The outbreak of the COVID-19 pandemic has had a major impact on higher education (HE) and international study programmes. The sudden shift to online teaching and learning brought about challenges at different levels, from competences and pedagogies, to teaching and learning tools, collaborative work and quality assurance. In this context, Joint Programme (JP) coordinators, managers, teachers and students have been among the hardest-hit HE players. By their nature, JPs are international collaborative programmes built on physical mobility of students and teachers, joint, inter-cultural and trans-national processes and activities. Due to the pandemic, JP had to respond quickly to avoid disruption in program activities.Responding to the EC Digital Action Plan (2021-2027) and priorities of the Erasmus+ Call Partnerships for Digital Educational Readiness, the main objective of the project is to contribute to the development of a digitalized, innovative and quality-oriented HE, by providing instruments to sustainably mainstream new forms of virtual teaching and learning into the degree courses beyond risk-mitigation approaches. This will be done by focusing specifically on JP, felt to be a perfect laboratory where different innovative pedagogies, tools and resources can be tested and experimented.As the name suggests, GO-DIJIP will be a call to Action inviting approx. 150 JP coordinators, managers, teachers to explore & share existing practices and innovative learning & teaching methodologies; develop their digital skills; integrate digital collaborative environments into JP; collaborate trans-nationally towards quality digital education. Students (up to 25 directly involved) will also play a key role in this all-round innovation process by bringing in the end-users perspective and supporting staff members in assessing key needs, priorities, and values when innovating HE programmes. Finally, Partner HEIs, Networks and, indirectly National/European authorities, will be called to reflect around the importance of adjusting policy frameworks so to allow a smoother and more effective and inclusive transition to digital collaboration in HE.The project be framed around a set of well-defined, realistic and consecutive Intellectual Outputs responding to the specific objectives outlined above, i.e.:•IO1 - AMPLIFIER open collaborative platform will effectively contribute to the sharing and amplifying of best practices & tools related to the digital transformation and integration of JP. It will be designed to provide inspiration for teaching with technology through open access to pioneering practices and projects of particular relevance to JP. As important, it will explore and develop digital spaces for student led production of knowledge in JP •IO2 - APLIFIER contributions will serve as a base to select the best practices for shooting 4 video-testimonials (IO2). They will serve as “tracks of pedagogical practices” that can be transferred and adapted to other contexts in a transversal way, contributing to inspire and raise awareness on the potential and benefits of new forms of virtual education•IO3 - The GO-DIJIP Online Staff Training Course (IO3) will be the core of the project. The course will respond to these needs of JP practitioners by developing an open, technology-sustained, experiential training course focused on how to best integrate digital environments into JP. First a Pilot Training Course targeting approx. 20-25 JP academic and administrative staff members at Partner HEI will be tested. The course will be complemented by a face-to-face training workshop. Based on participatory feedback, an Open Training Course targeting approx. 50 external HEI partners and stakeholders will be developed. •IO4 Previous activities will lead to the creation of a digital Handbook and Policy Recommendations in order to reach a different target and encourage a digital transformation not only with a bottom-up push, but also guided and supported by policy makers.Outputs and results will be disseminated and multiplied extensively during two Multiplier Events, as well as during internal and external events of Partners, Associated Partners and Networks.All project activities are designed to be carried out collaboratively and transnationally, by involving the different practitioners in the field (academics, administrators, students, HEIs governance bodies, etc..) and applying the most advanced teaching/learning technologies in the field. Through this transnational partnership, the project aims to align digital skills, promote common standards and quality guidelines to respond to a sustainable transition to quality digital education. In the long term, GO-DIJIP outputs are expected to contribute to innovate the HE sector, with a specific focus on JP; to make HE more inclusive and accessible through structured and effective digitalization; to integrate such innovative elements and approaches into the wider national policies.

The idea that menstruation is dirty, shameful and unmentionable keeps girls and women away from school and out of the workforce. A woman without access to sanitary products may have to stay at home during her periods, while a garment worker risks losing her job for getting off to change her pad before break time, provided there are facilities for her to manage her menstruation at all. Even women working in office environments and girls in schools with conveniently located toilets and flexible schedules go to great lengths to hide periods. Our societies need to be re-educated about menstruation, re-frame its purpose and allow women to be women without any stigma. If open conversation erodes taboos, this project offers one way to get people talking and be re-educated about menstrual health and hygiene. Such conversations and education can't be designed by men for women or by women for women; both men and women need to participate in designing, implementing and monitoring conversations and education around menstrual health and hygiene. In this regarding, the project seeks explore alternative Menstruation Education models in youth workers perspectives to catalyze and facilitate them in integrating menstruation education in the overall youth work. Thus, we seek to develop menstruation educational tools which are structured around young people's engagement in the learning process to meet their learning expectations on menstrual health and hygiene. Project’s intellectual outputs: a handbook and guidelines on menstruation education in youth work and related pedagogical materials with be produced for young people to acquire knowledge, skills and attitudes about menstrual health, hygiene, female body, period management, relationships, sexual practices, sexuality, etc. through empowerment, capacity building and advocacy; delivered in non-formal educational setting to develop dynamic activities in such a way that knowledge, skills and attitudes are learned and perfected through practice.