<< Objectives >>A) A collaboration with ESCP and ESL.B) Create a comprehensive framework and a common platformC) Connect with other communities, institutions, organizations, and businesses that actively work within the regenerative paradigm. D) Design a step by step process for learning material, subjects, and coursesE) Facilitate an online community for sharing knowledge and best practice for regenerative business and innovation between institutions in the EU.<< Implementation >>Meeting: Kickoff Workshop: Definitions, concepts, and scope.Workshop: Research - field, practices, institutions, and network.Workshop: Learning design structure and processContinuous work: Community buildingWork: Learning philosophy and methodsWork: Theoretical foundation and historyWork: Habits of mind and concepts (Learning objectives)Work: Context and incentivesContinuous work: Design, media, and marketingWorkshop: Plan for further fundingThe application process for more funding<< Results >>The results of this collaboration will be:1. To develop the learning design process for developing new subjects/programs.2. To get insight and overview documents of relevant networks, institutions, organizations, etc., that either research or apply knowledge in this field today.3. To create a strategy document on how to secure further funding.4. To create a community platform for regenerative leadership and entrepreneurship.

<< Background >>Differentiated patterns between civic participation and service-learning engagement with HE students have been observed among EU member states. Yet, increase in citizenship competences among HE students has multiple benefits including better critical thinking, social skills and appreciation of diversity (Randolph, 2019). EC’s Renewed EU Agenda for Higher Education (2017) also outlines community and civic engagement as a mechanism via which European universities can strengthen and promote their societal purposes – they can integrate those issue within their curriculum, build links with and involve the local community and NGOs. This is what the Map4Accessibility project addresses via its Service-Learning approach. On another side, one in six people in the EU, or 80 million, have a “long-term physical, mental, intellectual, or sensory impairment…” (EC, 2019). At the tertiary level 36% of persons aged 30-34 have completed tertiary or equivalent education with the rate among people with disabilities being 27% with the number of people with disabilities being comparatively small in countries such as Bulgaria (EU-SILC Survey, EU Statistics on Income and Living Conditions). The Map4Accessibility project gathers 7 partners from 5 different EU Member States (Germany, Italy, Belgium, Portugal, and Bulgaria) having complementary profiles allowing them to have the ideal competence-based mix to design and implement a truly impactful collaborative project. Jointly, they have identified three urgent needs in the European Union and its higher education sector: -Low levels of civic engagement among HEI students, -Low awareness and the need for better understanding and empowerment of students to co-create solution for inclusivity and accessibility through service-learning approaches, -The need to create more socially inclusive and accessible HEIs and EU cities by improving their accessibility and inclusivity policies and practices.<< Objectives >>By blending social inclusion, disability accessibility, civic engagement and ICT-enabled solutions the idea for the Map4Accessibility project was born. The main objective of the project is to civically engage HEI students through service-learning, ECTS recognised activities in the co-creation of a pan-European PWA highlighting both digital and physical accessibility at the urban level. The project’s specific objectives include: oTo promote and increase Service-Learning, community engagement and strengthen civic skills among HEI students by offering ECST credits for students’ involvement in the project S-L activities, oTo gather and share best practices and expertise on digital and physical accessibility for HEIs and cities at large, oTo design a Pan-European accessibility mapping tool built based on an existing mobile application which enables people with disabilities to be better informed on the accessibility of public spaces and be able to influence both HEIs and a variety of institutions for an improvement in accessibility levels, oTo promote the inclusive education agenda – including but not limited to HEIs.<< Implementation >>The project is defined in five work packages distributed in terms of leadership and participation on a competence basis, each led by a WP leader. Each WP is then separate into different tasks, each task led by a different task leader. As the consortium gathers both educational entities, NGO community organisation and SMEs they will collaborate for the design and development of the service-learning community tools, the mapping app, the accessibility-related PRs: HEIs will bring their student cohorts and expert knowledge, methodology and will elaborate the pedagogy to be utilised, NGO community organisations will provide the tools and the networks, while SMEs will provide practical experience for web design and development and project management. The work package and tasks, including the leads, have been elaborated below: WP1: MULTI-STAKEHOLDER CO-DESIGN PROCESS – LEAD – UNITUST1.1. Benchmarking: Service-Learning Practices and Accessibility Mapping – lead - UNITUST1.2. Partners’ internal feedback: Analysis of needs and requirements – lead – UNITUS T1.3. Multi-stakeholder external feedback – lead – ARFIET1.4. Service-Learning Pedagogical Approach and Community Mapping Methodology – lead – UNITUSWP2: ITERATIVE DEVELOPMENT PHASE – LEAD – AST2.1. Technical Specifications and User Interface Design – lead – AST2.2. Content Development Integration – lead – EPT2.3. Initial testing and first release – lead – AST2.4. Testing analysis, content integration and final release (PR3) – lead – AST2.5. Guide on Digital Accessibility for HEIs (PR2) - lead - EPWP3: Local civic engagement – HEI Case Studies – lead – UNICTT3.1. Exploratory Walks and Participatory Community HEI Student Training – lead - UNITUST3.2. Local Case Study in Catania, Italy – lead – UNICT T3.3. Local Case Study in Blagoevgrad, Bulgaria – lead – SWU T3.4. Local Case Study in Berlin, Germany – lead – ESCPT3.5. Local Case Study in Lisbon, Portugal – lead – AST3.6. Applications of Service-Learning Handbook: an Innovative Pedagogical Approach to engage students and teachers for accessibility and inclusivity – lead - SWUWP4: Stakeholder engagement, book release and replicability – lead – ARFIE T4.1. Creation of a sharing and promotion plan and project website – EP T4.2. Map4A11y Local Workshop Sessions – ARFIE T4.3. Local Mapping Projects – Mapping Party – lead – SWUT4.4. Stakeholder engagement, networking, and replicability – lead – ARFIE T4.5. Final “Towards Accessibility4All” conference – lead – UNITUS T4.6. Open Access Map4Accessibility book – Co-design for Accessible Institutions and Cities – lead – UNICT WP5: Project Management – lead – UNITUS T5.1. Reporting and communication with INDIRA, the Italian National Erasmus+ Agency – lead – UNITUS T5.2. Quality Plan and Monitoring – lead – EP T5.3. Internal Project Management and management tools – lead – UNITUS Refer to Annex I. Work Plan for an in-depth overview of activities.<< Results >>In NUMERICAL TERMS via the project the following results will be achieved: o4 Universities in 4 countries (Germany, Italy, Bulgaria and Portugal) and their student organisations will be engaged in at least 20 distinct organised ECTS recognised Service-Learning Community Mapping Activities (exploratory walks, urban mapping walks, mapping parties) engaging 380 students or other stakeholders, o12 Multiplier events would be organised engaging more than 473 stakeholders, o181 HEI students or stakeholders with disabilities to be direct participants in the project activities, oMore than 2500 stakeholders will be made aware of the project and its results. o5 Project Results will be released as described below. All of them will be open access and available on the project’s website and distributed via own and partners’ networks. PR1: MAP4ACCESSIBILITY SERVICE-LEARNING AND COMMUNITY MAPPING METHODOLOGYThe methodology will outline the service learning and community mapping methodology to be applied within the project. It will include the service-learning pedagogical approach to be applied within the project, an overview and application of community mapping practices with a specific emphasis on exploratory and urban walks as co-design community mapping methods, outline the gaps in current accessibility mapping tools, needs and requirements as regards both physical and digital accessibility and provide a facilitation guide on how to apply the methodology. PR2: MAP4ACCESSIBILITY GUIDE ON INCLUSIVE DIGITAL ACCESSIBILITYBased on project partner’s experience in web and app accessibility an open access guide on web accessibility will be designed. Theoretical knowledge and practical tools will be provided to designers and developers both within and outside academic institutions enabling them to create a more accessible digital environment within campuses. A short visually attractive graphical reference guide will be included as part of the guide and available as a separate download.PR3: MAP4ACCESSIBILITY MAPPING WEBSITE AND PROGRESSIVE WEB APP (PWA)Based on the app +Acesso para Todos, an accessibility mapping website and app will be adapted, co-designed and co-developed through service-learning activities with HEI students. The mapping tools, embedding Universal Design Principles, will aim to provide accessibility information at the city level. PR4: APPLICATIONS OF SERVICE-LEARNING HANDBOOK: AN INNOVATIVE PEDAGOGICAL APPROACH TO ENGAGE STUDENTS AND TEACHERS FOR ACCESSIBILITY AND INCLUSIVITYWithin the project a best practice guide on how to implement ECTS recognised service learning as a pedagogical methodology in educational institutions (not limited to HEIs) will be compiled. It will focus on ways to engage students in real-life, community-based and community needs-driven projects in addition to theoretical knowledge gained within their academic degrees. The handbook will have as a focus disability and inclusivity service-learning experiences for students. PR5: OPEN ACCESS BOOK – MAP4ACCESSIBILITY – CO-DESIGN FOR ACCESSIBLE INSTITUTIONS AND CITIESThe final project result will be a digital open-access book including aspect related to: -identification of legally binding accessibility standards for buildings and within the city, -proposal of accessibility standards in the built environment which go beyond the legal norms, -proposal for urban planning on how to make key urban features more accessible, -best practices for digital accessibility. A key aspect in the book preparation will be given to the development of original infographic to make the book content easily accessible to all targeted groups. Distilled recommendations aimed at different target groups will also be available as a one-page printout which will be distributed via multiplier events.

MOONLITE has explored the way in which open education, in the shape of MOOCs, can be used to support the social inclusion of refugees and migrants in terms of their access to higher education and the employment market. Specifically, the general objectives of the MOONLITE project were to boost the use of MOOCs to A) Widen and improve the HEIs teaching for registered HEI students, B) Create new educational pathways for refugees, and C) Build entrepreneurial and language skills among those two groups.The achievements of the project can be divided into two groups, those promised in the proposal as outputs and additional ones included in other sections of the proposal or achieved as the project advanced. Regarding the former, all the projects Outputs were delivered as promised and are available on the project’s website. Regarding the latter, the following details can be provided:1. More than 100 representatives of refugee stakeholders were contacted by the partners.2. In total around 4895 people were beneficiaries of the work in this project. This figure comes from the number of refugees and migrants who have participated in the MOOCs developed in the project, the attendees of the webinars, the online and face-to-face workshops and events, etc.3. Four institutional workshops were run to highlight the issues covered in this project: LNU reached 11 participants in their institutional workshops, UNED 40 in their two workshops, UW reached 10 participants, and ESCP 5.4. A total of 407 people participated in online vision-building events. These two events took the form of an Oxford style event with 340 people (who participated 6253 times) and a mixed face-to-face and online event with 67 people.5. A total of 310 people were reached regarding MOOC policy issues. Directly, there were 14 people interviewed, and indirectly, as part of the contacts and discussions held in a range of different meetings and events, there were an additional 296 people.6. The openly accessible learning resources in the MOOCs in the project MOOCs were accessed more than 5000 times.Regarding the project’s contribution to academic research (information can be found on the project’s website):- 23 presentations were given at national and international conferences.- 10 workshops were run at conferences or relevant events.- 7 journal and book chapter publications have been produced.Other publications are in still in process.Some results exceeded the initial expectations of the partners in the project, especially in bringing together stakeholders, academics, academic staff, NGO’s and refugees from around the world. For example:1. The project provided an online Oxford-style debate on the topic of how MOOCs can enhance the cross-institutional collaboration and European policies necessary to support refugee HE and employment.2. Webinars were undertaken that were designed for interactively. Seven webinars drew the attention of approximately 270 participants and the recordings more than 600. 3. The project’s Facebook group, MOOCs 4 Social Inclusion & Employability (https://www.facebook.com/groups/1836694569953327), has proven to be a springboard for exchange of ideas and projects. It has been very active, with 74 different posts by 11 different authors. These posts have been shared 19 times, reacted to 229 times and commented on 13 times. The group currently has increased from 169 to 203 members in the last 4 months and will remain active even now the project has finished.4. The Spanish project partner organized two very successful face-to-face institutional meetings with nearly 20 participants from NGOs, associations, and refugee support groups.5. The Spanish partner also developed and ran two Language MOOCs for refugees and displaced people, to help them with their immediate needs in Spain with Spanish. These courses reached 2252 and 1233 people respectively (a total of 3485).The project website (https://moonliteproject.eu) received 7247 unique visitors, 11595 visits and 198,898 page-views. Other dissemination activities include: the preparation of a biannual newsletter for Spanish refugee support groups, the recording of a radio programme at UNED about the project and the UNED scenario with Spanish refugee support groups, the inclusion in the EADTU Newsletter of news above the project, the undertaking of an interview with MOONLITE’s coordinator by UNED’s Communication Team, the preparation of a news story about one of the MOOCs developed at UNED for the project, and the recording of an interview by the Spanish radio station “Cadena Ser” with a member of the UNED team on the Language MOOCs developed for refugees and migrants.Other publicity about these LMOOCs appeared in the Spain press and different educational blogs.Regarding sustainability, all the content, outputs, MOOCs, webinars, etc., will remain available for the foreseeable future via the project and the partners’ websites and UNED’s MOOC platform.

"ReOPEN project addressed the problem of recognition of non-formal learning results in formal education and by employer organizations in the new context - online open learning (OOL). Education institutions and employers are often reluctant to recognise OOL and question its validation, credentialization and proctoring. ReOPEN project directly addressed the recommendations published in the study of the European Commission ""Validation of Non-formal MOOC-based Learning"" (2016) (http://publications.jrc.ec.europa.eu/repository/bitstream/JRC96968/lfna27660enn.pdf), by the project aim - to create instruments to develop validated OOL for recognition of prior and non-formal learning. ReOPEN project achieved the following objectives: 1. Designed the platform for non-formal OOL curriculum development with learning validation and recognition instruments in place. 2. Trained teachers and trainers (T&T) at C-VET organizations, companies, higher education (HE) institutions and adult learning organizations to design validated non-formal OOL curriculum, to apply digital badges as a new form of digital credentialisation and tracking one’s learning path in non-formal OOL and to recognize non-formal OOL results in formal curricular. 3. Designed 5 non-formal OOL courses for continuous professional staff developing (CPD) applying learning recognition instruments for validated non-formal OOL. 4. Established partnership for future collaboration for non-formal OOL recognition. The project target groups involved C-VET, LLL, HE institutions and companies, establishing their collaboration to enhance access to OOL and qualifications for all through C-VET. The project results reached 123574 people (instead of 3820 planned) through multiplier events (ME), dissemination and thematic events, including 213 participants (instead of 59 planned) (see Annex 4) with fewer opportunities facing economic, social and disability obstacles. They benefited from awareness of what non-formal OOL is, on new learning and teaching possibilities and innovative solutions for teaching and learning. 6 Intellectual outputs (IO) were developed for them: IO1. ICT platform. IO2. Training material (TM) on non-formal OOL curriculum designing.IO3. TM on application of digital badges. IO4. TM on recognition of non-formal OOL results in formal curricular. IO5. 5 non-formal OOL CPD courses.IO6. Case - scenario collection on recognition of validated non-formal OOL course. Continuous feedback was requested from HE, VET, adult learning and school representatives, which proved high interest from project target groups for ReOPEN platform solutions at user institutions, and rated IO with strong positive statements. More than 120 organizations were involved in ME and dissemination events. 6 agreements have been signed with the third - party organizations for product exploitation (see Annex 6). ReOPEN results will have long-term impact to these organizations, as responses from events’ participants proved that organizations need to prepare and create non-formal OOL possibilities and that TM, ICT platform and methodological and technological help is most useful to them. Project partnership consisted of 3 HE institutions (VMU, ESCP Europe and SRCE), 2 companies (ONECO and Q21) providing training services for adults, VET and company employees, as well as 1 European association (EDEN). Consortium directly benefited from the results in adapting ICT portal for their use, using TM for their training programs for all project target groups in their countries, creating open non-formal OOL courses, application of digital badges in their institutional online platforms, tracking learning paths of their learners. ReOPEN project results already increased the sense of initiative, entrepreneurship, and professional collaboration among partner organizations and their collaboration channels with networks of education providers and employers by involvement of all stakeholders (teachers, administration, employer organizations and HE institutions) to work on CPD courses (IO5). The project increased the level of digital and other competences of T&T and better understanding of practices, policies and systems in education and training. ReOPEN contributed to better understanding and recognition of skills and qualifications in European and beyond, as well as interconnections between formal, formal education, vocational training and other forms of learning and labor market respectively by establishing three – party engagement case scenarios (IO6) on recognition of learning results and credits in formal curriculum (IO5), linking non-formal and formal curricular and employer needs. ReOPEN improves the use of EU reference tools for recognition, validation and transparency of competences and qualifications through description of parts of competences, qualifications and curricular, supporting teaching and learning progress and assessment in the new form of digital OOL."

Managing Money was initiated as a result of consultation with members of the EAEA. The consultation demonstrated the need for wider access to and engagement with financial literacy programmes, especially those currently under-represented in adult education. Consultation confirmed that there was a need for a pan European financial literacy curriculum for adults, to inform development of financial literacy programmes which can be delivered by organisations supporting those most at risk from financial difficulties and which can sustain support for adult learners beyond a funded project lifetime.The project set out to support the use of technology to develop the financial capability of adult learners, including adults with low participation in adult learning.The project partnership consisted of 7 participating organisations from 6 European countries, bringing together different perspectives and views on financial literacy and technology for learning. •National Learning and Work Institute (L&W) was the coordinating organisation based in the UK. •CVO Antwerpen is an adult education centre with several campuses in and around the city of Antwerp, Belgium.•Ljudska univerza Velenje Ljudska univerza Velenje is public non-profit institution providing adult education throughout Slovenia. •Modern English Digital Limited is an SME which specialises in social technology. •Stichting ROC West-Brabant is a regional centre of 8 colleges of vocational education and training and 10 Schools of pre-vocational education in the South of the Netherlands. •Skills Norway is the Directorate for Lifelong Learning and belongs to the Norwegian Ministry of Education and Research. Skills Norway was known as Vox until 31.12.2016.•ESCP Europe Wirtschaftshochschule Berlin e.V. is part of ESCP Europe: a transnational school of higher education with campuses in Germany, France, Great Britain, Italy, and Spain.The partnership also benefited from the formal involvement of The Swiss Federation for Adult Learning, (SVEB) who participated in the project as a self-financing associated partner. The project has developed:A common financial literacy curriculum for adults of all ages, Training resources for teachers, trainers and tutors and resources for learners, An interactive Managing Money App available for free download from the web, Apple and Google stores.Trial Report for the pilot trials carried out with tutors and learners of the Curriculum, Resources and Managing Money App. A guide for the use of the Curriculum, Resources and AppAll of which is hosted on a Managing Money Website ( http://managing-money.eu/ ) All of the outcomes from the project were developed to support educationalists, providers and tutors in the development and delivery of Managing Money. This was promoted through partner training events, webinars, workshops and keynotes at relevant events, through EU networks, partner networks and memberships. Training workshops in partner countries supported non - partner organisations to deliver the curriculum in their own organisations.All intellectual outputs (including source code of the Managing Money App) have been published under Creative Commons License CC-BY in digital format for use, download and re-purpose.Managing Money has impacted positively on both the partner organisations and on European education in various ways. All project partner organisations have planned to support and sustain Managing Money in their own organisations and to build on the involvement and interest of experts and interviewees engaged in the initial research. Managing Money has also attracted interest from the wider educational community. For example, Managing Money was nominated for the Netherlands International Prize for the most promising, interesting and valuable project in adult education. Managing Money was included in the shortlist of five international projects that were nominated and although did not ultimately win, dramatically increased the exposure of Managing Money at a national level.Although Managing Money has been developed to have a long term impact on the ability of educational providers across Europe to support their learners to acquire techniques and digital skills and to develop their financial capabilities, there is still a long way to go to implement a financial literacy strategy in many European organisations. Integrating Managing Money products in delivery is often linked to a cultural change, so must be promoted and disseminated by project partners beyond the project lifetime to ensure sustainable adoption and supported at national and regional levels to encourage that integration. Therefore, there is also a role for policy makers to continue to promote financial education for adults and specifically to encourage use of the Managing Money curriculum when planning financial literacy programmes.