<< Objectives >>Since the 20th century, the vision of death has become a symbol of medical failure and a taboo. Recently, the ageing of the population and the Covid-19 health crisis have highlighted the need to reappropriate issues related to illness, suffering and the end of life. The HMH project aims to share, discuss, debate and educate on issues related to anticipating and raising awareness about end-of-life care, whether it is near or far.<< Implementation >>In the continuity of the Belgian project of anticipation of end-of-life care, the PSPA-PAVS, the enrichment of national experiences as well as an innovative pedagogy will allow the general public, the (non-)professionals of health, care and education, training to have coherent and efficient socio-pedagogical tools. Debates, exchanges, discussions and recommendations will animate the partnership (4 countries) and the stakeholders during the whole project.<< Results >>The experience synthesis guide and the e-learning platform produced in the framework of the HMH project will be disseminated to the sectors concerned, to public, private and associative services as well as within European networks such as EAPC and Eurocarers. The consortium will ensure that the target audiences and beneficiaries identified can have access to the socio-pedagogical tools created on the basis of the themes of support for anticipating end-of-life care.

It is widely acknowledged that Higher Education Institutions (HEIs) should go beyond their traditional education and research functions and also be key actors in promoting, creating and sustaining social innovation that responds to multifaceted challenges. Social innovation has gained relevance within the framework of academia at the international level, although is recognised the need to enable social innovation ecosystems across Europe through the adoption of systemic solutions, involving diverse actors, institutions, and places, involving all-kind of social innovation actors (social innovation actors/social entrepreneurs, SMEs, start-ups, accelerators and business incubators, investors, industry, foundations, philanthropy societies, HEIs and RTOs public-owned enterprises). Hence, Innovation Nexus starts from a clear commitment from the participating HEIs to balance the fourth helix by increasing the role of HEIs as drivers of social innovation, but in co-construction with other stakeholders from across the fourth helix. Specifically, a methodology consisting of two distinct (but complementary) phases has been defined. In the first phase, the focus will be on innovation actors and on building capacity among them, so that they become better equipped to work with social entrepreneurs; in the second phase, the focus will be on social innovation actors and on their access to the resources of innovation ecosystems.

"The objective of this project is to develop the automatic recognition of non-formal learning outcomes (basic, technical and transversal skills) in the training of very low-skilled adults from socioprofessional integration training (SPI training) in relation to existing systems in the different contexts of the partner countries of the projectHe will Implement the phases identified in the recommendations on the validation of non-formal learning outcomes and the European Credit System for Vocational Education and Training (ECVET) in training institutions with low-skilled and distant from employment audiencesValidation is ""a process of confirmation by an authorised body that a person has acquired learning outcomes corresponding to a given standard"" (EU Council, p. 5).The automatic or non-automatic recognition of the learning outcomes of the low skilled adults is still too weak and does not allow learners' progress to be clearly identified in terms of their autonomy, responsibility and complexity of task achievement (see Progress within the European Qualification Framework - EQF - according to the 8 levels of control of the resources to be mobilised and more particularly levels 1 to 3 or even 4) as well as in terms of basic, technical and transversal skills.There are still too few qualifications or certification profiles developed for type 1, 2 qualifications (levels of the European Qualifications Framework -EQF), most often targeted by training organisations in Social and Professional Integration in relation to the basic level of learners entering their training. This lack has the effect of blocking people in their progress in their training path.The overall objective of this project will be to strengthen existing mechanisms in order to increase the number of training opportunities positioned in national qualifications frameworks (in conjunction with the EQF) at levels 1, 2 through the development of a system recognised by the competent authorities allowing learners to receive direct recognition or positioning of their learning within the non-formal training organisations in which they have pursued their training.The operational objective is to allow automatic recognition/positioning (at levels 1, 2 and 3 of partner countries' qualifications frameworks):- basic reading, writing, mathematical and numerical skills are acquired through orientation and/or refresher courses- professional skills: technical and non-technical skills and transversal skills directly related to professional situations (teamwork, communication, problem solving, etc.) acquired in the context of so-called professionalizing and/or qualifying training.Specific objectives : - Provide an overview of approaches and methodologies implemented at national levels for the recognition and validation of non-formal and/or informal learning for low-skilled audiences at levels 1 and 2 of the EQF- Describe and analyse examples of good practice in developing the positioning, recognition, of non-formal and informal learning at levels 1 and 2 of the EQF- Identify common transnational issues and make recommendations to policy makers.To achieve these objectives, case studies will have to be carried out (Intellectual Outputs) to:IO 1: Identify/Define the processes and procedures by which non-formal and informal learning could be recognised at levels 1 and 2 of the EQF: Workshops of innovative measures for the assessment of learning outcomes in formal, non-formal and informal vocational training systems;IO 2: Identify common characteristics between the case studies in order to deduce a model for positioning non-formal/informal learning outcomes on the basis of identified good practices: development of a model for positioning formative and summative evaluations of partner countries at levels 1 and 2 of the qualifications framework;IO3: Elaborate a User guide for the positioning modelIO 4: Develop a policy recommendations guide to enable the implementation of recognition / positioning of non-formal/informal learning at levels 1 and 2 of the EQF"

The aim of this project is to establish an interdisciplinary master program in rehabilitation sciences at Jordan University of Science and Technology (JUST). Higher education in rehabilitation sciences is almost lacking in the region. Additionally, the entry level (bachelor degree) in this field in Jordan focuses heavily on the theory basis with no equivalent clinical reasoning and sound practical education. There is, therefore, a widening gap between the products of higher education institutions in this field and the skills sets and competencies demanded by the job market. The field is also fragmented between different disciplines that are not used to cooperate in teams (i.e. there is a lack of multidisciplinary team concept). All of this has an impact on the service provided in Jordan at the time that there is an increasing need for the rehabilitative services in Jordan because of the increased numbers of the traumatized refugees. Recognizing this need to offer a program addressing the described challenges, the department of rehabilitation sciences within JUST is planning to develop a master program in rehabilitation sciences. Our goal is to prepare students to be caring and reflective ‘paracademic’ practitioners who are clinical scholars with the ability to provide client-centered, efficient health care service, to critically evaluate the scientific basis of practice, to adapt to and initiate change, and to become life- long learners. A further aim of this project is to implement a modern innovative international program. Therefore, on-line rehabilitation education, a new trend pedagogy, will be adopted and utilized by instructors, students and clinicians from all consortium partners. The target is to provide a real-world learning environment that will facilitate students' acquisition of strong skills set, allowing them to enter the job market ready and equipped to serve.

"The demographic transition of ageing influences currently all European societies, changing the health status of the population (WHO, 2017). The European social and health systems and education are inadequately anticipating these challenges, as they cannot react fast enough to provide prevention and adequate promotion of health: health care is often provided by various specialists, service lacking alignment and integration, leading to increasing costs and lower accessibility of health care. Therefore, there is an urgent need to address challenges related to the governance of ageing societies (Priority #1), which calls for deliberate and foresighted innovation of educational, social and health care environments that equip and prepare its professionals with capacities focusing on prevention, health and wellbeing using evidence-based practices (Priorities #2 and #3).The aim of the SIENHA project is to support Healthy Ageing among European countries through the competence development of social and health care professionals, in order to:- Increase understanding on healthy ageing as a lifetime process requiring increased attention at all phases of life (from childhood to old age);- Transform understanding and support continuous development of competences of students, teachers and professionals to foster Healthy Ageing across Europe;- Support the exchange of knowledge across Europe to learn from the best practices in higher education to develop Healthy Ageing;- Increase citizens' knowledge and individuals’ involvement in supporting personal health and healthy ageing;Number and profile of participants:Seven higher education institutions (HEIs) across Europe conform the SIENHA consortium. Partners were selected to the project based on: (1) regional outreach to ensure that results are sensitive to the cultural, socioeconomic and demographic reality; (2) strategic focus in healthy ageing, health promotion and development of education and research on the topics at national and international levels; (3) willingness to foster policy development and transfer of results to other levels of education and the working life; (4) expertise in developing interdisciplinary social and health care education through international collaboration and modern pedagogies. Partner institutions include:1.Universitat Ramon Llull, ES2.Uniwersytet Mikolaja Kopernika, PT3.Santa Casa Da Misericordia De Lisboa, PL4.Kolegji Heimerer, KO5.Stichting Hogeschool Utrecht, NL6.Hochschule Für Gesundheit, DE7.JAMK University of Applied Sciences, FIDescription of activitiesThe activities used to achieve the objectives of the project include 4 Intellectual Outputs:1) Framework of competences in Healthy Ageing2) HA curriculum in Healthy Ageing 3) Innovation and research Toolkit in Healthy Ageing4) Handbook in Healthy AgeingThree Multiplier Events in the format of workshops and symposiums and foreseen to present the different perspectives on healthy ageing and the results of the different outputs. To test SIENHA’s results and to initiate dissemination and to promote sustainability, SIENHA will implement 3 TTLA activities to pilot parts of the developed HA curriculum and courses and the pedagogical strategies, held in Portugal, Poland and Germany. To monitor and adjust the development of the above activities, seven transnational meetings will also be held.Methodology: models of co-creation and co-construction and validation, as well as stakeholder involvement will be a priority at every step of the project, following a Citizen Science approach.Results and impact envisaged:1) A framework that establishes key healthy ageing (HA) competencies to be achieved by several health and social professionals, along with the content and pedagogical guides that ensure its completion;2) HA curriculum (EQF level 7) to qualify and optimize health and social services professionals competences;3) A Toolkit of innovative and research strategies, as well as priority lines and methods for educational and scientific development in healthy ageing;4) A Handbook that summarizes contents of the key project results to be usable by all partner HEIs, target groups and end users;5) A compendia of pedagogical strategies and methods to stimulate the 4th Industrial Revolution competences: ""learnability"", critical and fast thinking, emergent decision making, creativity, entrepreneurial skills, co-creation and empathy on professionals;6) Advocacy and increase of the awareness and understanding of new models for healthy ageing in professionals, end users and stakeholders;7) A strategic network of sharing best experiences on the concept and actions for healthy ageing, sustainable society and influencing decision making.The project aims to impact higher education quality, health-care services, decision-makers, policies and service providers and the public through developed knowledge, competences and outcomes developed on healthy ageing (HA)."