The UN Sustainable Development Goals contain a specific focus on shared decision-making for all groups, with the aim of creating ‘responsive, inclusive, participatory and representative decision-making at all levels’ (SDG-target 16.7). Furthermore, the global definition of social work notes that human rights principles are central to the profession. Within this, much attention has been given to social work and children’s rights and there has been progress nationally and internationally. However, the participation rights of young children (aged 12 and under) remains an ongoing concern because professionals across Europe experience shared difficulties and barriers regarding implementation. There is much learning to be had across and between countries to secure an inclusive society for all children regarding their involvement in decision making.The overarching aim of this project is to promote the participation of young children (aged 12 years and under) in decision making in a transnational context through strengthening professionals collaboration with young children involved in child welfare/child protection services by collating and disseminating learning materials for social workers, managers, policy officers and trainers. There are four objectives: first, to increase the competence of social workers/professionals; second, to support organisations to create the conditions for participatory social work with young children; third, to provide a framework for policy officers and managers to support the implementation of a participatory approach to social work; and fourth, to provide trainers of post-initial training to teach new tools and methods. To achieve this, 8 partners (drawn from managers, policy officers, academics and trainers) from 4 countries (B, Es, N, UK) will work together. Guided by an Advisory Board which will bring in the voice of the child, all project outputs will be codesigned in cooperation with all stakeholders and offer an integrated approach to enhancing knowledge, skills, values and practice in collaborating with young children. The project will comprise tangible outputs, namely the development of one online platform with three outputs comprising: a media library for all stakeholders; a framework for management and policy officers; and a toolkit for trainers. The media library will be accessible to all stakeholders in a transnational context and will reflect the principles, targets and goals associated with SDG 16 and the UNCRC (both internationally applicable frameworks with obligations attached). It will comprise: methods and tools accessible for social workers to use in their interactions with young children; podcasts of interviews and testimonials; vimeos that explain specific methods and tools; reports (written and vimeo) of the explored practices; and reflections of participants on their use, views and experiences of new methods.The management and policy framework will be informed by the conditions and contextual factors commonly shared in a transnational context that enhance opportunities to strengthen the competence of social workers to work with young children. The new framework will enable managers and policy officers to develop implementation strategies for new models of participative social work in child welfare/protection services; provide guidance to managers in the supervision and appraisal of their staff thereby helping to create the conditions for their staff to work in more participatory ways through collaborative approaches with young children.The toolkit, accessible to all, will comprise: vimeos with demonstrations of methods and tools in use with young children; vimeos with demonstrations of challenging situations in collaborating with young children; and exercises that stimulate self-reflection. The project will also host multiplier events and 3 transnational learning events that will be organised once a year, for 3 days duration each in Belgium, Norway and the UK. In this way, hundreds of people in this field of work will be reached. Regional Innovative methods will be collected, explored and trained. New practices will be co-produced. Between the transnational learning events, regional peer learning sessions will be held to transfer and experiment in their own context. Tangible results and impacts from the project include: children in child welfare/protection participating and collaborating with their social workers; social workers gaining competences (knowledge, skills, attitudes) in collaborating with young children; policy officers and managers creating the culture and context for improved participatory social work; and trainers enhancing the competence of social workers. Impact will be measured using indicators and principles associated with SDG 16 and the UNCRC. Within these parameters, the Advisory Group will assist in developing the most appropriate impact indicator framework.

Parking management should be an important part of sustainable urban mobility planning (SUMP) but unfortunately, it is one the most underdeveloped segments. Most EU member states lack national level policy and guidance on parking. PARK4SUMP aims to change this, because good parking management has proved to be of utmost importance. It frees the public space, supports local businesses, reduces search travel, generates revenue, increases safety, supports urban planning and can make cities more attractive. The general concept is to take the very best parking management examples, contexts and expertise in Europe, learn and profit from these, and transfer them on a large scale and in the best way possible to new cities . This covers raising awareness and gaining acceptance among relevant stakeholders; building capacity, particularly among cities that have difficulty in picking up such policies; stimulating further innovation; and achieving wide roll-out and transferability. Park4SUMP will work on traffic and travel avoidance; it will support less car dependent lifestyles and put into practise innovations in planning and location policy. It will also optimise the use of existing infrastructure. Furthermore the modal shift towards more efficient modes like walking, cycling and public transport will be encouraged. Convincing arguments to incorporate parking management can be given : it has low costs, it pays for itself, it delivers money, it is easy to implement and to modify and it can be done in incremental steps. The main expected impact will be cities with strongly improved parking policies that are creatively used to improve the quality of life and business in cities and develop the cities in a more sustainable way. Park4SUMP aims to establish parking management as an essential part of SUMPS of its leading, follower and external follower cities. Park4SUMP will deliver behaviour change whilst generating revenue.

DataPACT develops novel tools and methodologies that enable efficient, compliant, ethical, and sustainable data/AI operations and pipelines. DataPACT delivers a transformative approach where compliance, ethics, and environmental sustainability are not afterthoughts but foundational elements of data/AI operations and pipelines. DataPACT contributes to the design, implementation, and management of data/AI operations and pipelines by embedding compliance, privacy, and environmental sustainability at their core design. It delivers compliance by design for data/AI operations and pipelines by developing innovative technical tools (DataPACT Compliance Toolbox) and tool-supported methodologies (DataPACT Compliance Framework) for compliance assessment and realization of data/AI pipelines designed, deployed and executed through a set of pipeline management tools and techniques (DataPACT Compliance-aware Data/AI Pipeline Toolbox). DataPACT validates its core results through a strong selection of seven complementary use cases offered by SMEs, large companies, and public sector organizations in relevant areas, including media and entertainment, healthcare, smart cities, law enforcement and security, customer relationship management, manufacturing, and public data. DataPACT helps them ensure straightforward and cost-effective compliance with existing and emerging regulations and guidelines, shorter time-to-market for compliant data solutions, fair and unbiased data-driven systems, respect for privacy and other fundamental rights, and lower and transparent environmental impact for intensive data/AI pipeline operations. DataPACT gathers a balanced consortium of 18 partners from 16 countries, consisting of two large companies, two public sector organizations, four SMEs, two research centers, and seven universities, covering relevant aspects related to legal, ethical, social, environmental, and technical compliance of data/AI operations and pipelines.

"The project ""Towards the classroom 21.0"" lasted 24 months. It was designed by CEIP Vil·la Romana Infants and Elementary State School, which is publicly-owned and located in Catarroja (Valencia, Spain). Two different linguistic programmes are implemented, in which 557 students are enrolled and learn three languages during their schooling. The staff was made up of 34 teachers, of whom more than 90% have a B2 level of English.Within the priorities of the centre, the internationalization of educational practices and the European dimension of students's training has always played a very important role, mainly due to the language programmes of the school, which includes an experimental programme of teaching in English and another programme in Valencian, where the presence of English exceeds 30% of the school hours a week. The center has extensive previous experience in European projects and has profoundly been involved in Erasmus + for years, developing KA1, KA2 and eTwinning projects.This project aimed at improving and updating teaching methods and strategies, and also being able to adapt ourselves to the 21st century education current. In order to do so, we embraced the initiative promoted by the European Schoolnet with the objective of creating our own classroom of the future (Classroom 21.0).Our organisation needs have been in line with the Erasmus+ programme objectives, which must contribute to achieving the objectives within the Europe 2020 Strategy: we wanted to make lifelong learning and mobility of adults come true by training grounds, improve the quality and efficiency of education and boost creativity and innovation, key elements of our European Development Plan.The main aims of this project were to: RETHINK the role of the pedagogy and methodologies we were implementing, the place of ICT in the teaching and learning process, the learning spaces...; get TRAINED on the application of ICT, mainly on the use of mobile devices (tablets), robotics, augmented reality in school; the competencies of the 21st century and how to develop them in our students; EXPERIENCE new methodologies and strategies, and also PROMOTE a long-lasting change within the classroom, by training teachers and providing appropriate tools and methodologies.15 teachers participated in the proposed mobilities. The profile of each of them was:•to have an adequate proficiency level in the foreign language, preferably with an attested B2 level.•to demonstrate a justified interest in attending a specific mobility.•ability to apply what was learned in the daily practice in the centre.•to have a basic ICT training.No concrete experience was required and did not be considered as a criterion, in order to give all teachers the opportunity to enrol in this training.The activities proposed in this project were:•5 structured courses dealing mainly with the following subjects: digital skills and eSafety; use-evaluation of educational and creative applications; Virtual and Augmented Reality; Robotics; ICT tools in teaching; creation of multimedia content; ICT planning and education.•7 Job-Shadowing mobilities to educational centers in Belgium, Oulu and Helsinki (Finland), Prague, Trondheim (Norway). These observations complemented what was learned in the courses. These centers have experience in Classrooms of the Future, working with computer applications and Ipads on a regular basis, using ICT in an innovative and advanced way: gamification, 3D, etc.This project sought to respond to methodologies in favour of the development of skills necessary for lifelong learning, life in society, appropriate use of ICT, etc. It was necessary to evaluate, internationalize and consolidate the methodological practices that were being carried out, seeking continuous improvement. There had been great interest in developing the European dimension of the school. It was intended to work from varied and current methodologies, with a strong role of the student and ICT. The educational practices observed in the other visited countries were taken as a reference and model, incorporating the most appropriate to our educational reality.In this project we presented the short, medium and long term impact that was expected to be achieved, as well as the indicators that were considered for verification. We carried out multiple dissemination activities that we hope will cause repercussions throughout the educational community, benefiting and favoring innovation. All the experiences abroad, in addition to serving to observe examples of good practices, were useful to create future relationships that could serve as a network of centers that collaborate together on hereinafter projects.With their participation in the project mobilities, the teachers increased their motivation by implementing practical ideas in their classes with what they learned during the mobilities and also developed a deeper knowledge of European cultural and educational diversity. Besides, thanks to the development of this project, students have been enriched by the intercultural dimension that contributed to the participation of teachers both in courses and in Job-shadowing."

Supported by new technologies and expanded access to information through mass media, contemporary society is evolving and witnessing a steady improvement in living standards, but today we are more likely challenged to cope with emergencies, disasters and accidents. These events affect people as victims of material or physical damage, people having lost family members, witnesses, living close to the place where such events are taking place, and not last in a row, the participants in rescue operations in case of disasters. For all these categories of people continuing living after such un event is no longer the same, their life undergoes a change more or less traumatic, they become people with special needs to adapt to new conditions and they need psychological resources to face post-traumatic stress. Emergency Psychological Aid is required to support a psychological state of mind to overcome the emotional, cognitive and personal effects. With Erasmus + mobilities we intend to make steps in creating the local networks and to contribute to improving psychological support services for victims and their families of emergency situations; Increasing the capacity of resilience of the personnel involved in high risk missions and to increase the quality and accessibility of training, support, and guidance of psychologists. For this we have identified European institutions and organizations which can provide internships for psychologists employeed in the Ministry of Internal affairs. They will participate in activities for cultural, linguistic and pedagogical training necessary in the internships thus obtaining necessary competencies for psychological assistance in emergency situations. The activities will consist in: emergency psychological assistance to the victims and their families; management of post-traumatic stress syndrome caused by constant exposure to people affected by pain and suffering (working with people experiencing high levels of emotional distress); management of risk situations by the safety or health emergency personnel; responsibility to protect the lives of citizens; ability to control emotions and not respond to provocation; managing and addressing psychological stress symptoms in high risk occupations (fatigue, insomnia and agitation; other disorders, alcohol consumption) eustress vs. distress; specific assistance programs, stress and psychological trauma, using case studies, critical incident method, discussions, reflection and observation activities. The project will be managed by a team with expertise in project management through the application of knowledge, abilities, tools and techniques for the specific purpose and to achieve the objectives defined in the application, in accordance with the timetable and the budget set in the application. The expected results are: a team of professionals in training, a collection of European practices in the field of emergency psychological assistance; toolkit / guides for emergency psychological assistance adapted from European good practices, groups of local initiative to create local networks of psychologists and volunteers for emergencies and a set of documents-support for workshops endorsed by the College of Psychologists in Romania. As a result of the dissemination of information, techniques and guidelines we count on an increased efficiency of the activities of the psychologists in the Ministry of Internal Affairs. Territorial cooperation will be enhanced through the implementation of training courses and we expect significant effects especially at the county level by creating networks of practitioners in each county according to the Red Plan of Intervention, which we consider the result of the most relevant impact. Exchanges of experience with psychologists in national security system is the opportunity to extend the impact nationwide. In a broader, long-term, at the level of the society will be improved the idea of promoting the principle of protection of human health and mental health, which is stipulated in the Treaty on the functioning of the European Union.