According to the European Commission, in the second quarter of 2014 over 5 million young people (under 25) were unemployed in the EU-28. This represents an unemployment rate of 21.7% (23.2% in the euro area), which is more than twice as high as the adult unemployment rate (9.0%). Unemployment among youths has been a top priority for EU countries. One of the reasons for the unemployment is the lack of entrepreneurial spirit and skills amongst young people. The elaborated innovative method under the current project idea will create and develop in youth people transversal skills that are crucial in dealing with unemployment and lack of working skills. Willing to reduce and smooth this problem and contribute to the reduction of the unemployment the Partnership plans to create completely new and innovative method called ForProve theatre. It will be based on the combination of two kinds of theatrical models: Improv Theater and Forum theatre. The ForProve theatre method is addressed to the business world: support young people in gaining transversal skills that will help them find a job and improve and sharpen their work skills.The main aim of the project is to equip young people with entrepreneurship skills by innovative method ForProve theatre. For the achievement of this aim the partnership plans to accomplish the following objectives:• To use the attractiveness of the theatre art for creating and strengthening the skills of youth people which they needed in order to be successful in the business world • To combine the strengths and good practices used in Forum theatre and Improv theatre techniques reducing and mitigating their weaknesses• To produce innovative non-formal educational method called ForProve theatre, as a method for stimulation of the entrepreneurship, leadership and transversal skills• To equip youth workers with tools for implementation of the ForProve theatre method• To raise the awareness regarding the newly developed innovative ForProve theatre method and in this way to foster the entrepreneurial and leadership spirit of young people. For the fulfillment of these objectives the partnership is planning to undertake the following activities:-Mapping the strengths and weaknesses of the Forum theatre method and Improv theatre technique in order to have a firm base for development of new methods- Developing of completely new and innovative method for entrepreneurship stimulation called ForProve theatre, avoiding the weaknesses of the methods mentioned above and combining their strengths-Elaborating a Guide on ForProve theatre method in electronic format and on paper to be used for entrepreneurship stimulation by the youth workers in their work with young people-Elaboration of a Visual Guide on ForProve theatre, representing the new method in action- Training of youth workers of 6 EU countries how to implement the ForProve theatre method and the products created- Raising the awareness of the stakeholders and society regarding the new method ForProve by organising national multiplier event in each partner countryThe direct target group is youth workers who work with youth at the treshold of work, newly employed and NEETS.The indirect target group: people between 16 and 30 years who are umemployed; are actively seeking employment; have been recently employed; new and soon to be graduates.At least 144 youth workers will be involved in the project activities and as a result will be aware of the new ForProve theatre method and the Project results. 24 of them (4 youth workers per county) will be trained during an international learning event in Bulgaria and will conduct the testing of the Guide on ForProve theatre. Other 120 youth workers and other stakeholders will be involved in the national multiplier events (at least 20 people in 6 EU countries). By equipping youth workers from 6 EU countries (Bulgaria, Spain, Italy, Poland, Croatia and Lituania) with new methods and tools for entrepreneurship stimulation, the project will have positive impact on the young people in this countries. The youth entrepreneurship stimulation will lead to the reduction of the youth unemployment in a long-term. As all the products will have also an English language version the new ForProve theatre method could be used in other countries as well. The attractiveness and efficiency of the method will help to ensure the sustainability of the project results.

Digital technologies have started to greatly influence healthcare. Despite the range of areas in which new digital technologies could make a substantial contribution to enhancing health care access, quality, and service while reducing costs, the health system has been slow to invest in and embrace such technologies. The project “Training Blueprint for the Digital Transformation of Health and Care” aimed at increasing health professionals digital & soft skills in order to reduce current existing gap between digital technology trends and their effective use in the health sector. A Consortium of 7 partners (three from Italy, Germany, Austria, Netherlands and UK), worked for 34 months on 4 Intellectual Outputs: O1 - Digital Health Technology Trends & Implications for health professionals. This output created the knowledge base on successful practices on new health technologies & training methods; each identified three successful cases of adoption of digital solutions in healthcare and interviewed three people involved in them. O1 has been delivered as a report containing the results of the interviews and the analysis based on them. O1 was produced in English entirely, and extracts were translated into partner languages (Italian by PAT/FBK, German by FHS and TUD, Dutch by SSH).O2 - Report on Digital Health & Soft Skills of tomorrow’s health professionals, produced a profile on the soft skills of health professionals working in a digital based/supported environment. each partner identified 3 successful cases to be interviewed to create a transversal skills profile. COGES prepared the questionnaire to be submitted to the respondents and each partner (excluding COGES and PAT) prepared their own interview report and shared with COGES which produced the O2 in reporting formats, ppt, and Layman report. O2 was produced in English entirely, and extracts were translated into partner languages (Italian by PAT/FBK, German by FHS and TUD, Dutch by SSH).O3 - The Digital Health Lab-based Training Scheme. This Output produced the learning method and delivered the pilot courses (Digital Health Learning Labs - DHLLs), attended by around 150 trainees over the partners' countries. This Output allowed the attendees to understand the potential of new technologies and their applicability in daily work life. The involved partners identified two important issues to be addressed within the training laboratories and developed their training programmes following a module provided by FBK, activity leader.O4 - Digital Health Training Guidelines, aimed at strengthening health sector stakeholders’ capacity in investing in digital solutions and appropriate training methodology. The resulting document is structured in three sections and provided guidelines to Human Resources and training bodies to identify the skills present and those to be included in the staff employed in their structures, on the basis of which it is possible to prepare specific training courses using the methodology of the Third Output (Digital Health Learning Labs). The draft was shared with the partners and their feedback was collected, which was incorporated into the final document. O4 is produced in English as a document containing a Memorandum of Understanding among the partners countersigned by their respective representatives.The four Intellectual Outputs were disseminated through 5 Multiplier events which were the occasion to launch and engage participants in the pilot courses of O3 (DHLL). UON was the only partner able to have the ME in person (February 2020). Subsequently, the other partners had to re-organise or postpone their MEs and finally, SSH, FHS, PAT, TUD kept them online, in compliance with COVID 19 management guidelines. The final project multiplier event was held on 13 July 2021 at the MEI2021 (=4th International Conference on Medical Education Informatics). The Conference was jointly organised by the University of Nottingham, project partner, and the University of Malaya, Malaysia.The main results of the project are a common method available to understand trends in digital technology and an available map of successful cases of digital health-based work processes (Intellectual Output1); a profile of key soft skills needed to facilitate the adoption of digital solutions in healthcare (Intellectual Output 2); available training method and material (Digital Health Learning Labs - DHLLs) with an established team of training experts (Intellectual Output 3); a Memorandum of Understanding signed by one representative per partner, establishing an Observatory and formalizing a collaboration among the partners for follow-up the project’s results (Intellectual Output 4)). Overall, TBDTHC contributed to an increased awareness of healthcare actors on cross-border digital technology trends, increased knowledge of training providers about successful training methods adopted to introduce digital health solutions.

Society is challenged by a growing number of ageing people that live longer and age in place. We also see a gaining group of elderly living alone and not receiving support from family, friends or neighbours (Putman et al, 2016). The lack of supportive relationships combined with an increasing need of support leads not only to a decrease in empowerment, but also to an increase of feelings of loneliness. Loneliness is a heterogenic problem. Many interventions have been developed to address loneliness. It is though hard to select a suitable intervention in an unique situation. It depends, for example, on the type of loneliness and the motivation to participate socially. Concurrently service providers, organizations, and the whole society are expected to make the transition to community-based services. This has an impact on the different roles professionals must play. The transition to an inclusive society, forces service providers from different fields to cooperate and learn from each other. Also, the rapidly changing society requires from professionals generic skills & attitude to function in & contribute to the future society. These are so-called 21st century skills: problem solving thinking & performing, self-regulation, collaborating, ICT-skills, and creative thinking & performing. Education nowadays, is more focused on skills & competencies than on knowledge. Innovation is going too fast and knowledge quickly becomes out-of-date. So, students learn how to search for and create knowledge. Most of the 21st century skills have been integrated in the curricula of VET, as the skills are specifically mentioned in the curricula (analyses on the implementation of 21st century skills at the request of the Ministry of Education, Culture and Science (2016)). However, putting these skills into practice remains difficult. Due to the complexity of loneliness it is not easy for professionals to identify suitable interventions and to implement them. Professionals (to be) find it hard to diagnose each unique situation and to start the appropriate actions. They need to know which interventions can be implemented to alleviate loneliness, what their role is in implementing it and what the required skills are to carry it out. Hence, we want to exchange good practices for the innovation of approaches of social inclusion, with the aim of improving the skills and competencies of students (mainly VET, but also higher education) and professionals. Many European policy priorities are related to the integration of social and (mental) health services, ‘elderly friendly communities’ (see e.g. European Innovation partnership on Active and Healthy Ageing). In this sense it is important to cooperate transnationally with different EU countries in order to translate these policies to their national operation.Secondly, it is important to move forward. Having arranged it well at a national level is not enough. One needs to cooperate transnationally and share good practices. In this way one is able to find out what methods to address loneliness (including necessary skills and competences) are generic and which ones are context specific. In order to do something about the problem loneliness, it is necessary to involve all relevant stakeholders. So, the starting point of the FILO project was to involve education, practice, policymakers and the elderly themselves. This way all different perspectives, knowledge and experiences were combined.In the FILO project several good practices have been defined. Within these good practices the content of the intervention, the role of professionals to implement and the skills to carry the intervention out have been evaluated. The evaluation of the good practices resulted in an overview of interventions for alleviating loneliness, success and fail factors of good practices, and recommendations for education to improve the curricula as well as recommendations for organisations working with elderly and policymakers of cities and regions.More information about the project can be found at the FILO website: www.rotterdamuas.com/filo

"Europe is experiencing one of the most significant influxes of migrants in its history. Pushed by civil war and terror and pulled by the promise of a better life, hundreds of thousands of people have fled the Middle East and Africa, risking their lives along the way. The organisations involved in the project are in frontline in the work with migrants and asylum seekers and feel strongly the need to improve the quality of the services offered and - if necessary - to review their strategy. The main objectives was: to characterize what constitutes a good practices; to identify one good practice in each organisation, focusing on each field of expertise; to provide a virtual and face-to-face space to share and learning from each others; to improve the competences of the educators involved in the areas of house policy, job integration, language teaching, awareness of the local communities; to extend the educators competences of using the ICT for learning; to support the organisation involved in starting a reviewing process of what they offer and how to their target group, by importing elements of good practices acquired during the learning mobilities; to learn how to import some elements of the good practices in each institutions' work; to create a network of organisations that can work together. The organisations involved in the project was totally nine: mainly ""non-governmental organization/association/social enterprise"" but also ""Non-profit making cultural organizations and ""Local Public Body.The main activities was local and trasnational. Each local reality has been involved in carrying out three types of activities. 1) Identification of what a good practice is: a working group in each country defines the characteristics of good practices, using some literatures researches and their own experience. The coordinator of each working group has then shared it and created a common document. This has been the base to identify what practices to share with the others partners during the learning mobilities. 2) Report of the legal procedure that a migrant need to take once arrived in each country the report will focus on steps, timing and consequences. 3) Working on implementing elements of good practices in each reality. After the learning activities, there has been a working group to share what elements of good practices each organizations could import and implement.The staff was involved in three training events in three different locations.The exchange of experiences and practices between organisations was an unforgettable experience that will benefit all for a long time. Meeting and seeing practical examples of life as a refugee left a great impression on the participants. The activities was organised using non-formal education methods, and was focused mostly on sharing and exchanging practices. The participants as well got the chance to better understand the different realities, to visit different stakeholders which influenced their further engagement, but also understandings and vision on how to plan local and national activities concerning the refugees and migrants. The organizations increased their capacity to perform new activities, established networks throughout the city and partnerships with the relevant stakeholders. More specifically, the main impacts of the project towards the organisation were the practices that were shared and explored within the duration of the project. The partners will maintain this results by developing it in their everyday activities. About the longer-term benefits, all the participants will continue to use the practices that were shared throughout the project in our further work after the end of the project. Something which is positive is that the practices are clear, but also they can be transferable and flexible which is very useful for us. An additional thing that will be maintained after the end of the EU funding would be the networking and partnerships, as many of the partners have huge expertise on certain topics, for which we could still consult and share, and also continue to share and comment on different good practices which we see beneficial for the consortium of the project. The successful partnership that we established in this project yielded very fruitful results and hopefully, we will work for similar future activities as well. We think that will be different sources of support: first of all, the partner organisations have everyday activity with the refugee an so they can continue on the implementation of the project results just adding this methodology on their activity without special financial issue (most of the things do not specifically require a huge support, as the contacts and links are already established.), secondly we are talking about the possibility to further apply for funding within the Erasmus+ program, or some other programs and going on the experimentation and the common work."