Why do we need horses today? Horses have been a part of human society for thousands of years. Although their role has changed significantly in recent centuries, horses are still important helpers and partners for us in many activities. Pushing aside nature and replacing it by the computers has caused noticeable damage to human health. A horse, as a part of the world of living beings, returns humankind to nature. A man and a horse together can perform many activities in which the horse may not only be a participant in social events and sports, but it can also help a therapist in Equine Facilitated Therapies and Activities (EFAT).EFAT is a long-term procedure of working with horses to support individuals with specific needs. A horse creates social ties with clearly defined rules, which is used to develop social skills and competences. Non-verbal communication among horses become a foundation for a relationship with humans: they do not judge or criticize. A horse thus often represents a natural authority and replace its absence in everyday life by enabling people failed to adopt social norms and relationships to learn standards of behaviour. The profession and skills matter, otherwise nonprofessional therapy could cause harm to the clients´ health. A therapy horse is an essential member of the EFAT team. To become safe for engagement in treatment, a horse must be selected and methodically prepared for this type of activity. Every kind of EFAT has different specific requirements for horses which need to be taken into account during the training period. Nowadays, in addition to the standard equestrian doctrine training procedures, equine ethology procedures are also being introduced, which helps to change the traditional view of communication with horses. For many riding instructors, the introduction of ethological training methods represents an innovative change in both thinking and the actual concept of working with horses.The project aims to increase the expertise of EFAT professionals, and to enable mutual enrichment through cooperation, sharing and practice exchange with established procedures and methods through demonstrations of good practice in countries with a different equestrian culture and tradition. This objective will be achieved by establishing sustainable long-term cooperation by creating a community whose activities would by far outlive the project itself. This newly acquired knowledge and skills will be implemented into innovative learning programs accessible to the professionals within the EU. The target group is EFAT professionals - 24 participants from 6 partner organizations (4 workers from each subject) will participate.The partner organizations are representatives of different equestrian traditions in various countries in Europe. They reflect the variety in the EFAT as a treatment approach for people with specific needs, including the different concepts of health and social services in these countries. This project contributes significantly to understanding these differences and thus gaining new valuable experience. Given that the practice of each partner is based on diverse traditions as well as various health and social care service and equestrian culture, there is a considerable space open for mutual inspiration and enrichment. Based on the sharing of experience and good practice in countries with different equestrian cultures, and by applying separate methodological guidance of horse training for different clients, the project will provide an opportunity to gain a wide range of perspectives on this topic. It will subsequently allow further broadening and developing of the professional competencies that can continue to be handed over in the home countries of the participants.We want to achieve our goal via seven workshops organized in partner organizations. The workshops will be a part of short-term study trips. Each study trip will focus on specific areas in education to guarantee the maximum flow of information and the possibility of an efficient sharing of experience. The schedule of each study trip will always include a professional workshop prepared by representatives of the host partner organization with examples of good practice based on the traditional concept of their home country. Being able to follow the working methods of horse training of our colleagues is always a great source of inspiration. An integral part of the meeting will be the evaluation of possible benefits and an overall evaluation of the event to set tasks for further discussions. This stage will also always include the Standard for the horse training, which will allow instructors of further education to apply innovative methods in their practice. All participants will participate in the creation of the Standard. The Standard will then be submitted for consultation within the HETI Federation. The project will enable the development of a new field of equestrian science for EFAT as a whole.

This partnership consists of three partners from three countries in order to explore and find the best practice in early identification and support of able, gifted and talented children. As each partner represents different sector of education, we are a multi-player partnership which is able to cover more aspects of our topic. All partners involved a number of “silent partners” who contributed to enriching and widening the knowledge of participants. The partnership address to Strategic objective 2: Improving the quality and efficiency of education and training in ‘ET 2020’. There is a need to ensure high quality teaching, to provide continuous professional development for teachers and trainers teachers and other educational specialists. Our project upskilled teachers in early identification of able, gifted and talented children and learn them to create an individual and special educational plans for those children. Strategic objective 3: Promoting equity, social cohesion, and active citizenship says that education and training systems should aim to ensure that all learners - including those from disadvantaged backgrounds, those with special needs and migrants - complete their education. We want our schools to be ready to create an atmosphere of acceptance and recognition of gifted and talented children from any background in any country. This includes knowledge and skills in early identification of the able, gifted or talented child, supporting that child and involving parents and the family in the process of his/her education. To reach these objectives our partnership realized study visits in partner countries in order to learn what works well through observation, discussion, and other methods. The information and skills were confirmed and widen on seminars which were organized during the study visits. Leading professionals were invited to provide participants with updated scientific findings. Each study visit and seminar focused on specific aspect of able, gifted and talented children. We learnt about tools of early identification of those who are talented or gifted in the Czech Republic, we explored and compared tools and possibilities to support and teach talents in the United Kingdom and we also observed teachers´ education and training in teaching able, gifted and talented children in Turkey. The information and knowledge gained in the project were collected in Methodology for Teachers which was distributed to teachers in pre-primary, primary, secondary and upper education, to school management, psychologists, school counsellors and careers counsellors, members of academic staff at universities and other professionals in identification, education, and support of talented children. Effective and equal educational system is considered essential for smart, sustainable and inclusive growth. That is why we will appeal strategists and decision makers in order to support talents. We created the Recommendation Paper which contains recommendations of participants in the field of education of able, gifted and talented. Our project upskilled more than 60 related staff. Participants are expected to cascade the information to the others. This will ensure the sustainability of the project activities.The project concluded with the Final conference in the United Kingdom aimed at disseminating practice as wide as possible and attended by delegates from all partners as well as a wide range of invited delegates.

The project is aimed to enhance quality of HE with employment focus in content by enhancing internal QA for teaching/learning & improving teaching staff performance at BY Universities for them to respond to the increased demands of society/economy. It has objectives to enhance QA policy-making & procedures for work with teaching staff to ensure quality in HE through the establishment of Centres for Academic Development & Teacher Training (CADTT) at each BY partner; optimise pedagogical performance of teaching staff via the development of an in-service university teacher training programme for university staff who need pedagogical training; increase quality of students’ performance at University & at work places through application of innovative education methods to ensure transition to student-centred practice-based & market-oriented education; apply QA system at BY Universities for identifying staff in need of pedagogical training; & introduce new regulations on teaching staff employment at BY Universities. Managerial, academic staff & students are the target groups in the project. Labour market, the other Universities in the country are the major stakeholders.The major outcomes & outputs achieved in the project – CADTTs, internal system of QA, innovative methods of education, In-service University Teacher Training Programme, & regulation for staff employment, will be the tools for producing impact on the target groups & stakeholders. An important aspect of the project is the development of pedagogical interaction & networks for staff in the EU, TK & BY. The main impact will be on the university management system in what concerns QA for teaching/learning & teaching staff performance-staff & students will be the target group. Innovative education methods will expand the impact. The society's stakeholders-other BY universities & labour market will be final beneficiaries of the wider impact – graduates’ enhanced skills for better employment & performance at work.

"Western civilisation is already proving to be damaged in health and well-being due to expelling the living world from the sterile, artificial screens' environment. It is not possible to return to the original nature because it no longer exists. But there is a possible relationship and emotional return to living beings. For example, equines can improve life comfort due to their genuine and irreplaceable authenticity. People are still aware animal bonding relationships are helping; it is necessary to support it; Equine Facilitated Therapy (EFT, formally Hippotherapy) is one of them and certainly not the most negligible.EFT is part of Animal Facilitated Therapies. It represents a long-term way to work with an equine for people with special needs. The proper implementation has to be done by experts; otherwise, an EFT treatment session carried out by a layperson can trigger pathology patterns in the client's health. Experts' training is in the competency of participating organisations. The lecturers' knowledge and skills were profounded to implement innovative EFT methods within the project successfully. The learning process is more straightforward due to the modern learning environment. Higher-quality education is being developed in the field as a whole. This result has been reflected in organisations' practice - providing better end-user services - for individuals with special needs.The project aimed to increase EFT lecturers' professional potential and share and acquire the new knowledge and skills needed to implement innovative EFT methods successfully. Thus the continuous improvement of the quality and effectiveness of this method has been ensured. This aim was achieved by establishing a long-term sustainable cooperation and experience exchange by creating a knowledge-based community whose activities has far exceeded the project's duration. This newly acquired knowledge and skills were implemented into innovative educational programs with accessibility to a broad professional community across the EU. The target group was current and future lecturers of EFT courses from partners' organisations. The project involved three organisations, including 24 EFT lecturers.The partners' organisations represented the different equestrian traditions within the EU, the various EFT status as a therapy approach or a service for people with special needs. It depended on the different concepts of health and social services in partners' countries. A problem during the international sharing of professional information was inconsistent terminology. This project significantly contributed to overcoming this obstacle; the participants have agreed to apply the HETI terminology (Horse in Education and Therapy International). There has been a vast scope for mutual inspiration and enrichment to work together because each partner comes from different traditions, health care and social services systems, and equestrian culture. The project provided an opportunity to gain a different perspective on the subject to allow for the expansion and development of professional competencies with subsequently transferring in their countries. This conclusion has been based on the experience and good practice sharing in countries with a different equine-riding culture, other EFT methodical guidance for various clients. The goal was achieved through four workshops for EFT lecturers in the partners' organisations.The realisation of three workshops was in the form of meetings focusing on specific learning areas with a guarantee of gaining complete information and the possibility of sharing experience. Part of the program was always several workshops and lectures organised by the host. Lecturers from partners' organisations participated there. The program consisted of theoretical and practical parts with best practice examples based on the traditional concept of EFT in the host country. All activities were evaluated to focus on further assignments, contents of EFT methodology and the e-learning course. This has enabled the lecturers to apply innovative EFT methods in their practice. The fourth meeting was devoted to creating together project results – ""Introducing the EFT methodology"" and the e-learning course. The planned conference was postponed to September 2021 in Prague."

<< Objectives >>The Project aims to promote innovative learning and teaching practices to address the new societal challenges derived from the digital age by supporting the design and the development of more student-center learning outcomes and curricula that reduce the mismatch between skills supply and demand relevant to the new remote work environment. Particular attention will be given to promote access by under-represented groups.<< Implementation >>Project management and Quality assurance , Communication and dissemination activities , Peer to peer activity by the Service Design Methodology, Methodological framework for Learning by doing activity, Methodological framework for Learning by doing activity,; an ICT Infrastructure supporting Remote or Blended learning activities; Organizing and assessment of 80 remote intership; Stimulating virtual collaboration and communication among students, university teachers and company representatives.<< Results >>The key results is the Learning/Teaching Hub, a digital environment supporting the design, management and assessment of remote internship programs.The expected outputs are: 6 meeting, 3 Service Design Living and Collaborating Laboratories , 16 deliverables, N.1 Handbook for the use of the PREVIEW HUB N.4 MoU to transfer PREVIEW Learning/Teaching HUB outside the Consortium , 5 MOOC, A Dissemination and Communication plan, Project website, social media pages, interim and final Reports.