Technological innovations like Artificial Intelligence (AI) are exerting profound changes on the way people live and work. It is impacting all economies, societies and disciplines of knowledge, including how, what, why and where physicians need to best practice medicine and serve their patients. However, change is not only about the mere availability of such innovative technologies, but rather requires soft skills to get better connection with the patients, professionals, organizations and other agents concerning the health processes. The main objective of AIIS is to contribute to improve European HEIs’ offer in the field of medicine by providing a comprehensive programme for medical students, where AI, innovation, intrapreneurship and soft skills will play a key role, and which will be largely disseminated for its integration into universities’ curricula.AIIS proposal is built along three main axes:-A training programme anchored in social and market realities. Making full acknowledgement of latest technical innovations and the best learning methods to address them, as well as targets perceptions on the topic prior to the design of a comprehensive learning journey, training materials and challenges.- An individual and collaborative training programme developed and piloted relying on two main training needs identified:o Artificial intelligence (AI).o Soft skills, intrapreneurship and innovation. This training will be delivered making use of an innovative methodology mixing online contents and collaborative work to answer challenges (health challenges related with AI), making it flexible and attractive for students.-A long-term proposal designed in a way to enable insertion in students’ curricula. A wide network of HEIs, Research centres and companies will be created, and the project will foster public/private collaborations and partnerships. A key result of the project will be an exploitation plan aimed at mainstreaming the AIIS programme to the AIIS network.

The global economic crisis has hit Greece especially hard. After seven difficult years, the economy is finally growing again, but Greek society has far from fully recovered. On top of these economic challenges, Greece was tested because of its geography. Positioned at the south-eastern frontier of the EU, it became a country of transit for over one million migrants and refugees. Now that borders have almost hermetically closed, many of these people have Greece is their final destination. As the sense of urgency over these challenges decreases, a new and more fundamental challenge has to be addressed. Years of crisis-management has left the country with critical questions regarding its democratic system. According to the Eurobarometer, eight out of ten Greeks have lost faith in their own parliament, despite many elections over the last years. Meanwhile, just 26 percent of the Greeks trust their national media. 90 percent believe that it is not free from political pressure, compared to 60 percent in the rest of Europe. It is not the first time that Athens is at the heart of global democratic debate. 2500 years ago, Athens was the cradle of a political system that has become dominant worldwide and delivered the principles that underlie the European Union and its member states. Now that this system is called into question across the EU, we want to revisit Athens with a group of 15 young, non-fiction, storytellers in order to reflect upon the responsibility of journalism within a democratic system. ‘Storytellers’ may include journalists, photographers, artists and social scientists. It is our goal to form a diverse group in which different national and professional backgrounds are represented. The Caravan’s Journal is the main applicant for Erasmus+ and is an organisation established by young journalists from Belgium, the Netherlands and Germany. In the past this collective has organised educational storytelling masterclasses in Myanmar, Jerusalem and Athens. As the members of this non-profit organisation are journalists and photographers, they understand the value of professional non-fiction storytelling across borders. The telling of stories is a way of educating. By combining education and journalism in one organisation, they hope to increase the knowledge and skills of people who they cooperate with while increasing the knowledge of countries they visit in their home countries. In Athens they cooperated with Oikomedia, a journalistic organisation with a strong network across Southern Europe and in-depth knowledge of the Greek society. The members of Oikomedia are, just as The Caravan’s Journal, young and critical storytellers. Together they organised a 13-days program in Athens in which fifteen selected young Europeans participated. The organisations organised activities such as theoretical masterclasses, practical workshops, group interviews with important democratic stakeholders and field trips. While following this program, participants could work on an own story around the main topic of the trip. They were mentored in doing this. Towards the end of the trip, participants were supported in negotiating a publication in relevant media outlets across Europe (ongoing). In this way, the knowledge gathered during the trip does not remain within the group but is effectively spread. Our participants described this combination of learning, producing and publishing as an important kick-start for their careers in journalism, activism, art or academia.Participants for this project were recruited in different European member-states. They applied by submitting a motivation letter to participate and were eligible if they did not exceed the age limit of thirty years. A jury formed by members of The Caravan’s Journal and Oikomedia did the selection of the participants together with someone who had traveled with The Caravan’s Journal in the past in a similar trip (the selection committee). In the end, the fifteen selected people worked closely together to deepen each other’s knowledge, increase storytelling skills and work towards story in which fundamental questions about democracy and journalism were being discussed. The program thus contained three concrete learning goals: (1) reflecting upon democratic change and the responsibility of journalism, (2) increasing storytelling skills by learning how to effectively translate knowledge into a narrative and (3) enhance entrepreneurship by learning how to negotiate a publication in relevant media.

Development of Innovation was the project general objective, based on the priorities:•Further development of the VET quality assurance mechanisms; and•Contribution to the improvement of the Inclusive youth education and training.The project aims at elaboration of a VET quality offer for SEN learners, with a specific focus on learners with attention deficit and hyperactivity disorder (ADHD), through the implementation of Quality Assurance (QA) principles in VET in line with the EQAVET recommendation. The team developed a QA Framework (QAF) and Tools for an effective support to VET providers to plan, implement, monitor & evaluate their training strategies related to participation in iVET and cVET; and to the continuous feedback loops between the two systems.Innovativeness:•Implements holistic approach to apply QA in VET for ADHD learners. Aims at defining a QAF (including principles, indicators, tools and guidelines) for iVET and cVET;•Applies a lifelong learning strategy in order to support education and training of ADHD learners at all ages;•Brings together relevant organisations with broad experience in QA - iVET and cVET, teacher training institutions, education and training of ADHD learners, business, HEIs and ICT;•Includes iVET & VET providers who to facilitate dissemination and test the QAF by majority of providers in the participant countries and across Europe;•Includes also business representatives, teacher education institutions, organisations training ADHD learners which guarantee the stakeholders' validation and recognition of the project key outputs and thus, to facilitate the mainstreaming and thereby sustainability. Target audience:iVET & cVET Providers, training teachers and ADHD learners; Teacher’s, School ADHD associations; ADHD learners; Project Partners; National and European organisations active in the VET field and inclusive education and training; National authorities (relevant Ministries, Agencies, regional Offices, etc.)Project outputs: •Compendium of good practices in the field of EQAVET implementation in VET for learners with ADHD. ISBN: 978-954-07-4510-7. The objective is to highlight examples of good practice in the field of EQAVET implementation in VET programmes addressed to ADHD learners, incl. details regarding the methodologies applied and results achieved. •Quality Assurance Framework for VET for learners with ADHD. ISBN: 978-954-07-4511-4. This is the key output of the project and the objective is to provide a user friendly tool as a benchmark for QA systems for the VET providers acting in the field. Based on the evidence summarised in the “Best Practices” compendium and the defined Indicators, “Guidelines Assisting VET School Boards in Delivering Special Education Services for Students with ADHD” were developed. They are structured around the three main dimensions “Improving my organisation”; “Improving my training delivery”; and “Improving my teaching methods”. http://tools4adhd.eu/guidelines/. The Introductory text is translated to all national languages of the consortium partners. •Toolkit for VET providers training ADHD learners. ISBN: 978-954-07-4512-1:In order to concretely support VET providers in understanding, implementing and measuring QA management systems, partners have also provided a QA Toolkit including tools for the three QA phases and related to the quality principles and indicators designed within the project. All these documents are published in the web-site designed to serve the specialised audience.Attained impact:The produced outputs:ocontribute to the support of VET-programs to align their quality initiatives with European and national policies in the field of inclusive VET;ohelp providers and local/regional/national authorities understand the level of change required of providers and VET-provision to align their QA approach with the inclusive ET policies;opromote awareness of the quality exercise among stakeholders and obtain the commitment of key stakeholders;ofacilitate the assessment and document stakeholder interests, influence and importance concerning QA in VET for ADHD learners;ogenerate a desire to change and improve VET-programs addressed to ADHD learners, e.g. indicate planned and ongoing initiatives that may be supportive of the alignment exercise, either national or regional/local level.Consortium:Eight institutions from BG, IT, GR, ES and SE were members of the consortium. The contribution of each of them is particularly important for the project success. Coordinator was Sofia University “St. Kl. Ohridski” (BG). Methodological coordinator was the team of Effebi (IT). Swedish partner led the development of the Toolkit. SciFy partner developed the web site for the users http://tools4adhd.eu. UNINETTUNO led the development of the Compendium with best practices. The Spanish partner developed the Glossary of the most used ADHD terminology then translated into all national languages.

CONTEXTVET aims to create learning outcomes which meet the needs for skills and competences of the labour market demand. Governance processes keeping VET systems up-to-date have been more recently addressed as “feedback mechanisms”.EU LEVEL: almost all western countries have their own graduate tracking systems which allow them to know the career paths of those who have already completed their studies, but also to shape an education policy that will provide the greatest benefits in the future. Further, the EC launched the “New skills for new jobs” initiative to provide a general framework for the implementation of policy actions in the EU, stressing the need to reinforce the attractiveness of VET (e.g. through 'A new impetus for EU cooperation in vocational education and training to support the EU 2020 strategy'(EC2010b).EQAVET one of the instruments (Europass, EQF, ECVET and EQAVET) developed by EC, promotes EU collaboration in developing and improving QA in VET. The EQAVET network started activities with a sectoral approach (2011-2014), which appears to be a very significant strategy to involve the business world into the planning, the development, the evaluation and reviewing of VET; that is to apply the QA cycle to VET provision.FINANCIAL SERVICES SECTOR: During the last ten years there have been initiated EU projects specifically in the field of Quality Assurance and EQAVET implementation (EUROBANQUA, QUALOBSTER, QUADULTRAINERS, QUADRO, QUALES) and another project that aimed to integrate in one single instrument EQF, EQAVET & ECVET (TRIPLE E). main results produced are:a. A customized benchmarking system to implement the Learning Organisation in the FSSb. An EQAVET Handbook for the FSS;c. Concrete experience of transferring the 10 QA Guidelines from NL to IT, PT, SK and ESd. Triple E Standard and Guidelines - an accreditation proposal for institutions seeking recognition of the quality of qualifications they provideProblems addressedDuring the needs and gaps analysis conducted the main problems identified were:- VET Providers (and financial institutions in general) have limited awareness about EQAVET- the need to further define the EQARF indicators, make them more usable and relevant for the sectoral market needs- the need to develop a quality criteria recognised by FSS both nationally and across EU- the ‘Act’ phase of the PDCA cycle is still considered as the most challenging and difficult to implementThe main consequence is that VET Providers face practical difficulties in implementing EQAVET and thus have limited motivation to invest in this QA approach. This represents also a challenge for the implementation of EQAVET at State level in EU. Quality needs to be assured in all phases of VET — design, teaching, assessment, validation and certification — to ensure that the outcomes are good, for both iVET and cVET.PROJECT AIM AND OBJECTIVESEQAFIT aims to support VET Providers, in the FSS, in setting up and enhancing QA systems, with a particular focus on feedback loops between VET Systems as a precondition for continuous improvement of training offer. In particular it will develop an online service for supporting the Quality system, with a particular focus on the ACT phase of the PCDA cycle.The customized and user-friendly online service developed will integrate tools and guidelines developed in previous EU Projects and newly designed ones and the graduate tracking system.Partnership:The project brings together 7 partners from 7 European countries, forming a transnational cooperation partnership with a balanced regional geographical and quality representation of the Erasmus+ Area.METHODOLOGICAL APPROACH AND KEY OUTPUTSSince the very beginning of the project Partners will define sector based quality criteria, will agree upon methodological strategies and approaches for analyzing the existing good practices in the field of EQAVET implementation in VET within FSS. The Consortium will design and launch the project official website. Then, Partners will develop the contents of the Guidelines and Tools for supporting VET Providers in improving and/or setting up Quality Assurance systems. The next step will be the design of the Graduate Tracking System and the integratation of these results in an innovative, customized and accessible Online Service for VET Providers aimed at supporting quality system, with a particular focus on the ACT phase of the PDCA cycle.IMPACT AND LONG-TERM BENEFITS- give VET providers concrete instruments and tools for enhancing the quality of their training activity addressed to the FSS;- support VET providers to align their training programmes with actual learning needs of the specific target group;- assist national authorities in implementing policies regarding the quality and relevance of VET addressed to the FSS;- improve the availability of qualitative and quantitative information about what graduates

SHAPES aims to create the first European open Ecosystem enabling the large-scale deployment of a broad range of digital solutions for supporting and extending healthy and independent living for older individuals who are facing permanently or temporarily reduced functionality and capabilities. SHAPES builds an interoperable Platform integrating smart digital solutions to collect and analyse older individuals’ health, environmental and lifestyle information, identify their needs and provide personalised solutions that uphold the individuals’ data protection and trust.Standardisation, interoperability and scalability of SHAPES Platform sustain increased efficiency gains in health and care delivery across Europe, bringing improved quality of life to older individuals, their families, caregivers and care service providers. SHAPES Large-scale Piloting campaign engages +2k older individuals in 15 pilot sites in 10 EU Member States, including 6 EIP on AHA Reference Sites, and involves hundreds of key stakeholders to bring forth solutions to improve the health, wellbeing, independence and autonomy of older individuals, while enhancing the long-term sustainability of health and care systems in Europe. SHAPES’s multidisciplinary approach to large-scale piloting is reflected across 7 themes that, together, provide a clear understanding of the reality of European health and care systems and enable the validation of cost-efficient, interoperable and reliable innovations capable of effectively supporting healthy and independent living of older individuals within and outside the home. Building an ecosystem attractive to European industry and policy-makers, SHAPES develops value-based business models to open and scale-up the market for AHA-focused digital solutions and provides key recommendations for the far-reaching deployment of innovative digital health and care solutions and services supporting and extending healthy and independent living of older population in Europe.