"The aim of the project is development of strategic partnership among universities and creation of barrier-free environment for mobilities of students and teachers. The output will be preparation of complex materials for accreditation and implementation of a new course ""Methodology of Interpretation of European Cultural Heritage through Attractions in Tourism"" at all universities. The need of such a project is based of the survey, which showed a lack of compatible courses in the field of tourism for exchange students, and the need to improve interpretation of European cultural heritage. The content of the course will also reflect the mission of the European Commission concerning Europe as a cultural destination and 2011 EU Modernisation Agenda's priorities, particularly in respect of links to internationalisation, innovation and modernization of education and needs of labour market. The project will be implemented in partnership of 6 universities representing different European regions, capital and regional cities, and countries with diverse cultural heritage and its potential. (VSE Praha, CZ: architecture, monuments; University of Economics Bratislava, SK: local traditions and customs; Alexandru Ioan Cuza University, Iasi, RO: religious and ethnography attractions; University of Applied Sciences-Fachhochschule Burgenland, A: attractions connected with music; Universidad Europea, Madrid, ESP: fine art; Fachhochschule des Mittelstands, Schwerin, GE: gastronomy). Such partnership is an opportunity for complex elaboration of the topic ""Interpretation of European Cultural Heritage"" and may motivate students for international mobility to universities which might be otherwise out of their interest. The Guidelines for the industry will enhance the opportunity for heritage managers to improve attractivity of cultural heritage. The project has a detailed action plan which will be regularly monitored and evaluated according to quantitative as well as qualitative indicators. The main activities of the project are: - Compillation of materials for syllabus, textbook and their didactic elaboration, examples of good practice, case studies, cooperation with the industry, analysis and definition of needs of the segments of visitors and setting the appropriate methods for interpretation of cultural heritage. - Transnational project meetings for networking, coordination of project implementation and evaluation. - Short term joint staff training events for detailed familiarization with elaborated subtopics and case studies by all partners. - Dissemination activities: organization of lntermational Conference, web pages, articles, papers, lectures at conferences outside the project, etc. - Project management: communication with partners, monitoring, budget monitoring, evaluation. The planned project outcomes are: Syllabus of a new course, with all necessary prerequisites for accreditation (detailed content of the course, time allocation of lectures, methodology, time requirements on students, assessment of students, planned integration into the study programme, operational organization of the course). Textbook of the length aprox. 400 pages (a survey of cultural heritage of Europe, detailed characteristics of subtopic investigated by individual partners, methodology of interpretation of the cultural heritage through attractions in tourism, examples of good practice and a case study for each subtopic). Guidelines designed for experts in the industry (informing about main methods of interpretation of individual parts of cultural heritage through attractions in tourism). Results of this project will bring benefit to students and teachers of the participating universities and to experts in the industry. In long-run the outputs of the project will indirectly bring benefit to teachers and students of other schools and to all visitors of cultural attractions in Europe. Preparation of the new course by an international team will have the advantage, that various approaches based on intercultural aspects as well as experience from different cultural backgrounds will be incorporated in the study materials. This will be a unique experience for all beneficiaries. The project outpus will be published in full (in English) on open webpages all partner universities and will be freely accessible. They will be technically user-friendly. The use of the material will be free of charge, will not be limited nor conditioned at all. Long-term utilization of project outputs is expected. The new educational course prepared within this project will become an integral part of study programmes taught in English at all universities involved. This means it will be available for all students including foreign students participating in student mobility. Most study and didactic materials prepared within the project will have unlimited, sustainable time utility and will be used also in ensuing years after the end of the project."

iCoachKids aimed to improve the experiences of children and young people in sport by facilitating the development of a specialist youth sport workforce. It did so by:-Gathering a solid evidence foundation to inform best practice in youth sport coaching-Providing guidance for coach education providers in how to create suitable learning opportunities for youth coaches-Developing a suite of FREE educational resources for youth sport coaches.iCoachKids was led by Leeds Beckett University and comprised a consortium of leading organisations in coach education such as the International Council for Coaching Excellence, the Hungarian Coaching Association, Sport Ireland-Coaching Ireland, Universidad Europea de Madrid, NOC-NSF, Lithuanian Sport University and the Royal Belgian Football Association. The strength of the consortium laid in the breadth of organisations which included international coaching bodies, national coaching leads, national Olympic committess, universities, coaches associations and sport federations. The project aimed to impact on the following target populations: 1) National coordinating bodies for coach education; 2) VET providers and National Federations 3) Coach Employers 4) Coaches Associations 5) Coach Developers. Along the lifespan of the project a large number of sporting organisations signed memoranda of understanding to become iCoachKids supporters and promote the use of its outputs amongst their members. This include amongst many others: UEFA, FIBA, World Rugby, International Skating Union, Real Madrid Foundation, Special Olympics, Sport England and the German Olympic Committee. Beyond the European Union, other international organisations who have become iCoachKids supporters include the United States Council for Coaching Excellence, Save the Dream Qatar and the Singapore National Youth Sport Institute.To achieve its goals, iCoachKids delivered the following intellectual outputs: 1. Audit report of the children’s coaching workforce in the seven European countries represented in the partnership to better understand its demography and needs.2. Case Study Compilation to capture examples of best practice in the education of children's coaches in VET.3. A European Coaching Children Curriculum to guide organisations wishing to develop coaching qualifications in this area.4. Three Massive Online Open Courses (MOOCs) for coaches of children covering the curriculum which can be used by VET institutions to facilitate the mass training of children's coaches.5. Study guides to support the three MOOC candidates pre, during and post course.6. Creation of iCoachKids Online Platform to host the MOOCs and serve as a hub and repository of information for the European community of children's coaches. iCoachKids has delivered all the promised intellectual outputs and multiplier events on time and on budget and to an extremely high level of quality. This is proven by the fact that iCoachKids became one of the Erasmus+ flagship projects for the European Commission who regularly highlighted the project’s achievements on their social medial channels and invited iCoachKids to be one of only two projects to be presented at the recent Finnish Presidency Sport Conference in Espoo on 24th September 2019. The strength and impact of the project has also been shown in the awarding of a new Erasmus+ Sport three-year grant to develop iCoachKids Plus, an extension of the original iCoachKids project.By completing and successfully disseminating the project’s intellectual outputs and activities, iCoachKids has also had a significant impact in the education and employability of youth coaches and in the quality of the sporting experiences of children and young people. To date, over 10,000 coaches a month from all over the world have visited our platform and 3,000 coaches have taken the free online training. As the following paragraph shows, these numbers are due to grow exponentially shortly into the hundreds of thousands. In relation to its long-term benefits, the most significant impact of the project has been the birth of a the iCoachKids Global Movement. Dozens of organisations from all over the world have expressed an interest in introducing the project’s philosophy, exemplified in the iCoachKids Pledge (10 Golden Rules for Positive Sport Experiences), and using the FREE resources. Over the last three years, iCoachKids’ participation has been requested at conferences and events across five continents, in countries including the USA, Mexico, South Africa, Australia, China, Singapore, Japan and all over Europe. Requests from organisations and institutions to affiliate to the iCoachKids movement and to run national iCoachKids conferences have poured in. Translations into additional languages such as Portuguese and Chinese are under development as are customisations of the MOOCs for football and ice skating. Without question, iCoachKids is here to stay.

"In our multicultural and digital society, the educational systems of EU Countries are facing the troublesome challenge to respond to emerging current needs such as: embrace classrooms with students from different cultural/linguistic background, reinforce motivation and the relation between knowledge and life experience, engage vulnerable groups (as migrants, Special Education Needs - SEN, etc.), involve all actors within a shared educational path, exploit the potentials of new media, foster innovative collaborative and peer learning practices.Based on this complex context, the project ""INCLUDED - INclusive ChiLdhood edUcation supporteD by multimEdia and Digital storytelling"" aims at developing a set of guidelines / recommendations (pedagogical approach, methodology, spaces, tools, best practices) with related competence framework and training guidelines for teachers to design and foster inclusive activities and practices through tangible Digital Storytelling (T-DST) strategies in Childhood Education (primary school age, 6-10). The action is conceived as a contribution to nurturing social inclusion as well as opening up education to innovative digital practices to enhance quality in childhood education, being – within the others benefits – the strengthening of teaching profiles and the contrast to ESL and disadvantage within the EU2020 strategy and lifelong learning.Given these premises, the INCLUDED proposal leverages on the pedagogical paradigm of DST to elaborate this framework to address the needs of inclusion in childhood, promoting a participatory action-research that builds upon the T-DST paradigm at primary school age for the following goals:● Lay the foundation of a curriculum framework and related guidelines for educators in order to implement such methodology for the goal of media literacy, by o Defining a training reference framework for educators; o Designing and implementing a training model and practices for educators; o Designing and implementing experimental activities in different narrative-based educational settings;● Make a scientific assessment of the activities on specific research focuses related to educational outcomes.The proposal target groups are represented by:● Primary school teachers (from at least 3 European Countries) who will attend the INCLUDED’s training course on inclusive practices with T-DST and who will be involved in the educational experimental activities, supported and supervised by academic researchers. At least a total of 60 teachers will be involved.● Children aged 6-10 years (primary school) that will be involved in T-DST inclusive educational practices by their trained teachers. At least 840 children will be involved in experimental activities.The proposal Intellectual Outputs (IOs) are:IO1 - TEACHER TRAINING COURSEIO2 - EDUCATIONAL EXPERIMENTATIONIO3 - SCIENTIFIC EVALUATION IO4 - GUIDELINES ON TANGIBLE DST FOR INCLUSIVE EDUCATIONBriefly, the macro-task of the project plan are:1° year (M1-M12): SoA research, teacher training course, design of educational activities2° year (M12-M30): Research and experimentation of activities in school settings / scientific observation in parallel3° year (M30-36): Documentation, analysis of practices, development of guidelinesIn relation to the objectives, the project will take advantage of the collaboration of an interdisciplinary and international school partnership, supervised by a group of researchers experienced in projects devoted to the research and experimentation of innovative digitally supported practices in education, with a special focus on children inclusion/SENs. In this way, it will be possible to enact this action research on a European dimension, to compare the results between different institutions and cultural backgrounds, in view of a better exploitation of results within the EU roadmap towards the improvement of quality in school services.The desired impact foresees the following:●Enhancing capability of schools to handle inclusion, ESL and disadvantage●Promoting the innovation in regional/national/EU policies●Enhancing teachers’ skills and competences and reuse of the INCLUDED training model among primary school teachers in Europe"

"IntroductionTwenty-first century Europe is experiencing an uplift in the health of its population, with adults living longer, healthier lives than ever before. This has an impact on the demographic profile of our communities, with a higher proportion of older adults among the population. The project is aligned with the problems caused by demographic changes all over the world where the number of older adults is increasing every year and creating serious load problems for accompanying social and health systems. This was recognised by the European Union Commission when it started a Research and Development programme called Active and Assisted Living in 2008 (www.aal-europe.eu), aiming to stimulate the development of ICT-based systems and new models of elderly care. These systems support the active ageing and wellbeing of seniors at home in order to avoid their hospitalisation, and to stay in their own house and environment as long as possible. The purpose of Grandis was to improve vocational education and training to optimise adoption and successful use of these systems.ObjectivesGrandis XXI. project aimed at providing a possible answer to the challenges of the ageing societies by developing curriculum and online course for the social caregivers of the 21st century based on a requirement analysis by involving the target group and beneficiaries from the partner countries. The main results of the project is the course ""Connected Care of Older Adults"" a competence-based, modular training programme designed for formal and informal carers. The course prepares carers for effective use of ICT-based tele-care and communication systems that help monitor, manage, and improve the ability of people to live independently and interact with their care network. It aims to equip carers with an understanding of the demand for new approaches to care and to enhance its delivery through the use of a variety of eHealth technologies and smart devices, like home appliance monitoring, activity sensor wristbands, movement monitors, and even some tele-diagnostic tools installed in the home. Topics addressed by the project:1. ICT - new technologies - digital competences2. Health and wellbeing3. New innovative curricula/educational methods/development of training coursesTarget groups- Students of vocational education- Formal caregivers, care workers, informal caregivers involved in the long-term-care of their relatives- „Young” elderly people retired from related professions (e.g. teachers), who are interested in working as informal caregivers in online communities.PartnershipGrandis Consortium includes 8 organisations from 5 countries, among them vocational educational schools from Hungary, VET providers from Hungary and Ireland, universities from Spain and the United Kingdom, and a society with social activities from France. In the consortium experts from vocational and higher education, information technology, social care and gerontology worked together in the development of the planned intellectual outcomes.•Prompt-H Information Technology Training, Trade and Service LTD., Hungary•Szalézi Vocational School, Hungary•Veszprémi Vocational Centre Öveges József Vocational School, Hungary•Universidad Europea de Madrid, Spain,•Aston University, United Kingdom •The Irish Computer Society Ireland•Guimel Association, France•Corvus Adult Educational Provider, Hungary The beneficiaries of the project results in the long term are older adults from 55+ but with a focus particularly on those over 65.Results and impact attained, long-term benefitsThe indicators reached demonstrate the impact of the project: for about 700 older adults, 400 teachers and trainers, care workers were directly involved into the needs-analysis, the experiments and pilots and 48 Grandis certificates were issued in the five countries. The training program was built up in accordance with the educational initiatives of the European Union: EQF, ECVET and DigComp, what ensures the European wide usability and sustainability of the results.The long term benefits are supported by publishing the learning content under the Creative Commons license of ""Attribution-ShareAlike 4.0 International"". This license allows all European organisations to use, distribute, modify and even commercialise freely Grandis curriculum, learning content and is allowed to implement the training course in any type of e-learning systems, and to deliver the course in any kind of forms (face-to-face, online, blended form) regarding the special needs of their target group.Project portal: http://grandis.prompt.hu/ (dissemination platform for visitors)E-learning platform: https://moodle.grandis21.hu/Contact:: edu@prompt.hu"

Within the strategic framework for European cooperation in education and training (“ET 2020”), the main objective of this project is to improve the quality and efficiency of learning outcomes, directly impacting the results of education and training. Specifically, it will focus on implementing new technologies that will enable greater experiential learning, improving the students’ employability, and reducing the skill gap with the labour market. Consequently, this will impact equity, social cohesion, while enhancing creativity and innovation, as the technologies implemented within this project will include among others virtual reality, augmented reality, gamification and online learning. This project creates a specific framework in order to develop the labour market skillset through detailed methodologies. Furthermore, considering equity, social cohesion and active citizenship as one of the main EU objectives, the proposed project directly impacts it by benefiting part of the adult population that has been evidenced to partake in higher education in a lesser proportion, mainly individuals with disabilities and females with unequal access to education. Because of this, the project has the potential to promoting stronger grounds for equal access to employment opportunities as it fosters digital environment knowledge acquisition. In addition, it will contribute to higher creativity and innovation, particularly entrepreneurship, across diverse population segments and education and training levels.The consortium is composed of four entities, all pertaining to the European Union: Universidad Europea de Madrid (Spain), who will be leading the project; Universitá degli Studi di Modena e Reggio Remilia (Italy); European University Cyprus (Cyprus); Stratesys (Spain). Each of these organizations has its own research group dedicated to innovation in education, particularly in areas related to the project. The professional trajectory of each of them supports their participation in the project, together with the parallel successful initiatives they have been carrying out, which can positively impact and create synergies with the proposed project. The project is scheduled to deploy in a 24 month period, where the first and fifth trimester will be dedicated to plan implementation within each course, adapting the technologies as well as tools and combined methodologies to each particular case and learning outcomes. Following the planning phase, during the academic year the framework will be implemented, together with the data collection and control of the execution as well as completion of intermediate milestones through specific KPIs. These stages will require meetings between the internal coordinators of each higher education institution, whose role comprises coordinating with professors and researchers partaking in any of the project’s stages. Three of these meetings shall be in person, favouring communication and direct knowledge-sharing of the project’s advancements. At the end of each academic year, data collected will be analysed, obtaining insights on the project’s results in terms of students’ learning outcomes and technological domain. Specifically, the project’s outcomes will be: firstly, The Experience Teacher Suite, which consists of an online ICT platform with technological tools and educational content that can be distributed and implemented by other higher education institutions; secondly, a MOOC and user guide for professors wishing to implement this framework; thirdly, open source educational tools (games, contests, assignments for developing specific skillsets, knowledge pills, among others); fourth, an experiential learning platform which through artificial intelligence algorithms (Learning Analytics) will be able to evaluate learning patterns and strengthen the implementation of the framework. After the 12thmonth milestones, a conference will be organized, titled EDUTECH TALKS, in order to share the partial outcomes of this particular experience, incorporating feedback from professionals, while transferring knowledge on the benefits of technology-based methodologies within higher education framework and specifics on how to use the The Experience Teacher Suite. During the last trimester, publication in academic journals and participation in higher education forums will be pursued. In addition, the platform will continue to be active and therefore, individuals wishing to implement this framework will have access to content, tools or applications after the 24-month period, while being able to create new content. Lastly, the platform will include access to an online community to share best practices in educational innovation, and consult with peers. This will enable continuity of the project past the 24thmonth mark, as well as continuing the diffusion and transfer of knowledge, ensuring the sustainability of the framework beyond the project