Project ENRETE seeks to promote equity, social inclusion and active citizenship through inclusive education and a strengths-based, resilience approach at a time when the economic and social changes in Europe pose considerable challenges to economic growth, social cohesion and psychological wellbeing of citizens and communities, particularly the most vulnerable ones (http://ec.europa.eu/education/policy/strategic-framework/index_en.htm ). It seeks to improve the quality and relevance of higher education by focusing on the development of innovative curricula with high relevance to Europe’s current socio-economic context. The overall aim of the project is to contribute to the creation of learning environments through teacher education that promote the resilience and growth of disadvantaged learners by providing them with the tools, resources and learning contexts which facilitate their academic and social and emotional learning and consequently their social inclusion and active citizenship. To achieve this aim, the project will develop a set of modules or study units constituting a European Masters level, tailored to build up educators’ competence in responding and addressing the academic, social and emotional needs of learners at risk, particularly learners from ethnic, linguistic, and migrant communities, from socio-economic disadvantage, and learners with learning difficulties and special educational needs. More specifically the project will lead to the output of various resilience education study units at masters level, making use of both face to face and online training, which will enable teachers to develop the competencies to support learners in developing the requisite resilience skills to overcome difficulties and grow academically, socially and emotionally within an inclusive and resilience-enhancing school communities. A set of ten study units were developed in the first year of the project which were then piloted and evaluated with about 250 teachers and practitioners in the six partner countries. Following the evaluation of the pilot implementation and both internal and external reviews, the study units were also developed as online study units. Both face to face and online study units the translated and published electronically in 6 languages. The study units will also be the basis of a collaborative European Masters in Resilience in Education which will be offered as an Erasmus Mundus Masters if the application to be submitted in February 2019 is successful and funding is secured. Some of the partner organisations may also offer the Masters at their own universities, apart from Erasmsus Mundus. It is envisaged that the long term benefits of the project, once the study units start being implemented in teacher education programmes and consequently translated into classroom practice, will include a reduction in absenteeism, early school leaving, discrimination and bullying, disengagement and school failure, and social exclusion, particularly amongst vulnerable children. This will be particularly true of the partners taking place in the project, but through the dissemination and exploitation strategy, there will be a multiplier effect, with other countries and regions becoming also interested in the masters programme. As a consequence resilience education will become an integral part of mainstream education in Europe, with classrooms across Europe operating as inclusive, resilience building, health promoting and growth enhancing communities for all children, including the most vulnerable ones, from the first years of early education. By seeking to create more inclusive and growth-enhancing communities, particularly amongst vulnerable populations, as well as providing the psychological resources to children at risk, to overcome adversity and disadvantage from an early age, the project would thus contribute towards more social cohesion and harmonious relationships amongst the diversity of communities in Europe, promoting equity and social inclusion. The long term impact will thus an increase in the quality of life of marginalised children, families and communities, through social and economic growth.

The WAge project will develop and validate the first comprehensive framework for assessing and understanding the roles and interactions between physical and psychosocial risk factors across age groups through robust modelling and policy-relevant evidence gathering. Through the proposed framework, the project will pave the way for designing, implementing and validating effective multi-level intervention strategies and policy changes for workers of all ages at the individual and organizational level. The project focuses on a question that has high societal relevance and is timely because the proportion of employees under adverse physical and psychosocial work environments is likely to increase as organisations, businesses, and workers have to adapt to post-pandemic working environments in an ageing Europe. WAge is proposing a concept that is addressing the factors related to the health and overall wellbeing of workers across age groups. One of the main aims of the proposed action is the generation of integral, policy-relevant evidence that are vital for the improvement and update of occupational health but also for this HORIZON Europe call. In WAge, the gathering and utilization of evidence within decision-making spaces will be based on representation and accountability of policymaking, bringing multiple perspectives and knowledge through democratic participation into decision-making processes across the project, from data collection, and management, to analysis, and implementation.

Movement disorders related to perception and action, such as stroke, significantly impair functioning in daily living, severely impacting the life of affected individuals and having a huge economic impact. Although rehabilitation practice aims to restore functional ability through re-learning perception-action couplings, it leads to marginal improvements of daily functioning at best. Here it is argued that to improve effectiveness of rehabilitation a systems approach should be adopted to understand processes underlying perception-action disorders. A systems approach takes into account nonlinear interactions between components, enabling to explain for instance why patients do not respond stereotypical to rehabilitation training. REPAIRS (RE-learning Perception-Action In Rehabilitation from a Systems perspective) is a unique and timely training-through-research school, aiming to improve rehabilitation effectiveness. REPAIRS starts from systems-based fundamental knowledge on learning perception-action couplings to build applications to rehabilitation, while exploiting recent technology advancements. This research school provides the required critical mass of top-level researchers connecting European academic, clinical and technology experts to train the next generation of researchers and entrepreneurs in this perspective. REPAIRS studies interaction between four levels of the perception-action cycle: brain, muscles & joints, agent-environment and social, which is integrated with requirements on translation from clinical, technology and philosophical domains. The focus on interactions between levels and domains naturally ensures an interdisciplinary and intersectoral training. Integrating this with a high-level training of transferrable skills, dissemination and communication while exploiting an Experiential Skill Learning Workshop, will boost the employability of the young researchers involved and the innovation potential of Europe through reshaping rehabilitation.

Transition from healthy status to Parkinson’s Disease (PD) is vaguely tractable, since symptoms can be so subtle in the early stages that they go unnoticed. Lack of biomarkers and/or findings on routine MRI and CT scans, PD is left undiagnosed for years, gradually affecting the life of over 6.5 million of older adults (>55-60 yrs) worldwide, increasing the risk of their health deterioration. Epidemiological studies conclude that early intervention could have an inverse relation with the PD-related risks of progressive frailty, falls and emotional shift towards depression. Based on this evidence, the cardinal objective of i-PROGNOSIS is the development of (i) an ICT-based behavioural analysis approach for capturing, as early as possible, the PD symptoms appearance, and (ii) the application of ICT-based interventions countering identified risks. To achieve this, awareness initiatives will be employed, so as to construct i-PROGNOSIS community, targeting > 5000 older individuals within the duration of the project, in order to unobtrusively sense large scale behavioural data from its members, acquired from their natural use of mobile devices (smartphone/smartwatch). Ensuring anonymisation and secure Cloud archiving, i-PROGNOSIS will develop and employ advanced big data analytics and machine learning techniques, in a distributed and privacy aware fashion, so as to instantiate a PD Behavioural Model and construct reliable early PD symptoms detection alarms. To those identified and clinically validated as early stage PD patients, ICT-based interventions will be provided via the i-PROGNOSIS Intervention Platform, including: a) a Personalised Game Suite (ExerGames, DietaryGames, EmoGames, Handwriting/VoiceGames) for physical/emotional support, b) targeted nocturnal intervention to increase relaxation/sleep quality and c) assistive interventions for voice enhancement and gait rhythm guidance. In this way, i-PROGNOSIS will constructively contribute to active and healthy ageing.