This project will conduct digitisaton of the cultural heritage of Nafplion, a small town of great architectural significance in the Peleponnese of Greece, in order to support better preservation of this tangible cultural heritage, and by so doing will valorise the role of cultural heritage in supporting job creation, economic growth and social cohesion through supporting the town as a venue for sustainable tourism.It will allow the partner organisations to develop and reinforce their contacts as a network, so increasing their capacity to share ideas, practices and methods while operating at a transnational level.It will promote best practice in managing heritage by using digitization as the best practice tool. It will achieve this through a programme of laser scanning, which will be linked to a summer school for 17 early-career heritage management practitioners and VET students in digital tools for heritage management.The project will formally liaise with the municipality of Nafplion - our key target group - to decide on which areas of the town will be digitised. This will be a decision taken on the basis of the needs of the municipality, to help them manage change and threats of change to the urban landscape.The key activity of the project will be the undertaking of a month-long digitisation process, during which we will laser-scan and record buildings and the urban layout, preparing a perfect (and usable) record of the areas scanned. The digitisation season will incorporate and form part of a month-long summer school for early career cultural professionals, technicians and students in Digital Methods for Heritage Management. The results, techniques and equipment used in the digitisation exercise will be used extensively as source materials for the Summer School.The results and approach will be updated after receiving feedback from the municipality on the process and results of the digitisation, together with feedback from the Summer School attendees and teaching staff on the educational value and use of the digitisation's outputs.The project will conclude with a workshop on digital preservation looking at the methods and results of the project and how this can be contextualised in the wider picture of contemporary digital preservation of heritage. As well as involving project participants, this will engage representatives of other projects, particularly Erasmus+ Strategic Partnerships, that focus on digitisation and cultural heritage.Over the long-term, the cultural heritage of Nafplion will be better preserved, leading to economic and social benefits resulting from enhanced (higher-spending) tourism in the town. Furthermore, a new generation of cultural heritage professionals will have developed skills that can be applied in other sitations and contexts elsewhere in Europe, and the partners will have strengthened their shared capacity network.

<< Background >>Schools have closed their doors during the COVID-19 pandemic. This situation has affected all: students, schools, educators, and families grappled with the reality of transitioning to distance learning platforms. One of the challenges that has emerged is the difficulty of distance learning for CHILDREN WITH LEARNING DISABILITIES. Their learning difficulties are caused, among others, by METACOGNITIVE DEFICIENCIES (i.e. areas of planning, control, self-reflection, etc.). Metacognitive skills begin to develop in early childhood, but become more sophisticated and academically focused as a result of formal education. Elements of metacognitive thinking, such as knowledge, monitoring, control, can be seen in pre-school age children. However, it is not until children around 10 years of age that an increase in the quality of metacognitive skills can be observed. This is why we are focusing on the target population of older school age children, primarily 11-15 years old, with learning disabilities and/or Autism Spectrum Disorder (average intellect, common education).Evidence (Giovazolias, & Kourkoutas, 2015) shows that teachers can effectivelly assist students with learning difficulties, when they are adequatelly guided and supported by well-trained school counsellors. Hence, the need for more holistic and systemic school-based interventions for children with learning disabilities, as well as specialized assistance for teachers is advocated by many authors. There is a strong emphasis on INCLUSIVE EDUCATION issues (Giovazolias, & Kourkoutas, ibid). The final conclusion is that school counsellors have a critical role to play in supporting teachers helping their children with special educational needs avoiding school exclusion and further mental health problems.Systematic TRAINING IN METACOGNITIVE STRATEGIES AND especially PROSPECTIVE MEMORY can greatly help children with learning disabilities and/or ASD in school performance. Expanding training tools for metacognitive distance or self-training would allow for regularity and availability even for children who do not have the possibility of attending regular therapies. The aim of the project is therefore not only the creation and evaluation of such a training tool for PROSPECTIVE MEMORY and METACOGNITIVE TRAINING but also to obtain a psychodidactic framework to practice appropriate metacognitive strategies.for special educators, methodologists, and even parents.In cooperation with schools, school cousellors and other organizations supporting children with learning disabilities and/or ASD the possibility will be promoted to be involved in minimally 10 weeks training of prospective memory and metacognitive training. After the evaluation of the training not only the children, but also their families will receive feedback and information about the possibilities and the benefits of continuous prospective memory training.<< Objectives >>The main objective of the project is to develop a tool for PROSPECTIVE MEMORY and METACOGNITIVE TRAINING, particularly for the group of children with learning disabilities and/or Autism Spectrum Disorder (ASD). This tool can be used by children and their families and trained special pedagogs and school counsellors.Next to the main objective of developing a tool, the other project's objectives are:the PRACTICAL VERIFICATION of a metacognitive-training intervention in children with ASD or learning disabilities; the DEVELOPEMENT of a distant form of supportive rehabilitation of prospective memory; BROADENING OF THE POSSIBILITIES of intervention activities for children with ASD and/or learning disabilities.A final project aim is to EXPEND THE SCIENTIFIC RESEARCH and KNOWLEDGE about the topic of metacognitive rehabilitation and prospective memory training. Preparation of the research monograph will therefore be the next project objective. Planned SCIENTIFIC CONTRIBUTION of the project: adding knowledge to current research on the construct of prospective memory; complete prospective memory research on Autism Spectrum Disorders and learning disabilities; expanding insight into the role of prospective memory and executive function in the development of metacognitive skills; developing methods for the training of prospective memory and metacognition.The project will involve inter-institutional partnership/cooperation in the field of education, psychology and training of cognitive and executive functions.<< Implementation >>We will create an Prospective Memory and Metacognitive Training Toolkit Remember To Remember. The development of an training and educational program is a multi-step creative process of the collaboration of experts from several fields of study.On the basis of scientific interest in the topic, a team from all participating universities will prepare the Research monographs – the specialist publications dealing with the topic of Prospective Memory and Metacognitive Training in the form of a book. ACTIVITIESCreating of a Prospective memory and Metacognitive Training Toolkit and Research Monograph will include an analysis of these concepts in relation to learning disabilities and/or Autism Spectrum Disorder and the skills that are the target content of the training tool.This analysis will be discussed with experts on inclusive education, psychologists, special pedagogs and NGOs supporting families with disabled children. Based on the analysis, several designs of the training tasks will be created, including methodical giude for users, playing cards for training and a training software (a computerized tasks for prospective memory training). The training progam will be prepared in multi-step iterations and the impact on the target group will be continuously verified. Upon completion the tasks for training, software will be programmed, tools and graphics will be produced, and availability of the program for users will be tested in the Czech Republic (pre/post test evaluation design).Then we will share the training tool and methodical guide among all partners. As a part of the transnational meeting in Ghent we will organise an workshop with Training Tool performance and training for partners and experts (teachers, counsellors). After this all partners can prepare national versions of the Training Tool. As soon as developing phase is over we will start to implement it into practice and check the results. We will introduce the programme to the school counselor offices and schools we cooperate with (in form of webinar). There will be at least 20 school children with learning disabilities and/or Autism Spectrum Disorder per each country involved in a testing phase (80 children in total). Finally, the training is piloted with the target group of children, the impact on their metacognitive skills will be verified. The qualitative evaluation methodology will be prepared by VSB – Technical University of Ostrava in cooperation with the University of Iceland and the University of Bielsko Biala. When the testing phase is over we will do the final correction of the programme and prepare the methodological part of the Training Tool – final methodology and manual for teachers and counsellors. We will also organize a final dissemination conference in each participating country for counsullers, teachers and parents of children with learning disabilities and/or ASD that are not a part of this project to introduce a program to them.<< Results >>All the participating countries will bring about results at the following two levels:TANGIBLE project results:The project team will create the complex methodology of the Prospective Memory and Metacognitive Training (under the title Remember To Remember) that, at the end of the project, could be used by childen with learning disabilities, children with ASD and their families and educators. The specific method will be introduced first to experts (special pedagogs, school counsellors and experts in the field of educational psychology and inclusive education) in the testing phase (staff training activity) and then we will organize an online workshop for special educators and school counsellors, that haven´t been involved in the project so far, to introduce the programme to them.The material will be in English, but after the testing phase, it will be translated and used by any user in all involved countries. This innovative and attractive tool will represent a new approach to better support children with disabilities and the development of their key metacognitive competencies.On the basis of scientific interest in the topic, a team from all participating universities will prepare the Research monographs – the specialist publications dealing with the topic of Prospective Memory and Metacognitive Training in the form of a book. INTANGIBLE project results:All the project activities have one aim in common – i.e. the development of metacognitive competencies based on prospective memory among children with learning disabilities and/or Autism Spectrum Disorder.The Prospective Memory and Metacognitive Training will be based on: training of a specific cognitive deficit (training certain domains of cognitive function); training prospective memory in relation to daily life activities; metacognitive training aiming at self-regulation and self-monitoring.The results will contribute to increase in: quality of life of children and their families - both subjectively and objectively; psychological well-being of the children; coordination abilities, in ranking multiple activities and planning day-to-day activities; supporting family education - motivation for training at home, doing homeworks.

In Higher Education Institutions (HEIs) there is a knowledge and skills gap in regard to accounting and reporting on non-financial information. This gap needs to be bridged to make the upcoming financial professionals futureproof and well prepared for the demands of regulators and small and medium sized companies. The INTEGRES partners shared this observation. They independently analysed different skills gaps in their courses on disclosure of non-financial information in their business and accounting curriculum. They concluded a lack of useful educational sources and tools. Therefore the main objective of INTEGRES is to develop educational material for bachelor and master business and accounting students about Integrated Reporting (IR) and disclosure of non-financial information for SMEs in order to prepare the students for their future work as IR business advisors in Europe.Nowadays, Economical, Social and Governmental issues have become an integral part of the daily public debate in Europe. Accounting firm Deloitte stated that “heightened regulatory and legal scrutiny, along with other market developments, indicates that the transparency and accuracy of sustainability reporting is increasingly important”. A traditional annual report containing only financial information is not sufficient anymore to meet the demands in society. Stakeholders demand more non-financial information and transparency from companies.The EU directive (2014/95/EU) is a response to this trend. It requires large companies to disclose information on the way they operate and manage social and environmental challenges. This helps all stakeholders to evaluate the total performance of large companies and encourages these companies to develop a responsible approach to business. Although the fact that the directive applies only to large companies, it is expected that it will be of interest even for the smaller companies (SME's) , which operate as subcontractors of larger companies . These SMEs are the backbone of the European economy. The inclusion of non-financial information in reports requires professionals to act and think beyond financial issues. However, the current business professionals are often educated as purely financial experts and lack the skills and knowledge to report on non-financial information. The new way of working requires (future) financial professionals to evolve towards highly educated experts in reporting financial and non-financial information. Today, there are many (academic) models and theories about disclosing non-financial information available for large companies like the framework IR. However there is a lack of frameworks and guidelines, (case) studies related to SMEs. Without good examples and applicable theories, business schools struggle with methods on how to include non-financial reporting in their curricula. Currently, the curriculum in business schools in Europe is focused on financial reporting. As a result, graduates lack skills related to non-financial reporting, such as critical thinking, and miss an antenna for future risks related to sustainable and societal developments. The INTEGRES partners are aware of these gaps. Based on input from students, accounting firms and SMEs they will create applicable educational material on how to use IR and how to disclose non-financial information for SMEs. They will develop an international module of 5 courses (30 credits) containing issues like SDGs and IR, KPIs and IR and cases. The core parts of the courses will be available via and Open Education Resources (OER). During the project the INTEGRES partners organise two Intense Study Programs. Students and lecturers from the 5 universities will meet and have an intercultural discussion and test the developed courses.The courses will be part of the future regular bachelor and master business and accounting curricula. The educational material and the OER is available for all bachelor and master business and accounting students.All the experiences, interviews with SMEs and models will be bundled in a handbook to inform and educate other students and also SMEs and small accounting and audit firms. In the end of the project the INTEGRES partners organise an international conference for all the stakeholders to inform about the outcomes.The developed educational material, OER and handbook by the INTEGRES partners will help Universities (UAS) to educate skilled financial experts (students and teachers) who possess competences related to disclosing financial and non-financial information. Moreover, the INTEGRES project will provide students and teachers with intercultural awareness regarding IR, experiences in international cooperation, networking and language skills. The project will deliver future proof financial professionals to help SMEs in their sustainability transition.

<< Objectives >>The D.I.S.C.O.P.M.B. project aims to strengthen the capacity of higher education institutions working on health and social care disciplines to develop skills and capacities of their bachelor and master students to deliverdiversity-sensitive care towards older migrants, thus recognising and valuing diversity and implementing care practices which are inclusive for patients of all ages and cultural backgrounds and to develop policy recommendations to support improvements in the field.<< Implementation >>Development and piloting of face-to-face and OER training resources for healthcare and social care students and practitioners on person-centered, diversity-sensitive care for older persons with migrant backgrounds and their families building on a combination of evidence-based research and theories coming from academia with field-research and lived experience of older migrants and professionals working with them collected by the NGOs that are partners in the project.<< Results >>A training program focused on person-centered, diversity-sensitive care for older migrants and their families/informal carers, addressed to students and professionals;A digital information platform to provide access to online educational resources in the form of an open educational resource (OER);Policy recommendations on how to raise standards of health and social care for older migrants and their families.