Inclusive support of ageing people with disabilities is – by definition – a trans sectoral challenge: in an inclusive society, mainstream services support all citizens, disabled or not. When people with a disability – living independently or within a residential context with others – express their wish to live as long as possible in their own ‘home’ (cfr. the ageing in place principle) and when mainstream services for the elderly or home care services are invited to support also this group of citizens (cfr. community based support), it is clear that this ‘new’ situation reveals new challenges and requires an active transition strategy in all fields involved: mainstream services for the elderly are not ready to support 'disabled' people; services supporting people with disabilities don't know how to deal with 'newe ageing related needs of their clients.Especially on the level of the professionals involved, the desired transition from the medical towards a social inclusive model, requires new beliefs, attitudes and different (additional) competences - in all fields involved. This project started from a strong conviction that organizations and professionals active in different fields need to, but also want to work together across their own field; they are open to learn from each other. -In this inclusive context, services for the elderly, need to learn how to care for and support ageing people, also when they are disabled: staff needs to acquire new, additional skills related to the needs of the disabled persons. -At the same time, services for the disabled need to acquire skills in order to create opportunities for the disabled elderly to age at the place of their choice for as long as they wish and are able to. These services need to acquire new skills, related to 'ageing'.-Both fields need to learn to support the ageing persons towards an active and valued participation into society.The fields involved can learn from each other; by doing so they improve the level of key competences necessary for inclusive support and for guaranteeing quality of life and wellbeing. This belief was the starting point for an intensive and interesting exchange of good practices among 10 European innovative organizations. The Erasmus+ project created the conditions to share ‘inclusive’ practices and to learn about the conditions and critical factors of success (or failure) of inclusive approaches. 6 international meetings and study visits, and more than 25 practices, were the starting point for critical reflections on conditions and outcomes on different levels: 1. professionals and their skills, 2. the organizations and their HR, quality and VET policies, 3. local/national policy makers and regulations, 4. education and the curriculum.The partnership - with representatives from services for the elderly and from the disability field, but also from high schools, research and international networks - produced a set of suggestions and starting points for actions (recommendations) on four themes that – already from the very beginning – were the ‘red lines’ through the practices: 1. quality of life - as focus, 2. ageism and perceptions on ageing - as hindering factor, 3. a ‘new’ inclusive professional profile - focusing on new skills, 4. informal care - as keystone for inclusion. The comprehensive final thematic report with suggestions for actions based on these 4 themes is available on the TRIADE website (http://triadeproject.eu/wp-content/uploads/2017/10/171031-TRIADE-FINAL-THEMATIC-REPORT.pdf).The projectpartners have continuously received feedback from their Local Expert Groups, established in each country, with members from the same and different fields. These LEG's realized the main dissemination of the project regionally and (depending on the country) nationally. They were a strong link to education and to many umbrella organizations and their strategic working groups. This Erasmus+ project was continuously visible on European level, through the ENSA network (European Network of Social Authorities) and through a wide spread TRIADE Newsletter. The project was invited several times on European initiatives - the Annual Convention for Inclusive Growth 2016 as a most important one.Several good TRIADE practices are already implemented; the wide set of recommendations, based on the real experiences of participants actively involved at the work floor, may give directions to concrete initiatives for future actions. We hope…

Based upon the finding from IMAILE PCP of Innovative STEM/PLE (www.imaile.eu), the project LEARNTECH ACCELERATOR ( LEA) will take a quantum leap from being one standalone project to critical mass of European procurers who will: 1. Unify LEA procurers network and "Observer Cities " 2. Implement IMAILE PCP lessons learned as LEA baseline 3. Recommend a LEARNTECH Demand policy - 2030 to reduce fragmentation of the public sector 4. Enable increased dialogue between demand/ supply side 5. Provide transfer of knowledge for the LEARNTECH community ( other procurers, industry, start-ups , end - users and policy level) in order to remove barriers of innovative procurement 6. Prepare one PPI ( based upon IMAILE) and one additional future PCP 7. Speed up awareness rising of innovative procurement including cross sectorial value chains LEA WP- METHODOLOGY is developed in order to achieve the above mentioned objectives and with focus to "ACCELERATE": - LEA network collaboration ( WP 2) - Demand policy recommendations ( WP 3) - Dialogue tools/ venues between demand & supply side ( WP 4) - Knowledge transfer within the community ( WP5) - Awareness rising on EU level ( WP 6) This unified and knowledge based action will result in the LEA ROADMAP 2030 including: -Critical mass of European procurers of LEARNTECH in collaboration acting first customers -User cases for evidence of cost& time saving/ standardization/ interoperability as results of innovative procurement -2030 LEARNTECH market foresight and demand policy -Training material/methods/tools for increased competence and dynamic dialogue among LEARNTECH community -One prepared PPI absed upon IMAILE with lessons learned - One addtional prepared PCP identified in LEA Implementation of the LEA project shall contribute to SMART, INCLUSIVE AND SUSTAINABLE DEMAND BASED DEVELOPMENT OF LEARNING TECHNOLOGY

The partnership, consisting of 7 organisations from 4 EU countries (Sweden, Italy, Greece and Spain), believes in the need to raise awareness among adult learners, like workers, families and young adults, about the importance of using more sustainable means of transportations as part of broader efforts at EU level towards the creation of a more sustainable and healthier society.In this light the general objective of 3 year project is the General Objective of the project is to raise awareness, while stimulating behavioural change, about sustainable mobility through the development of informal training paths for workers, families and young adults.The specific objectives identified in the project are:1. To develop innovative learning methods through which local civil servants and decision makers could bring about change in the attitude of citizens, in particular workers, families andyoung adults in relation to the theme of sustainable mobility.2. To create informal learning opportunities among workers, families and young adults, aimed at increasing knowledge on environmental challenges, in particular the mobilitychallenge, and related solutions applicable at local level3. To promote a behavioural change among adult learners, namely workers, families and young adults by rising awareness and engaging them in positive actions pertainingsustainable mobility.The main expected results will be the creation of innovative tools and methods promoting sustainable mobility through which will be possible to train Civil servants and political representatives dealing with mobility and sustainability. The project will also increase the involvement of adult learners in informal learning paths about healthy habits and behaviours to be adopted by the target groups, namely workers, families and young adults.The project activities include 6 transnational project meetings and one training seminar that will play a key role in the development of the three products envisaged in the project: one background analysis of the knowledge of partner countries on sustainable mobility and its related issues at local level; two e-learning modules for training civil servants and local biking and enviromentalist associations, and one Toolbox that will collect all the tools needed for raising awareness and educate citizens on sustainable mobility habits.Such products will be disseminated in the four countries of the partnership towards the key target groups of the project and also associated partners, like Region Vastra Gotland and other stakeholders that will be involved in few project activities.The partnership consists of 2 municipalities (SE, SP), one Union of Municipalities (IT), one University (SE), a transnational network of local and regional authorities(IT),one NGO (GR) and one public company (IT).

By the bilateral project we would like to enable our students to develop their interests in other European countries in such areas as language, culture, history, geography and others. A vital element of cooperation between schools would be motivation to learn foreign languages, improve the ability to use them in everyday situations. Creation of a song, PowerPoints and a calendar of the project will enable participants to familiarize with school, culture, history and tourist attractions of the partner country. Photographs taken during visits in both countries will be presented in a calendar. For many students the project is the only chance to go abroad and visit another country for the first time in their lives. School and local communities will be informed on all current steps of the project, and students, parents, local authorities will participate in such events as The European Day, The Swedish/Spanish Culture Day, etc.