Crisis caused by COVID-19 pandemic highlighted many old problems of HE that worsened the influence of the pandemic on higher education. In many higher education institutions (HEIs) the move to distance learning has been an opportunity to expand flexible learning approaches. Digital solutions need relevant content, adequate instructional models, effective teaching practices, and a supportive learning environment. Therefore it is necessary to co-create, implement and share innovative pedagogies and aligned assessment for relevant and inclusive digital education in order to deal with the COVID-19 induced and similar crises and to support meaningful digital transformation of HEIs on the EU level. It is the overall objective of RAPIDE project. Needs analysis shows that students from partner institutions were satisfied with the level of their teachers used IT tools during online classes but also call for innovative open pedagogies suitably implemented in an online environment as well as for more communication and interaction, support for student, relevant learning close to demand of their future profession and needs. At the same time, there is a scepticism onthe level of HEI decision makers and educational leaders about valuability of innovative pedagogies. Specific objectives of the project are:SO1: to implement and evaluate innovative and inclusive pedagogies that support student engagement, practical skills development and deep approach to learning in an online environment by digitally and pedagogically competent and confident teachers SO2: to support teachers to use relevant and inclusive assessment methods related to innovative pedagogies SO3: to support students and teachers in the meaningful implementation of innovative pedagogies in an online environment by means of ethical use of learning analytics with special attention given to students at risk SO4: to bust capacity of HEIs for monitoring and evaluating the implementation of innovative pedagogies in online, blended and distant learning and to perform impact analysis of innovative pedagogies on their digital transformation goals. Based on that will be produced the following intellectual outputs:O1. Open educational resources and e-course for flipped classroom and work-based learning for use in an online environmentO2. Toolkit for assessment of students in flipped classroom and work based learningO3. Learning analytics for flipped classroom and work based learning O4. Code of practice for HEIs on impact analysis of innovative pedagogies.Innovation capacity is in co-creating the process of designing pedagogical approaches and tools to support teachers in implementation and students in deep approaches to learning in an online environment. Let us use the opportunity to upgrade online teaching and learning as well as to transfer that knowledge and experience in a blended learning environment and f2f teaching and learning.RAPIDE partnership consists of five respectable HEIs from four countries. University of Zagreb as coordinator (Faculty of organization and informatics and School of Medicine) and University of Rijeka (HR), The Open University (UK), Delft University of Technology (NL) and Goethe University (GE).The project has two primary target groups: teachers and decision makers. Ultimate beneficiaries are students. At first, project activities are focused on rising capacities of project partners and then to disseminate and share to wider HEI community in EU and beyond. There will be benefits for the partner institutions because their teachers will participate in train the trainer activities for innovative pedagogies for online learning environment, especially flipped classroom (FC) and work based learning (WBL), assessment methods aligned with them such as peer assessment and student project assessment, use of learning analytics to support students at risks. Trainers will perform workshops for their peers at their home HEIs.Further, the RAPIDE project will produce recommendations for HEIs how to link innovative pedagogies with their strategic goals and measure their impact related especially to the institution's digital transformation plan. This objective will in the first phase engage decision makers and educational leaders within partner institutions and in the second beyond project partners. To support training open educational resources will be produced and a self paced e-learning course will be designed. All materials, supporting tools for students dashboard and peer assessment as well as best practice examples will be open for educators in EU and globally to use and adapt for their own needs and purposes. Innovative open pedagogies and their strategic alignment to HEIs strategic goal,especially those from digital transformation plan, will bust capacities of HEI to counter challenges caused by COVID-19 pandemic and similar crises as well as to prepare HEIs to meet their mission and vision in modern society and economy.

Since 2008 the key stakeholder in the Inland Waterway Transport (IWT) sector are cooperating towards the harmonisation and modernisation of professional qualifications in inland navigation. These stakeholders consists of: European Commission (DG Move), River Commissions (Central Commission for the Navigation of the Rhine (CCNR), International Sava River Basin Commission and the Danube Commission), EU Social Partners (European Skippers Organisation (ESO), European Barge Union (EBU) and European Transport Workers’ Federation (ETF) as well as the European IWT education and training (e&t) institutes (EDINNA). Following the activities in the FP7 project PLATINA, the European Commission installed in 2012 a Common Expert Group on Professional Qualifications in Inland Navigation (CEG) co-chaired by the CCNR, in order to start the revision of the 96/50/EC in place. This resulted in 2016 in a proposal from the European Commission for a directive on the Recognition of Professional Qualifications in Inland Navigation. One key item of this directive is the fact that the competences crew members on board of inland vessels should possess are laid down in an Annex, based on a series of research activities executed. The second key item is the fact that the students that will pass an exam in line with the new directive, will receive a Union certificate, increasing labour mobility throughout the EU. On the 27 December 2017, Directive 2017/2397 of the European Parliament and of the Council on the recognition of professional qualifications in IWT and repealing Council Directives 91/672/EEC and 96/50/EC has been published in the Official Journal of the EU. For this reason, the time has come to support the implementation of the competence based IWT e&t system throughout the EU. COMPETING will develop curricula and lesson materials, as well as a Quality Assurance and Quality Control (QA/QC) system, to ensure the highest level of quality concerning the implementation of future proof IWT e&t

<< Background >>The fundamental aim of AHEH is to improve the long-term prospects of our Arts and Humanities graduates and to equip them with the tools and confidence they need to succeed. Through a comprehensive programme of activities, we collaboratively researched a perceived skills gap between academia and business to inform the development and pilot-testing of an innovative training programme, tailored to the specific needs, sensibilities and learning style preferences of HEI arts and humanities students.<< Objectives >>1.Better align HEI entrepreneurship training to EntreComp. Create a training programme to up-skill HEI staff, embed delivery & translation within Arts & Humanities (A&H) faculties via dedicated Hubs2.Foster business/HEI collaboration to meet stakeholder needs, improve understanding of entrepreneurship & expand knowledge exchange & RD&I. 3.Foster business innovation through engagement with A&H students4.Develop & mentor A&H students through AHEH 5.Improve student entrepreneurial ability<< Implementation >>Research to ensure alignment with training needs specific to A&H. Inc. surveys, literature review, case studies & interviews. This informed the development of AHEH challenge-based training programme, reflecting preferred active learning style identified. Partners collaborated with stakeholders to film challenges for learners. Training was pilot-tested & evaluated at national & EU level to enable further refinement. Enterprise partner engagement was invaluable to give ‘in the moment’ feedback.<< Results >>•Multi-method research activity & contextual review report•Training programme, framework, resources and trainer & user manuals •Pilot training at EU & national level & reports•AHEH online platform, contents, platform map & manual•Webinar series•7 Entrepreneurship Hubs for A&H students in partner HEIs•Externally-set challenges•Dissemination assets, resources & report•Exploitation plan & manual for Hubs•Quality manual & reports•Project Management reports/agreements

At the time when European societies are facing dramatic changes and dealing with complex inter-linked global problems, leading to an unpredictable future with conflicting visions of better society greater attention must be given to the insights Social Sciences and Humanities (SSH) could offer, to promote social innovative solutions addressing societal challenges.Insights coming from SSH disciplines/professionals are critical for better and informed practice, especially when talking about sustainable innovations/transformations, or when trying to understand social disruption processes on broader socio-economic environment. The effects of social disruption, brought by the technological innovation, has dramatically affected economy, culture of institutions and changed people’s lives. Being on the verge of 4th industrial revolution, bringing more disruption in our economy, institutions and lives, there is an urgent need for greater attention to be given to SSH-based research which will encourage moving towards sustainable innovations and brighter future.The SHOUT consortium aims to strengthen SSH students and professionals innovation capacity and transformational role of HEIs, SMEs and NGOs when dealing with complex problems presented in Sustainable Development Goals (SDGs) and developing innovative sustainable solutions. To reach this objective, SHOUT alliance will deliver the following results: • three innovative educational programmes (educational materials and webinars) for SSH academics, research support staff, SSH students and SSH professionals.• a replicable research mission-based traineeship scheme and problem-focused learning approach.• a self-sustaining SSH research and innovation HUB for students and professionals.• improve visibility of SSH research and strengthen its impact on broader socio-economic environment.• strengthen collaboration among different sectors, improve networking channels bridging the gap between research and practice.

<< Objectives >>The project focuses on three major objectives. First, creating awareness for the importance of mental health for the VET sector and education in general. Second objective is the development of learning opportunities so that the VET sector can build competences necessary to face the mental health pandemic. Third, the project aims at creating change by further reaching out to interested learners, but even more importantly to VET executives and principals, as well as policy makers.<< Implementation >>The activities are contextualized in the phases creating awareness, creating learning opportunities and creating impact. Activities foreseen in the project are a social media campaign, a podcast series, a self-evaluation tool to identify learning needs; regarding learning opportunities a blended learning program MENTAL HEALTH AMBASSADORs is developed, that is adoptable from educational organizations. Finally a strategy paper for VET and a policy paper seek impact along a huge conference.<< Results >>The project has achieved to create substantial impact in the VET and educational sector in general by raising the awareness for mental health issues as relevant context factor of future relevance. Throughout the project various diverse learning opportunities rose the knowledge and competence level of a remarkable number of people. And finally a relevant community came into being, that is sustained far beyond the project end and manages to develop long-term network structures.