<< Objectives >>Games for Goals aims to contribute to innovative teaching of global citizenship and sustainable development in primary education in Europe. Its objective is to improve the capacity of teachers to integrate this in class, by developing innovative resources, as well as facilitating the use of, and improving the visibility of existing educational resources on those topics. Games for Goals will provide tools and opportunities to develop skills and knowledge to trigger action for the SDGs in Europe.<< Implementation >>Primary-school teachers will take part in the decision and creation process during two workshops. Higher education students will also contribute to the creation of innovative educational resources during three mobilities. Trainings will be organised for all participants in the project. A centralisation of resources and capitalisation experience will also be conducted. Finally, the project will include multiplier events, as well as dissemination activities (both in class and online).<< Results >>Games for Goals will provide teachers with a catalogue of innovative educational resources available across Europe, including three new game-based activities on global citizenship and sustainable development. This will be completed by a methodology to guide teachers in creating tailored activities on the SDGs for their class. Publications capitalising the project’s experience will also be written. The project’s beneficiaries (pupils, teachers, students) will be better equipped to act for change.

In Europe there are more than 5 million births each year and about 2 million women have failed pregnancies. Maternal deaths associated with pregnancy and delivery are as high as 30/100.000 births, of which 50% are linked to substandard care. Furthermore about 25.000 babies are stillborn every year and another 25.000 die before their 1st birthday. There are only a few EU-wide agreed health indicators for the care of women during pregnancy, during labour, and for the care of newborn. Although the standards of care in the EU are above average compared with worldwide standards, maternal deaths associated with pregnancy and delivery is still high. Also, the diversity of treatment of gynaecological complaints and findings differs substantially throughout Europe. With the EBCOG Standards of Care for Obstetrics and Gynaecology in 2015, a first step was made towards less diversity in health care delivery across Europe; development of standards for postgraduate training in Obstetrics and Gynaecology in the form of a new training curriculum will further improve quality of care for women in Europe. Currently, there are no ‘state-of-the-art’ educational programmes that comply with European directives and standards, since they are either outdated or do not exist at all. The current national training programmes lack transparency and may therefore lead to suboptimal quality of training in throughout Europe. Until the start of this project, the available training recommendations and curriculum for postgraduate training in Obstetrics and Gynaecology was out of date and had not led to alignment of national training programmes. This is very relevant as EU integration allows free movement of specialists across Europe on one hand whereas on the other hand currently no guarantee can be given for the quality of the training programmes from one county to another, whereas patient safety is at stake.In order to offer a solution for the need to strengthen and to harmonize the quality in higher education and training in the field of Obstetrics & Gynaecology, EBCOG (the European Board & College of Obstetrics and Gynaecology) has taken up the ProCuGyn project to create a pan-European Obstetrics and Gynaecology curriculum. This curriculum must meet: • The need for conformity with regard to European directives and standards.• The demands for professionals, employers and other stakeholders in the different countries and institutions.• The expectation of stakeholders and society with respect to safety in health care of (pregnant) women and (unborn) children.The ProCuGyn Strategic Partnership will be of great value for the current and next generation of obstetricians/gynaecologists. It offers the possibility for professionals to be trained and educated by a ‘state-of-the-art’ curriculum that complies with European directives. ProCuGyn guarantees that professionals involved will be able to keep up with future developments. The pan-European curriculum in Obstetrics and Gynaecology will set an example for other (medical) curricula as well. The curriculum will consist of:1. Core content and elective modules2. Societal and general skills for EU obstetrics and gynaecologists3. Educational strategies for training, assessment and quality managementIn addition, the project also aims to deliver: 4. SWOT analysis for implementation of the curriculum5. Policy recommendations for implementation and sustainability6. Handbook for strategic partnerships in pan-European postgraduate medical educationThe ten partners in the project represent a great diversity in culture and organisation of national health care systems within the EU. All partners have a solid track-record on the latest developments in obstetrics and gynaecology. Together they represent outstanding knowledge and expertise from the field of obstetrics and gynaecology, support from important EU and international organisations (EBCOG, ENTOG) and academic levels in a well-balanced cooperation between field organisations and educational organisations.The partners will collaborate to improve and share innovative practices within and beyond the participating organisations to equip (future) professionals with the knowledge and skills they need in their high-skilled occupations. By involving different kinds of stakeholders (patients, midwives, nurses, hospital board members) in developing the new training curriculum, it will be attuned to current and future labour market needs and foster employability and professional mobility in Europe. ProCuGyn strongly contributes to the European Area of Skills and Qualification by promoting the use of learning outcomes in the design, delivery and assessment of this new curriculum. This will provide future trainees with state-of-the-art knowledge and competencies needed in their high-skilled occupations. ProCuGyn will strengthen quality as stated in the Erasmus Charter for Higher Education 2014-2020.

Inholland University of Applied Sciences has put Internationalisation back on the agenda, after several years of primary focus on quality improvement of curricula of its Bachelor programs, a process which went hand in hand with two reorganisations and declining numbers of the total student population. This summary should be read in this context, but having said that, Inholland has managed to work hard on internationalisation despite the less favourable conditions mentioned. However, the tide has turned, meaning that internationalisation is part of the new Institutional Strategic Plan 2016, resulting amongst other things on a new Internationalisation policy plan. This being in line with national policy (Ministry of Education, Culture&Science: Letter on the governments vision on the international dimension of higher education, `Into the World`, 2014)1.Context and background of this project: with this project we support learners, both students and staff, in the acquisition of learning outcomes with the intention to support their employability in the European labour market, thus supporting our Internationalization strategy. Objectives (qualitative and in general): the strategy of our institution focuses amongst other things, on offering a learning environment in which students can obtain the knowledge, skills and attitudes that are needed to be able to operate as a professional in the dynamic, complex and increasingly international and culturally diverse society. The aim of this strategy is realized through amongst others: a. internationally and cross-culturally competent teaching staff and b. opportunities and stimuli for students to experience a meaningful international experience abroad. Thus, mobility is an important tool to help developing cross cultural competencies in students and staff, necessary for them in order to be able to develop their personality, their involvement as citizens as well as employability in the European labour market. 2. Structure: as Inholland University of Applied Sciences serves almost 28.000 students in six faculties on several locations the organizational structure of Internationalisation is organised as follows: the six faculties of Inholland are responsible for the implementation of their own Internationalisation policy, however always referring to the framework of the general Internationalisation Policy of our institution. The structure for the implementation and organisation of this project consists of the cooperation of two central units a. International Offices (operational part as well as advisory function) and Centre for Educational Policy (policy part: International advisor and Institutional Erasmus coordinator) ) with b. the international policy advisors and international coordinators of the six faculties. Internal communication towards students and staff is realized through meetings with international coordinators and a platform meeting (in the specific case of one faculty), as well as through information session and front office information.2.Qualitative objectives met were: complete EC guide (content wise), predeparture information and preparation for students (inbound and outbound), the establishment of inter-institutional agreements and LA’s as well as OLS in the new Erasmus+ format, providing students and staff as much information as possible on the new systems and formats, good integration tools for inbound participants through introduction weeks and extra lessons on Culture and Language, including individual guidance by international coordinators of the faculties, mentoring during mobility as well as approval of LA’s and dissemination after mobility. The quantitative objectives were partially met due to the effects of two reorganisations. However, 112 students from the fall semester of 2015-2016 were added to the budget as higher numbers are expected for 2015-2016 and beyond. 3. Activities were carried out and results achieved regarding: a. reduction of and concentration of partnerships following the line of quality management, next to further building up cooperations through projects, International weeks and teachermobility. b. special attention was given to the correct implementation of all Erasmus+ formats and regulations regarding the intern-institutional agreements, LA's en the implementation of the OLS system. c.promotion of mobility activities concentrating on students in a proactive way, whereas staff was stimulated more indirectly due to reasons of reduction in staff. 4. Impact attained: As mentioned previously, priority was given to the development of qualitatively strong Bachelor´s programs instead of constant stimulation of mobility. However, results of the reports from students and staff certainly show the positive impact on the development of professional skills due to mobility, next to highly satisfied students and staff about their experience abroad.

This action supports physical and blended mobility of higher education students and staff from EU Member States and third countries associated to Erasmus+ to any country in the world. Students in all study fields and cycles can take part in a study period or traineeship abroad. Higher education teaching and administrative staff can take part in professional development activities abroad, as well as staff from the field of work in order to teach and train students or staff at higher education institutions.

ANNIE (Aquaponics, New Novelty In Education) is essentially the combination of Aquaculture and Hydroponics. Both aquaculture and hydroponics have some negative aspects. Re-circulating aquaculture needs to have excess nutrients removed from the system, normally this means that a percentage of the water is removed, generally daily. Hydroponics requires expensive nutrients to feed the plants, and also requires periodic flushing of the systems which can lead to waste disposal issues. This nutrient rich water in both systems needs to be disposed of and replaced with clean fresh water. When both systems are combined, these negative aspects are turned into positives, as the nutrient rich water from the aquaculture system is recirculated into the hydroponics system to grow produce. This water is then filtered (clean) into the aquaculture system.Many different species of fish can be grown in an aquaponics system, and the species selection will depend on a number of factors, including climate; freshwater or saline loving fish and plants; the density of fish per cubic metre and fish stratification preferences (the preferred water depth of different species). Aquaponics systems can be used in ‘local for local’ food production situations, is biological and organic and aquaponics need no extra toxic additions like antibiotics, manure or artificial fertilizers, and don't need weeding.Aquaponics has a significant reduction of water usage, compared with traditional growing methods. Plants grow faster and the whole year round; healthier food is produced because of a reduction in chemical applications; water usage is reduced and is cleaner (with only 10% of recycled water lost by vaporization, reducing the water footprint); reduction of transport, reducing the CO2 footprint. Aquaponics will be one of the solutions to the food shortages the world is facing.‘To satisfy a peak global population of 9.7 billion people in 2050, agricultural economists project that total agricultural demand will increase by 60 percent to 100 percent compared with 2005 levels’(Zeigler, M.M (2017) http://www.globalharvestinitiative.org/2017/03/sustainably-doubling-agricultural-productivity-the-right-global-goal-for-2050/)Objectives: This project is a starting point to change regional food production strategies all over Europe. As well as the potential applications for urban areas, this project is also applicable for rural areas. Education played an important role in this project, because this teaches the workers of the future and makes them aware of emerging food problems.The main goal of this project is to expand a network between educational institutions, food producers and local governments. Schools can integrate this topic into current curricula and on any EQF level. ANNIE increased this network where education providers, farmers (business) and governments worked together to raise awareness of water scarcity, water purity and food productivity issues.Number and profile of participating organisations: 13 organisations, Agri Vet- schools EQF level 1-4; Vet schools A.D.; Applied Science Universities, Secondary Schools with LLL-aspects; Business & Development Consultants and Entrepreneurs.Description of undertaken main activities: National: founding of aquaponics platforms in which knowledge and skills are shared, founding aquaponics training centres to provide information and share knowledge and skills; raising awareness by organising workshops for pupils, students and staff within the institutions and outside with partner schools; training activities in the project by the experienced company LandingAquaculture, an international company in aquaculture. There were 4 Steering group meetings and 3 partner meetings and an ANNIElympics, the final meeting was an event in which all participants participated in frivolous items related to fish and plants, healthy and safe food and innovations.The final result included the creation of a database of shared documents to be used to assist start-up aquaponics projects; leaflets in all languages with basic information about aquaponics; 4 training centres (ES,NL, RO and PT) to provide workshops and short training events on aquaponics; 2 working models for educational events; exposures on school days and at national and international meetings like European Parliament, European Committee of the regions (CIFEA MdS) and meetings about sustainability; World Food Day 15th of October 2017 NL; 2 instruction films available for everybody (on YouTube); 4 master classes organised by students.5 Students will graduate on aquaponics through ANNIE. Thousands of people know about aquaponics because of the ANNIE project. Longer-term benefits: new partnerships, a continuation of the partnerships in a new project with the partners, the pioneers become experts in aquaponics in education, pioneers became trainers.