Global labour markets are in constant change in response to emerging mega trends like ageing societies and rapid urbanisation. We are witnessing the replacement of traditional occupations by creative communities whose raw material is their ability to address those challenges, imagine new solutions and innovate. A major role in this change is played by the creative industries (CI) defined as “industries that origin in individual creativity and talent and which have a potential for wealth and job creation through the generation and exploitation of IP”. The CI are one of the most dynamic sectors in Europe (representing 3.3% of EU economy, and 3% of employment), but in Israel are characterized by a small market, with few employment possibilities and a need to compete globally.CLEVER aspires to be the catalyst of change in HE and vocational training for creative professions as well as the entire creative economy eco-system. This will be done by ensuring that graduates in creative disciplines are fitted with updated leadership and entrepreneurship capacities and skills that enable them to maintain life-long portfolio careers and to enhance 21st century creative economies.CLEVER will:• Develop a Creative Leadership & Entrepreneurship strategic plan for each participating Israeli HEI to serve as a roadmap for short and long-term implementation, including: curricula updates, new academic and LLL modules and business models.• Develop new teaching capacities and methods in the Israeli HEIs aligned to creative leadership modules• Pilot of academic and LLL educational modules To start a change through the entire Israeli eco-system CLEVER will develop:• Benchmarking report between the Israeli and EU creative economy practices• Creative Israel 2020 Whitepaper policy recommendationWith these outcomes CLEVER encompass all stakeholders in the creative economy thus ensuring impact, exploitation and dissemination of results beyond the project's lifetime.

The aim of this project was to develop evidence-based didactical material for financial literacy education for tertiary and secondary education levels and exchange best-practices. There was and remains a need for increased financial literacy education in view of widespread financial illiteracy and the benefits for individual well-being and society at large that are associated with high levels of financial literacy education. Although the OECD (Organisation for Economic Co-operation and Development) policy recommendation to introduce financial literacy education at school is well accepted, there is still no consensus on the optimal way to implement financial literacy education at school. By developing innovative materials on financial literacy education, and testing these materials in tertiary and secondary schools, we provided evidence based tools to improve financial literacy education. In addition, based on the OECD recommendation country specific strategies were developed to increase the level on financial literacy education across Europe and worldwide. However, there was no exchange of best practices across countries or exchange of didactical materials. We aimed to change this by creating an open-source website and actively exchanging practices and didactical materials. The project involved 14 different partners from five European countries – Belgium, Estonia, Italy, Slovakia and the Netherlands. Taking a cross-sectoral approach, cooperation between these countries was proposed for the project, with universities, secondary schools and intermediary organisations dealing with financial literacy promotion participating from each country respectively. The project addressed students and lecturers at teaching colleges and universities, and teachers and students at secondary education. Moreover, we actively have foreseen networking opportunities between the organisations outside the educational institutions. That way the project guaranteed a high impact at different levels. Moreover, the consortium worked (in two different domains) on key competences for lifelong learning and contributed to the realisation of the Recommendation of the European Parliament and of the Council of 18 December 2006. The consortium worked on six different intellectual outputs and organised three multiplier events. 1. Financial Literacy education 2018: descriptive and comparative analysisA comprehensive assessment and a comparative study was published, including the state-of-the-art related to financial literacy in the participating countries (for example: financial literacy in the training of teachers, in curricula and teaching resources for secondary schools) and complementing non-school initiatives in other educational institutions. 2. Curricular module 'Financial Literacy Education'The project partners developed a curriculum (module) on ‘Financial Literacy Education’. The aim of the module is to increase the level of financial literacy and help university students to make successful financial decisions. The curriculum covers aspects on making payments, loans, savings, and insurance. 3. Testing and transfer of the module 'Financial Literacy Education' in higher educationThe material, developed in output 2, was tested and evaluated. The implementation and evaluation took place in all participating tertiary education institutions in the second year of the project. 4. Didactical material on 'Financial Literacy Education' for secondary schoolsThe consortium developed didactical material for secondary schools. We found out which material in the participating countries already exist (output 1). Based on the results we developed new didactical material, which can be adopted to specific needs within a country. 5. Testing and transfer of the didactical material in secondary schoolsThe material, developed in output 4, was tested and evaluated in an experimental way. The implementation and evaluation took place in all participating secondary schools in the third year of the project. 6. Knowledge-PortalDuring the project a Knowledge-Portal was created. All developed content is integrated in this portal. In addition, the project partners linked the existing materials to this portal, which is also open to non-participating partners. An e-learning-portal, the project website, a news-portal etc. are part of the Knowledge-Portal.

Higher education institutions (HEIs) play a key role in educating people to understand the underlying values in societies and cultures, which create crucial abilities to foster social integration. To succeed in this, the managers, teachers and students of HEIs need novel ways to increase intercultural understanding and social inclusion. Hence, the project created a comprehensive educational model “Roadmap for Societal Engagement for Higher Education Institutions” which is grounded in experiential and challenge based learning to increase the higher education institutions’ societal engagement (HEISE). The objectives were: first, to develop a toolkit for HEI teachers to integrate challenge based learning methods into their teaching supporting greater societal engagement and impact of HEIs; second, to create model for HEIs with insights on how to understand, manage and evaluate the societal impact of HEIs. HEISE project consisted of two Intellectual Outputs (IO) which are both covered in the final publication of the project. First, IO1 is a participatory learning model for societal engagement for HEIs through a challenge solving course module with an e-publication called “Insights for Teachers”. It introduces the context and insights of challenge based learning; presents its philosophy, practical tips, tools and methods. The material is illustrated with video-clips, examples of methods, guidelines, and original case studies which are the outcome of local challenge solving processes during the project.Second, IO2 is a model for HEIs to evaluate their societal impact and the engagement in societal projects. This outcome of the project can help HEIs to better integrate the societal impact into their strategies. The outcomes of IO2 research activities were integrated into the final project publication, presenting practical insights for managers and current situation in HEIs and in society at large. From a methodological point of view, HEISE project carried out a systematic process including an investigation of the existing participatory learning methods. Based on the results, a challenge based learning model was developed and tested in the international HEISE Winter Academy as well as within locally organised challenge based learning courses. The modules were analysed, contributing to the further development of the challenge based learning model. To create a model for evaluating the HEIs’ societal impact the engagement with society, a similar approach was adopted by evaluating and analysing the project’s societal impact (Semantic Analysis, Google Analytics). This was accompanied with 3 stages of research on societal impact (desk research, quantitative and quantitative study).The knowledge gained from these international surveys are integrated into the final project publication available online as web-resource as well as downloadable e-publication. The final publication enables the stakeholders and interested audience to navigate within a diamond-shaped model get a brief overview of the matter first, and also deeper knowledge from various references, added reports, insights, examples etc. HEISE was a 36-months project with six (6) partners: Estonian Academy of Music and Theatre (Estonia; main coordinator), Sibelius Academy of the University of the Arts Helsinki (Finland), Laurea University of Applied Sciences (Finland), Aalto University (Finland), Estonian Business School (Estonia), Universidad del País Vasco/ Euskal Herriko Unibertsitatea (Spain). The partners represented widely the field of HEIs from art to business and social sciences to economics complemented each other's expertise of social and societal challenges, higher education pedagogy, innovative learning methodologies such as arts based methods as well as evaluation of impacts.One of the main results of the project is a comprehensive publication guiding HEI teachers and managers to integrate art and challenge based learning methods into teaching. This will further result in greater societal engagement and impact of HEIs. HEISE project affected the students and stakeholders of HEI by the challenge based learning methods which resulted in a more active dialogue between them while solving the real-life societal challenges collaboratively. The project had an impact on the management of HEIs and the way they strategically integrate the societal engagement and impact into their operations. The project added new knowledge on societal impact of HEIs and its evaluation to the participating audience of two Multiplier events. The long-term benefits lie in the further development of course content in which the challenge based learning methods are utilized. In addition, the longer-term impact of systematically evaluating the impact of HEIs will increase the importance of the topic leading to broader societal engagement of HEIs, which will further affect the way citizens understand intercultural and social inclusion.

Joining strengths of 7 higher education institutions and one management development network, the overall aim of the project was to provide higher education institutions (HEI) with a comprehensive set of insights, guidelines and materials that would help develop more relevant and innovative management education offerings and study processes, based on the real needs of businesses and economies and as a result stimulate reduction of management skills mismatch across EU and provide enterprises with better skilled employees, decreasing their investments in new employee trainings and increasing their competitiveness on local, regional and international levels.We have explored, identified and assessed management and leadership development needs by focusing on:- challenges faced by businesses (particularly with respect to management and leadership issues);- how leadership development may help address challenges faced;- critical evaluation of the results achieved and impacts made by management education to date;- recommendations for learning partners, including specific guidelines, materials, and staff training.To achieve the aims and goals of the project, we have develop Intellectual Outputs “Cross-country report” and “Guidelines for management and leadership skills development”. Developed outputs provide insights into current and future business challenges and related management and leadership development needs, as well as specific instructions, best practice examples and inspiration for HEIs for improving management education curricula, teaching/learning materials, as well as teaching tools, methods and techniques. This will help to provide more adequate and labour market needs-based education, contribute to skills mismatch and shortage reduction, as well as ensure long-term project results accessibility and usability. During the project implementation phase, several activities were undertaken to support development of intellectual outputs and to support dissemination of project results.To support development of intellectual outputs and train faculty and staff directly involved with the project, 4 short-term joint staff training events were organised during the project implementation period.They covered topics of (1) program management and education process, (2) trends in management education, (3) digital technologies in teaching and learning, and (4) case writing and teaching.The most important project outputs are:-A cross-country report publication with seven individual country reports and a cross country chapter covering the most important findings-Guidelines for management and leadership skills development publication drawing from insights of the -A case study collection including descriptive cases covering specific issues that companies face, as well as a collection of seven teaching case studies including teaching notes, ready to be used in classrooms. 5 Multiplier events were organised at an regional and international level in order to support dissemination and increase impact of the project results beyond the project consortium.Project management activities were supported by regular online meetings as well as 5 international meetings where all partners met to report, discuss, plan and coordinate project activities.Significant impact was achieved with all participating institutions reporting improvements in the covered fields in a survey conducted between project partners. All multiplier events were well visited by important stakeholder groups such as educators, representatives of HEIs, companies and business practitioners as well as decision makers from public institutions. With one of the goals being to raise employability of students, the impact cannot be measured directly as it would need a longitudinal study, but participating faculty members did report improved teaching methods, modified curricula and raised student satisfaction at their courses so long term benefits are expected. With better prepared students, we also expect to decrease the need for company investments in new employee trainings.The project already spurred development of several additional outputs including a scientific monograph on management development needs, a manifesto on the future of management development, improvement of existing management development programs and development of two new programs on case writing and teaching and on digital technologies in education.

There is a worldwide consensus today on the relevance of quality human resource management (HRM) for the optimisation of Higher Education Institutions’ performance. HEIs are facing increasingly complex contexts which require HRM models able to respond to new challenges in the selection, development and motivation of their staff. HR approaches focused on staff recruitment, organisation of employment contracts and salary payment are completely superseded by the necessity to take account of new issues, such as training, promotion and encouragement, development support and strategic planning for future needs. In South Mediterranean countries, aspects such as the socio-political climate and the level of state expenditure in education influence the capacity of HEIs to address these challenges, calling for supporting actions in this regard.Against this background, RISE’s main goal is to contribute to South Mediterranean HE Reform Agenda through the modernisation of People Management. This global purpose will be targeted by means of three specific objectives:* To build up capacities and skills in HRM on target South Mediterranean HEIs for stronger organisational efficiency;* To create a regional network on HRM as a forum for exchange of good practices; * To conceive and develop institutional HR strategies in South Mediterranean HEIs.These objectives will be pursued by a set of interrelated and focused activities, starting with an in-depth analysis of the target HEIs’ HR practices and needs to shape the rest of interventions. A range of skills enhancement actions will follow, including tailor-made training (on-site/online), upgrading of HR technical tools, and drafting and publication of a Guide on Good Practices on HRM. Targeted dissemination and sustainability actions will optimise exploitation of results, helping the consortium multiply and extend the benefits of the outputs generated to other HEIs in the region.