"Context:The “Co-creating Welfare” project is motivated by a broadly political acknowledged need for re-organisation within the welfare sector in order to obtain a more sustainability and cost effectiveness. Local authorities are currently struggling with budget cut-downs in the welfare sector, mainly due to consequenses of the hardly ended worldwide financial crisis. As a response to the need for re-organisation, co-creation has started to become an acknowledged concept to create a more sustainable set-up and organisation of the welfare sector. Introducing co-creation as a new method to develop and implement welfare solutions, will challenge old structures and all stakeholders must redefine themselves in this new collaboration concept. The traditional linear planning will be dropped in order to give more room for common identification of challenges and possible solutions through brainstorming, creativity and impulsive ideas. This calls for a new approach of preparing and training the professional practitioners working within health and social care, welfare, education and youth. In order to prepare and manage local co-creation processes, professional practitioners will need to learn how to become multidisciplinary process facilitators instead of “just” being a civil servant doing “caseworking” based on clear guidelines. Objective:The objective of the project is to develop, test and propose efficient ways of implementation of a common European set of training materials, which will assist professional practitioners on local level around Europe, to qualify themselves to carry out co-creation processes on local level, which can push forward the needed re-organisation and effectiveness of the public welfare sector. Partnership:The consortium consists of 5 partners from 4 countries; University College Lillebælt and Southdenmark European Office from Denmark, Lyon University from France, Minho University from Portugal, Coventry University from UK. Together, the partners represent a substantial pool of knowledge within co-creation pedagogies, development of training/educational courses, practical work with NGOs, citizens and volunteers and practical and process oriented collaboration and coaching of local authorities and professionals in the public sector within welfare, health and education. A pool of knowledge, which will ensure a successful and qualitative implementation of the Co-creating Welfare project.Main activities undertaken in the projectThe Co-creating Welfare project is a action research project , containing 4 main project phases; preparation, development, testing & trial out and conceptualisation.The activities in the ""Co-creating Welfare"" project are the following; a) development of a need analysis by involving 4 pilot sites in each participating country, b) development of a co-cration training course, which teaches the participation to kick start and carry through a co-cration process from initiation to evaluation and communication of the process and its results, c) testing of the training course material within the 4 pilot sites, wheree training is provided to professional practitioners working closely to the citizens, d) evaluating and gathering experiences among partners and participants in the training course in order to determine how to fine tune and ensure highest possible relevance for the target group and opportunities for upscaling and futher use beyond the project partnership and period. Results and impact:The project has produced all the intellectual outputs that was intended; IO1) Needs analysis and mapping, IO2) Co-creating Training Course Material, IO3) Co-creation Concept and IO4) Sustainability Document."

The Embracing Dementia project is motivated by the increasing number of people with dementia in the EU, and the need to have a common approach in Europe towards this important societal challenge. With an aging population and the risk of developing dementia increasing with age, a significant rise in the number of elderly people with dementia is expected in the coming decades. The project supports the European Union’s vision on combating Alzheimer’s and other types of dementia as a top priority within active and healthy ageing by Embracing DEmeNtia.The main objective of the project is to create increased awareness about caring as a collaborative process between the four target groups: Persons living with dementia, relatives, health and care professionals and civil society organisations/volunteers.In order to reach the main objective, the EDEN project has produced five concrete intellectual outputs:IO1 - Needs analysis. It is based on 12 individual and 13 focus groups interview with relatives, volunteers and professionals. Results from Needs Analysis are available in the project and is presented in a research article: Valentina Bressan et all: “Needs, issues, and expectations on dementia care at home across Europe to inform policy development: Findings from a transnational research study”.IO2 – Learning and Information material. The main objective of the materials was to provide knowledge, awareness or support living and dealing with dementia regardless of whether it is a family member, a volunteer or oneself. There are developed criterias for the selection of existing materials into following areas: • To be able to cope with the future• To feel supported and collaborate with others• To be socially included• To understand and cope with dementiaAll materials are available on the Embracing Dementia learning and teaching platform.IO3 - Community Collaboration Concept. The CCC builds on existing material and experiences from dementia-friendly communities and goes a step further providing a concrete proposal, on how to actually build up communities that are dementia-inclusive. By creating a close collaboration, transparent dialogue and understanding between all stakeholders; private as well as public. Therefore, the CCC is developed as a process model, which helps the relevant stakeholders to go from a desired wish to be a community embracing dementia, to actually becoming such a community. The CCC i available in a short/pixie model on English, Spanish, Dutch, Italian and Danish on the platform. The entire CCC document with a knowledge base, methods, hand-outs i.e. is available on English on the platform. IO4 – EDEN Interactive Learning Platform. The platform has four target group entrances and each of those are organised according to the structure of materials from IO 2. By this the platform not only brings along information and learning materials for each target group, it also supports common access to the materials of the other groups supporting common understanding and collaboration. The platform is available in all project languages; English, Danish, Dutch, Italian and Spanish. See the English platform here: http://embracingdementia.eu/ IO5 - Policy and Implementation Recommendations. The document gathers all the project’s learning and experiences into a common project summary, and a description of how the partners ensure a more permanent use and implementation of the results from the EDEN project. The partners elaborate the possibilities to continue working with the knowledge from the Embracing Dementia project, and especially the platform and the Community Collaboration Concept.The partners will actively use the platform and its content in educational situations towards health professionals as either qualifying further education or as introductory training for new staff. The Community Collaboration Concept, which is an integrated part of the platform, has already been – and will continue to be – used in workshops where local communities – e.g. elderly homes – want to co-create local solutions for dementia friendly and inclusive societies.The partners have agreed to meet once a year to go through the platform for eventual changes and updates. Each partner will go through the material in their language and SDEO will be responsible for the concrete updating of the website, as this partner has been responsible for the entire development and creation of the platform.ECHAlliance, being the pan European partner of the project, will in the near future try to create a Thematic Innovation Ecosystem (TIE) focusing on Dementia.

The objectives of the InnoDK IV project are to: • Provide Key Account Management (KAM) services to Danish businesses, which have been awarded grants under the SME Instrument, Future Emerging Technologies or Fast Track to Innovation programmes • Provide Enhancing Innovation Management Capacity (EIMC) services to SMEs in 2019. Companies will be assessed via the Innovation Health Check tools or other approved tools and depending on results, referred on to relevant organisations in the Danish and European innovation eco-system. In total, under both categories 170 service packages will be carried out. The figure is based on an average of 70 KAM packages coming through EIC programmes, and 100 EIMC cases carried out. If a larger number of grants from EIC are given to Danish participants, the packages will be adjusted accordingly. The Danish EEN has consistently been one of the absolute top performers across the board, with a strong focus on creating impact for client companies. The network ranks overall #1 in number of Partnership Agreements per FTE during the current period, including #1 for PA Research and #1 for PA Technology. Figures from the EASME in 2019 show that the Danish EEN has an average of nearly six times the network average in PA/FTE, while still adhering to the highest standards. Furthermore, the network has an active policy of counting and demonstrating direct impact on behalf of clients and making this information available to national stakeholders every year. This approach will be maintained by the organisations and staff members involved in the Innovation Denmark 2020-2021 project.

<< Background >>In January 2021, the European Commission launched a green paper on ageing, called “Fostering solidarity and responsibility between generations”. The purpose of the green paper is to establish a European policy debate on how to anticipate and find common solutions and new approaches, responding to the challenges that Europe faces in relation to the demographic change, and to accomplish the strategic goal of increasing the number of healthy living years within the European population.The Green paper on ageing recognizes that what we learn and experience in early childhood affects us for the rest of our lives. Living a “healthy childhood” in general terms shape our future prospects, health situation and well-being. We also know from research, that being obese as a child very often leads to obesity in adult life, and the green paper therefore advocates for interventions and activities, which can help to “laying the right foundation” early in life, preventing, limiting and postponing some of the challenges linked to ageing, and help the member states to fulfil the objective of adding more healthy life years to the life expectancy within the European population.The green paper on ageing puts forward the following 3 questions;- How can healthy and active ageing policies be promoted from an early age and throughout the life span for everyone?- How can children and young people be better equipped for the prospect of a longer life expectancy?- What kind of support can the EU provide to the Member States?The partnership behind the SHE4AHA project represent the Schools for Health in Europe Network who has developed a manual, an assessment guide and a set of standards and indicators (all together called the SHE material) that policy makers, school management and teachers can use to make their school community “a health promoting school”. The SHE4AHA project will show that the Health Promoting School (HPS) framework can be used as a validated and evidence-based contribution to implement the Commissions’ green paper on ageing that calls for solutions to support healthy and active ageing from an early age.<< Objectives >>The SHE4AHA (School Health in Europe for Active and Healthy Ageing) project responds directly to the following ERASMUS + priorities, “Inclusion and diversity in all fields of education” and “Tackling learning disadvantage, early school leaving and low proficiency in basic skills”, which specifically mentions social inclusion and the importance of creating early intervention approaches that promotes well-being and mental health for learners and teachers, as well as protection from bullying at school through a safe and protective school climate and environment, which are all aspects that are included in the HPS framework.The project also responds directly to the ERASMUS + priority about “Environment and fight against climate change”, as the project aims to work with behavioral changes within school environments and the development of empowerment within children and young people, not only related to their own health, but also as a citizen in a society, where responsible thinking and behaviour towards the local community and the environment in general, will be in the centre.The overall aim of the SHE4AHA project is to contribute to the implementation of the Green Paper on Ageing, by developing and presenting evidence, good practice cases and policy recommendations that promotes the HPS framework and the SHE Material, as a concrete answer to the 3 questions that the Green Paper puts forward and which are mentioned above. The European Commission is invited to use the results from the SHE4AHA project to stimulate and motivate the member states to participate actively in common efforts towards the creation of a European society, where Active and Healthy Ageing is promoted, embraced and acknowledged as important from an early age within school environments around Europe.<< Implementation >>Phase 1: PreparationThe project will start with preparing the pilot projects with the 15 pilot schools through a close dialogue based on interest, trust and shared decision-making. This phase is an integral part of the capacity building process in the schools. a.Preparation of the SHE Training MaterialBased on the SHE Material and the HPS Framework, the partners will prepare the SHE training material. b.Creating coordination- and working groups within the schoolsBasic project management will be necessary to carry out the action plan as defined with the local schools. Working groups may involve pupils, staff and the whole school community. The working groups will use design thinking strategies and spiral learning to move their projects forward. c.Contextualisation and state of playAn assessment of baseline / state of play in each school will be carried out, identifying what needs and gaps the training activities should address. The underlying aim is to provide tailored training and support that best fits each local context. d.Develop project plansEach pilot school will be supported by partners to set achievable goals to move forward in the HPS framework based on the baseline. It is anticipated that each local baseline will be different, which will require tailored support to set reasonable and achievable goals based on existing practices and resources. Phase 2: Implementationa.Training The training will be organised and contextualised together with the pilot schools based on the findings from the baseline. Project partners will act as facilitators and mediators in this process, recognizing the shared decision-making with their pilot schools. This will contribute to enhancing capacity building in each school, which will in turn promote the sustainability of the process. b.Implementing the concrete projects Following the training activities the pilot schools implement their concrete pilot projects. A spiral learning process will enable each school to refine and review the process and goals, which will ensure successful and tailored implementation. Phase 3: EvaluationThe evaluation phase will be co-constructed with the pilot schools and based on the Standards and Indicators identified in the action plan. a.Gathering data from all pilot schoolsAfter 12 months implementation, an evaluation exercise will be carried through together with each pilot school.b.Analysing data The data will be analysed against the indicators set out for the SHE4AHA project and the evaluation framework that will be developed in the beginning of the project.c.Drawing conclusionsThe conclusions will be drawn on two levels; 1) On local level with conclusions that the individual pilot school can use to take informed decisions on how to continue working with the HPS Framework, 2) On European level with common conclusions from all pilot schools, showing trends and patterns which can be used as evidence for a further transfer and uptake of the HPS Framework.Phase 4: Conceptualisation and disseminationa.Policy and implementation recommendationsBased on the conclusions and key points put forward, project partners will write policy and implementation recommendations on both national and European level, which will support advocacy and further dissemination and implementation of the HPS framework accoss Europe, in the most efficient and tailored-to-context way. b.Good practice stories by the use of storytellingGood practice stories will be collected using different media (videos, written form, and any other means which is relevant to tell the story). The good practices will aim to inspire and advocate for the HPS framework, providing concrete examples and know-how which are hoped to have a spill-over effect on other schools across Europe.<< Results >>The SHE4AHA project produces 4 tangible deliverables;1) Health Promoting School (HPS) training materialThe HPS training material will take its starting point in the SHE material; a) SHE School Manual, b) SHE Rapid Assessment Tool and c) SHE standards and indicators.The training material will be developed for school managers and teachers and focus on how they can use the SHE material in order to work strategically and structured with health, health promotion and health inequalities and thus become a health promoting school. 2) Implementation- and evaluation reportThe HPS training material will be tested in 15 schools in a total of 5 member states, and will be followed by an implementation phase, where the 15 schools use the SHE material to conduct pilot projects and to develop into a HPS or upscale existing HPS practices.Based on the testing of the training material and the HPS pilot projects, a substantial implementation and evaluation report will be elaborated; one for each school, one for each country and one on European level. These reports will allow us to refine the material and to develop both policy- and implementation recommendations and a catalogue showing good practise. 3) Policy- and Implementation RecommendationsThe policy and implementation recommendations will be developed on both national and European level. On national level, focus will be on how the member states can help to expand the HPS framework in Europe in the best way, as stated by WHO in the Paris declaration. On European level, the focus will be on how the European Commission can use the concept of HPS to promote their healthy and active policies and support the member states to create concrete progress, by proposing the HPS framework as a concrete solution. 4) Good practice catalogueBased on the work with the pilot schools and the implementation- and evaluation report, good practice cases will be developed and used as inspiration material that can inspire and motivate other schools, school authorities and ministries of education and health around Europe to apply the SHE material and work actively with the HPS framework.The SHE4AHA project is designed as and comprises 15 pilot projects with 15 schools in the participating countries. The partners will work directly with school management, staff, school children and parents, and the following outcomes are expected through the collaboration with these schools.1) Capacity building of school management and teachers on how to become a HPS and work actively with health and health promotion as an integrated part of school activities and curricula consistently with the WSA.2) The schools will have made HPS strategies and intervention plans to follow for the next years to come.3) The schools will have become healthier schools during the project and will continue to work towards staying health promoting schools beyond the project period.4) School staff and school children in the participating pilot schools will be more aware of how to foster healthy living and will be empowered to take healthier lifestyle choices.5) School children will show signs of better health and wellbeing.The pilot projects will be used to develop policy and implementation recommendations as well as a good practice catalogue and substantial dissemination activities. The expected outcome of these deliverable and activities are the following;1) Schools, other than the 15 pilot schools have become aware of the HPS approach and show interest in becoming a HPS.2) The relevant ministries in the five participating countries will have become more aware of the HPS framework and show interest in collaborating.3) The EC, especially DG Santé, DG Employment and Social Affairs and DG Education and Culture, are aware of the potential of the HPS framework as a solution to support the healthy and active ageing agenda, as well as the European Social pillar and the European Education Area.

"The FUTE project is a collaboration project with partners from Denmark, UK, Finland, Belgium and France, which runs from September 2017 to August 2020. The overall aim of the project is to contribute to a modernization of the European school through the use of design processes and methods, and hereby tackle challenges such as lack of preparation time for teachers which can translate into unmotivated students, who get tired of schooling, and risk to drop out before having reached qualifying youth education.The FUTE project has produced the following concrete material1) The FUTE Needs analysis 2) The FUTE Design Process model2) The FUTE method cards3) The FUTE training material4) The FUTE didactive learning platform5) The Good Practice and Recommendations reportAfter having carried through the needs analysis, the 6C model has as planned been adapted into a process map with 5 categories; 1) Process, 2) Analyse, 3) Ideate, 4) Research and 5) Create. The model is cyclic in nature, meaning that one can go through it multiple times to find the best way to work with the design challenge at hand. It is not a linear process, which means you can shift back and forward between steps as needed. The model is founded on two axes of knowledge; 1) going from producing knowledge about what is to producing knowledge about what could be and 2) going from producing knowledge through thinking to producing knowledge through experience. Instead of app. 100 method cards in the original set of method cards, that was based on the 6C model, the new set of FUTE method cards now contains 42 method cards, all of them specifically focusing on education, teaching and school related situations. There are 18 cards that can be used to facilitate the design process and e.g. establish the team rules, the success criteria and the way to communicate. These cards are designed to be used throughout the entire process. Six methods concentrate on collaboration and the dynamics within the team; six methods are about framing a challenge and evaluating the information and ideas, and six methods focus on communication and visual tracking within the team and on presenting to people outside the team. There are twelve method cards related to understanding “what is”. These methods focus on gathering and visually analysing information and inspiration in order to create learning and insights. Last but not least, twelve method cards can be used to help creating ideas about “what could be”. These cards can be used after you have completed the research, analysed the informa¬tion and decided what you want to focus on, because then you have a base from which you can ideate and create.This Teacher Training Module is designed to help school managers and teachers use the FUTE cards and the FUTE Design Process Method within the school, in collaboration with colleagues and pupils, and concretely within the teaching situation. The Teacher Training Module contains background information on design thinking, shows the potential of design thinking in an educational setting and provides several exercises to get acquainted with the method. Design thinking can be used in different educational settings: teachers can use this method to solve challenges in their organisation (teacher design teams), while teachers can also use design thinking as a teaching method that fosters creative and active learning (pupil design teams).After having developed all the FUTE material, all partners worked together with local schools and teachers, providing training and facilitated the implementation of local pilot projects, where the FUTE material was used in local schools and in concrete teaching and / or innovation situations. There are 4 areas where it has proven to be especially useful;a) the planning and development of learning and teaching processes, b) the creation of collaborative processes to discuss complex dilemmas in the school in general, c) reaching consensus between different groups in order to find concrete solutions to concrete challenges within the school environment or d) animating or facilitating concrete teaching processes with the pupils (best suited for pupils in lower and higher secondary education, or students in higher education)All the experiences and good practices that were gathered from the testing phase have been presented in the good experiences and recommendations report, where promoting factors as well as barriers for the implementation and application of the FUTE material. The report also contains a list of the top recommendations.The FUTE material has been evaluated by project partners and external pilot stakeholders to be innovative, easy to use and ""handy"", and the FUTE dadactive learning platform, that is accessible on www.fute-project.be, presents all the material both as printable material and an online version, which can be used directly from the platform."