The SEDETT (Social Enterprise Development Education and Training Tools) project was a partnership of eight organisations (HEIs, training, community and youth advice organisations) from the UK, Ireland, Spain, Italy, Poland, Romania and Lithuania, that was formed to explore factors affecting the sustainability of social enterprises from Oct 2016 – Oct 2018. The context for the project was that social enterprises recognize that they cannot rely on the continued availability of public funds to remain sustainable as businesses. Social enterprises need to have the capacity to attract investors in order to be sustainable and continue to deliver their goods and services. In addition, higher education and vocational training providers have a role to play in ensuring social enterprises remain sustainable by developing relevant curricula with appropriate learning resources that reflect social enterprise practitioners’ experiences. Social enterprises also needed to learn in order to achieve their own organisational development and this can be enhanced through the use of creative learning experiences that allow practitioners to develop their soft skills. Therefore this project aimed to:-•Produce a social enterprise capacity assessment tool (SECAT) for practitioners to use for self-evaluating their organisational development.•Produce learning resources for educators and trainers to use when developing inter-active course materials on social enterprise development.•Provide examples of resources for educators and trainers to use as creative learning experiences for social enterprise organisational development.The aims were achieved through case study research undertaken with over sixty key actors in twenty-two different types of social enterprise organisations that were located in the partners’ home countries. The synthesis of the collected data allowed an inter-active SECAT to be developed and blended open access e-learning materials to be generated which will facilitate personalized and organisational learning at differing levels of engagement. The project outputs were refined and developed in four workshop/training events that included locally based practitioners. The target groups for this project were students, teachers, trainers, partners’ institutions, research centres, careers and youth advisory agencies, policy-makers, existing social enterprises and their staff seeking to achieve development.The impacts of the project outputs include (i) the increased awareness and knowledge of social enterprise development at local, national and EU level; (ii) the availability of the SEDETT toolkit of open access blended e-learning materials for formal and in-formal courses of education and training; (iii) the use of the SECAT by practitioners to develop organisational capacity in the social enterprise sector across Europe, and (iv) the potential incorporation of the innovative learning methods into partner organisations education and training approaches. The innovative outputs of the project have contributed to the EMES research agenda on innovation in social enterprise and support the key priorities set out in the Europe 2020 Education and Training Strategy.

Through the eHealth Eurocampus project IT and health professionals were trained for the challenge of fostering a spirit of innovation in eHealth in Europe as the way forward to ensure better health and better and safer care, and relevant material was developed and is now available for other schools to benefit from it. The main objectives of the eHealth Eurocampus were to improve the relevance and quality of higher education in the field of ICT applications for health, to foster employability through curricula adaptation to labour market needs and to develop entrepreneurship skills. The project partners included 8 higher education institutions, which represented 7 IT schools (Barcelona School of Informatics, Polytechnic School of the Balearic Islands, Polytech Engineer School of Montpellier, ISIS Engineering School of Castres, Glyndwr University of Wales, Hochschule Ulm, and the Department of Computer Science of the University of Cyprus) and 3 medical schools (Faculty of Nursing and Physiotherapy of the Balearic Islands, Medical School of Cyprus, Sant Joan de Déu School of Nursing - Barcelona), a regional centre of technological development and entrepreneurship promotion (Bit Foundation of Mallorca), and a European Grouping of Territorial Cooperation (EGTC Euroregion Pyrenees-Mediterranean). The consortium represented different European health management systems, which was an asset to form professionals aware of the European diversity in this area and prepared to adapt themselves to different environments and to find jobs outside their own country.The eHealth Eurocampus implemented new and innovative teaching methods that were previously tested through three Summer Schools and are now available to be used on different master courses. They cover all the main areas of eHealth: Innovation and Entrepreneurship in eHealth, IT for a Longer Independent Life, eHealth Applications and Tools, Robotics for Healthcare, and Graphics and Medical Imaging.The project direct beneficiaries were IT and health students and teachers, who have received special training, as well as patients in general, in particular elderly people and people with physical and cognitive disabilities, who will benefit from the outcomes of the research conducted within the consortium. The results and dissemination activities were designed to ensure that the eHealth Eurocampus has an impact on both participating and outside organisations. All the results are openly accessible through a specific website, which will make it easy for other universities to exploit the methods and materials developed within the project: http://ehealtheurocampus.eu/ Version en français en annexe: eHEC_SUMMARY.docx

The ALIEN was an interdisciplinary project on migration, funded by Erasmus+, which developed innovative educational tools for educators that draw from inquiry-based learning and human centred design method and are embedded in multi- and interdisciplinary perspectives to enhance student’s critical understanding and develop their 'research-type‘ graduate attributes. This was done via a series of experimental activities conducted during eight short courses consisting of two one-week events: part one in the form of Living Labs held in Greece, one of the European countries most affected and thus experienced in the recent migration crisis, and part two in the form of participatory Workshops held in Poland, Scotland and Wales respectively by higher education institutions (HEI) engaged in mutual transfer of knowledge and forming interdisciplinary and participatory educational collaborations to enrich their expertise on multiple social science disciplines with stakeholders’ engagement. So, these events not only served to test innovative teaching methods, but also facilitated knowledge exchange and network building between the project's key players: academics and project partners, students as well as diverse stakeholders, including NGOs, public institutions and migrants. The project advanced young people intercultural competences, knowledge and understanding of migration through transnational, multi- and interdisciplinary collaboration. At the same time the project developed lasting engagement of HEIs with local and international migrant organizations as well as regional authorities to build bridges and share knowledge, good practices and raise awareness of issues around migration. Thus, it contributed to greater equity and social cohesion within Europe through a series of knowledge exchange activities with diverse stakeholders (academics, national and local authorities, migrant community organisations).The project scope focused on the theme of migration from the perspective of different social science disciplines including: Economics, Education, Politics/Sociology/Social Policy Social Work as well as Art and Design Practice coupled with ICT. Therefore, materials created focus on a broad understanding of migration from the perspective of different social science disciplines as well as art and design practice represented by students and experts from the partner institutions based in Poland (Polish Japanese Academy of Information Technology, Warsaw School of Economics), UK (Glyndwr University and University of the West of Scotland), Finland (Aalto University) and Greece (Technopolis).The project combined diverse innovative educational methods including: 1. inquiry-based learning, a student-centred approach to teaching and learning based on self-directed or guided inquiry or research 2. multi- and interdisciplinary perspectives to capture the topic of migration from a multidimensional perspective. 3. human-centred design methodology to involve diverse stakeholders. This innovative methodology for teaching and learning has been further developed to combine academic rigor with practical relevance including artistic research, design driven exploration on emerging technologies and materials. Rooted in these methodologies, the project produced the following outputs: Method’s Report on inquiry-based and project-based learning with activities on migration, the Understanding Migration Processes manual for Educators of Social Science, the Understanding People Through Art manual for Educators of Design containing the guidelines on implementing our experimental and innovative teaching methods as well as Modules on Migration including thematic course content from the perspective of particular social science discipline including Economics, Education, Politics/Sociology/Social Policy and Social Work and Workshop and Living Lab scenarios and finally the Community of Practice which is a collaborative addon to the NOMAD open access e-platform with related modules as well as numerous student exhibitions and student projects.The novel educational methods on migration, developed and improved throughout the project lifespan, serve as a guide on how to organise similar, innovative and interdisciplinary courses on migration, and by extension other issues of importance in today’s world. Thus, the project not only enhanced the teaching skills and knowledge of the project team designing innovative modules, but also contributed to the creation of novel interdisciplinary and participatory teaching methods described in the outputs of the project, in particular the manuals. In the longer term this project has contributed to greater equity and social cohesion within Europe through fostering understanding of complexities of migration processes to challenge anti-immigration rhetoric with using the scientific, objective reasoning in the broader context of the impact of migration on the society, economy, and public services.

The EMwoSE project has successfully developed a suite of on-line resources to support women from ethnic minorities in social enterprises. They were developed following extensive engagement with women from ethnic minorities from the 7 partner countries and based on a literature review of the present state of the target group in enterprise and the barriers they encountered, a State of the Art report based on the surveying of the women and also the agencies that support the women in enterprise, a digital Storytelling Library with 32 4-6 minute videos and 35 transcripts of the women from the partner countries telling their stories and the on-line resources including 7 modules on topics that arose from the State of the Art analysis.It produced 4 intellectual outputs to address the identified needs related to the empowerment of women the in social enterprise field. These included -a state of the art report related to the current situation of women from ethnic minorities in social enterprise; -a digital storytelling library of 32 videos and 35 transcripts of success stories, sharing knowledge and best practice; -learning resources for coaching/training women from ethnic minorities including 7 modules providing knowledge and addressing the needs of the women as identified in the State of the Art Report analysis and -a web learning platform that has enlarged the network of relevant stakeholders.All of the materials are available in the partner languages (English, German, Lithuanian, Greek, Turkish and Italian) and are fully available free of charges on the project webpage www.emwose.eu.The rationale for EMwoSE emerged from the need to provide new scientific evidence on the factors that challenged women from ethnic minorities enabling them to set up their own social enterprises. The analysis also contributed to a better understanding of the needs and barriers faced by female social entrepreneurs, both from their own perspective and that of the experts involved. In recent years, there has been a growing interest in social enterprises by different organizations, groups, and individuals including women from ethnic minorities. Furthermore, according to the results of the present study, women from ethnic minorities contribute to the economic and social development of the region by serving those in need, supporting the local market, helping the integration of vulnerable groups, promoting different cultures and foods through social entrepreneurship activities. Thus, empowering women from ethnic minorities, through social entrepreneurship, is important both for themselves and for their environment. In this context, it is important to develop strategies and policies to encourage social entrepreneurship activities.The aim of this project was to increase the employment of women from ethnic minorities by providing them adequate guidance and accessible tools to be an active player in the SE world. The EMwoSE consortium of 7 project partners worked very effectively together bringing a range of expertise from education, entrepreneurial subjects, intercultural dialogue and gender equality issues, involvement in SE and training activities, dissemination, academic/research skills and project management skills together to deliver the project with high quality materials. Extensive consultation was facilitated by the partners and developed close working relationships with women from the target groups in their communities and thus enabled the partners to gather data at a local and national level. This was also critical to facilitating the in depth case studies (35 in total) which were developed for the digital Storytelling Library during the project. 7 training modules were developed based on the learnings from the State of the Art Report and case studies and are available via http://www.emwose.eu. The seven modules coverModule 1: Introduction of Social EnterpriseModule 2: Starting your own BusinessModule 3: Marketing and CommunicationModule 4: Running your BusinessModule 5: FundingModule 6: NetworkingModule 7: Sustainability