IFI project aims to systematically align the Israeli HE system with global changes and develop capacities to extend the role of sustainable Finance (SF) beyond its current disciplinary boundaries, defining gaps between European and Israeli in three main parameters: (a)Eco-system & infrastructure (b)case studies and prototyping and (c)practical activities and collaborative training. In response to growing social needs in Israel, there has been increased interest in how EU SF innovation can facilitate development and scaling of effective solutions. The prevalent model is designed to mainly maximize short-term results and to address mostly shareholders. One of the biggest challenges for financial sector will be to take a more integrated and long-term approach to add value in the long run, learning how to balance financial concerns and incorporate sustainability into asset pricing and valuation rather than simply maximising profit. IFI agenda to promote such change is integrating different aspects (finance, legal, innovation, design, education), and adopting perspective seeing social challenges as grow engines. Addressing this, IFI brings an interdisciplinary approach, stressing shifting focus is needed not only in finance but also in economics, law, technology, design and education. Gathering EU and IL experts, IFI project will act as a platform to foster integrated community and cultivating evidence-based standards and practices, building a scope of knowledge and case studies digital platform, training institutional investments, regulators and innovators, letting students practice ESG investments (via demo students-led fund) and encourage innovation (via SF ventures). All practices are key components of a thriving sustainable finance ecosystem and HEIs capacity building. IFI is the first national consortium created explicitly to provide infrastructure, knowledge and innovation to further develop the sustainable and inclusive finance ecosystem in HEIs and field.

Alarming numbers of beginning teachers (BTs) leave the profession within 1-3 years, while many remain in the system but become demotivated. The transition from education studies into teaching is often difficult, largely due to mismatched expectations. In Israel, despite the importance assigned to teacher training and induction programs, high teacher dropout rates persist. PROTEACH aims at capitalizing on the recommendations of the EU’s “Handbook for policymakers on developing coherent induction programs” (2010), the experience of the European members of the consortium, and the lessons learned from the Israeli “incubators” induction model implemented by some of the partners in previous years, to create a more effective model of teacher induction: MIT – Multi-player Induction Teams. This model will take into account all areas to be considered when developing coherent and system-wide induction programs, will support BTs’ diverse needs and will empower them to become active players in their own induction process and in their schools, while increasing their retention rates.6 Israeli HEIs and 1 educational institute take part in the project and are responsible for conducting the actions in schools from which our understanding of the role of BTs and the importance of “amplifying their voices” will emanate. 4 European partners –Romania, UK Estonia & Austria – represent knowledge and experience in fields that are needed for the achievement of PROTEACH objectives. Throughout 3 iterations, the model and related curriculum will be fine-tuned. MIT groups will be created at 12 Israeli schools, with 180 BTs and 450 participants in total.Outcomes expected: (1) Establishment of Intra- and inter-HEI frameworks for mutual learning; (2) BT will be empowered to serve as key actors in their induction and school; (3) BT retention rates at participating schools will increase; 4) MIT-principles will be included in HEI training programs and accreditation and adopted by policy makers.

The proposed project is built on a previous KA2/CBHE project – the Proteach project No.573877. In the previous project we developed the MIT (Multiplayer Induction Teams) model for amplifying beginning teachers’ voice during induction in order to sustain teachers’ retention. The model is based on a partnership between the academia, the school and related policy makers that meet once a month in the school to discuss pedagogical and managerial issues that arise from the beginning teachers' work. Although the role of the Mentors is evident in the MIT context, results show that they weren't involved enough with the induction process. In the PROMENTORS projects we will advance the MIT model for a new model of mentors training in Israel. The new model will combine innovative mentors training from EU that emphasis on peer group mentoring and other process that stem from groups' learning and collaborative meaning making. 9 Israeli HEIs and 4 EU partners supported by the Israeli MOE will develop and pilot 18 mentors training MITs to structure a new mentor training course that will be accredited, and will be certificated. The novelty of our approach from the Israeli HEIs perspective is that it brings faculty staff back to school to be part, lead and accompany day-to-day processes in schools through the MIT community. This make HEIs more relevant both for supporting BTs' work and for facilitating teachers’ professional development. The outputs of the project will be a the structured mentor training MITs model ready to be implemented in the israeli educational system. As the project fit both the Israeli MEO and the HEIs polices its impact is evident.

The central aim of this project is setting up a gender balanced, international, interdisciplinary and inter-sectoral network of organisations to produce new knowledge, both theoretical and applied, in the field of historical culture and education studies. This, in order to improve the role of historical representations in present democratic and reflective societies. Enveloping both formal and informal contexts, in which views on the past are disseminated, this field invites a closer collaboration of academics and practitioners working in historical museums, heritage environments, historical reenactments, memorial sites and schools. A total of 23 institutions in Europe, Africa, Australia, Canada, Israel and Latin America will be participating in MAKINGHISTORIES. Special attention will be paid to the presence of gender history in formal and informal educational environments and to how they could further develop in this respect. Also, the importance of understanding the challenges of globalisation and global history will be considered. In both cases, introducing these two rather new and innovative historiographical approaches has the purpose of contributing to the renovation of historical culture environments and the present uses of history representations. Furthermore, the project aims to study how innovative dialogical and multi-perspectivist practices might affect historical representations. This project will produce research articles, books and digital media (short videos, podcasts, audio-guides and multimedia history textbooks chapters) for disseminating and communicating these efforts, expanding a dialogical view of formal and informal contexts of history education. These digital media will be produced in the context of a CPD to improve skills of practitioners and that will continue to be on-line after the project is over, essentially contributing to the project’s self-sustainability.