In the last decades Space has become a highly competitive sector with global scientific and economic challenges. The EU Space Programme promotes a European New Space eco-system to foster entrepreneurship within the European space industry.The GeoPlaNet EMJM in Planetary Geosciences (PG) aims to train the future cohort of tomorrow's best researchers (72 top international students) with a unique and world competitive European learning experience based on a strong education by research. It will prepare them to design, analyse and interpret the data of the future space missions and to address the many challenges of the oncoming Earth and Planetary exploration programmes. This project was born from a long-lasting partnership of 3 European HEI: Nantes (FR), Chieti-Pescara (IT) and Coimbra (PT), world renown experts in the combined disciplines of PG and involved in the main international space missions. Associated partners include the GeoPlaNet Consortium of 19 partners, main actors of space exploration worldwide (ESA, NASA, Europlanet), and private companies specialised in Virtual Reality and space instrumentation.GeoPlaNet EMJM is based on 3 existing masters and a full semester research internship within the network of associated partners, for a 2-year programme of 120 ECTS, validated by a joint diploma.The objectives of the project are 1) to offer a European structured and internationalised programme of excellence in PG, 2) to develop students research and numerical skills, including disruptive technologies, the use of VR tools and the creation of collaborative virtual universes for space exploration, in an international and multidisciplinary environment, 3) to reach 100 % of employment after graduation and create a wide network of employment opportunities within research & industry.Activities and results will contribute to support the EU Space policy in terms of scientific research, international networking activities and disruptive technologies.

Religious Diversity in a Globalised World (ReD Global) is a two-year, international, Erasmus Mundus Joint Master (EMJM) programme with a unique focus on the role of religious identities and diversity, and their complex interplay with processes of globalisation. The increasing heterogeneity of societies has strained democracies across the globe, thrusting issues of religious prejudice and intolerance, often born of ignorance, into the public limelight.Within that context, ReD Global contributes to the urgent need for greater religious literacy and understanding. Graduates of the ReDGlobal Partnership will have a solid historical and theoretical foundation, coupled with the ability to perceive continuities across time andspace, enabling them to efficiently and effectively address modern-day societal challenges.ReD Global attracts the best students worldwide, who benefit from an integrated international and cross-sectoral programme. Studentsdesign their own flexible learning pathway, selecting international hosting institutions from the second semester, and either a Research or aProfessional Track in Year 2.ReD Global trains approximately one hundred individuals across four student cohorts, implemented between 2023 and 2028. TheConsortium consists of three degree-awarding Full Partners in Europe, and six Academic Associated Partners in Europe and Latin America.Moreover, more than twenty professional organisations have expressed their support for ReD Global. They contribute to programmeimplementation via, for example, internship placements, guest lectures, and co-supervision. Additionally, selected organisationsparticipate in the Programme Advisory Committee, ensuring the programme’s continued societal relevance.ReD Global graduates receive a double master’s degree from two of the following European institutions: University of Groningen (TheNetherlands, Coordinator), Universidad de Córdoba (Spain) and Universidade de Coimbra (Portugal).

Experiences during the first three years of life have been shown to have a lasting effect on a child's development, and eventual life outcomes. Consequently, the need for high quality early childhood education and care (ECEC) is well recognised. Countries across Europe are facing complex problems that negatively affect their children. Challenges of immigration and integration are common. One in four children under the age of six in Europe is at risk of poverty or social exclusion, and may need specific measures to support their educational needs. Prevention and early intervention practices and approaches have proven to be effective in addressing these challenges, particularly when they are focused on the earliest years of life. This project aimed to share best practice in the areas of prevention and early intervention (PEI) in disadvantaged populations, evidence-informed practice, practitioner training in PEI approaches, and the importance of ECEC as a preventative tool. The objective of the learning exchange was to allow partner organisations to develop and reinforce networks; increase their capacity to work at a transnational level; share and confront ideas, practices and methods in ECEC and PEI.The project comprised four partners:•International Child Development Initiatives (ICDI), a Dutch non-profit organisation with a worldwide brief;•the University of Coimbra in Portugal whose Faculty of Psychology and Educational Sciences is involved in research in the fields of parental and family education, early childhood education, and socio-educational interventions with children and families; •UiT – the Arctic University of Norway whose Regional Centre for Child and Youth Mental Health and Child Welfare is involved in research and education of professionals within child welfare and mental health in Norway; •the Northside Partnership hosted Prevention and Early Intervention Network (PEIN) in Ireland, a network of evidence-based practice, advocacy and research organisations across the Republic of Ireland that share a commitment to improving outcomes for children, young people, and their communities.The project involved a series of learning exchange visits to each of the partner countries, though the final study visit to Ireland had to be conducted online because of the Covid-19 pandemic. Activities during the exchanges included: visits to the host organisation with presentations on their work; site visits to local projects; expert inputs from academics, policy-makers and practitioners; project meetings. Each visit also involved larger open learning events with local and national stakeholders. Learning exchanges focused on a mix of research, policy and practice, and brought together experts in those fields. A total of 89 individuals from across the partner organisations participated in the four learning exchanges, with a considerably larger number attending the open learning events.Informed by the overarching theme of the project, each learning exchange visit focused on a relevant ECEC theme as follows:•Norway and Portugal: Prevention and intervention in the early years•Netherlands: How prevention and early intervention works for children with additional needs•Ireland: Pregnancy and early childhood, preparing for pregnancyThe partners adopted a range of methods to assess the impact of the project. These included:•an evaluation of each study visit, completed by participants immediately after an individual learning event; •an impact evaluation questionnaire that was completed by participants a number of months after a learning event. Notable short term impacts expressed by participants from across the four learning exchanges were:•new learning arising from exposure to diverse learning experiences;•appreciation of information-sharing and knowledge-exchange across jurisdictions•generation of new ideas for future research, practice and training in ECEC.Longer-term benefits consistently noted by participants were:•impact on individuals’ ECEC knowledge and practice, and on their perspectives relating to prevention and early intervention;•participants’ intent to apply new learning in practice, particularly in the development of new ECEC projects;•new learning acting as a basis for future institutional cooperation (for example, thirteen months after the study visit to the Netherlands, half of the participants had made follow-up contact with partners met during the exchange);•participants’ commitment to disseminate learning garnered through exchange visits across a range of fora.A quote from one of the project evaluation reports summarises the primary value of the project:“Information and sharing experiences appear as crucial to the improvement of professional and personal skills… Sharing knowledge and having the opportunity to watch and be immersed in real experiences seems to be a rich way to learn, develop new ideas and to project new programmes.”

"The purpose of the project ECI: From A to Z is to contribute to the development of competences and skills in higher education systems. The formal curricula provides higher education students with the basic framework to develop their professional activities, but in general they do not take into account the need to promote civic engagement and participation in several spheres of public life. This project aims to fill in this gap and provide a structured offer within the participant organisations that allow for the development of civic engagement and participation skills within a Higher Education environment. This will constitute a life-long experience that will accompany students for the rest of their lives and provide them with tools that they can and probably will use in their path to an ever-increasing active and inclusive citizenship. The instrument of the European Citizens' Initiative established in Treaty of the European Union and the Treaty on the Functioning of the European Union is a field of excellence for this engagement and participation to take place since it involves procedures and mechanisms that have a defined scope and purpose and where participants can understand the relevance of their arguments, proposals and activities. Also it furthers the bettering of the European Union through critical thought and leads to more open policies and legislation.The core purpose of the project is to develop new methods and tools for learning processes that are to be applied in a collaborative and practical way (learning by doing) in which students are the co-constitutive creators of their own European Citizens Initiative. At the final parts of this project (that is divided generally in two parts, each with a different group of students) students will understand the relevance of their participation within the European Union, will be able to recognise and apply participatory instruments and use them in a argumentative and technically sound way, and evaluate the goals and, so far, the effects of the ECI.Therefore besides sharing knowledges about the ECI, this project will promote collaboration and inclusiveness as well as it will help finding and defining subjects of common concern in European Union ""extremes"".The organisation of a wide number, scope and relevance of intellectual deliverables and of learning, teaching and training activities - all of them integrated into a well oiled system of outputs, that will be disseminated online and offline - is the central part of the project. The combination of diverse processes and methodologies such as peer-learning, courses on ECI and Models ECI, allow for a constant effort and engagement on the project both from researchers/tutors and from students. Also many of the outputs will outlive the project and stay available according to an open-access policy, multiplying even more the impact of the project.The project will certainly touch positively:- Students directly committed to the project, given the possibility to experience a new instrument and methodology with colleagues from other backgrounds and universities;- Other Students and persons that wish to participate more actively in public life and that will have the basic knowledges and tools to do so;- Researchers and tutors, whose teaching, coaching and social skills will be highly augmented by the general concept of the project and by the several activities and outputs it entails;- Other Researchers and tutors who might feel motivated by the project and replicate it in their Higher Education Institutions;- Stakeholders that will be involved during the project or that will be touched by it in their areas of activity (for instance, by one or more of the topics chosen by the students to be subject of an ECI);- The legislative and political actors, that will have contact with the project and may use it as a platform of discussion on their own strategies and activities;- The community of European Union Citizens since this project will raise the bar in what regards participation within the European Union, leaving behind a trail of activities and outputs (on-line and on paper) that will continue to stimulate the expression of opinions and the active participatory abilities of youth."

<< Background >>The modernisation and digitization of education across Europe, in particular because of the current health crisis due to COVID, are an opportunity to strengthen the HEI of a common european educational area, to integrate an awareness of interculturality in professional training thanks to a broadening to other know-hows and thus an increase in the attractiveness of this training for employers. We believe that collaboration and intercultural experiences of students and educators, based on digital competences and innovative methods for fine-grained internationalisation, are one of the essential components of this common european educational space. The proposed project will share, exchange and experiment with methods and tools for improving digital skills and intercultural experience for tertiary education. Work will be carried out as part of a real-life demonstrator among the four initial universities. The results will be used to establish best practice guidelines for relying on digital technology to internationalise university teaching in Europe. Definitely thought for the students in the fields of engineering, computer sciences, robotics and civil genius, regardless of their social, physical or geographical situation, SEEDS aims to allow these future workers and citizens to gain intercultural and professional skills with a european dimension. Completely connected to the industrial world, this project gives the students the possibility to share an amazing experience with european peers while being graduated. The project will involve a minimum of 200 students directly out of all the students of the consortium universities and their immediate partner universities. The community of teachers directly involved is around 40. The number of teachers immediately accessible, i.e. teaching staff of consortium members and european partner universities exceeds 2000. Through the dissemination and communication activities, an even larger number of teachers, as well as educational policy makers will be addressed. Moreover, the SEEDS project foresees strong liaising with industry and commerce through project-based activities. Led by a steering committee and managed by Université Toulouse III (France), this project involves 3 other partners in the fields of robotics, computer sciences, civil engineering, electronics and applied sciences. SEEDS will organize a sequence of shared distributed Courses with lectures, virtual labs, projects and visits, summer schools for industrial collaborations, a webinar for sharing teaching methods and other dissemination and communication activities. The intellectual outputs will comprise fine-grain elements for shared remote courses, methodological guidance and best practice examples for teachers in tertiary education. The needs are: - to give an equal access to all the students to high level courses, remote or in-person, while increasing their employability, - to prepare the teachers and the university community to address the challenge of the complementarity between remote and in-person courses, - to work closely with industrial companies in order to make them be partners both for their own advantages and for those of the students.<< Objectives >>The SEEDS objective is establishing a community of best practice for distributed courses between partner universities among european tertiary level teachers. The experience shall help to improve cohesion among european universities, going beyond narrow activities like, for example, the French-Geman University (Université Franco-Allemande/Deutsch-Französische Hochschule - UFA/DFH). The SEEDS proposal is triggered by the previous activities of the partners that helped to identify current conditions that limit internationalization in general whatever the reason can be. We believe that limitations can be overcome by modernizing and transforming current methods and procedures for international educational collaboration by adopting an integrated digital approach. During the project we will identify suitable digital tools, develop necessary enhancements and interfaces to form a consistent tool chain for distributed online and blended teaching and learning. We will also establish pedagogical methods and administrative procedures to form an innovative ecosystem for a low-threshold fine-grained educational collaboration across Europe. By involving students, educators and administrative staff, digital competencies of all aspects of university education will be developed. The consortium is carefully chosen with university partners with educational obligations, who at the same time have a scientific background in digital technologies, e.g. in the field of human- computer interaction and pedagogy. To complement existing tools and methods, the project will pay special attention to the following issues: 1) pedagogical approaches for distributed shared lectures, 2) methods and tools for laboratory exercises that require remote interaction with machines and other physical devices (‘e-lab’), 3) tools and methods for distributed, remote assessment (‘e-exam’) 4) administrative procedures and tools to account for a large number of (small) lectures and labs and many participants from several universities and 5) interfacing with established tools.<< Implementation >>The project will prepare a catalog of resources for shared distributed courses, consisting of lecturing units, remote labs, virtual visits and student projects. For agile development and evaluation of the development a series of four shared distributed courses for academic education and two summers schools with industrial stakeholders will be carried out. A goal of the teaching activities is to allow students to get intercultural skills by collaboration with foreign students. Moreover, an overview of methods and tools for digital education and of best practice exercises will be prepared. This material will be used during webinars and multiplier events as part of dissemination and communication activities. The project will be covered by a communication plan, with the following main elements:- Website of the project, to present the project and distribute project results,- Social networks such as Facebook, Linkedin, Twitter to widen the community,- Seminar and actions aimed at the business world.<< Results >>The main project results will be:- Documentation and best-practice examples of a technical infrastructure framework based on of-the-shelf components for remote shared education. - Sample syllabus and fine grain lecturing material for four shared distributed lectures on engineering subjects. Before finalization the material will be validated by being used as part of regular courses of at least two partners.- Remote labs setup documentation and best-practice examples to be an optional part of shared education activities, allowing access to physical assets remotely.- Virtual visits setup documentation and best-practice examples to be an optional part of shared education activities, allowing to gain virtual 360° insight into the application domain of the teaching subjects.- Shared student projects setup documentation and best practice examples to be an optional part of shared education activities, allowing to carry out practically relevant projects in distributed student teams.- Remote shared teaching methodology and guidance document, covering team-building activities for distributed student groups to foster remote interaction, remote assessment methodologies and didactic methods for distributed distance teaching.The results will be developed jointly and evaluated and finalized by practical application. Results will be disseminated and communicated. For future reference the results will be catalogued.