase the attractiveness of regular physical exercise on the basis of charismatic pupils that can serve as ambassadors. 3. MINI PROJECT ‘MOVE YOUR STRUCTURE’ The third result is about creating schools that are stimulating physical places and stimulating organizational structures, favoring physical exercise and initiative. In order to become such schools, together with the school management, small scale quick wins will be implemented. 4. MINI PROJECT ‘MOVE YOUR FAMILY’ As a fourth result we aim to ask pupils to be ambassadors for an active physical life and inform their parents and family about the importance of this. We expect an increase in family’s awareness about the importance of physical exercise and their role to stimulate this active attitude. 5. MINI PROJECT ‘LET’S MOVE OTHERS’ We expect to learn a lot during the implementation phase of this project. With the 5th result we expect that others are equally inspired as we are and start using our lessons learned for their own projects and strategies to stimulate physical exercise. In this project, we apply a multiplier-approach. The choice for this approach is based on the confidence we have in pupil’s, teachers’ and parents’ own potential for change. Another element of our methodology is to utilize ‘the power within each one of the participants’. This bottom-up approach, that takes initiatives from pupils, the parent’s council, teachers and management as a starting point, puts a lot of faith in their ability for change, as has been elaborated on above. But moreover, we strongly believe that initiatives that are born out of their own ideas, have the most potential for change. We expect not only to develop a predominant positive attitudes towards physical activity as part of a healthy lifestyle, but also to see this attitude reflected in daily life at school after the project has finished. This means that we hope some of the activities will continue after the project has finished. This means that we expect from the school management to continuously support a healthy lifestyle of its school population. And last, but not least, we hope that pupils have strengthened their sense of responsibility and self-confidence, and will take up active roles in future projects and activities. In this way they can become an actor of change in their own school community.

Not applicable.

Inclusive support of ageing people with disabilities is – by definition – a trans sectoral challenge: in an inclusive society, mainstream services support all citizens, disabled or not. When people with a disability – living independently or within a residential context with others – express their wish to live as long as possible in their own ‘home’ (cfr. the ageing in place principle) and when mainstream services for the elderly or home care services are invited to support also this group of citizens (cfr. community based support), it is clear that this ‘new’ situation reveals new challenges and requires an active transition strategy in all fields involved: mainstream services for the elderly are not ready to support 'disabled' people; services supporting people with disabilities don't know how to deal with 'newe ageing related needs of their clients.Especially on the level of the professionals involved, the desired transition from the medical towards a social inclusive model, requires new beliefs, attitudes and different (additional) competences - in all fields involved. This project started from a strong conviction that organizations and professionals active in different fields need to, but also want to work together across their own field; they are open to learn from each other. -In this inclusive context, services for the elderly, need to learn how to care for and support ageing people, also when they are disabled: staff needs to acquire new, additional skills related to the needs of the disabled persons. -At the same time, services for the disabled need to acquire skills in order to create opportunities for the disabled elderly to age at the place of their choice for as long as they wish and are able to. These services need to acquire new skills, related to 'ageing'.-Both fields need to learn to support the ageing persons towards an active and valued participation into society.The fields involved can learn from each other; by doing so they improve the level of key competences necessary for inclusive support and for guaranteeing quality of life and wellbeing. This belief was the starting point for an intensive and interesting exchange of good practices among 10 European innovative organizations. The Erasmus+ project created the conditions to share ‘inclusive’ practices and to learn about the conditions and critical factors of success (or failure) of inclusive approaches. 6 international meetings and study visits, and more than 25 practices, were the starting point for critical reflections on conditions and outcomes on different levels: 1. professionals and their skills, 2. the organizations and their HR, quality and VET policies, 3. local/national policy makers and regulations, 4. education and the curriculum.The partnership - with representatives from services for the elderly and from the disability field, but also from high schools, research and international networks - produced a set of suggestions and starting points for actions (recommendations) on four themes that – already from the very beginning – were the ‘red lines’ through the practices: 1. quality of life - as focus, 2. ageism and perceptions on ageing - as hindering factor, 3. a ‘new’ inclusive professional profile - focusing on new skills, 4. informal care - as keystone for inclusion. The comprehensive final thematic report with suggestions for actions based on these 4 themes is available on the TRIADE website (http://triadeproject.eu/wp-content/uploads/2017/10/171031-TRIADE-FINAL-THEMATIC-REPORT.pdf).The projectpartners have continuously received feedback from their Local Expert Groups, established in each country, with members from the same and different fields. These LEG's realized the main dissemination of the project regionally and (depending on the country) nationally. They were a strong link to education and to many umbrella organizations and their strategic working groups. This Erasmus+ project was continuously visible on European level, through the ENSA network (European Network of Social Authorities) and through a wide spread TRIADE Newsletter. The project was invited several times on European initiatives - the Annual Convention for Inclusive Growth 2016 as a most important one.Several good TRIADE practices are already implemented; the wide set of recommendations, based on the real experiences of participants actively involved at the work floor, may give directions to concrete initiatives for future actions. We hope…