<< Objectives >>With the implementation of this project we want to:●Grow primary school children’s confidence,●Equip partner school teachers with the necessary skills, knowledge, training materials to implement training●Provide parents with knowledge and skills to enhance children’s emotional intelligence●Provide a supportive and affordable online source in small units to implement self-confident activities●Increase organisational sustainability, productivity and service quality<< Implementation >>The main activities we will implement are:●Research where we can find good practices that affect the development of self-confidence and collection of them●Development of a Manual of good practices●Development of training content●Development of workshops for parents●Development of online educational resources●Development of training toolsThe benefits for our target groups will be increased skills and knowledge to increase primary children's self-confidence.<< Results >>The results of the project will be:-The Manual of Good practises for growing primary school children’s self-confidence-Teacher training -Workshops for parents -Grow self-confidence online bite-size learning resource for teachers and parents

Medication safety has been identified as one of the key development areas in the patient safety movement in Europe and globally. Medication errors are the most common types of errors in health care, the consequences can be a serious hazard to patients’ health and safety and increase the costs of health care significantly. Several factors related to health care systems have been identified to be associated with the occurrence of medication errors. However, deficiencies of registered nurses’ as well as graduating nurse students’ medication competence are one of the contributing factors on medication errors. Nurses need to have a solid medication competence to be able to provide safe, efficient and high-quality care. Therefore there is a need for developing undergraduate education. The challenge of developing nurses educational preparation is global, and due to the migration of the nurse workforce especially important for Nordic and Baltic countries.The eMed-PASS project aim was to improve the quality and relevance of higher education in bachelor level nurse education cross-borders in EU-level in the Baltic countries and Finland by modifying, implementing and evaluating the feasibility of portal-based digital learning tool eMedication Passport for ensuring the medication competence and adequate working life skills of the graduating nurses. The evaluation also included an evaluation of the impact of eMedication Passport into the development of medication competence of the students. As an outcome of the project a) shared, innovative culturally adapted and impact evaluated feasible learning tool - the eMedication Passport – with modifications to Estonia, Latvia and Lithuania to support the development of medication competence of nursing students in the partner higher education institutions has been created and used b) a model for adaption of culturally sensitive learning tool and c) a protocol for the implementation of a method ensuring medication competence development in countries regulated by the EU has been created, d) collaboration among Baltic countries and Finland has been increased. There were 307 nurse students, 37 clinical nurse mentors, 6 nurse educators, as well as 15 persons of the expert panel and 34 head nurses involved in the project activities.The eMedication Passport is one solution for creating common quality standards for medication competence, not only in one country but also over the borders in the Nordic and Baltic countries. By using the tool nurse teachers, nurse mentors in clinical practice, nursing students and students’ employers can follow students’ medication competence development during undergraduate education. It also enhances collaboration between the clinical practice placements and higher education institutions. Modifications, developed through this project, are culturally adapted versions of the non-profit electronic learning tool. The eMedication Passport has been initially created in Finland. The tool is unique and has the potential to be internationally shared learning tool.The project supported objectives of the Europe 2020 Strategy and EU Health Strategy Together for Health, by responding to the medication and patient safety challenges faced by member countries through strengthening the cooperation and coordination among universities and registering of nurses’ medication competence development during undergraduate education. The need for developing common education and nursing competence is evident in each of the partner countries. The project consortium consisted on Tartu Health Care College (THCC, Estonia), Turku University of Applied Sciences (TUAS, Finland), P.Stradins Medical College of the University of Latvia (LUPSK, Latvia), Kauno Kolegija/University of Applied Sciences (Lithuania).The impact of the project is an improvement in nursing students’ medication competence and increased collaboration among educational institutions and clinical practice placements. Although medication competence is one part of nurses’ overall professional competence, it contains elements which integrate into general professional competence. By developing medication competence, the results will also reflect on other professional competencies. Non-direct impact of the project is potential improvement of medication safety by improvement of nursing students’ medication competence and medication education in general. Also, the benefit of the project was transnational and interdisciplinary cooperation which brought the partners together and supported further collaboration in Europe and globally.

"New technologies and scientific developments over the recent years have radically changed the landscape in health and education, bringing benefits that were unimaginable until recently but also problems for workers, teachers and students. Many systems, devices and techniques used in the daily work are becoming increasingly complex and automated, requiring specific training or, at best, skill updating for health professionals. In the educational area, due to the high cost of acquisition of many devices used in hospitals, their complexity and their hazard (for example, in the field of radiological protection), students in Health Education Training Centres cannot experience how these devices work and neither can they see the real environment they will have to face in the future. The training of these students is drifting away from the reality that they will encounter and this is a problem both for students and for biomedical companies themselves.In this context, the general objectives of the project ""Extended reality in biomedical environments"" are: to bring closer together the reality of biomedical companies and health training centres through mixed reality, augmented reality and virtual reality and to improve the knowledge acquisition of our Students in health care training. To solve the problems described above and to take advantage of the possibilities of extended reality, the project proposes four lines of work that will be materialized in 4 products:1. Remote training or Tele-training: a video conference with virtual elements (computer graphics, images, etc.) in which a speaker from a Specialized Biomedical Research Center explains a technique or a device in a biomedical environment to our students, who are physically present at the educational center.
2. Virtual rendering of professional biomedical environments: the aim is to build virtual working environments faithfully and quickly using BIM technology that can be used on different platforms (mobile, tablet, PC...) or even 3D printing.3. Holographic simulators: in this line, the aim is to create virtual simulators of biomedical devices using virtual and mixed reality that have functionalities similar to those of a real device, with the possibilities of enriching the experience with didactic elements.4. Holographic tutorials: this is the creation of devices tutorials using holograms and multimedia elements that help students understand and manage them.In the development of the project, which lasts 36 months, 6 public and private institutions are working together:- CIFP Los Gladiolos (Spain): Vocational Training Centre specialized in health system professions. It is the coordinating centre of the project.- Kauno Kolegija University (Lithuania): working closely with CIFP Los Gladiolos, it is in charge of the methodological proposal of the project.- University of La Laguna (Spain): together with the University of Videzme, it is responsible for coordinating the digital production of the resources (professional environments and simulators) and for providing technical support for tele-training and holographic tutorials.- University of Vidzeme (Latvia): it is a university with great prestige and experience in European projects and technological innovation.- The company Geoavance (Spain): carries out the scanning of professional environments and its BIM modeling.- The Basque Health Service. Osakidetza (Spain): in collaboration with Bioaraba - OSI Araba - Health Research Institute, it is responsible for organizing the scans to be carried out and for providing quality and rigorous information on the radiological protection equipment selected.To carry out all this, the work will be coordinated on the basis of the needs detected in the health training centres (Los Gladiolos and Kauno Kolegija). With these needs and with the advice of the Basque Health Service ,Osakidetza, proposals will be made for content and teaching methods that will be materialised in educational resources created or supported by the University of La Laguna, University of Vidzeme and Geoavance.The expected results are the improvement in the training for students, closing the reality gap between training centres and biomedical companies, a greater interest of companies in the work carried out by educational centres and finally the creation of high quality resources for teachers.In the long term, it is expected that these 4 products will be transferred to other European educational centres and will be further enhanced in order to improve their main objectives: to bring the reality of the biomedical companies even closer to the educational centres and to improve training for thousands of students."

Education & Training 2020 and the Communication Rethinking Education highlight the need of continuous professional development for teachers . Standards and levels of achievement in education should increasingly match the present ever rising demands of society, and transversal skills are to be encouraged to ensure the capacity to face increasing inevitable changes.The project, C.O.A.C.H.(COACHING SCHOOLS TO FACE CHANGE AHEAD) aims at designing a blended Continuing Professional Development Programme in seven modules to introduce a new role in education: 'the school coach' able to strengthen quality processes, effective cooperation and well-being in schools through an individual and organizational development.The main objective is to support teachers to develop professionally and, throughout the programme, to gain fresh perspectives on personal challenges, enhancing decision-making skills, greater interpersonal effectiveness, and increased confidence. Moreover, the participants in the blended training activity expect appreciable improvement in productivity, satisfaction with life and work and the attainment of relevant professional and personal goals.Taking into account needs and challenges in education, the main aim of the blended Programme is to favour the acquisition of a set of core competencies to become a certified school coach, capable of promoting quality and self-assessment in schools.Below are the goals linked to the achievement of the above main objective:1) To stimulate an expansive mindset in trainees2) To elicit transversal skills through a multiplier effect3) To support increased openness to personal learning and generate improvements in individuals’ attitudes and performances.The C.O.A.C.H. partnership is composed by 9 institutions from 6 European countries(LT,IT,NO,RO,TR,UK,AT), whose expertise belongs to the following sectors:1) education(5 schools from IT,LT,NO,RO,TR, 1 university from the UK, 1 research association in education and training in AT)2) coaching and training (two accredited enterprises from IT and the UK).The C.O.A.C.H. main activity is a PDCA (plan–do–check–act) focused on the project programme to become a school coach. The pilot phase in 5 countries has highlighted the corrective actions to put in place before the release of the final programme.The methodology of the programme is designed to promote a cooperative approach, and participants have developed skills to critically examine their job and an attitude to team work in line with constructivist learning theories.The training programme has provided teaching in an inductive manner through hands-on training opportunities to allow personal and professional working styles to emerge from practical experiences.The results of the above mentioned programme include:1) the definition of a School Coach Profile in line with school education and coaching requirements2) The C.O.A.C.H. Research to highlight and compare the practices used in the participating countries3) a 130 hour blended Continuing Professional Development Programme in 7 modules(80 face to face and 50 online), which has been accredited by the International Coach Federation. The Programme has also been tailored for a Postgraduate Professional Development course.4) The use of the C.O.A.C.H. interactive platform, which is part of the training and a tool for the future use of coaches, who will have the chance of exchanging experiences with their peers, creating a network, using a cooperative environment and conducting online coaching.5) The ‘C.O.A.C.H Impact Report’ to highlight the benefits at European level observed in participants. 6) The production of ‘C.O.A.C.H e-Guide’ that includes material on all the modules of the programme.The number of the direct target group in all 7 participating countries is formed by all the professionals who have taken part in the participating institution to the project activities and by 100 school coaches (20 per each school in the partnership) who have impacted through a cascade effect a number of about 1000 teachers within the partnership, considering the whole staff in each participating institution. The other beneficiaries of the project both direct and indirect have been the students(about 6000) and their families(about 12.000). In the long run the benefits are designed to impact the whole school system reaching about 157.000 people(teachers, students, families, ICF coaches, policy and decision makers). C.O.A.C.H long-term positive effects will be felt in the teachers' acquisition of a mindset able to support schools to face changes and innovation and to take an active role in the teaching/learning process. Moreover, advantages will be felt on individual and school well-being, and on the ability to cope successfully with challenges and stress.

"Education and training system are key ingredients to leverage the European countries efforts to support growth, jobs, equity and social inclusion. Enhancing skills and competences of young people, so that they play an active role in society by integrating the labour market and achieve personal fulfillment, is a major issue for our countries. At the same time, dropout, early school leaving, lack of motivation, exclusion from knowledge, poor acquisition of competences are challenges that have to be tackled with the greatest efforts. In that context the European Commission has developed the Digital Education Action plan (https://education.ec.europa.eu/focus-topics/digital/education-action-plan) which acknowledges the need for digitally-competent and digitally–confident educators and education & training staff as well as for high quality educational content, user-friendly tools and secure platforms.The INDIE project “INTERACTIVE DIGITAL CONTENT PLATFORM TO SHARE, REUSE AND INNOVATE IN THE CLASSROOM” has developed INDIeOpen (https://indieopen.upct.es), a platform that consists of an authoring tool which enables teachers to easily elaborate enriched digital learning units, and of a repository of Open Educational Resources (OER) where the created content can be shared, modified and reused. The INDIeOpen learning units can be either used as web resources or linked as external tools from any LTI compliant Learning Management System like Moodle. In the latter case, learning analytics panels are available both for the instructor to monitor the progress and engagement of his or her students with the content, and for the learners to help them driving their own learning process. The INDIe units are therefore valuable assets to allow the teacher to implement student centered methodologies like flipped class rooms or blended learning. The INDIeOpen authoring tool presents a user friendly and visual interface, which makes the construction of units extremely easy, the author picks an activity from a wide range of interactive widgets and drops it into the unit he or she is building. It favors collaboration, because units can be modified by other authors using the same tool. A learning path editor is furthermore available to create sequences of units, for individualized learning paths.The project was coordinated by the Universidad Politécnica de Cartagena, Spain, through its Digital Content Production Centre. Other members of the Consortium were the Kauno Kolegija/ University of Applied Sciences from Lithuania, two regional authorities for education - the Dirección General De Atención a la Diversidad y Calidad Educativa, Murcia, Spain and the Directorate of Secondary Education, Levadia, Greece - three Spanish high schools from the Region of Murcia (IES Miguel de Cervantes, IES Elena, IES Valle de Leiva), two primary schools (2nd primary school and 7th primary school) and one high school (1st General Lyceum) from Levadia, Greece and a non-profit professional body: the Hellenistic Education Society of STEM. Training on the INDIeOpen tool, but also on digital content creation, intellectual property, licenses and student centered methodologies was organized for teachers from the different partners. As as result, during the project's life, close to 70 different authors have created more than 200 learning units, in Spanish, Greek or English, in a range of topics and levels, from primary school to university, including vocational training and adult education. Those units have been intensively used in the classrooms of the partners schools or universities, some as supporting materials for blended learning and others as material for self-study. All the partners have access to INDIeOpen beyond the duration of the project, which means that new units are actively being created and used. In the case of the Regional Authority for Education of the Region of Murcia, a customized version of INDIeOpen will be adopted for digital content creation by many more schools and teachers. The INDIeOpen platform was one of the 21 finalists in the 2021 edition of the IMS Global Learning Impact Awards (http://content.imsglobal.org/learning-impact-report-2021/learning-impact-report-2021/), an international competition organized by the world-leading non-profit collaborative advancing edtech interoperability, innovation, and learning impact with more than 700 member organizations, http://www.imsglobal.org/. It was also finalist of the 2021 ""Good Practices"" of the SIMO educación fair, the greatest Edtec Spanish fair (https://www.educaciontrespuntocero.com/simo-educacion/experiencias-simo-educacion-2021/)Finally, the INDIeOpen platform is further evolved by the Erasmus Plus project INDIe4All (https://ec.europa.eu/programmes/erasmus-plus/projects/eplus-project-details/#project/2020-1-ES01-KA201-083177), to ensure that the learning units are accessible for students with special educational needs, in particular for visually impaired learners."