<< Background >>Erasmus is the most successful mobility programme in the world. By the beginning of 2020, it was estimated that around 10 million students had already participated in this exchange programme since it was launched in 1987. However, according to statistics this represents only 1.7% of the European Union’s population, which means that the programme is still far from reaching its full potential. Most of EU surveys and reports carried out in the framework of European projects revealed that the reasons behind low participation are related to lower economic capacity of the majority of students and their families to support their stay abroad which results in unequitable access to quality higher education studies and to future employment opportunities. Mobility is politically desirable and HEIs all over Europe are currently faced with extremely demanding targets concerning the increase of students undertaking an international mobility experience. Universities have therefore a clear need to find the most effective strategies to be able to comply with such targets, and this implies not only financial resources but also the necessary conditions to allow for the widest possible participation of all students potentially undertaking a mobility experience abroad. The overall budget available for KA1 Mobility of individuals is normally satisfactory for universities and in general allows them to provide an effective answer to the existing demand of the academic community. The main issue, however, remains the fact that a significant number of students does not have the necessary financial support to complement the grant awarded by the Programme and to allow for the full coverage of basic expenses in the country of destination.<< Objectives >>Keeping in mind the findings in EU Surveys that the majority of HE students are excluded from the Erasmus programme for financial reasons, the Erasmus for All Project wants to tackle the low levels of HE student participation in Erasmus mobility exchange by proposing a more economically viable scholarship scheme that will allow any HE students to spend part of their studies abroad in any of the 33 programme countries. Contributing to reducing the existing asymmetry in the EU, promoting fairness, inclusion and equity of mobility grants between individuals and among the EU economic diversity are the ultimate goals that this project wishes to pursue. In terms of concrete objectives, they are to:- Keep the topics of inclusion and equity in the policy agenda;- Build a shared understanding among key stakeholders on the desired trajectory/evolution of the Erasmus+ grant system;- Engage with policy and decision makers on resource allocation strategies that address the needs of the political goal of widening participation in mobility;- Provide relevant and in-depth input for the mid-term review of the new Erasmus+ programme.The partnership is composed by highly compromised institutions with quality mobility in the European Higher Education Area and therefore the goals of E4A are anchored in a wider vision for the future of the Erasmus programme.<< Implementation >>The implementation of E4A will encompass the organisation of a series of activities, events and publications with policy relevance to reach the decision makers in Brussels and produce real transformation in the programme’s design, particularly concerning the funding of individual mobility at Higher Education level. Firstly, the team will conduct a mapping of other scholarship funding models to benchmark for the more advantageous examples of grant schemes. This activity will be complemented by a desk research to extract best practises of other studies in the same field and include the results of the feedback gathered during the E4A Student Social Labs – a series of local events in the partner HEIs to engage Erasmus students in voicing their needs during mobility for a reality-based and co-designed solution. These activities will culminate in the organisation of the first multiplier event: Is the new Erasmus for all? » proposals towards a more inclusive Erasmus scholarship where it will be presented the Mapping and Research Report and opening the floor for the discussions around what will be the proposal of a new scholarship calculation methodology. This second round of activities will be led by a transdisciplinary scientific working group in charge of considering multiple variables to design a more inclusive grant scheme and publish a document that gathers the methodologies used in developing this proposal. Thirdly, the organisation of a small-scale impact study will set a pilot-experiment with a sample of real Erasmus participants with similar financial conditions (economically disadvantaged), randomly selected and divided in two groups: the first will test the current Erasmus scholarship scheme and the second will test the impact and feasibility of the more inclusive scholarship calculation formula(s) developed previously. This activity will include financial support from sponsors associated to the project to assure the necessary top-ups in a more inclusive scholarship proposal. Lastly, the E4A partners will prepare a Policy Paper with recommendations based on the conclusions of all the previous activities. The partner institutions will address policy makers in a final high-level conference in Brussels: The future of Erasmus is for all! » Making participation more inclusive through a better grant mechanism to call on the need to prioritise economic inclusion as a way to increase participation in the Erasmus programme through a more equitable scholarship.<< Results >>The partnership expects to publish the following documents until the end of the project lifecycle:- Mapping and Research Report - Guidelines for a more inclusive grant calculation formula- E4A Impact Study- Erasmus4All: Recommendations towards a more social and economically inclusive Erasmus scholarship | Policy PaperWith the preparation of these publications it is expected to raise awareness and support from the main target group, the HE students, by having them engaging actively in the projects’ activities, voice their challenges and pressure political leaders to change. The aim is to achieve a more equitable and a fairer grant system that may provide a clear answer to the real needs of participants, and contribute to promote inclusion in HE.It is also expected the reinforcement of the reliability of the Erasmus programme label. By analysing and identifying the potential weaknesses and strengths of the current system, the E4A project is providing the programme an active quality monitoring system. The type of activities designed for this project will also allow the HE students to participate in the co-creation of the programme and feel their needs are heard, addressed and actually produce a real change.This reinforcement of the programme’s visibility in terms of quality will also contribute to increase the circulation of students and improve and facilitate equal access to the European Higher Education Area, which is one of the strategic priorities of the European Commission having as background the Bologna Process.A last outcome is the promotion of a continuous political debate, throughout the project implementation and after its completion, on inclusion. One of the project’s results being the Policy Paper including recommendations resulting from the overall project’s conclusions plays an important role to push inclusion higher in the policy agenda and produce substantial impact in the mid-term review of the Erasmus+ programme.The powerful project values, mission and goals anticipate a guarantee for sustainability in this framework, both partners as well as other European institutions beyond the partnership involved in student mobility are committed to and share the vision of a future truly democratic Erasmus programme.

Success of science shops is down to finding a topic that is of particular interest to a particular group of people because they need to engage throughout the science shops research process, participate in the brokering and challenge identification and take responsibility for the outcome of the process. SciShops aims at expanding and further building on the capacity of the science shops ecosystem in Europe and beyond. During the SciShops project timeframe, at least ten new university- and non-university-based science shops are being established in Europe by project partners. The non-university ones are affiliated to different types of organizations, such as SMEs, LEs, NGOs/NPOs and research institutes. The project partners have extensive networks of science shops which are included in the SciShops Expert and Advisory Board and thus they can uptake first the solutions developed within the project: the SciShops Knowledge Exchange Roadmap, the SciShops Strategy for Community-Based Participatory Research and Science Shops Further Development, SciShops Guide for Establishment and Running of a Science Shop or the SciShops Web platform with its novel twining, matchmaking and awareness features. Through the use of the platform, organizations willing to establish a science shop are able to find a research organization which can support them with research services or they can be twinned with an experienced similar science shop which will help with the establishment and development of the new one. The SciShops consortium has as a top priority to prove the benefits of starting a science shop for every type of organization, but also the advantages the civil society gains from collaborating with science shops in community-based participatory research. The participatory knowledge transfer and exchange events organized during the project timeline will raise awareness on this win-win concept.

Over 4,000 institutions of higher learning in 37 countries participate in Erasmus+ mobilities, but not all of them enjoy the same level of IT infrastructure or skills. The OECD Teaching and Learning International Survey from 2018 show that only 39% of educators in the EU feel well prepared for using digital tools.The ESC ACADEMY PRO project aims at building up the transition towards the adoption of the ESC initiative by improving the digital capacities of HE actors.The specific objectives are (1) to develop a needs analysis assessment of the grass-root and policy practices at the national level on HE actors (associations, HEI and students) related to the digitalisation of Erasmus+ and the ESC, (2) to create capacity building training activities to promote, disseminate and implement the ESC initiative in association to HEI and students, (3) to foster the capacity of the associations (ISIC and ESU) to encourage the digitalisation of Erasmus+, (4) to promote the project’s outputs by boosting the ESC initiative, and (5) to create and put in place the relevant policy mechanisms for the promotion of the European values and the acquisition of digital skills in the European Education Area.The activities will involve: Project Management and Coordination (WP1), State-of-the-Art analysis (WP2), Capacity Building (WP3), Dissemination and Promotion (WP4), and Policy and Sustainability (WP5).The results will showcase the experience of HE stakeholders in European value promotion, the ESC initiative, digital competencies, and student participation. By building the capacity of the national member organisations, the project will foster the acquisition of digital skills related to the digitalisation of Erasmus+.The impact will be directly measured on to what extent the target groups (290 students and 526 member associations, 228 HEIs, and 120 policymakers) are reached.

Adherence to medication and beneficial lifestyle changes in prevalent chronic diseases is often unsatisfactory, leading to health complications and increased costs that threaten the sustainability of health systems. Self-management is a key dimension of patient empowerment; it has been listed as established good practice by the European project EMPATHiE. PRO-STEP, another recent European project, has shown effectiveness of self-management in the wider context of self-care, in conditions such as diabetes and asthma.Behaviour change is key to achieve better self-care in people with chronic diseases and is vital to ensure an active ageing. Health professionals are expected to deliver behaviour change support in chronic patients, to enhance self-care. However, the scientific literature and our needs assessment indicate that students present a skill gap in behaviour change support, resulting from curricular insufficiencies and limited training opportunities. Such skill gap compromises their ability to effectively promote self-care in people with chronic disease. Therefore, there is a pressing need of developing innovative educational products on behaviour change support, aligned with the European agenda on digital transformation in education and training, which encourages open learning resources and the integration of digital technologies.The Train4Health target group will be nursing, pharmacy and sports sciences students. Community nurses and pharmacists have a pivotal role in supporting chronic patients’ self-care. Sports sciences students were selected due to their increasingly important role in promoting physical activity in this population. The overall objective of the Train4Health project is to improve health care students’ competences for behaviour change to effectively support self-care in chronic disease through an innovative educational package. The specific objectives are:- Consensualising a European multidisciplinary competency framework on behaviour change in chronic disease;- Defining learning outcomes-based curricula informed by the competency framework previously developed;- Providing tested case studies for behaviour change training in chronic disease;- Providing a tested e-learning course, as a MOOC; - Delivering a tested simulation software for behaviour change training; - Producing recommendations for large scale implementation of the Train4Health educational package.Seven partners from five countries joined efforts in a strategic partnership for innovating in behaviour change support in higher education (HE). Partners are HE institutions, with the exception of ESU, an umbrella organisation representing students. The team possesses expertise in areas central to the project, such as clinical communication, behaviour change interventions and informatics, plus a track record as and researchers and innovative educators. Train4Health is structured in 4 phases: 1 - Paving the way to the development of key educational products; 2 - Key educational products development; 3 - Piloting the key educational products & learning outcomes evaluation ; 4 – Dissemination, outreach and exploitation.Overall, project activities correspond to the specific objectives stated. The project relies on the co-production of educational products by the target group, academic educators and people with chronic diseases, to ensure that innovation meets students’ and societal needs. Train4Health links education, innovation and research by incorporating in its activities scientific methods such as a consensus technique, surveys, focus groups and qualitative interviews, and by drawing on the team’s educational and research experience. Virtual reality design and artificial intelligence programming will be used to develop the simulation software with intelligent virtual humans. Results for the students will include improved competences in supporting self-care in people with chronic diseases and overcoming gaps in behaviour change support education, with potential for positively impacting health professionals’ employability and mobility. For HE Institutions, Train4Health will increase transnational cooperation and the quality of curricula and training, by providing a coherent and innovative educational package on behaviour change support in chronic disease. Digital products, such as the MOOC and the simulation software, will offer flexibility for learning outside the classroom and will cater for individual preferences. These educational resources are equally meaningful to health professionals engaged in life-long learning about this topic, which will further contribute to the project societal impact.We expect that beyond the time frame of the project Train4Health will have positive effects in people with chronic disease, resulting in improved self-care and lifestyle, alleviating the individual and societal burden of these conditions.

"<< Background >>Many students suffer from problems of malaise, as shown by numerous studies and research. Some groups of students are particularly vulnerable to issues of well-being, due to the discrimination they already face (e.g. refugees, people with disabilities). Since the beginning of 2020, the health crisis has had a strong impact on students' well-being (virtual absence of student life, need to adapt to new learning methods, integration difficulties, significant deterioration in mental health, etc.). In addition, new forms of malaise are emerging, such as eco-anxiety, which affects 15% of young people (2016 IPSOS survey). The well-being of students therefore represents a huge challenge for higher education institutions, but also for student organizations acting in favor of their peers, which are more and more numerous to take up this issue.In this context, we would like to support the ""Well-Being Innovations for Students in Europe"" (WISE) project to address the following needs- Long considered as an ""individual in training"" only, the student is now considered in his globality (living conditions, health, commitments, well-being, etc.) by more and more universities in Europe. Higher education institutions (HEIs) are developing increasingly ambitious student life policies. However, few of them have developed proactive policies, strategies and mechanisms to promote student well-being. In particular, since the beginning of the health crisis in 2020, many HEIs have found themselves powerless to deal with the urgency and complexity of this issue. Through the WISE project, HEIs will be able to develop innovative and proactive policies on this issue and benefit from examples of good practices implemented in Europe.- During the health crisis, we have seen that many students in France want to act in favor of their peers but do not know how to do so. Thanks to the WISE project, students and student organizations benefit from concrete examples of good practices to implement in favor of their peers' well-being, and are equipped to create new initiatives on this issue.- Finally, the project allows to enrich the construction and development of public policies in higher education at different levels (local, national and European) in favor of well-being.The final beneficiaries of this project are the students. Thanks to a better consideration of their well-being by European higher education, they are more fulfilled in their higher education studies, which has positive repercussions on their personal and social life in the first place, but also in terms of their academic success and their professional integration.<< Objectives >>European public policies emphasize the inclusiveness of European higher education. For example, the European Youth Strategy (2019-2027) includes Objective #5 ""Mental Health and Well-being"" which aims to achieve ""a better level of mental well-being and [to] end the stigma of mental health problems, promoting the social inclusion of all young people."" The Erasmus+ program also aims at a greater inclusiveness of European higher education.In this context, we would like to carry out the project ""Well-Being Innovations for Students in Europe"" (WISE). This project aims to foster student well-being, well-being being defined by the WHO as ""a state of complete physical, mental and social well-being, and not merely the absence of disease or infirmity."" Indeed, student well-being and inclusion are two closely related notions and European public policies themselves highlight the link between well-being, mental health and inclusion. Student well-being is now a major issue in higher education. The causes of this malaise can be diverse and have a direct impact on the way students live their lives: precariousness, professional uncertainties, stress, untreated psychological pathologies, depression. The report by the Observatoire national de la vie étudiante (OVE), La Santé des étudiants (Student Health), published in 2020, also shows associations between these psychological difficulties and the interruption of studies, the non-validation of exams or below-average results. The 36-month WISE project is being carried out by a consortium composed by Animafac (a national network of student associations) in France and its partners: European University Foundation (a European network of universities) in Luxembourg, European Students' Union (a European organization representing students) in Belgium, Aristotle University of Thessaloniki in Greece, Transilvania University of Brasov in Romania, Charles University in the Czech Republic and the Polytechnic Institute of Coimbra in Portugal. The project aims to contribute to the well-being of students in Europe, factors of academic success and attractiveness of higher education institutions. More specifically, it will pursue the following objectives:1- To identify, analyze and disseminate innovative initiatives in Europe in favor of student well-being (policies, practices, mechanisms, etc.);2- To equip, train and support higher education actors (HEIs, student organizations) in the implementation of innovative initiatives in favour of student well-being;3- Promote and raise awareness of student well-being among local, national and European public authorities and in higher education.<< Implementation >>In order to carry out this project, the consortium carries out the following activities:>>> The realization of 6 outputs divided into three phases: 1) In the first stage, a study phase:- O1: ""Quantitative survey: European panorama of innovative initiatives in favor of student well-being""- O2: ""Qualitative study: innovations in favour of student well-being in European higher education"".2) In a second phase, a tooling phase for student organizations and institutional actors (university staff and other actors of student life): - O3: ""Platform ""The European university of tomorrow for student well-being""""- O4: ""Training kit for university staff to implement student well-being initiatives- O5 : ""Training kit for student organizations to implement student well-being initiatives"".3) In a third phase, an advocacy phase, with the realization of O6: ""European Guide of recommendations on student well-being"". >>> The implementation of 2 training sessions :- An internal consortium training on student well-being (C1) ; - A training course ""Acting in favour of student well-being"" (C2) >>> Intensive dissemination activities of the project results. In particular, six events are organized by the strategic partners throughout the project to ensure the dissemination of the project results. Aimed to students, student organizations and university representatives from different European countries, these events contribute to the dissemination of the project in the different areas of the European Union (North-Western, Western, Southern Europe, Balkans). Eventually, WISE wants to reach the 27 countries of the European Union, 300 higher education institutions and 150,000 committed students.<< Results >>The project has a strong impact at the local, national and European level on different target groups:>>> Students: - More than 150,000 students use the tools and have a secure and inspiring framework to build initiatives. They acquire a precise knowledge of the subject and can use it to dialogue with the presidency and the services of higher education institutions. - Students, especially those who are most likely to suffer from problems of ill-being (notably because they come from groups that suffer from discrimination, e.g.: disability, refugees, economic obstacles...), benefit from the new initiatives put in place thanks to the project. This contributes directly to the improvement of their living environment and their success. 250,000 students are indirectly impacted. >>> Student organizations that have developed projects on the issue of well-being are valued and gain visibility at national and European levels. In addition, they benefit from new tools to implement initiatives and / or advocacy campaigns. Their initiatives gain in quality. The networks of student organizations have new tools to raise awareness and train their audiences, and thus carry out their missions. >>> Higher education institutions and other actors in European student life: institutions and other actors who have developed projects on the issue of well-being are valued and gain visibility at national and European levels. Moreover, they benefit from new tools to implement strategies and measures, which thus gain in quality. National and European networks of higher education institutions have new tools to raise awareness and train their audiences, and thus carry out their missions. Therefore, the project contributes to the modernization of higher education. The inclusiveness of the institutions is improved thanks to the implementation of initiatives in favor of the well-being of students, the success rate increases, as well as the attractiveness and thus the competitiveness of the institutions. >>> Decision-makers: public authorities at local, national and European level are made aware of and develop their public policies in terms of student well-being. >>> The partner structures, members of the consortium: - The higher education institutions that are partners in the project become experts in well-being issues. They have appropriated the results of the project and set up new initiatives that benefit their students. - Animafac, EUF and ESU see their impacts reinforced thanks to the acquisition of significant expertise on student well-being. The tools allow their actions to gain in quality with the universities and / or students involved. Finally, they use the results of the project in their advocacy and dialogue with public authorities.- The associated partners are valued and made aware of the subject. They also use the tools to serve their objectives and their audiences."