Opdrachten gericht op het stimuleren van de ontwikkeling van hogere orde denkvaardigheden, zoals kritisch en creatief kunnen denken, zijn essentieel voor onderwijs in een moderne kenniseconomie. Er is weinig onderzoek gedaan naar hoe leraren dergelijke opdrachten inzetten, hoe vaak ze dat doen, en welke motieven ze daarvoor hebben. Dit onderzoek onder aardrijkskundedocenten in Nederland en Nordrhein-Westfalen wil in deze lacune voorzien. Daarbij worden niet alleen de nationale onderwijscontexten vergeleken, maar ook de invloed onderzocht van het curriculum, de school en betrokkenheid bij vakdidactische ontwikkelingen.

The dance careers in the 21st century are changing. The diversity within the professional practice is becoming increasingly large and the actual career of a professional dancer includes a lot of transfers and hybridity. In our academies we aimed to widen the perspective on the career of the dancer because we saw that the narrow scope of educating a dancer exclusively for the stage did not reflect the actual career of dancers who make many transfers in their careers.We also saw students entering the academy with degrees in psychology, medicine, literature or mathematics who would benefit from an inclusive view on their career. The current generation is more interested in finding a purposeful and fulfilling career, rather than a successful one; they do not want to follow the path of those that went before them, they wish to create their own work and decide for themselves what constitutes a successful career. Our academies observed a strong need for skills that reflect the current reality of the contemporary dance artist: from that point of departure we set up the project.The project focused on the Transferable Skills of Dance and Movement Practice and how these skills could offer creative answers to particular needs in other sectors such as healthcare, urban development and somatic practices. The aim was to prepare dance students of our academies, as well as future dance professionals at large, as early as possible for their future professional careers, to enlarge the potential environments where their skills could be applied and increase their employability. By redefining and broadening the vision on the dance career, we aimed for reinventing dance education and developing new curricula that focus on transferable skills which are also applicable outside of dance as a performing art practice, and by supporting our students in developing more entrepreneurial skills and ICT-competence. We asked ourselves; how can dancers diversify and pro-actively create their own job opportunities, not only as performers but to expand the benefits of dance in society, beyond the narrow scope of dance solely created for the theatre stage and art for the sake of art.These objectives were achieved. In line with the title of the project: Inclusive Dance and Movement practice, the transferable skills of the dance artist, the project has helped to redefine dance education and has contributed to career development and the positioning of dance in society from an inclusive approach. The project approach was inclusive: inclusiveness of body-mind, sectors and groups with diverse abilities, spaces and practices. The possibilities of dance in other contexts and/or sectors and vice versa has resulted in an understanding of transferable skills of the dance artist, (re)new(ed) (educational) practices, on-/offline sharing and learning with digital means and a growing learning community in this field. The international co-operation included Fontys Dance Academy, Artesis Royal Conservatoire Antwerp and Duncan Centre Prague as the three core partners, together with Dans Brabant/Tilburg Dansstad, Demos Antwerp and Parkinson Help vz (regional work field partners).Each partner adopted a theme and created a practice-based research trajectory: •Re-thinking Bodies (Antwerp) (ultimately defined as Dance and Diversity)•Re-designing Spaces (Tilburg) (ultimately defined as Dance and Public Space)•Somatics (Prague) (ultimately defined as Dance and Somatics)The project involved activities including student and teacher exchange in three intensive study weeks, hosted by each academy, and the building of an open and online learning community with curated material in the form of live-streams, interviews, documentaries, vlogs, film clips and articles. At the end of the project, the first 120 hours curated content was made available open and online at the platform that was created as part of the project: www.inclusivedance.eu.The platform exemplifies and inspires ways to transfer knowledge and experience from dance and movement practice into other, non-dance focused practices and contexts; tools from dance and movement techniques, perspectives and creative concepts that can be integrated in other sectors.The platform contains the curated content (Explore), but there is also room for every interested member to share his or her own experiences and ideas (Share) and to connect to others who share the same interests (Connect). It is our enduring ambition to further strengthen the platform into a hybrid community of practice (online and offline) of dance students, teachers and professionals, that connect with other fields of work, expertise and disciplines, inside and outside the artistic domain.This project had a profound effect on how we look and define a dancer’s career, on our responsibility as educators and how we are now designing our education and collaborating with the work field and with students and teachers within our academy.

"The REFLECT project was born from a reflection of several years within the FFEC and FEDEC (www.fedec.eu) networks on the need to update and to reinforce teachers’ competences.There is a need for exchanges between these professionals because:- the training of professional artists relies on them, who are these pioneers and self-taught and the history of teaching and different currents or teaching methods has not been written yet;- we are witnessing a change of generations with the departure of the pioneers and the arrival of their former students - mostly artists - as teachers, but without initial teacher training;- the circus arts are rapidly expanding: innovation artistic and technical evolution make REFLECT exchanges essential because they are the only current means for the profession to evolve.REFLECT wished to remedy these shortcomings and respond to the needs identified by teachers, directors and policy-makers by:- organizing 5 partnership meetings, 9 steering committee meetings, 5 directors' discussions in order to: •manage the project by providing a space for feedbacks, cooperation, consultations, monitoring of the calendar and the budget, collective decisions;•disseminate the tools developed thanks to former INTENTS project;•allow the partners to address the issue of how to document the teaching of artistic creation.- Organizing 4 Labs based on peer-to-peer exchange to improve, question and discuss artistic education and pedagogy in the circus arts. The Labs were transversal in terms of participants and topics, and they welcomed experts from other artistic fields. 1.Lab 1: ""The role of the teacher in a creative process of the student's personal project"", March 2018 – FLIC, Turin, Italy2.Lab 2 : ""Creation processes with students: observation, analysis and testimonies based on the CIRCLE project"", October 2018 – CIRCa Festival, Auch, France3.Lab 3: ""The role of the teacher in a creative process of the collective project of students"", April 2019 – CODARTS, Rotterdam, Netherlands4.Lab 4: ""Creation process with professionals: observation, analysis and exchanges"", October 2019 - October 2018 – CIRCa Festival, Auch, France-Disseminating and testing the publication “SAVOIRS01- a core European profile for the circus arts teaching profession”. A framework of competences for circus arts teachers developed through former project INTENTS.- Developing tools and materials for continuous training and exchange of good practices in the circus sector. - Strengthening cooperation in the sector and with external partners or experts (for training content and future partnerships).- Promoting the development of an international community Circus education professionals.The project brought together 27 partners, including 25 professional circus schools, from 12 European countries. REFLECT lasted from 4 September 2017 to 3 December 2019.The main participants of the project were:-Teachers from the partner schools (70 persons)-External teachers or experts in artistic pedagogy, peer-to-peer exchanges or documentation (6 persons)-Schools or organizations directors (networks, festivals) (29 persons)-Students (150 persons)The project management methodology was the result of the collaboration between the FFEC and the FEDEC. The project coordinator, based in Brussels and employed by FEDEC, ensured the ordinary management of activities and the dissemination of results, as well as budget monitoring in collaboration with the administrative manager of the FFEC. In addition to that, a Steering Committee was created, composed of 7 members from the FFEC, the FEDEC and the other partners of the project. The committee was the decision-making body at the heart of the project.The impact and benefits were: - A higher quality of training in circus arts thanks to the development continuing education for teachers. The continuing education sessions will be based on a consultation of employees/employers of the circus education sector about the mismatch between teachers skills and the skills required by the professional sector.- Reflecting artistic excellence and aesthetic diversity, recording the pedagogical evolutions ocurrent teachers, creating a common but evolving heritage.- Contribute as a sector to the evolution of the profession and its recognition through long-term collaborations with decision-making bodies at national/EU level.- Contribution to European vocational training policies such as the Agenda for New Skills for Europe, Rethinking Education and Opening Up Education for OER and ESCO tools."

In the Netherlands, approximately 1 million children (0-25 years) have a chronic disease. Above and beyond the ever-present challenges of growing up with an illness, these children have 40% chance to develop psychological problems, including depression, anxiety and loneliness. Throughout their life, this translates into decreased well-being and reduced social participation and generates additional costs for society. Early prevention of psychological problems is thus key to break this vicious cycle. Therefore, eHealth applications are promising. However, scientific knowledge is missing and validated tools are not yet available for this group and involved health care professionals. Our mission is to make scientifically validated eHealth tools that allow personalized and trans-diagnostic prevention of psychological problems widely available for this highly vulnerable group of chronically ill children and future adults, through an accessible, user-friendly, safe, and sustainable platform. To succeed in this mission, we present an iterative learning cycle approach in two four-year phases during which we gather the insights, and develop, evaluate, and implement the much needed eHealth tools: I. Development: Distil and validate the theoretical and game-design factors that make eHealth effective for chronically ill children. II. Evaluation: Evaluate trans-diagnostic and personalized eHealth tools for chronically ill children, using and developing state-of-the-art methods. III. Implementation: Study and remove the barriers that currently hinder implementation and uptake, and threaten availability of eHealth applications for chronically ill children. Our eHealth junior consortium includes (applied) researchers, pediatricians, psychiatrists, psychologists, patient organizations, knowledge centers, game designers, industrial designers, insurance companies, and business professionals. We will collaborate with the end-users (children, families, and professionals) in order to achieve both international scientific breakthroughs and optimal clinical and societal impact. Knowledge utilization is a crucial part of our project.

Global fresh produce supply chains are important for Dutch logistics and agro-food. Health certificates form a weak spot, however. The project aims to improve handling of health certificates for international phytosanitary and veterinary trade flows by digitalization. Scientific output is a valid instrument for measurement of benefits of electronic certificates.