<< Objectives >>In this project, we want to attract the attention and sensitize the player of the HoReCa sector regarding food allergies with educational tools, so that they can satisfy the special needs of the affected consumers on a higher level. We prepare our students, who study hospitality and tourism, and managers and employees of the HoReCa sector to have the novel and necessary knowledge in food management with this serving the common values and undertaking a civic engagement with civil organizations.<< Implementation >>We collect European and national rules, and best practices of the service provider to compare good solutions and regulatory shortages in the participating nations. We organize workshops to prepare WP-s and finalize WP results, and a conference to discuss the project results with experts. We develop a course, that we can apply to our curriculum for the long term, and we can offer a short cycle training for partners of the HoReCa sector. We publish our results based on a dissemination plan.<< Results >>PR1: Collection of EU and national rules, and corporate best practices regarding food allergens, ingredients and marking; PR2: Proposal package; PR3: Template with structure and guidelines used for course development; PR4: Syllabuses and content of the full course; PR5. Elearning modules and materials; PR6: Course materials in national languages; PR7. A revised version of the training materialsAs a qualitative result, we expect a more effective service in HoReCa sector to manage food allergies.

"Project Jupyter@edu tested and implemented innovative practices in the field of higher education. Moreover, it supported synergies with research and innovation activities and promoted new technologies as drivers of improvements in education.Project Jupyter@edu was implemented by the following institutions from three European countries: University of Silesia (Leader) - Poland, University of Augsburg - Germany, European University Cyprus - Cyprus. In the first phase, the fourth partner from Portugal - Universidade Portucalense Infante Dhenrique-Cooperativa De Ensino Superior Crl. also participated in the project. The MAIN OBJECTIVE of the project was to deploy of cloud-based services for numerical and mathematical scientific explorations in the period of 10.2017-11.2019, equip it with modern tools like grading system and mutually motivate and engage to use it. The specific objectives: - Strengthening the cooperation between partner institution, increasing their internationalization through the exchange of good practice and to jointly develop universal teaching materials. - Promotion of the idea of open education and open software - Enhancing the quality and relevance of students' knowledge. The international consortium worked out the following intellectual outputs: O1 - Jupyter notebook server - the deployment in Centre for Applied Sciences O2 - Deployment of Python-based teaching materials for courses in science education O3 - Use of unit tests in Jupyter notebooks for teaching in computer science and computational science.Intellectual outputs are availabe at: https://jupyter4edu.smcebi.edu.pl/; https://github.com/marcinofulus/jupyter4edu and at the VALOR platform. Long-term benefits are associated primarily with the lasting nature of the intellectual outputs, as well as the intensification of cooperation between partner institutions. The project results in enhancing the quality and relevance of students' knowledge and skills and improving the quality of education. The main expected outcome of this project is the deployment of a scalable cloud platform serving Jupyter notebooks.Main target groups of the project were students and academic staff of the participating universities. Implementation of the project was linked with the strategies of a European, national and regional level. Among other project fits in the assumptions of the Europe 2020 Strategy. One of the priorities is Smart growth which includes developing an economy based on knowledge and innovation. Under Smart Growth target, EU flagship initiative ""Youth on the move"" aims to enhance the performance of education systems. The project supported innovation and creativity through partnership. It complemented other operational activities carried out by the actors involved, and activities are complementary to other forms of support funded from other sources in all countries participating in the project, as well as in other European countries."

<< Objectives >>The main goal of the project is to provide a learning material of online access, that can help adult learners, architects and heritage managers to learn about the effective and spectacular realisation of photogrammetric surveys. The summary of best practice examples will include the possible ways of using the collected dataset for the realistic and precise representation of the surveyed buildings to popularise the most-up-to date methodologies and to ease the access to these solutions.<< Implementation >>The basis of the project is the realisation of 4 camps in rural, disadvantaged regions, where photogrammetric surveys will be carried out together with local associated partners representing learners with fewer opportunities.The selected monuments will be representatives of vernacular acrhitecture including a timber framed barn, a hayrack, a belfry and a stone house. Partners of the programme will assemble 3D materials and educational contents based on the architectural research and survey.<< Results >>The project will result-in an Educational Platform & Homepage to share all further project outputs. The great potential laying in photogrammetry will be portrayed through 2D architectural drawings and 3D renditions of the surveyed buildings in the form of interactive spherical panoramas and 3D models. The main project result will be the Digital Handbook which will summarise the theories and followable methodologies of the surveys using also interactive quizzes to measure the gained knowledge.

Cultural and creative industries are recognised as smart, sustainable and inclusive growth drivers for Europe. Besides contributing to economic growth, they foster social cohesion, nurture innovations, and create jobs at the local and regional level, despite the challenges facing European economies following post-crisis restrictive public budgets. The non-technological innovations most effectively bridge the social and economic development priorities.Yet, business and arts education and training do not adequately reflect this trend, especially in the Southern and Eastern European countries. The necessary sector-specific skills of the CCIs refer to management of knowledge and creativity and change quickly. FENICE project is built on the rationale that for CCIs to sustain their social impact, they need interdisciplinary and relevant vocational education that builds on subjects from business, management, entrepreneurship, IT, media and others, in addition to culture and the arts.This project is a partnership initiative involving four Higher Education Institutions with different profiles and one universities’ network. FENICE has the overall objective to promote cooperation, innovation and exchange of good practices among stakeholder organisations from 5 Programme countries (Bulgaria, Greece, Romania, Portugal and Serbia) in enhancing the quality and relevance of business education for the CCIs, fostering their innovative potential and social impact.The specific objectives of the project are:- to support research and best practices exchange in the field of management and entrepreneurship for the CCIs in adapting education to creative economy’s skills needs, innovation and sustainability value- to initiate cross-fertilisation between business/economics, arts, heritage, IT and media studies to develop innovative syllabuses that fully integrates the subjects of innovation and change management, cross-sectoral collaboration, cultural co-creation, creative technologies and cultural entrepreneurship in the teaching/training materials- to develop a model for HEI-business partnership to promote incubation, start-ups and entrepreneurship in CCIs, including career counselling/professional pathways for traditional and non-traditional students- to contribute to the establishment of functional creative partnerships between HEIs, business and public authorities to sustain the innovation and spillover effects of the creative economy- to maximise the impact of the integrated innovative syllabuses by demonstration initiatives, pilot trainings and the development of a pilot e-learning platform for training in management and entrepreneurship for the CCIsThe main target group is faculty and students in the fields of CCIs, arts, media, tourism, management and entrepreneurship. A secondary target group are independent researchers, artists, entrepreneurs and managers in CCIs who will be able to enhance their knowledge, skills and competences regarding the management of CCIs through the e-learning platform with online courses and the database of case studies.The activities of the project include the development of intellectual outputs, transnational project meetings, sustainability activities, dissemination activities, an international study program, and evaluation activities. The main project outputs and results are:- Database of good practices and Roadmap for entrepreneurship and innovation in the CCIs- Course syllabuses “Management and Entrepreneurship in CCIs”- Teaching/training materials for courses “Management and Entrepreneurship in CCIs”- E-learning platform with online courses for training in management and entrepreneurship in CCIs regarding non-technological innovations- Model for HEI-business partnership to promote incubation, start-ups and entrepreneurship in CCIs, including career counselling/professional pathways for traditional and non-traditional students- 5 national-level Creative Partnerships Conferences in the 5 project countries- an International Intensive Study Program and national pilot training sessions- 5 focus groups with academia, cultural entrepreneurs, SMEs in CCIs, NGOs and a representative of local public authorities in in every project country- a peer coaching for start-up ideas in CCIsThe project’s intended longer-term impact is:- to reconfirm the credibility of the CCIs as innovative, inclusive and sustainable sectors- to contribute to the development of interdisciplinary education programs that respond to the current and prospective skills’ needs of the CCIs and increase the positive spillover effect on the other industries and society- to contribute to the establishment of university-driven creative partnerships involving business and public authorities the support the CCIs within the communities and regions- to facilitate knowledge and capacity transfer in managing the CCIs between the European education institutions and regions

The ARACNE+ project aims to validate, develop and consolidate a training model of socio-labour insertion which was generated by a previous project KA2 - Strategic Partnerships for Adult Training, called ARACNE, TRAINING, EMPOWERMENT and ENTREPRENEURSHIP. The first ARACNE project was developed (2014 to 2016), has allowed to design an innovative and transformative model transformer based on the learning of skills that combines professional training, personal and group empowerment and the promotion of social entrepreneurship in real production environments. It is structured as a social-inclusion itinerary which includes three levels, basic, intermediate and advanced. However, the time, budgetary and functional limitations of this project has only allowed a partial test of the developed model, in a single setting, in one country and with a single target group. In terms of social innovation, the purpose is to go from the prototyping phase to the sustainability phase, prior to the application of the model on a large scale. To do this, we have to meet the following specific challenges: 1. Improve the learning skills proposal ensuring the correlation with formal systems of professional qualification on the Member Countries and at European level. 2. Expand and improve the proposed training activities so that they are real competencies pills, attractive and adapted to the interests of the adult population. 3. Undergo testing and evaluation prototypes of training activities in different contexts, countries and levels of learning. 4. Develop tools that facilitate the design and implementation of integrated insertion itineraries according to the reality of the students and the context in which it takes place. 5. Train a team of professionals in the application of the method that are the prescribers and multipliers in their respective countries of the ARACNE Model. 6. Involve the Public Administrations and private bodies with competencies in training, in the recognition of the efficiency and therefore pursuant to the large scale of the ARACNE Model. Taking into account all of this ARACNE+ objectives are: 1. Developing the applicability of the training ARACNE Model in different contexts, in order to determine: • The impact on the target audience. • The resources needed for its implementation. • Profiles of teams of professionals involved. • The necessary organizational structure. • The time needed to achieve significant results. 2. Design and produce the resources for the training of trainers specialized in the application of the model, including a training of trainer’s course. 3. Develop a proposal for the recognition of competencies developed through the application of the training ARACNNE Model. In order to do it, we will develop a set of indicators following the European Guidelines for the Validation of Non-Formal and Informal Learning which will permit the assessment of these competencies. 4. Implement an online learning platform. Taking into account these objectives we have selected the following PRIORITIES: HORIZONTAL: • Transparency and recognition of skills and qualifications. SPECIFIC: • Improving and extending the supply of high quality learning opportunities tailored to the needs of individual low-skilled or low-qualified adults. • Extending and developing educators' competences. The target groups for the ARCNE Training Model are as follows: • Professionals and volunteers in the field of training and socio-labour insertion. • Entities in the field of training and labour insertion. • Enterprises and social organizations. • Public administrations responsible for employment and inclusion policies. • Adults with low-skilled or low-qualified adults in special women in precarious situations. • Professionals from universities. The transnational dimension of ARACNE + is justified by the need to validate the model with different users and professional groups belonging to different organizational, social, cultural and regulatory contexts. To ensure that the model is transferable and applicable in different contexts, it is necessary to work in coordination with entities in several countries. This is true as much as for validation processes as for the development of complementary resources such as training of trainers or recognition of qualifications, since in both cases application contexts are key elements.