<< Objectives >>The project provides HEI leadership and professional staff with tools for driving cultural change amongst academics to create a supportive environment towards external engagement and entrepreneurial activities. It examines how cultural change can be best enabled in academia through identifying specific needs of the target groups and creating good practices for cultural change, to design a toolkit for HEIs, to support their efforts to become more engaged and entrepreneurial institutions.<< Implementation >>The project will conduct research on cultural change towards engagement and entrepreneurial activities in HEIs, by examining academics’ perceptions and needs as well as current good practice examples. Based on investigation, it will develop a toolkit for cultural change addressing the needs for awareness raising, enhancing internal & external communication, incentivisation & rewards, navigating the support environment. The toolkit will be validated through focus groups and widely disseminated.<< Results >>The main project results include the investigation report – a synthesis of all learnings and findings from the investigation phase; the collection of 40 cultural change case studies; as well as the designed and validated toolkit containing 40 change management tools (interventions, nudges and templates for cultural change) and 4 designed strategy guides for awareness raising, enhancing communication, incentivisation & rewards as well as navigating support environment.

The ICSE Academy supports the EU’s endeavours to minimize the amount of low-performing STEM (science, maths, technology, engineering) learners. It does so by investing in a new era of a high-quality STEM teacher workforce by innovating based on existing best practices teacher education and transnational exchange strategies. This approach draws on mobility and collaboration as an integral part, thereby supporting young and established STEM teachers across Europe. Unique features of our proposed project are, in a nutshell:•A high-capacity partnership: The ICSE Academy partners are experienced higher education researchers, STEM initial teacher education (ITE) and continuous professional development (CPD) providers, educational policy makers, and schools from 13 countries learning with, from and about each other through specific innovative collaborative structures. •Unprecedented professional learning concept with three innovative professional learning formats for pre- and in-service STEM teachers, achieving effectiveness, accessibility and transferability to all Member States and fostering European mobility and collaboration: •Peer-learning through job-shadowing (ITE/CPD providers attend each other’s courses to learn from each other)•Interdisciplinary European workshop series (for teachers across Europe, run jointly by all ITE/CPD providers)•Collaborative European summer schools (in NL/CZ with focus on collaboration between participants as well as organizers)•Distinct needs-feasibility-alignment: The development of our professional learning formats is needs-driven in two ways: (1) Teachers will communicate bottom-up what they need and (2) policy makers will communicate top-down requirements from the policy level.The ICSE Academy will use a systemic approach to inform national and European policy based on a profound policy needs analysis. It will include targeted dissemination/communication and institutionalized exchange structures (e.g. round tables).

One of the biggest challenges in many kinds of educational contexts is the handling of IT tools within the area of applied science. The implementation of tools, both software and hardware, as part of the curriculum is an ongoing discussion at universities: is important theory supposed to give space for hands on exercises with new tools? The industry expects young candidates to be able to handle necessary tools while also having a deep understanding of the theories behind to be able to assess results coming from computational software.The reason why this situation is surfacing as an increasing issue these years is simply because the problem has worsened year after year without any solution or improvement in sight. The amount of theory and production of new knowledge and methods is increasing continuously. The complexity of the professional software packages is increasing accordingly on a highly competitive market. The trend in the industry towards a completely digitalised value chain is supposed to be reflected in the curriculum at the universities albeit we here experience cuts in basic fundings and reduction in teaching resources.The construction sector has been identified for several years as having a huge unfulfilled potential in economical growth due to a lack of adoption of standardisation and digital tools. The area of Infrastructure compared to the built environment, which is characterised as by being financed almost entirely by public money, is where the attention and demand for more effective design and construction methods is evident. This Erasmus+ project wishes to develop new ways of teaching and looking at new ways of introducing professional tools in the study environment with a strong focus on exercises close to real life situations (problem based learning) without reducing the necessary underlying theoretical understanding. The changing demands are a global phenomena although the Scandinavian countries, especially Norway and Finland, are moving ahead compared to many other countries. In this Erasmus+ project we want to assemble the strongest possible team to develop a forward-looking way to develop a curriculum that faces the challenges described and can become a role model and motivating factor for other educational institutes. We need a curriculum that is flexible and sustainable in an accelerating digitalisation context, addresses global challenges both economical and environmental, and prepares our students to handle changes which are coming with an ever-increasing speed. Building Information Modelling (BIM), Concurrent Engineering (CE), Integrated Project Delivery (IPD) and Machine Control Systems (MCS) are all new concepts which originate from the digitalisation of data. New tools like laser and radar scanning technologies, drones, Virtual and Augmented Reality etc. all add new possibilities which we somehow need to address in our curriculum. We expect these new areas to be introduced as natural elements in a real case work environment carried out as a one week intensive study course where students from 4 different countries work together, solving problems together.The Erasmus+ project delivers in three areas. First, developing a new curriculum and didactic methods which are aimed at teaching our students to be open minded, tolerant and seeking for solutions within a compromise. At the same time they must learn about new work methods following the logic of the digital mindset, using digital tools being able to help each other, learning and teaching each other new things every day, and at the same time achieving a common goal.The second delivery of the project is the development of new assessments methods for all parts of the project both for our own course development to be able to improve from workshop to workshop, but also to measure the impact on the students and also the professional domain.The final delivery is our goal of disseminating our results. The outcome of the project both the developed curriculum and didactics, and also the evaluated results will be presented locally, regional, national and not the least in other European countries and will be made available for free on a webpage. We want to influence a new way of thinking when it comes to teaching engineering into a new digital age where the dependencies on digital tools for design and communication in a global context is getting inevitable.

"<< Background >>Soil maker, composter, soil deliverer, urban horticulturist, eco-tourist guard... are the jobs of the future that we will be able to do in our big metropolises.This project was born in Seine Saint Denis, the poorest and youngest department in France, located on the outskirts of the capital Paris. This territory is characterised by its population density (7,982 inhabitants/km²), an unemployment rate of 18%, and a cruel lack of green spaces. In addition, there are major challenges: migration, health, social and economic crises. This context calls for rapid urban mutations which, if not accompanied, can generate a massive exclusion of the most fragile people. This project proposes to accompany these changes by starting with the knowledge of these people, which will constitute the skills necessary for the jobs of tomorrow. This project responds to the needs of: - peripheral territories to develop urban agriculture sectors to accompany their transformation- precarious people to recognise and formalise their knowledge in the framework of promising employment sectors - adult education actors to better understand European initiatives in urban agriculture and innovative sectors- innovative sectors- actors in urban agriculture to promote initiatives to the general public in the framework of large-scale territorial projects.The coordinator of the project, the Halage association, develops projects of integration through economic activity in the field of the landscape and the environment. The other partners also have a precise knowledge of the public in integration and a strong experience in the field of adult education. All these partners are developing projects that aim to readjust adult education to the current challenges of employment and work.Making a resilient city involves transforming our relationship with knowledge in order to train the citizens of today and tomorrow, so that each person can reveal their knowledge and skills and mobilise them in the workplace. The project aims to build and promote new employment sectors on the basis of this invisible knowledge, which corresponds to the current urban mutations.The most vulnerable people (in precarious situations, unemployed, refugees, etc.) are always defined because they do not have: no job, no training, no health, no command of the language, no housing, no family, etc., and thus no power to act, to decide on their own life. However, if they are still active, it is because they have a life force based on skills and knowledge. Their status, which may be administratively or economically fragile, is not necessarily synonymous with a lack of knowledge. These people have know-how and heritage knowledge that are little valued, or even devalued, in the traditional training systems and which can nevertheless be assets (mother tongues, craft skills, agricultural, culinary, cultural, etc.). When identified, shared and valued, these skills can become levers of innovation for the cities of tomorrow.For example, Halage has developed an urban horticulture project based on the agricultural know-how of refugees. This project is now a great success, and the company supplies many customers in the Ile de France region with cut flowers. Halage has created a training course for adults designed to train adults in this horticultural profession in an urban environment.We want to -create jobs that are accessible to people who are far from the labour market, in the service of urban environmental issues-prefigure new sectors, build ecosystems and prepare the first employees in these sectors and meet the challenges of urban ecology<< Objectives >>NATURE is a project dedicated to the creation of new jobs in the field of urban agriculture in peripheral urban areas with the least privileged inhabitants. These jobs want to respond to the ecological challenges of these cities, at a time of Green Deal.They are built on the know-how of the inhabitants of these areas and with them in close collaboration with public authorities capable of orienting their policies of integration and support towards employment in this dynamic of ecological transition and new ways of building the city. NATURE aims to place the inclusion of adults in precarious situations at the heart of the ecological transition of European cities. NATURE is a European project aiming to develop the skills of trainers working on the training and inclusion of adults in precarious situations (refugee or non-English speaking men and women, unemployed people and people receiving minimum social benefits) in order to train them in the urban agriculture professions of the future, based on their knowledge and life experiences.Our project aims to develop the skills of people working to support and include precarious adults in the urban agriculture sector. It brings together a complementary partnership working in the following areas - Social inclusion and adult education- Research- Valorisation of tangible and intangible cultural heritage- Environmental innovationThe partners have different needs and complementary skills: - Plaine commune is a local authority that brings together 9 towns in the Seine Saint Denis department, which must harmonise its green economy policy and social and professional integration policies in one of the most disadvantaged areas of Greater Paris- Halage develops social and scientific innovation projects in urban agriculture - LABA is an organisation that works for the inclusion of refugees and people in difficulty through the identification and recognition of their know-how and culture (mother tongues)- Lai Momo develops training and integration projects through comics, a tool that allows the most vulnerable people to be portrayed without stigmatising them, and which is aimed at the most disadvantaged (allophone or illiterate people)- The University of Jonkoping identifies and analyses innovations in urban farming throughout Europe- BIA builds bridges between agriculture and culinary knowledge.The effects of NATURE impact on - Educators, mediators, actors of professional and social integration of the most disadvantaged - Workers in social enterprises (public or private) that develop innovative projects in the field of the green economy - The inhabitants of the territories (especially the most vulnerable), whose know-how is recognised and which they can in turn pass on (the 'knowers') - Adult education actors who develop new tools adapted to the needs of our territories- Local authorities developing urban ecology projects that must be inclusive to produce results.NATURE will be one of the flagship projects of the SAINT DENIS European Capital of Culture 2028 bid and will benefit from the know-how shared by GALWAY, European Capital of Culture 2020. It will therefore benefit from significant visibility on a European scale as part of a large-scale project to transform the territory.<< Implementation >>Our project associates partners with experience in running European projects (LABA, Lai MOMO, University of Jonkoping) and others who are less experienced (BIA) or not/less experienced (Halage, Plaine commune).The most experienced partners will support the others and propose rigorous implementation of our activities (output production, training activities, dissemination events, management, evaluation and communication.NATURE has been designed to produce a series of actions that give positive and immediate results in terms of developing the skills of professionals active in the integration of the most vulnerable people, within public or private companies with an environmental vocation. To do this, we will produce 1) 5 RESULTSR1: Good practice guide: Identification of innovative practices in the participation of inhabitants in urban agriculture projects / This study gathers documentary resources, in transmedia format (interactive resources), which allows the creative sector, entrepreneurship educators and mediators to understand how urban agriculture in the most fragile urban areas is a lever for resilience, inclusion and allows territories to respond to the challenges of the green economy. 30 cases collected from all over Europe, 10 interviews and 10 portraits are presented. R2: New jobs for new employment sectors for adults: identification of sectors and their needs in order to create at least 10 new jobs based on the subordinate knowledge of those who know. The overall approach of the partners is to develop job-creating economic activities accessible to people marginalised from the labour market.R3: Certifying training courses for new employment sectors: formalisation of 2 innovative courses not offered by vocational training around the new urban trades of the green economy and aimed at trainers and adults known as ""knowers"".R4 / Comic strip training manual: enhancement of the subaltern know-how of the ""knowers"" thanks to 15 comic strip training scenarios. This makes it possible to highlight the beneficiaries of the programme who do not wish to be filmed or photographedR5 / Immersive, online training toolbox: providing a catalogue of inclusive online pedagogical tools within a multilingual and interactive platform.These results are complementary: the partners share the diagnosis that the modes of transmission of knowledge are still very vertical and use similar media based essentially on the written word and an academic culture. The productions R3, R4 and R5 are intended to diversify the learning environments of the project's target audiences on the basis of the results of R1 and R2 based on participatory and shared observation and action research methodologies. 2) 5 transnational meetings. They punctuate each stage (launch/implementation of activities/completion). The partners create a management manual and share the project management tools 3) 2 training activities aimed at testing, criticizing and improving the results produced. These activities bring together more than 60 adult educators and trainers, half of whom are 'knowers' (people who participate in adult education activities by passing on their know-how)4) 5 dissemination events 5) A strong communication and dissemination strategy both internally and externally. The partners rely on their national networks and on the European networks of local authorities of which LABA is a member.6) A method of quantitative and qualitative in itinere evaluation, in order to be able to correct our actions according to the events or difficulties encountered<< Results >>In 31 months, our project will achieve the following resultsa) Raising the awareness of the greatest number of people through the use of fun and educational tools: digital toolbox, and illustration of the project through comics (remember that we are working with the Angoulême Comic Book Festival, Lyon Comic Book Festival, Bologna Comic Book Festival and Montreuil Youth Book Fair) b) Valorisation of the project, the partners, the participants and the Erasmus programme within the framework of the application for Saint Denis, European Capital of Culture and, more broadly, within a project of territorial transformation designed for the next 10 years.c) Creation of new professional sectors for the inclusion of the most fragile and non-displaceable peopled) Revelation of human wealth in the service of urban ecology projectse) Experimentation of 2 certification courses (in physical and digital format) transferable to all European territories and communitiesf) Creation of professional outlets via a network of private (250 companies reached by all the partners) and public (400 local authorities reached in particular by the LABA and Plaine Commune networks) employers able to hire the project's public on the basis of their skills in the field of urban agriculture and the transformation of tomorrow's citiesg) Transformation of integration policies and adult education methods in the field of the environment and the urban landscapeFor its implementation, the project mobilises more than 400 people in the following cities during the whole project period: Bologna, Galway, Jonkoping, Saint Denis, Bordeaux/EFFECTS: a) 60 private and public organisations active in the environment will participate in R1b) 20 public or private organisations will become the first generation of educators in the ""new professions"" of urban agriculturec) More than 200 environmental managers and stakeholders will use the Results and commit to supporting adult training in these coursesd) 400 public or social organisations will download the educational resources and use them to extend and specialise their approach through cooperation with environmental stakeholders(e) 250 potential environmental entrepreneurs will use the tools and engage in training on the new professionsIMPACTS:a) Hundreds of people, in particular adults and adult trainers will participate in the development of the new NATURE professions, receiving training adapted to their needs and those of the territories. A large number of them will participate in urban environmental programmesb) 1200 public and private environmental professionals will improve their capacity to participate in actions of inclusion and training of inhabitants and adults in precarious situations. In the long term, this will contribute to the cooperation of the public and private environmental sector with economic actors.c) 1200 public actors who wish to combine economic development and urban revitalisation and recognise that social and economic inclusion require multi-sectoral cooperation. This result is multiplied by the dynamics of the Saint Denis European Capital of Culture candidacy, which is developing a whole axis of the territory's project on the new manufacturing of the city by citizens.Our project brings concrete, tested and tangible proposals to the adult education sector."

This project globally aims at promoting a more inclusive training model for social workers within the European Union. “Social work is a practice-based profession and an academic discipline that promotes social change and development, social cohesion, and the empowerment and liberation of people (definition of social work approved by the general Assembly of the IASSW in 2014). This definition can also apply to future social workers, during their education time. Indeed, future social workers' education is based on an alternation of theory and practice and seems to be particularly prone to innovations facilitating social inclusion, and this for the following reasons :-As a result of their close relationship with professionals of the field and research activity, training institutions for social work represent real laboratories to experiment innovative practices. These institutions already deal with the topic of service users’ participation at the European level. -Innovative practices implemented in social workers' education have large and long-term consequences on social issues. In effect, actions taken with various groups have a major impact in terms of their social inclusion, including those involving future students.Even if an international definition of social work exists (see above), social work refers to a wide range of practices and theoretical backgrounds at a European level. Social workers’ education is also specific to each country, although it is being harmonised as part of the Bologna process. However, educational institutions that train social workers within the EU are facing common issues, particularly those related to service users’ participation within their training curriculum.By service users, we mean people who are using, who want to use, or who have used services or facilities in the social sector (for instance : people who live in residences, people with disabilities, migrant people, etc.…). The challenge is about taking into account their knowledge, based on their experience of social vulnerability and social services and include it in social workers’ training programmes. The potential benefits of such an approach are identified : -For students : They gain better knowledge and understanding of social issues from the service users’ perspective and thus, transform their own representations of these service users. -For service users : Opportunity to take a step back from their experience, acknowledgement of their expertise, new skills.All partners in this project educate/train future social workers in 3 different EU countries. They have already experimented programmes including service users’ participation. Thanks to these experiences, they have identified the benefits (see above) and some limits to these new developments. The most common being that : -Up until now, many such initiatives remain quite isolated, individually based and their sustainability is therefore not guaranteed. -Most of these initiatives are currently based on service users’ testimonies, which remains quite a narrow approach to participation. -Participation is still considered as a one-way process, reflected in the idea that service users are generally invited to take part in the students’ educational programs and still very rarely the other way round. When students have the opportunity to take part in activities beyond the walls of their educational institutions, participation is still very rarely mentioned.In order to lift these constraints, this project aims at : -Improving knowledge and visibility on the current experiments developed in the three partner countries (France, Sweden, Belgium) in order to spread them around other educational institutions;-Extending and diversify the pedagogical approaches related to service users’ participation in the education of future social workers, by enhancing teachers’ expertise and developing new learning tools ;-Considering participation as a permanent educational process, including field experiences when students explore service users’ environments.This project aims at designing 3 intellectual outputs intended for social work teachers and social work students, in order to support service users' involvement in social workers' education : 1. Mapping of experiences on services users' participation2. Creation of a Service users’ participation toolkit3. Designing of a training scheme : European week on participation