More than any other sector, today’s health care sector is dependent on the mobility of workers from across Europe and even on an international scale in order to overcome skill shortages within the EU Member States. The mobility of skilled workers is strongly hindered by highly complex and time consuming validation and recognition processes and by a lack of transparency among health care qualifications in the European Member States. The HCEU Project has made a major contribution towards the transparency of health care qualifications across borders and the facilitation of processes to formally recognise and validate health care qualifications acquired abroad as well as through in- and non-formal learning within different health care recognition and validation systems throughout the European Union. For this purpose the HCEU consortium made use of the award-winning, practically-applied VQTS model. The VQTS model does not focus on the specificities of national VET systems but uses learning outcomes and work processes to enhance transparency. It provides a ‘common language’ to describe competences and their acquisition and a way to relate these competence descriptions to concrete qualifications/ certificates and competence profiles of individuals. The VQTS model relates on the one hand to the work process and follows, on the other hand, a ‘development logical’ differentiation of a competence profile. This makes it an ideal and comprehensive tool to appreciate the lifelong learning of health care professionals in the context of formal recognition processes. Based on this approach HCEU developed VQTS matrices, profiles, tools and instruments for the field of ‘professional care’ for the national contexts of the project partners in order to facilitate recognition praxis in those EU Member States. In addition HCEU developed transfer kits in order to facilitate the transfer of those tools also to other national (within and beyond Europe) contexts and to other fields within health care. Those tools are expected to make a major contribution to the work of VET providers and recognition bodies/authorities involved in transnational mobility of health care professionals. In this way HCEU makes it possible to facilitate the establishment of a European labour market that helps to overcome skill shortages and high unemployment rates through fostering the mobility of health care professionals across the European Member States.

KEY 4 Key Competencies and Solutions for the Effectiveness of Internships is aimed at developing methodological solutions, promoting cultural approaches to learning in professional contexts and at developing key competencies (KC). The partnership reunites Italian organizations involved in the local management and promotion of internships, Finnish and Austrian organizations with a trustworthy experience in experiential learning that support the research and development which represent contexts where the connection between training and work and the use of work experiences as learning contexts are the most rock-solid in Europe.KEY 4 intends to contribute to raising the quality of internships (learning experiences) that are increasingly manifesting themselves in Italy but still suffer from an exclusive focus on formal aspects – which are nevertheless fundamental to argue against misuses of the internship. Internships still have critical improvement areas such as:1) Loose and rather limited idea of work seen as a learning environment;2) Low attention to the development and recognition of KC;3) Tutors’ inadequate oversight of learning’s appraisal process;4) The absence of internship management models able to address the application of qualitatively valid experiences in different sectoral contexts;5) The absence of monitoring systems capable of returning qualitative analyzes on the proposed and implemented learning.The attention to the development of KC is also an area of interest and innovation for all partners and local areas involved in the project as they deem key competencies a crucial factor for the inclusion of people in professional contexts.For these reasons, KEY 4 aims at: a) defining and testing didactic devices and solutions to enhance transparency in the development, learning, assessment and recognition of professional and key competencies that can be acquired during internships; b) promoting the integration among the education, training and employment systems by defining and sharing common professional values necessary for a “work as a learning place” vision; c) identifying the variables that determine the quality of learning experiences during internships, such as monitoring indicators to be used to evaluate the service.The Strategic Partnership involves 3 Managing Bodies (VET Providers ITER, Fidia, ELFI), 2 Professional Associations and 1 Consortium of 3 areas (Umbria, Trentino and Lombardy) representative of 3 strategic sectors of the Italian economy: Confcommercio Perugia, ConSolida Trentino, Confartigianato Lombardy. The Italian part of the team is completed by a Province (PG) which represents promoter organisations and a technical organisation that provides methodological support to the partners (IF). At the European level there are 1 technical structures [3s (AT) and VET Provider [Sataedu (SF) expert in R&D solutions for learning in professional situations.In order to achieve its objectives KEY 4 is engaged in building and testing on field of the following activities:- Production of a Key Competencies Framework (KCF) containing the skills which are most requested by the production contexts, described in a progressive manner and divided into mastery indicators. The framework will be a reference to the co-design of training, learning assessment and a conscious development of people’s skills. The latter is promoted through the use of an APP connected to the KCF that traces the progressive development of learning by collecting endorsements and feedback from the learner’s community.- Development of Guidelines for co-design of experiential training paths that provide operational guidance for the best use of productive experiences and introduce specific activities to enhance the sought after competencies.- Building of a Values Charter as a means of cultural promotion for a “work as a learning place” vision.- The configuration of an indicators’ system linked to the KCF and guidelines to help tracking information regarding internship quality monitoring and evaluation.The work methodology relies on 3 essential principles: 1) bottom-up approach involving target in the early analysis and solutions development stages; 2) comparison with solutions and good practices tested at European levels in order to overcome a self-referencing tendency; 3) experimental application of defined innovations. In the light of what was described above the expected results/impacts are:1. Devices that make of KC transparent and promote learning and awareness of their value to people, thus increasing employment opportunities;2. Tools for experiential learning which also raise the co-design level between bodies belonging to different systems;3. A shared vision of cultural on the job learning to promote the quality assurance system of internships.4. An indicators package for the qualitative monitoring of internship trends that are integrated with the monitoring systems already in use in the areas of reference.

"CONTEXT.Responsible Research and Innovation (RRI) emphasizes the commitment of universities to University Social Responsibility (USR). This means, on the one hand, rethinking the ways in which research results are measured, improving the indicators used, focusing mainly on scientific impact, and providing new ones that facilitate a more complete and complex perspective of the impact of research on socioeconomic changes and environmental needs. On the other hand, it implies a reflection on the role of the university in promoting socio-educational equity and access to knowledge and information for the most vulnerable groups and those at risk of social exclusion. This is where the proposal of Inclusive Responsible Research (IRR) fits in, with Knowledge Mobilisation (KM) as the main strategy. The research tradition usually rewards scientific knowledge disseminated within its own circle. These results are quite easy to measure, for example, scientific impact is measured through the number of citations a researcher receives; theoretically, the better the research, the more citations it will receive. Obviously, these types of measures do not consider social impact. And as a consequence, most researchers, whose work is always evaluated with this type of indicator, have not shown any interest in the real impact of their results. Promoting MSW involves new measures that consider the social impact of research. There are several attempts that point to this need, but they remain at the theoretical level. This is where the IRR comes in.OBJECTIVES.Thus, IRR tries to facilitate the change towards a more inclusive responsible research through KM. To do this we will provide evidence of the need for change and tools to change the trend. The specific objectives of IRR are: a. To make visible the need for, and promote, inclusion through KM strategies in university research. b. To find profiles of ""Inclusive Responsible Research"" at the international level. c. Establish guidelines for more Inclusive Responsible Research.PARTICIPANTS AND METHODOLOGY5 higher education institutions in Spain, Romania, Austria, Serbia and Slovenia will design indicators and conduct interviews to the research groups in their institutions to help establish profiles and define best practices in KM. They will also design an online application using the Design Thinking methodology to guide research groups on the inclusion of KM in their research.DIRECT EXPECTED RESULTS.Establishment of:(1) a clear image of the functioning of the research groups, highlighting the social impact of their results through a series of new indicators to measure the level of inclusion of university research, and (2) guidelines to improve an inclusive approach in the processes and results of research. INDIRECT EXPECTED RESULTS.- To improve the understanding of different research traditions based on gender profiles, type and branch of research and size of research groups.- To identify good practices in inclusive research through KM strategies.- To promote the development of a new policy in universities in the field of research focusing not only on scientific-technical impact, but also on social impact- To support social impact through the methodology used and the mobilisation of all results among stakeholders:- To raise awareness of: - Participating research groups. It is expected that the research groups become aware of the need to carry out research that is more inclusive and open to society. - Institutional research managers. As part of the management of the university, they are directly responsible for the development of Social Responsibility plans. IMPACT.IRR will provide universities with a series of reports describing the current situation of the university. On the other hand, they will also be provided with a series of guidelines that can facilitate the beginning of a transformation towards a promotion of quality focused not only on the scientific-technical impact but also on the social impact. IRR will also provide researchers with a tool to improve KM.LONG TERM BENEFITThe longer-term result is expected to be for society. If research policy changes, also strengthening the social impact, there will be an opening up of science to citizens, making research groups more sensitive to diversity, which in turn will empower stakeholders."

The project, according with the principles and recommendations of the 'Bruges Communiqué', was born from the desire to promote internationalization and transnational mobility. It was aimed at responding to the training needs of the staff of public and private VET organizations, educational institutions and company representatives, who had expressed a strong desire to develop transnational cooperation activities and improve their knowledge, skills and ability to implement and manage European mobility projects. The analysis of the needs realized during the project planning phase showed that they wished to know, adopt and apply successful methodologies and tools, already tested at European level by organizations expert in the field. SPREAD was promoted by a partnership of six organizations expert in the field of transnational mobility, each coming from a different European Country: Essenia UETP (IT), the Coordinator, Euroyouth (PT), Europa Training (UK), 3s (AT) , Danmar Computers (PL) and Paragon Europe (MT). Each of these organizations has been involved by virtue of their specific skills with respect to the topics covered by the project. The objectives of the project were: to update the competences and skills of the staff of VET organizations on specific and relevant issues related to mobility; develop and strengthen European networks; increase the capacity of VET organizations to operate transnationally; promote work-based learning through mobility projects. The activities implemented were: six joint staff training events held at European level, aimed at sharing and comparing tools, best practices and methodologies related to the implementation and management of European mobility projects between organizations operating in the VET field. The participants in these training events were n. 3 staff members from each partner organization. Each of the training has been organized and provided by the project partner in possession of specific expertise with respect to the subject of the training. The six topics of the joint staff training events were chosen basing on their relevance for transnational mobility projects: Competences of tutors and mentors; Intercultural issues in transnational projects; ECVET methodology and validation and recognition of competences; ICT tools for the implementation and management of European projects; Quality in mobility projects; Dissemination and exploitation of project results. After each joint staff training event held at European level, each project partner organized, in its Country, a local seminar aimed at disseminating the acquired knowledge and good practices shared at European level. The participants in the local seminars were: the staff of VET Institutes and organizations, Institutes and schools, representatives from local authorities, SMEs, associations, both already active in the context of European mobility projects, and newcomers willing to implement such initiatives. At each local seminar took part at least 15 subjects. At the end of the project a ' Guide of good practices for the implementation of mobility projects' was created, it has been translated in the languages of the partnership, and it is available free of charge on the SPREAD project website as Open Educational Resource. The project 'SPREAD' had the following impacts on the staff of the partner organizations and on the participants in the local seminars: acquisition of new professional skills and updating of the professional profile; improvement of the ability to manage and implement quality mobility projects; increased knowledge, integration and implementation of innovative methods and practices in daily work activities; increasing of the exchange of good practice, comparison and cooperation with other European professionals working in the training sector, particularly in mobility activities. Long-term benefits can be seen in the further application and testing of good shared practices, transferred and disseminated through the project, which will help to improve the implementation of transnational mobility projects.

Education & Training 2020 and the Communication Rethinking Education highlight the need of continuous professional development for teachers . Standards and levels of achievement in education should increasingly match the present ever rising demands of society, and transversal skills are to be encouraged to ensure the capacity to face increasing inevitable changes.The project, C.O.A.C.H.(COACHING SCHOOLS TO FACE CHANGE AHEAD) aims at designing a blended Continuing Professional Development Programme in seven modules to introduce a new role in education: 'the school coach' able to strengthen quality processes, effective cooperation and well-being in schools through an individual and organizational development.The main objective is to support teachers to develop professionally and, throughout the programme, to gain fresh perspectives on personal challenges, enhancing decision-making skills, greater interpersonal effectiveness, and increased confidence. Moreover, the participants in the blended training activity expect appreciable improvement in productivity, satisfaction with life and work and the attainment of relevant professional and personal goals.Taking into account needs and challenges in education, the main aim of the blended Programme is to favour the acquisition of a set of core competencies to become a certified school coach, capable of promoting quality and self-assessment in schools.Below are the goals linked to the achievement of the above main objective:1) To stimulate an expansive mindset in trainees2) To elicit transversal skills through a multiplier effect3) To support increased openness to personal learning and generate improvements in individuals’ attitudes and performances.The C.O.A.C.H. partnership is composed by 9 institutions from 6 European countries(LT,IT,NO,RO,TR,UK,AT), whose expertise belongs to the following sectors:1) education(5 schools from IT,LT,NO,RO,TR, 1 university from the UK, 1 research association in education and training in AT)2) coaching and training (two accredited enterprises from IT and the UK).The C.O.A.C.H. main activity is a PDCA (plan–do–check–act) focused on the project programme to become a school coach. The pilot phase in 5 countries has highlighted the corrective actions to put in place before the release of the final programme.The methodology of the programme is designed to promote a cooperative approach, and participants have developed skills to critically examine their job and an attitude to team work in line with constructivist learning theories.The training programme has provided teaching in an inductive manner through hands-on training opportunities to allow personal and professional working styles to emerge from practical experiences.The results of the above mentioned programme include:1) the definition of a School Coach Profile in line with school education and coaching requirements2) The C.O.A.C.H. Research to highlight and compare the practices used in the participating countries3) a 130 hour blended Continuing Professional Development Programme in 7 modules(80 face to face and 50 online), which has been accredited by the International Coach Federation. The Programme has also been tailored for a Postgraduate Professional Development course.4) The use of the C.O.A.C.H. interactive platform, which is part of the training and a tool for the future use of coaches, who will have the chance of exchanging experiences with their peers, creating a network, using a cooperative environment and conducting online coaching.5) The ‘C.O.A.C.H Impact Report’ to highlight the benefits at European level observed in participants. 6) The production of ‘C.O.A.C.H e-Guide’ that includes material on all the modules of the programme.The number of the direct target group in all 7 participating countries is formed by all the professionals who have taken part in the participating institution to the project activities and by 100 school coaches (20 per each school in the partnership) who have impacted through a cascade effect a number of about 1000 teachers within the partnership, considering the whole staff in each participating institution. The other beneficiaries of the project both direct and indirect have been the students(about 6000) and their families(about 12.000). In the long run the benefits are designed to impact the whole school system reaching about 157.000 people(teachers, students, families, ICF coaches, policy and decision makers). C.O.A.C.H long-term positive effects will be felt in the teachers' acquisition of a mindset able to support schools to face changes and innovation and to take an active role in the teaching/learning process. Moreover, advantages will be felt on individual and school well-being, and on the ability to cope successfully with challenges and stress.