The Erasmus Consortium NOrth Working Portugal is managed by the Association of Higher Education Polytechnic Institutes of the North Region of Portugal (APNOR). The APNOR is constituted by the Polytechnic Institutes of Bragança, Cávado and Ave, Porto, and Viana do Castelo, totaling an academic community of more than 32000 students, 2000 teaching staff (fulltime dedication) and 1000 nonteaching staff.The APNOR and the Erasmus Consortium NOW Portugal represent all the polytechnic higher education institutions of the North Region of Portugal (NUTS II), and involve companies and institutions representatives of the labor market of the north region, ensuring the collaboration with other European Consortia.The strategic objective of the APNOR is to be recognized as a highly internationalized association, with solid partnerships in the European context and in the Portuguese speaking countries. The Consortium NOW Portugal ensures the relation between the Association and national and international companies, and allows the consolidation of the Association in the management of professional internships and in the promotion of their recent graduates employability potential.The main objectives of the Consortium are the following:- To develop the professional competences of national and international students, boosting their professionalisation and applied research, as well as the insertion in the active life and the employability in the national and international context;- To develop Portuguese and European companies, encouraging the placement of recent graduate interns, as well as the promotion of their international relations and their integration in the labor market;- To boost the mobility of students, teaching staff and nonteaching staff, contributing to the consolidation of the Erasmus+ programme, and promoting the relationship of higher education institutions, students and European companies.This Erasmus mobility project aimed at carrying out the following activities typology: Student Mobility for Traineeships (SMP), Staff Mobility for Teaching (STA) and Training (STT). It involved participants of the four north Polytechnics. In total 444 mobility flows were implemented; 253 SMP and 193 staff mobilities for teaching and training (77 STA and 114 STT).The average duration for traineeships was very close to four months. As for the teaching and non-teaching staff mobility the average duration was 5 days.There were 28 different countries involved in this project. The most represented countries were Spain (153 flows), Finland (37 flows) and the United Kingdom (34 mobilities) The final outcomes of the project meet our provisional expectations (total of 444 mobilities implemented vs 391 approved).It is worth to highlight the increase in the student mobility for traineeships (227 mobilities approved against 253 accomplished), which is in line with the Internationalisation policy and with the institutional commitment, aimed at fostering students and graduates employability through the mobilities for traineeships.We can highlight as a good practice the fact that we are working as a consortium and sharing knowledge as well as good practices among the four institutes allowing us to improve how the consortium works as a whole and as institutions per se.The four polytechnics consider a mobility to be successful when it is extended and also when the beneficiaries end up being hired by the host institutions as employees. Therefore we believe that these outcomes are the best evidence that these types of projects must continue to exist so that more students and graduates can enjoy this type of mobility.If on the one hand we have access to different cultures through European students making their mobility in Portugal, we also have the Portuguese students making mobility throughout Europe acting as ambassadors of the Portuguese culture.Through the organization of international events we allow local students and teachers to access other cultures and teaching methodologies, being an important tool of internationalization at home.The promotion of local, regional and national development may also stem from the mobility of trainees, both students and graduates.In the case of graduates we can analyze this impact at national and international levels. Considering the employability of this particular public we are trying to contribute to the reduction of the number of unemployed graduates in Portugal. At the same time, graduates who, after completing the Erasmus + internship, were not employed by the host institution, have shown development of their skills and improved their (international) work network, which represents a competitive advantage visàvis their peers and will surely increase their employability potential.

The impacts of climate change on people, planet and prosperity are intensifying. Many regions and communities are struggling to avoid losses and need to step up the effort to increase their climate resilience. Ongoing natural capital degradation leads to growing cost, increased vulnerability, and decreased stability of key systems. Therefore, the European Mission on Climate Adaptation acknowledges the need to adopt a systemic approach by working across sectors and disciplines, experimenting, and involving local communities. NBRACER steps up to this challenge with an innovative and practical approach to accelerate the transformation towards climate resilient regions that are safe, green, clean, healthy, and just. Adaptation will be based on the smart packaging of nature-based solutions (NBS), rooted in the resources supplied by biogeographic landscapes, and embedded in a transformative action approach that mobilizes and enables regions and communities to accelerate forward. NBRACER works with Demonstrating and Replicating regions in the European Atlantic biogeographical area to vision and co-design place based sustainable NBS that are at one with the regional landscapes, upscaling these into coherent regional packages and building time and place specific adaptation pathways integrating local solutions and regional scales. This process is supported by a regional scale effort to build adaptation journeys with community support, with input from teams testing and validating place based NBS solution portfolios situated in landscapes. Innovative technical and adaptation transformation support packages provide quantitative mapping methods and a transformative action approach and capacity building, and networking enable scaling out and building connections. Led by Deltares, advanced in climate adaptation science, the consortium builds synergy from the strength of practitioners, ecosystem engineers, innovators of transformative adaptation, finance, and capacity building experts.

The ERASMUSCENTRO Consortium was created in 2011, being registered this year as the first Portuguese regional consortium, covering the entire central region of Portugal. It assumed as its main mission and objective to strengthen and deepen the connection between polytechnic higher education and the labor market. The Consortium consists of the 8 Polytechnic Institutes of the central region, namely the Polytechnic of Coimbra, Castelo Branco, Guarda, Leiria, Viseu, Portalegre, Santarém and Tomar. In addition to the partnership between HEIs, the Consortium brings together the main business structures in the region. We highlight the Business Council of the Center / Chamber of Commerce and Industry of the Center (CEC / CCIC) that includes 41 corporate associative structures. They are also active and interested members of the Consortium, Associations and Business Centers, Municipal Councils and relevant entities of the zone of influence of the Consortium. Through its active members, ERASMUSCENTRO's agglutinating capacity enables the generation of an extensive regional matrix network, bringing together more than 50,000 students and over 5,000 teachers and non-teaching staff from the polytechnics involved and more than 40,000 companies that make up the Business Council of the Center. Never in Portugal has a project of this kind brought together, in such a wide dimension, and with such a wide intervention, higher education agents, companies and local authorities. The extensive and diverse partnership and its regional dimension make it possible to affirm the consortium on a European scale.The Erasmuscentro aims to generate synergies in order to maximize resources and links with the labor market and regions where the institutions of higher education are included, allowing a greater investment in the skills of its students and teachers through the experiences of international mobility, which, in particular with regard to new graduates, is often reversed in the recruitment of foreign and / or Portuguese companies whose international experience is assumed as a key element in hiring.Thus, being the first Portuguese consortium of regional dimension, we believe that it is a good practice for other countries, other than Europe, demonstrating the synergies that can be created not only among higher education institutions (HEIs), but also with the labor market, promoting an evolution in the competences of higher education for the benefit of its students and communities where HEIs are inserted. In addition, our unprecedented partnership effectively fulfills the objectives of International Credit Mobility, like: to increase the attractiveness of higher education in Europe and to support higher education institutions to compete in the world market for higher education; support the internationalization, attractiveness and modernization of higher education institutions outside Europe in order to promote the development of partner countries. We believe that we have been able to contribute, through our example of a consortium, to strengthening the interinstitutional relations of higher education in the partner countries, demonstrating the added value of the connection we have established with the labor market, where both academic and professional spheres coexist, depend and work for the common good.Our project has implemented staff mobility activities (outgoing and incoming) and incoming students. The staff involved was teachers and non-teaching staff from higher education institutions, which carried out teaching and training missions respectively. The students received were from Palestine who completed periods of study.The mobility numbers of the project was reduced, and the objective was also pedagogical since it was the first time that Erasmuscentro managed International Credit Mobility projects. Although the results achieved were positive, considering that it was the first time that the Erasmuscentro consortium implemented a project under this measure, we believe that this type of project should go further. In other words, continuity should be allowed, only in this way would it be possible to build more sustainable bridges with the partner countries. Let us stress that financial support is essential if we are to implement joint projects and lay the foundations in the partner countries and this will only be possible with the support of the European Union.It is difficult to talk about long-term benefits, because, as already stated, long-term capital gains will be possible with continuity. However, this does not mean that various cooperation scenarios cannot be designed with the partner countries of the project concerned. In fact, we believe that we will continue to cooperate with these countries, and in particular with the institutions involved, in other types of projects.

The partnership generated with the ICM project, which includes Bosnia and Serbia, meets the common objectives of the ICM and the Erasmus Centre Consortium – to increase the attractiveness of EU higher education, to support partner institutions to compete in the global market, to support in and out internationalization, as well as the modernization and attractiveness of partner countries in the context of future consortia. For us at the Consortium Erasmus Centre it was a challenge to go forward with this type of action in the format of a Consortium. In fact, we were the first to do so at the European level. The partner institutions proposed had previously demonstrated their willingness to expand their internationalization policy in the framework of the principles of European cooperation. Their strategies aimed at the teaching, learning and research sectors, specifically in education and in the transfer of knowledge, scientific research and acquisition and recognition of competences.The mobilities implemented with the two countries (Bosnia - Herzegovina, and Serbia) were put into action and objectives met, in the context of the fresh framework of partnerships with the Balkans. The partnership started with two universities - Sarajevo (Bosnia) and Novi Saad (Serbia) – and a new partner was added half a year after the start of the partnership - Burch University (Bosnia). One of the core objectives was to explore partnerships in the Balkans, with which none of the consortium members had had any prior experience, along the following 5 vectors:- Impact of the partnership at both the institutional and personal levels, since mutual valences were unknown;- Considerable improvement in knowledge and skills of all partners, and improvement in the quality and standards of transparency that are core to the EU;- Identification of common areas of and establishment of a solid bridge for future collaborative projects;- Improvement of procedures by sharing best practices;- Sharing mutual experiences and defining new windows of opportunity were facilitated by faculty exchanges; - Sharing and dissemination of the results obtained after 26 months of cooperation.A parceria gerada com o projecto ICM com a Bósnia e a Sérvia vem ao encontro dos objectivos comuns ao ICM e ao Consórcio Erasmus Centro- o aumento da atractividade do ensino superior da UE, apoiar as instituições parceiras a competir no mercado global, apoiar a internacionalização in e out e a modernização e atractividade dos países parceiros. Por parte do Consórcio Erasmus Centro constituiu um desafio avançar para este tipo de acção em regime de Consórcio, tendo sido o primeiro Consórcio a fazê-lo a nível europeu. As instituições propostas como parceiras demonstraram previamente a sua vontade de expandir a sua política de internacionalização ao encontro dos princípios de cooperação europeia, orientando as suas estratégias para os segmentos do ensino, aprendizagem e investigação, nomeadamente na educação e transferência de conhecimentos, investigação científica e aquisição e reconhecimento de competências.Com as mobilidades implementadas com os dois países (Bósnia Herzegovina e Sérvia) foram colocados em acção e alcançados objectivos claros que decorreram do carácter novo das parcerias com os Balcãs. Iniciado apenas com duas Universidades, Sarajevo (Bósnia) e Novi Saad (Sérvia) foi adicionado um novo parceiro cerca de um semestre após o começo da parceria a Universidade de Burch(Bósnia), sendo que um dos objectivos fundamentais era a exploração de parcerias no Balcãs com a qual nenhum dos consorciados tinha qualquer experiência anterior.-Impacto nos dois sentidos , institucional e pessoal, havia desconhecimento das valências mútuas;-Melhoria considerável do conhecimento e das competências e muito especialmente foram implementados com os países parceiros normas de qualidade e transparência utilizadas pela UE;-Revelar pontos em comum em diversas áreas e estabeleceu a ponte para desenvolvimentos de projectos comuns no futuro;- Melhoria de procedimentos pela partilha de boas práticas;- colocar em contacto a comunidade docente teve um impacto importante na partilha mútua de experiência e pelas janelas de oportunidade que trouxe;- partilha e disseminação dos resultados obtidos com os 26 meses de cooperação.

<< Objectives >>Address the digital transformation of society through the implementation of robots to increase students' digital capabilities and acquire critical and philosophical reflection on the place and role of robots. Assistance or alienation?Through international exchanges, increase the flexibility of opportunities in ICT education and vocational training to the new needs of different labour markets<< Implementation >>Programming practice, a challenge to be met in a multicultural group Professional site visit, discovery of trades throughout the life cycle of a robotDevelopment of critical thinking from research on robots in literature, cinema, economics, reflection on the place of robots today,Philosophical accompaniment on the question: why does man want to create robots and to do what?Museum visits, Clos Lucé, Paris CNAM and Cité de la Villette<< Results >>ÉLÈVES : expérience à l'étranger, activités en mode projet, travaux en groupes multinationaux, pratique interculturalité. CORPS ENSEIGNANT : développement compétences, outils, réseau élargi (projet KA 1 à venir) LYCÉES : accroissement attractivité grâce aux réalisations du projet ErasmusMILIEU PROFESSIONNEL : prise de conscience capacités enseignement et innovation des lycées, pour une meilleure adéquation formation/emploiPOUR LES ASSOCIATIONS ET LES PARTENAIRES : nvx partenariat