<< Objectives >>To equip and support teachers in their work and to help students in their learning conditions by improving the academic experience of each.For this, our project promotes the theoretical mastery of the knowledge and exchange methods necessary to address learning disabilities in class with all students in the class. The aim is to improve school inclusion and to support novice and experienced teachers in this work of inclusion.<< Implementation >>A survey of several hundred Belgian and French teachers to determine their needs and prioritiesCreation of 5 self-study and classroom facilitation kits (one per learning disability identified as a priority in the survey. It could be: Dyslexia and Dysorthography, Dyscalculia, Dyspraxia, Dysphasia, ADHD)Dissemination via the partner teachers during the project, via internet and initial and continuing training at the end of the project.<< Results >>Five, at least, free online kits, each with a question for the teacher, two applicable scenarios for the teacher and the students (the target audience is the classes of students aged 10 to 14), resources on learning disabilities, a series of questions and reactions from the students following the tests in the classes and courses of action and answers to extend the constructive discussions with the whole of each class.Exchanges between teachers from both countries.

"<< Background >>The “Hospital of the Future” will bring a shift away from the traditional inpatient facilities and processes, and health care providers have made substantial research in how to create the best outpatient structures and processes. This leads to a situation where patients stay only a few days in the hospital, being rapidly released, followed up by remote monitoring and the responsibility of care transferred to other local health care providers, being closer to the individual citizen. This situation makes it increasingly difficult for the university hospitals to embrace the high number of health care students that need practical internships while studying in university or university of applied science. Internships are a very important part of the health care educations, as they prepare the students for the big responsibility they will have after graduation, where they will be working directly with patients. It is therefore of outmost importance that internships are of high quality, building trust within the students, preparing them for the transition from theory to practice, and ensuring that the students do not experience a “practice chock” when the start working in the clinic.As explained above, this situation with little and short inpatient processes, is becoming a concrete challenge for the European hospitals, as they have a huge responsibility for the education and training of future health care professionals, such as medical doctors and nurse students. The education programs for health care professionals are built around theoretical teaching, at the same time as the students must have a close connection to practice via internships. It is important for the students that they receive substantial ""hands on"" knowledge, competencies and skills while studying, so that they do not, after graduation, get into the “real world and experience a sudden ""practice shock"". This situation will also have a heavy influence on the third factor in the sustainability reflections, as too little practice learning while studying, risk to challenge the quality of care as well as patient safety.<< Objectives >>Based on this situation, the overall aim of the HEAL project is to contribute to the European Health Policy and protect the health of European citizens, through the maintenance of a sustainable European health care, by developing high quality teaching of future medical doctors and nurses, making the “Future Hospitals”, and their staff, apt to provide high quality care and maximum patient safety in the future.The specific objective of the HEAL project is to develop, test and propose an innovative framework for high quality internship, that shows the direction for how traditional internships in hospitals can be combined with other innovative learning and teaching methods, that uses e.g. blended learning, peer learning, group work, simulation, online teaching, video training, covert mentoring etc.In an attempt to change the medicine education programme at the University of Southern Denmark, it became clear that the students lack faith that other forms of learning in an internship than the traditional internships together with an experienced doctor or nurse, can give them the learning and knowledge they need. But as explained above, there is an urgent need to find new solutions, and thus the challenge is to find solutions that the students will trust, and experience that they get an equally good education as before - if not better. The HEAL project will work with these challenges and thus the needs of the students to receive high-quality education, including internships, will be met by the introduction of the innovative framework that the project proposes, which will bring the students into the planning of their own internships in order to improve the faith of the students towards the educational programs, and their engagement in new kinds of internships.<< Implementation >>The HEAL Project has 5 concrete activity phases1)Setting the sceneIn the first phase of the project, a needs assessment and a scoping review will be developed. The needs assessment will determine the concrete needs, opportunities, anxieties, promoting factors and barriers related to the introduction of new learning methods that can be a supplement to the traditional physical internship in the future hospitals.The scoping review will collect and systemise existing knowledge about innovative methods in medical education in internships, identifying the barriers and promoting factors2)DevelopmentBased on the needs assessment and the scoping review, this phase will be the development phase, the HEAL project partners will develop the Innovative Framework, which will be a generic process model, which will guide the end users (students, teaching staff and coordinators of internships) through an internship process from planning, implementation, assessment and evaluation. The model will motivate and promote collaboration, dialogue and co-creation among the end users to ensure high quality internships.3)TestingAfter having developed a prototype of the Innovative Framework for high quality learning in internships, a testing period will follow, where concrete internships are organized and executed through the use of the Innovative Framework. A minimum of 60 students will participate in the testing from each country.A concrete testing plan will be developed for each hospital in close collaboration with the target groups.4)EvaluationAt the same time as implementing the testing phase, the evaluation phase will be implemented. As part of the testing phase for each hospital, a concrete set of success criteria and indicators will be listed and evaluated through questionnaires and focus group interviews.5)ConceptualisationIn this last phase of the project, the innovate framework for high quality learning in internships will be fine-tuned, adapted and finalized based on the input from the evaluation phase, and the following aspects will be added to the prototype; policy and implementation.<< Results >>The HEAL project develops 5 concrete project results;1.Needs assessment The needs assessment, hass been elaborated through co-creation workshops between the main end users of the project, being medical doctor- and nurses students, teaching staff in the hospitals and internship coordinators. The needs assessment will provide a solid base of knowledge, which will feed into the development of the Innovative Framework (IF). Being based on input from the end users, we will ensure, from the very beginning of the project, that the IF corresponds to the expressed needs of end users. A very important factor is to work with the confidence of the students, which will be expressed clearly through this exercise and be dealt with concretely in the development of the IF.2.Scoping ReviewThe scoping review will present a systematic overview of relevant innovative teaching and learning methods, and a description of the barriers and promoting factors related to these methods, in case they should be used in blended learning situations as we imagine the future high-quality internships in hospitals.It will provide a solid base of knowledge and information, which will feed into the development of the IF, as the framework will include and present a limited selection of learning and teaching methods, that seems to be relevant and useful, to complement traditional internships as blended learning programs.3.Innovative framework for high quality teaching in hospital internshipThe Innovative Framework is a process model that can be used to co-create together with medical students, teaching staff in hospitals and internship coordinators, high-quality internships for the students while studying in university or university colleges.The process model will be used as a foundation to plan and execute the implementation and testing phase in the project. The innovative framework will be tested within all participating countries engaging a minimum of 60 students in each country, in a double loop learning process, and will, by the end of the project, stand out as a tested and evaluated innovative process framework to organize and execute high quality internships in hospitals based on blended learning solutions.4.Implementation and Evaluation ReportThe implementation and evaluation report will document the implementation and testing phase in each participating country. The report will include; a) a description of the concrete implementation process, b) a quality assessment of the innovative framework and c) an assessment of the students learning outcome. Within each country, 2 times 4 internships will have been organized, executed, documented and evaluated. A minimum of 60 students in each country will have carried through an internship that has been organized and executed using the IF. The report will feed into the development of the policy and implementation recommendations.5.Policy and Implementation RecommendationsA set of national policy and implementation recommendations for each participating country will be developed giving recommendations on how to include the IF as an official part of national health education programs. On European level, the policy recommendations will describe how the experiences from the project can be included in and make a qualified contribution to the Sector Skills Strategy and the Skills Pact for the Health care sector in Europe."

The objective of the Central African engineering schools of the CITAC project is to raise significantly quality standards of their engineering training, implicating actors from society and companies in the conception of adapted curricula to local labour markets.After a first Erasmus+ project called MOSE-FIC on which UCAC was an active member, the CITAC project shifts the leadership to Africa: UCAC will lead the change and brings in three new public and private HEIs from Cameroon and the DRC. As European Quality Standards were chosen as the cornerstone, European experts will provide their experience and insights to the actions decided on from African realities.The activities will lean on the competence-based approach putting the student in the centre of the process (8 curricula reengineered - min. 6 partners of the industrial environment providing insights).Students (3000 directly involved) will benefit from innovative learning methods such as Problem Based Learning, flipped classrooms… Virtual mobility will be supported by the creation of common distance learning activities (200h of e-learning created).Teaching staff (50 concerned-half of them will benefit from mobility) will acquire new know-how in defining learning outcomes and the way to align assessment and course content with them.The governance of the HEIs will be modernised by new rules of continuous enhancement such as assessment of the learning activities by the stakeholders and quality reviews.The local economies will benefit from engineers educated on a strong foundation of scientific and technical skills, combined with personal development work, including engineering ethics and experiences of responsibility in a social context. Thus, these engineers will be able to become leaders for the society, with greater freedom and personal charisma.Finally, for cross-fertilization purposes, the consortium members create and animate a contact cell with all HEIs in the fields of engineering in Central Africa

"<< Background >>This project focuses on the role of social innovation in a contemporary societal, health, economic and ethical context. Through different concrete actions, this project will ask the values of social enterprises and higher education institutions. More concretely, this project focuses on the Master in Social Engineering and Innovation (EQF 7) both in terms of its training profiles and the impact of these at the professional and societal level. This project is composed of 5 main actions (terminology and values of social innovation (1); training profiles (2); function profiles (3); internships and research in higher education (4); matching of function and training profiles (5)), the concrete results of which will be presented in an integrated way thanks to the innovative digital tools developed during this project. This project, developed in a structured and concrete way, will maintain a research dynamic that will make it possible to question the issues in this sector. The project focuses not only on the training of professional cadres for social organizations but also on their impact on the labor market. The main characteristics of these social enterprises’ managers (in the field of the non profit market labor) are their ability to negotiate and innovate in cross-sectoral areas.These different needs described below have been put into perspective with the different Eramus+ priorities. In a transversal way, the project responds to the priority: ""Addressing digital transformation through development of digital readiness, resilience and capacity"". Indeed, the main tool developed in this project responds in an integrated way to this aspect as it will be specified in the part below.The two sectoral priorities (Promoting inter-connected higher education systems; Stimulating innovative learning and teaching practices) have been broken down into different actions in order to strengthen the structure, evaluation and impact of the project in an integrated and specific way. The different needs listed below will be linked to the objectives and the different actions carried out in the project: -Adapting a macroscopic approach to the different realities of the social engineer (link with objective 1 and action 1)-The need for a terminology adapted to all partners (link with objective 1 and action 1)-The need to reinforce the legitimation and the recognition of the professional identity and requiring a greater visibility of the Master and its graduates (link with objective 3 and action 3)-Question and refocus the place of research in the curriculum and its impact on the definition of the professional profile (link with objective 4 and action 4)-Improving the visibility of skills and professional profiles in order to strengthen their adequacy and increase the impact of this profession in the public sphere (link with objectives 2 and 3 + actions 2 and 3)T-o perpetuate and anchor the visibility of these profiles (link with objective 5 and action 5)<< Objectives >>General objective: integrated perspective on the role of social innovation in a contemporary societal, health, economic and ethical context.""Social work"" (= social work / social pedagogics/ social management) is a worldwide discipline that deals with the theory and methodology of occupational integration of individuals in vulnerable situations. Extensive knowledge on the problems of people, theoretically grounded methodology in activating social work and management of social services make up the qualifications of the programme. Legal and economic expertise is also very important. Experts in social work must often prove themselves in conflict-laden relationship work. Professional behavior in the tension field between empathy and demarcation requires not only knowledge and skill but also a dignified personal profile.Initially, this project approaches a rather macroscopic point of view (Inventory of existing situations) allowing for a general analysis of the realities of public policies in relation to contemporary societal issues.Specific objectives: -Enhance the professional identity and harmonise the terminology used for job and training titles within Europe. The professional identity will be precise through: 1. the identification of a common terminology and a common set of semiological references; 2. the comparison between the place of “social engineering” in educational politics; 3. The analysis of the concrete social stakes and problems that frame the professional identity; 4. The explanation of the values that lead the training in each country. (link with action 1)-Increase the visibility of job profiles and to identify varied work contexts for students and employers (link with action 2)- Increase the legitimacy of social work research and raise the visibility of training and exit profiles .There is an evolution of work in social institutions, but also an evolving communication with partners and authorities (approvals, subsidies...). (link with action 3 and 4)- Increasing the visibility and identification of internship locations (link with action 4 and 5) -Increase the match between job and training (matching job and training profiles and making them visible through the implementation of a concrete technological tool). (link between action 2, 3 and 5)<< Implementation >>Action 1: Social context, reference frame and glossaryIn this action the precise legal framework and reference documents for each partner country will be identified with a view to evolving together with a common language around the different functions and training profiles of the social engineer. This action will establish the existing situation in the different partner countries in order to be able to set up a concrete reference tool at European level. Beyond the terminology of the Master's degree, identity building will also take place in the realities of the follow-up of the beneficiaries.- Action 2: Training profiles of the social engineerThis action will focus on the training profiles of social engineers. Highlighting the common points in these different profiles, a common reference system can be implemented to promote the recognition of these training courses at European level. The identification of the different training bodies will also make it possible to strengthen synergies and exchanges in the different partner countries. - Action 3: Point of view of social-profit sector = “Job profile”This action will focus on job profiles. The identification of the different public structures and recruitment issues in the non-profit sector will make it possible to include this profile in a concrete way in relation to current societal issues. This will highlight the match between job and training profiles in a European framework. Action 4: Internship and notoriety of the researchThis action will also strengthen contacts with internship supervisors within the framework of internships organised by the initial training. In order to meet the needs described above, a networked communication with stakeholders will be set up through the various intellectual productions. This action, which is more specific to internships, will enable local and international contacts to be made. It will be planned to set up student exchanges across the different European countries. This action, in a more concrete way, will result in a summary table showing the parameters of the internships in order to have a general overview but also to have a continuity in the relations. - Action 5: The mobile application and the e-learning platform of social engineering and social innovation (SESI)This action will make it possible to capitalise on the result from actions 1, 2, 3 and 4 in a sustainable way. On the basis of the results obtained in the actions, a mobile application coupled to an e-learning platform will be created to consolidate and develop data source tools for higher education. This innovative practice in the digital age (horizontal priority) will highlight in a concrete way the intellectual productions of actions 2 and 3. In the framework of this action, particular attention will be paid to data protection. It will respect the existing rules of the DPMR. These tools will make the project sustainable and long-lasting, as this application will be included in an exchange dynamic.<< Results >>Each action carried out (actions 1, 2, 3, 4, 5) will result in a minimum of one concret result per action which will be compiled on the e-learning platform.This platform coupled with a mobile application will gather the following elements :main results of the project actions, interactive pedagogical content, training module on the assessment and validation of skills, compilation of the qualitative and quantitative data available from the project, sustainability of the data. All outputs will be linked to the different actions of the project and will be managed by different specific working groups. Indeed, beyond the action's lead partner, the working groups created will include different stakeholders whose representatives will be consulted per action. Different methodologies will be used depending on the outputs (see description of all of them below):-Delphi methodology-Focus group methodology-Compilation for database creation using the proposed parameters. Several parameters (qualitatives and quantitatives indicators) proposed can be adapted according to the progress of the project to correspond even better to the reality and the expertise of the various participants.Output A1 : a concrete reference tool at European level (Template with parameters of legal educational frame, structure of social jobs and structure of training in each country, glossary, social reality of each country for the contextualisation of the data) - link with the need 1Output A2: Template with parameters of ""training profiles"" - link with the need 2Output A3: Template with potential places of employment and the skills required by the employer (knowledge/know-how/know-how to be) - Link with the need 3Output A4: Summary template of the parameters of the internships, “master classes” and research - link with the need 4Output A 5 (final production) : E-learning platform and Mobile application :1.An auto evaluation tool: the students situate their competencies, identify their needs of complementary training, portefolio …. 2.Mooc to develop the professional identity from a european point of view.3.Facilitation for student/teacher mobility.4.Access to a mobile application.5.Links with stakeholders (professionals and academics)6.Concrete results from all the actions of the project"

Initial medical and paramedical training as well as healthcare professionals’ continuing training aim to teach technical and non-technical competences and clinical judgement. To reach those objectives, simulation in healthcare based on the use of low, middle and high fidelity dummies is an efficient educational practice to train healthcare professionals.The project aims to improve professional competences in order to increase the quality of healthcare through the construction of evidence-based validated simulation scenarios and healthcare protocols (Evidence Based Nursing/Medicine) submitted to professionals. Three target groups are involved: students, initial and continuing teachers/trainers, and carers in health services.The project is innovative in its partnership between initial (para) medical training learners and healthcare professionals. Besides, the project aims to develop relevant simulation tools validated by the professional area and supported by convincing EBN/EBM data.The partnership is made up of 5 institutions with expertise in simulation in healthcare (initial and continuing training): HELMo Paramédical (Belgium), project promoter, is a Haute École (non-university college) with a simulation centre since 2014. It is involved among other in the training of nursing and midwifery students as well as in a number of research projects. The University of Medicine and Pharmacy Hatieganu (Romania) is a centre of competences, practices and medical simulation in initial and continuing training. ILumens (France) is a medical university lab of education based on digital and simulation technologies with an initial and continuing training offer. The School of Nursing Care ESEnfC (Portugal) offers the oldest nursing training in the country. It uses simulation and is recognised as a collaborating centre by the WHO for clinical practice and research. It organises initial, advanced, continuing and specialised training. HEG-ISSIG (Belgium) proposes training in nursing care and has a clinical laboratory with an interactive dummy, and the technology for the self-analysis of practices. INFOREF (Belgium), specialised in digital technologies in education has expertise in European project management and coordination. The project is divided in 5 steps, each under the responsibility of one partner: 1. Structuration of the scenarios and development of scenario validation grids2. Identification of real-life problems with professionals and development of relevant and validated scenarios about those topics. 3. Implementation of the scenarios associating learners and professionals, leading to their validation in initial and continuing training and in hospitals. Development of observation and evaluation grids to validate the scenarios. 4. Production of healthcare protocols based on convincing data and their validation by professional areas in relation to the questions raised in collaboration with learners. 5. Formalisation of the project results in the form of a methodological guide translated in all partners’ languages.All those tools are now available for free on the project website and accessible to all institutions that wish to develop simulation in healthcare. All along the project, the website was used to submit outputs and for communication between partners. During the project, partners’ meetings were organised to think together and participate in the construction and validation of the outputs.The conference organised in May 2018 in Brussels gave the opportunity to present the methodological guide, disseminate the project results and to strengthen the communities of exchanges and analysis of practices within the framework of simulation in healthcare.On the long term, the project aims to improve interprofessional cooperation in order to improve the quality of healthcare and patient care, increasing the quality of simulations in healthcare performed in initial and continuing training. It also targets the professional development of carers through the implementation of a discussion platform about simulation practices, and tighter social relationships between healthcare professionals and initial training instructors.Thanks to the project, the partnership was able to identify the main topic of a new project that targets non-technical competences, named CRM (Crisis Resource Management) through a multidisciplinary teamwork in initial medical and paramedical training.