Despite commendable progress in the prevention, detection, and treatment of a wide variety of solid tumour types, oral squamous cell carcinoma (OSCC) remains a significant health burden across the globe. OSCC is often first diagnosed at the late stages of the disease (advanced regional disease and/or metastasis). Delayed diagnosis precludes successful treatment and favorable outcomes. In clinical practice, opportunities exist to identify patients with oral potentially malignant disorders (OPMDs), which precede the development of cancer. Though multiple forms of information are available, the majority focus on diagnosis and use old guidance, with little reference to management of the conditions. Consequently, by carrying out an e-learning project on a transnational basis, we will embrace the different realities, in terms of how the management of OPMDs are conducted by healthcare professionals, in different countries, for the benefit of European citizens.E-learning allows the use of new educational media, providing healthcare professionals with the ability to search and select information, organizing their time efficiently (Bogacki et al 2004). There are five partners in this project, consisting of universities, non-profit organisations. These partners recognize the importance of strong links between higher education, the policy community and school practitioners. They will work together through planned regular communications and activities such as project meetings, seminars and workshops with policy makers and practitioners. They will conduct conferences in each partner’s country to jointly develop and deliver a range of training resources.Consequently, we aim:- To provide an e-learning tool about Oral Medicine for healthcare professionals, embracing the recognition, investigation, diagnosis and management of patients presenting with OPMDs. This will be accessible to European Union healthcare professionals and translated into several languages (English, French, Spanish, Portuguese, Croatian and Spanish).- To strengthen the ties among European Union educational and professional health institutions by sharing best practices about PMD- To increase professionals’ skills and improve their personal portfolios, whilst taking into account the language/content differences between the countries’ education systems.Overall, the e-learning resource for OPMDs and their management will be organised into several modules, designed to be used by healthcare professionals such as dentists and doctors. It will be managed through a collaborative methodology enabling open communication, clear roles and responsibilities and ensuring pre-cancer conditions are central to the work focus. It will be freely available online and translated into several languages. By promoting the content of the e-learning program we believe a high number of healthcare professionals will complete it. Promotion will be in the forms of posters, Facebook, Twitter, eBook, articles and communication meetings.Through an interactive developmental approach, involving feedback from training deliverers and other stakeholders, we will ensure that all content is clear, accessible and relevant to the local educational context and practitioners in partner countries. We anticipate positive and long lasting effects on participant organisations and policy systems as well as on the individuals directly or indirectly involved in this project. It will result in a sustainable model of good practice, in the management of these conditions and builds upon local, national and international knowledge, skills and experience.In conclusion, this pioneering EU guidance, which focuses on the management of OPMDs, will have a positive economic and healthcare impact upon the EU countries and decrease the mortality and morbidity rate among EU citizens.

"The TRAILs project focused on the preparation, design, and implementation of an innovative and robust Europe-wide teacher training programme for teachers of specialised languages (now LSP), in response to the worrying finding that most higher education teachers in this field have not received specific training, in a context where language skills are expected to enhance mobility and employability. The reports and documents corresponding to the different phases of the project have been uploaded on the valorisation platform.Defined at the kick-off meeting, the approach adopted in this project enabled the eight partners to respond to the challenge posed by the extremely specific context of LSP, in a transnational and collaborative approach with exchanges during transnational meetings, discussions by email and working documents posted on Google Drive. Based on a study of the real situation in the field, carried out in synergy with the possibilities offered by research, the work was divided and organised in several interdependent phases, from preparation to implementation and evaluation. The first step was to review the supply of LSP teacher training programmes in Europe in the European Higher Education Area: they are scarce and very heterogeneous. Following this exploration of the institutional side, the work focused on the target audience: LSP teachers in higher education. The field research (surveys and interviews) identified the needs of this audience and their expectations in terms of training. The gaps identified between the existing training offer and the training required for these teachers were used to define relevant and applicable teaching-learning objectives, and then to design a training programme for LSP teaching aimed at supporting the development of the competences of the target audience (in-service participants and students). The lesson planning is divided into teaching modules that alternate between interactive plenary sessions and group work. Originally scheduled for September 2020 in Zagreb, the training event had to be moved to February 2021 due to the pandemic. All the elements had to be reworked in view of providing distance learning. Despite the difficulties, the partners managed to adapt their working methods and their training offer to the new requirements of distance learning. Each lesson plan was reviewed in detail to ensure that the pilot course would meet its objectives.Conducted online from 22 to 26 February 2021, the training included 11 modules addressing the needs of future and current LSP teachers in terms of teaching methodology, with particular reference to the use of ICT. Participants were also provided with the technical support of an accompanying document to support the activity and extend the process of reflection. It was noted that all the training sessions were clearly appreciated by the participants who showed real commitment and managed, together with the trainers, to create an atmosphere favourable to learning and friendly collaboration.Throughout the project, the work was disseminated (http://trails.inspe-bordeaux.fr/, https://www.researchgate.net/project/TRAILS-LSP-Teacher-Training-Summer-School) and the results obtained were made known to the stakeholders through the organisation of dissemination events which gave rise to debates and made it possible to strengthen cooperation with networks working in a similar field, such as the Erasmus + CATAPULT project. A booklet was produced and translated into each of the partners' languages to complement the presentation. The final conference allowed the approach to be further consolidated. The work was also presented at conferences and workshops. Among the writings on the project, we should mention articles in the proceedings of several conferences as well as chapters published or in the process of being published, notably in the framework of a collective work ""LSP Teacher Training Summer School. The TRAILs project"", which is expected to contribute to the dissemination of the LSP teacher training programme, evaluation methods and tools.Building on the work of TRAILs, the Erasmus + LSP-TEOC.Pro project, which started in September 2020, aims to develop a multilingual online course for LSP teaching."

TFMASA is a joint International Master Program created in 2019 by a consortium of three Universities: University of Bordeaux (France), which is consortium coordinator, the Université catholique de Louvain (Belgium) and the Brandenburg University of Technology (Germany) in the field of mechanical aeronautics and aerospace engineering.Our willingness is to evolve towards aeronautics and space-capable renewable energy technologies.This goal appears as a priority and engaging thematic area in the aerospace engineering sector considering the need of developing an advanced innovative generation, collection, storage and distribution energy technologies for stationary or mobile applications. This subject is specifically challenging with regard to the protection of the environment and climate change but it can participate in achieving the goal of a carbon free economy in the aviation sector. The consortium has identified future strategic objectives that will need to anticipate the development of new competences in order to respond to the new requirements of the job market in the years to come.Our EMDM project will allow us, to develop and design a visible, sustainable and highly integrated excellent joint Master programme capable to attract the best students worldwide, and to ensure training of specialists in the field of Mechanical Aerospace Engineering over the EMJM period.The project will focus on the construction of the curriculum and new innovative pedagogical contents as well as the development of new fruitful partnerships with companies of the aeronautics and space industry.

The project took place in the context of large laser infrastructures, some under developments and some already operational at several sites across Europe. The Extreme Light Infrastructures (ELI) all rely on state of the art ultra-high intensity laser technologies. Three locations, namely Prague in the Czech republic (ELI-Beamlines), Szeged in Hungary (ELI-Alps) and Bucarest in Romania (ELI-NP) have been designated to welcome these unique and complementary centers to be constructed and operated as facilities for the scientific and private community with an investment volume exceeding 850 M€. A fourth infrastructure (Apollon) of the same type as the ELI centers is also being developed in Paris at Ecole Polytechnique. The design, construction and operation of these large-scale laser infrastructures require highly educated personnel in various domains. We evaluate that each site has to recruit technical human resources among technicians, engineers and researchers. Altogether, the need for high level skills represent a pool of 500 to 600 people. Additionally, the laser sources and beam lines will be delivered through public procurement either partly or entirely by private companies mainly originating from the EU. The supplemental industrial workload generated by the ELI programs will require companies to hiring several hundreds of specifically trained employees. On top of that, European laser facilities already operational experience turnover which target the same pool of trained professionals. Each country in the EU proposes standard curricula covering optics, lasers and photonics aimed at educating a rather stable flow of students. However, the sudden need engendered by the ELI programs exceeds the training potential of our nations in these specific topics. Even if we setup an emergency program at several universities, it will still take at least 8 years to train a high school student at a doctoral level. We are therefore facing an extended skill deficit that might endanger the actual implementation of these large-scale infrastructures. It was the aim of this project to bring together strategic partners able to propose short-term solutions covering the immediate needs identified by the consortium. The consortium has been naturally created with partners experiencing the skills deficit (5 major laser facilities) and 5 partners experts in education, training and innovative pedagogical techniques (Universities, training center, ‘serious games’ company). The main objective of the project was to mitigate the above mentioned massive skills shortage in a time scale compatible with the infrastructures roadmap. As a first priority, we have to develop a global laser safety program that is applicable in each facility and in each country. An additional laser-based nuclear radiation safety program was also elaborated. Beyond the personnel safety, the partners had identified a large deficit in skills and knowledge about optics, lasers, photonics and associated technologies. We therefore have implemented a pedagogical approach that has been never used so far in laser and optics education (we are not aware of a similar approach in other domain either) and trained students and professionals at the highest level in very short terms. The safety programs development consisted in building curricula at 3 different levels (Laser Safety Officer, users and non-users). The challenge here is to come up with a program that is compliant with national workers law and labor codes in the perspective to obtain certification at the European level. The revolutionary approach we developed here was implemented in the context of topical education in optics, lasers and photonics. Our pedagogical concept uses information technologies. Two types of actions were considered. We developed a library of small programs aiming at simulating complex physical effects occurring in laser or optical devices significantly easing the understanding of the underlying physics. We also used advanced technologies of video games for educational purposes and developed a complete training tool. In our concept, the trainee is immersed in a virtual 3D laboratory (Oculus mask) where he has to build, test or align optical or laser devices. Augmented reality helps him learn complex alignment procedures by explaining, on demand, the properties and uses of these components. The 7 trainings created consisted in teaching attendees advanced concepts using either the propagation software or the 3D virtual reality laser lab. Beyond the partial mitigation of the partner’s skill deficit, we have organized a dissemination strategy able to impact a larger audience with the tools developed in this project. We are confident on the fact that the innovation proposed here and in particular the virtual reality approach will generate novel ideas and lead to the submission of new proposals.

The International Master on Wine Tourism Transitions and Innovations (WINTOUR) is a unique educational joint programme resulting from an established track of collaborations among three leading European universities for higher education training in Tourism, Oenology, and related fields: Universitat Rovira i Virgili – coordinator (Tarragona, Spain), Université de Bordeaux (France) and Universidade do Porto (Portugal), all of them located in attractive areas recognised as UNESCO World Heritage Sites with a long tradition on wine production. The curriculum comprises 120 ECTS divided in 2 years. The mobility track is the same for all students and requires that they attend the first 3 semesters each in one of the partners HEIs, which offer complementary theoretical and practical knowledge on Wine Tourism and Marketing, Wine Making and Wine Heritage. Two 1-month internships provide first-hand experience in wine tourism and winemaking and a last 4-month Professional Internship is the baseline to develop a Master Thesis project in the final semester, in collaboration with one of our non-academic Associated Partners. The aim of this EMJM is to attract more than 100 excellent students and prepare them to become multidisciplinary trained, highly adaptable, and qualified professionals, capable to promote innovative, digital, sustainable, and inclusive developments for the growing wine and wine tourism industry in Europe and worldwide. The project is distributed in 2 work packages and 11 tasks (WP1: management and implementation, WP2: selection and supervision), will produce 15 deliverables and plans 4 types of events. In a context of growth, increasing strategic importance and societal transition needs, WINTOUR is an innovative and multidisciplinary proposal which unites consolidated knowledge domains and professional practices in Tourism and Oenology that have a wide impact in the economic, territorial, social, environmental, and personal societies’ paths for development.