The lack of social mobility is a key issue for Europe. Research highlights that socioeconomic factors and family backgrounds are major barriers to social mobility and that gaps between both access to educational opportunities and achievement continue to rise. Those from disadvantaged backgrounds often lack positive role models or family support. They are not always aware of their options or their potential. They may be subject to negative influence in their own communities. This project aims to address this by focusing on a range of interventions including coaching and mentoring using young people who are just a few years older than themselves. Research shows that such role models are most likely to be a positive influence on young people. This project brings together 6 partners from 6 countries, all of which have challenges with social mobility. It is inspired by the experience of Carmel College in the UK, which undertook an exercise in assessing the impact of poverty on the daily lives of disadvantaged pupils, to identify those pupils who were most disadvantaged and therefore less likely to benefit from social mobility. This has led to the school adopting a menu of intervention strategies to ensure equality of opportunity and to provide support to the target groups in order to raise aspiration and improve educational opportunity. The project will provide students and older pupils with proper coaching competences will support them to work with disadvantaged students with confidence. External strategies include individualised careers work, visits to FE and HE, mentoring and visits to and by local business and parental engagement. Each partner will train up to 10 young coaches and mentors and match them with targeted pupils. In total the project expects to reach around 150 disadvantaged pupils, to support them, track them and impact on their future career paths. This project addresses the Horizontal Priorities of…•supporting individuals in acquiring forward-looking skills to foster employability and socio-educational and personal development•developing social inclusion by promoting equality and non-discriminationThis project addresses the Horizon Erasmus+ School Priorities of…•strengthening the profile of the teaching profession by enhancing professional development, facilitating teacher mobility and developing innovative teaching methods•tackling early school leaving and disadvantage by strengthening collaboration within school and with external stakeholders and improving evaluation and quality assuranceThe objectives of the project are to:•analyse and share existing strategies and resources for improving social mobility to ensure equality of opportunity for all •identify common areas of strength and priorities for development •undertake a study visit to Carmel College to investigate the policies and practice of poverty protection•use the outcomes of the study visit to develop a generic tool for identifying those in need of and would benefit from intervention strategies•develop a holistic model to address disadvantage using coaching and mentoring, individualised career plans, visits and short term placements/work shadowing •produce an impact report incorporating a series of case studies •disseminate the outcomes widely The specific outputs will be:•A project website hosting the resources, impact report and case studies•A tool for identifying disadvantage and those who would benefit most from support and interventions •A coaching training guide for young people and students•An impact report incorporating recommendations for school policy•A dissemination strategy including examples of best practice, online materials and events in 6 countries

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."

"The chief goal of the ""SAFEMEDIC"" project was to improve the workplace safety of healthcare professionals by increasing their skills and competences in dealing with difficult situations. To achieve this, the project consortium designed and developed a complex multi-stakeholder, inter-disciplinary course for healthcare students, predominantly focused on paramedics and nurses. The didactic materials and project’s intellectual outputs may also be helpful for other health workers such as physicians and physiotherapists. The International Labor Organization has recognized the medical profession as the second most vulnerable occupational group in the workplace. Our needs analysis proved that violence against healthcare professionals is a serious problem across Europe. Below are some of our findings: Out of the persons who had had prior experience with patients only 5,9% said that they had never been verbally assaulted by patients and 62,5% were victims of physical assault by patients at least once. 83,4% of respondents claimed that healthcare professionals are more or much more likely to be victim of verbal and physical assault during work then other professions. 47,1% have never taken part in a course on how to deal with threatening situations in the workplace, while only 19,6% of them took part in a course catered for the medical professions at work or at university. Only 7,8% of respondents answered that healthcare professionals in their countries receive rather enough training in dealing with threatening situations in the workplace. 54,9% answered ""definitely not"" and 37,3% answered ""rather not"". To the question ""Do you feel that a practical course to support health care professionals deal with aggressive patients would increase the overall safety of health care professionals?"" 43,1% answered ""definitely yes"" and 47,1% answered ""rather yes"". This project combined the knowledge and experience of 6 international partners to create a comprehensive interactive online course for healthcare professionals on how to act in difficult situations at the workplace. The project was addressed mainly to students of medical sciences. All partner universities integrated the course in their regular teaching programme. We suggest other European universities to do the same. The course is around 80 hours of learning time and we suggest 4 ECTS points for anyone who finishes all 4 modules. The course will also be of great use to persons already working in healthcare. The course was created specifically so that most of it can be taught via blended learning. The whole course is available online on Moodle and the practical part will be accessible in the form of learning materials, allowing an instructor to conduct practical training. After logging onto the website https://moodle.safemedic.eu you will find yourself in the ""cockpit"" of five SAFEMEDIC courses, where you choose the language version of the course. The following versions are available:English, Czech, Italian, Lithuanian, Polish, Slovenian.The course materials can be used sequentially or selectively, depending on your needs. The learning content of the course is organized into the following modules:· Introductory section· Module 1-1: Violence and aggression - anthropological perspective· Module 1-2: Violence and aggression - psychological perspective· Module 2-1: Violence and aggressive behaviour - legal perspective· Module 2-2: Risk management· Module 3: Negotiations· Module 4: Techniques of de-escalating aggression in patients in a hospital settingTo access the course, you need to create your account, which is done automatically and the only information you are expected to provide is your name and e-mail address. In this way you will acquire the “Student” status, which will give you access to all the materials needed by a learner. To use all the resources of the course you need the “Non-editing teacher” status – if you need it, please contactthe administrator of the course.Every educational institution wishing to use the course as its own should contact the administrator, download the full package of the course free of charge and place it on its moodle platform (which will allow making any changes and/or amendments, enlisting students and observing their operations on the platform, etc.). Since almost all the videos are streamed, the whole course is compressed to only ca. 300 MB.A printed handbook was also created with instructions on how to access and use the online materials, how to prepare and conduct practical classes, and with many additional resources. The leader of the project – Lipinski University in Kielce, Poland (Wyższa Szkoła Ekonomii, Prawa i Nauk Medycznych im.prof. Edwarda Lipińskiego, www.wseip.edu.pl) is ready to provide teachers and students with the printed version of “The Guide”. The book, as many other educational materials, are also available for download from the course platform."

<< Background >>In order to fight against discrimination and inequality, the European commission has always been committed to promotingdiversity and inclusion. This commitment was materialised by the creation in 2004 of the European Diversity Charters.Nowadays, 26 Diversity Charters (DC) are established in Europe including the German DC, the Spanish DC, the FinnishDC, the Romanian DC, and the Lithuanian DC launched in 2006, 2009, 2012, March 2018, and October 2018 respectively. The main issue addressed in the DCs is discrimination based on gender, race, nationality, ethnic origin, religion, physical ability, age, sexual orientation and identity. All of the above-mentioned DCs aim at supporting and promoting best practices in diversity management and global citizenship in public and private organisations, including educational institutions. In 2019, 1.3 million international students were enrolled in tertiary education across the EU-27 including 44% from within Europe, 25% from Asia, and 15% from Africa. Additionally, programmes like Mobility for individuals of the Erasmus+ and other similar European programmes have contributed to creating diverse learning environments. The above has also largely contributed to immigration as a constantly growing phenomenon in Europe which has led to demographic changes. Whereas, Europe has recently witnessed a rise of nationalist organisations such as Finns Party, Alternative for Germany, or the Alliance for the Union of Romanians. There is an urgent need for tolerance, development of global mindsets, and skills in inclusion and diversity management. The current project is aimed particularly at students as primary target group but also at teachers of HEIs as secondary target group. Concerning the consortium, the needs have been identified at many levels. Firstly, for Lithuania and KK, there is no existing course on global citizenship, diversity management, or both. KK attracts every year nearly 400 international students from 20 different nationalities across the globe. Secondly, for Finland and LAB, there are no courses available where both topics are combined and especially global citizenship as a concept is not taught at Finnish HEIs. In Finland, there are some courses of Diversity Management but those are for Master programmes or they are trainings that are offered for companies. Further, LAB currently has a very diverse learning environment with more than 1350 foreign students from 83 different nationalities and from every single corner of the globe. This number represents almost 16% of their student population. Thirdly, for Germany and htw saar, there is only one University that offers a Bachelor degree in Diversity Education; At htw saar, nearly 17% of their students are full-time foreign students from 70 nationalities. Fourthly, for Romania and UAIC, here are just two university courses, for graduate students, which address some of these topics, such as “Management of cultural diversity” or “Education for cultural diversity”. 16% of their student population are foreign full-time students from 14 different nationalities. Fifthly, for UVIGO and Spain, there are no courses in Spain that combine Global Citizenship & Diversity Management. UVIGO currently has 1272 full-time students from 34 nationalities. The need for consortium partners to promote and teach GC & DM is evident. Prior to the development of GLOBDIVES partner HEIs surveyed almost all teachers from their faculties of business. The needs' analysis clearly indicates that teachers lack understanding and/or misunderstand the concepts of GC & DM. It also results that teachers do not raise awareness or promote GC & DM during their teaching. Consequently, students do not become aware of GC & DM nor do they develop their global mindsets. Overall, the vast majorities of teachers find a course on GC & DM necessary for their respective institutions. It's worth emphasising that all the teachers surveyed are exposed to multicultural classrooms<< Objectives >>GLOBDIVES focuses on addressing diversity issues related to ethnicity, race, nationality, identity, gender and sexual orientation in academic environments. The overall aim of GLOBDIVES is to raise awareness about the growing importance of inclusion and diversity management in higher education institutions in particular and in the European societies in general. More precisely, the project focuses on creating inclusive teaching/learning environments. GLOBDIVES seeks to achieve the following specific objectives:-promote global citizenship, inclusion and diversity management in higher education institutions involved and their respective countries both within academia and outside academia through associated partners; -Develop higher education teachers’ ability to raise awareness about diversity and inclusion in their teaching practices but also their ability to teach effectively in a diverse environment; -enhance the capacity of European higher education institutions at large to develop and implement courses on Global Citizenship and Diversity Management (GC & DM); -Design a European course on Global Citizenship and Diversity Management (GC & DM).<< Implementation >>The implementation of the following activities will enable to achieve the objectives of the project:- Intensive programme for students. Although the main goal of the programme is to test the course and educate students, the event will also be an opportunity for promoting GLOBDIVES and its results to students;- Train-the-teachers workshop and local training seminars/webinars: aimed at 525 teachers, the events will also be an opportunity for promoting GLOBDIVES and its results to targeted teachers;- Local dissemination seminars (physical and webinars). The three in-person dissemination seminars planned in Germany, Finland, and Romania (countries where the intellectual outputs will be produced) will allow to promote GLOBDIVES and its results within academia;- Promotion of GLOBDIVES and dissemination of its results outside academic through associated partners. The use of partners and their networks will enable the promotion GLOBDIVES and dissemination of its results outside academic communities of partners' countries;- Local researches in academic environments and labour markets. GLOBDIVES seeks to develop an inclusive European approach to GC & DM promotion and education. Thus, local researches will enable to incorporate different European perspectives in the design of the toolkit for raising awareness about diversity and inclusion in teaching practices and for teaching in a diverse academic environment will be produced and documented, in the design of a Common European Pedagogical Toolkit and Framework for course design on GC & DM, and in the design of an European course on GC & DM;- Testing the toolkits, framework and the course.- Implementing the course at HEIs involved as elective online and in presence;<< Results >>The project is expected to produce the following results and outcomes during and after its completion: 1. Three (03) specific researches are carried out by all partners, linked to the three intellectual outputs expected to be produced. Data collected for each research will be consolidated, their findings will be reported in a written form and saved for educational or further research purposes during and beyond the project period; 2. One (01) Train-The-Teachers toolkit for raising awareness about diversity and inclusion in teaching practices and for teaching in a diverse academic environment will be produced and documented; At the end of the project, this will serve as readily available and easy-to-implement materials for developing teachers' competences in the area of GC & DM.3. One (01) Common European Pedagogical Toolkit and Framework for course design on GC & DM will be created and documented; At the end of the project this resource will be made publicly available to European institutions willing to embark in the design of their own GC & DM courses;4. a 5-ECT Course on Global Citizenship and Diversity Management will be designed and documented; the course and its full description and syllabus will equally be made available in open access sources as a ready-to-implement course for European education institutions;5. The 5-ECT course will be implemented as elective subject at HEIs involved during the second year of the project period. At least two hundred and eighty (280) will then benefit from the course that year, including 80 students in LAB, 80 students in htw saar, 40 students in UAIC, 40 students in UVIGO, and 40 students in KK; the total number of students benefiting can be bigger if CampusOnline (nationwide platform of online courses produced by Finnish UAS’) is opened to European students;6. During the implementation of the project, five hundred and twenty-five (525) teachers from partners' countries will be trained based on the outcome Nr.2 and 2 twenty-five teachers from partner universities will be trained directly during the train-the-teachers workshop. In return, trained teachers will also train one hundred (100) teachers at home institution; the local training will be done in-person via workshops/seminars for KK, LAB, and UAIC; however, due to internal regulations the local training of teachers will be done via webinars in htw saar and UVIGO. 7. During the implementation of the project, fifty (50) students are directly given the course on GC & DM. This will occur during the implementation of the intensive programme for students;8. GLOBDIVES and its results will be promoted directly to at least 50 students participating to the intensive programme, to 525 teachers taking part in the train the teachers seminars, but also to 180 teachers in Germany, Finland, and Romania thanks to the planned dissemination seminars.