"This report refers to a KA 103 Erasmus+ project for the learning mobility of students and staff at the University of Winchester, UK. This project is applied to certain programmes in the University only, namely those which have negotiated inter-institutional agreements with other institutions via the University's international office and as agreed by the University's Dean of Internationalisation, Alasdair Spark.The signatory for interinstitutional agreements is First Deputy Vice Chancellor, Professor Elizabeth Stuart, as the LEAR.The objectives of all study abroad at Winchester is to allow students to spend a substantive period (at Winchester this largely means for one semester only) overseas in accord with the University's Internationalisation Strategy. The strategy seeks to increase the number of outgoing students whilst welcoming incoming students as part of an ""Internationalisation at home"" approach, both aims being placed within an overall objective of producing a global awareness among the student population and the individual objective of both academic and personal growth. In addition, we are now signatories to Universities UK's Stand Out! Campaign, which has similar objectives and provides evidence of the benefit of study abroad for employability and achievement. However, a significant challenge for the University of Winchester with regard to Erasmus comes from the fact that Winchester has no Modern Language degree programmes. Therefore unlike many UK universities all of our student mobility is of necessity focused on partner institutions which teach their programmes in English and at the appropriate level (the latter requirement comes because we count not just credits but the grades for all of our exchange programmes.) This understandably restrictive of possible Erasmus+ partners and of agreements and accounts for the relatively low rate of outgoing mobility which Winchester is able to generate (usually under ten students per year.) However, the impact for the individual student participants is nevertheless considerable, with all the transformational benefits for independence and self-reliance that are intended, as well as the gains in academic breadth, pedagogical novelty and the evident benefits to their overall employability (as evidenced in their HEAR statements as well their personal CVs and job applications.) And we also benefit from the incoming Erasmus students, who outnumber the outgoing. Mobility by Winchester staff is the more active component for us and therefore, the benefits of Erasmus+ for Winchester also lie in gains made for staff, particularly in the academic refreshment, networking and new contacts which this has allowed. This has been particularly true for our Initial Teacher Education programmes, which have gained new locations for short term overseas trips and locations for school experience placements va the contacts they have made. In additionl our academic staff have also become more active members of parallel organisations such as Comenius and other more independent organisations (for instance, a group focused on children's fairy tales.)Overall, the impact of Erasmus + is very small scale and concentrated at Winchester, but it is significant for the areas that participate. The wider benefits come in the contribution it makes to our ongoing efforts to make the institution, the academic staff and the student body more outwardly focused and globally aware, especially in tune with our strategic goals of sustainability and social justice. We thank the British Council and the European Union for the opportunity to take part."

Context/background:The continuous wave of refugees arriving in Europe nowadays confront us with the need to make choices that go beyond the current emergency and implement systematic policies for resettlement and inclusion of refugee youth. European Union recently put into action several initiatives aimed to support the efforts of EU countries to integrate refugees in education systems. In this framework, the role of early childhood services and schools (and especially teachers), in collaboration with community services and NGOs, is vital to ensure widespread and effective educational support to refugee children. Objectives:To do so, European early childhood education (EC) services and schools have to develop deeper knowledge of the complex needs of refugee pupils. Research emphasises that a holistic educational approach can ensure effective enrolment and transition of refugee youth, and that teachers play a key role in implementing it. However, this poses a professional challenge to teachers, as Refugee Education (RE) cannot be considered just as a variation of the usual intercultural education programmes. Consequently, both future and in-service teachers need to receive specific training and continual professional development to cope with the new tasks involved in RE. Stemming from well-grounded experiences developed in countries with a longstanding tradition on RE, our proposal aims to design, implement, and disseminate an effective transnational training programme on RE addressed to preservice and in-service teachers. The project will create the following outputs:- Report of understanding and resources in the field of refugee students’ education;- Bank of existing good practices in RE teaching;- Self-assessment tool addressed to map the dimensions of RE learning and participation in EC services and schools;- Training programme addressed to improve teachers' skills in RE as a part of their initial and continuing professional education courses;- RE toolkit (Bank of good practices + Self-assessment tool + Training programme) aimed to spread and further develop RE in other EU countries;- Laboratory of social development in RE, through the creation of an online collaborative and interactive platform and circulation provided through the RE Observatory, to ensure networking and continuing support for RE teaching improvement programmes.Number and profile of participants:The consortium is made up of 5 partners from 5 different countries and includes both countries in Central Europe (Austria) and Northern Europe (Denmark, Iceland, Norway, and the UK). It comprises HE institutions with extensive experience of both the object of this project and running international programmes. The research partners have staff with experience of successfully developing national and international projects in relation to RE. Moreover, each partner has significant managerial experience in a wide range of national and international projects related to educational research, policies and management, inclusive education, social analysis, and tutoring and guidance. The consortium is coordinated by the University of Aarhus, whose main line of research focuses on inclusive education, specifically on the tutoring, access and retention of disadvantaged students. University of Aarhus has collaborated to the design of several projects in relation to these topics in the last 5 years. Our proposal is also endorsed by several stakeholders in each partner country: nurseries, kindergartens, primary, lower secondary, and upper secondary schools, as well as health and social services and NGOs.Description of activities, methodology, short description of the results and impact envisaged, potential longer term benefits:The project is based on an articulated workflow of activities that implies: − Carrying out a deep analysis of the different understandings of RE− Creating a bank of existing good practices in RE teaching− Developing a self-assessment tool for mapping RE learning and participation needs− Designing and testing a training programme to improve preservice and in-service teachers’ skills in the field of RE− Building a RE toolkit (Bank of good practices + Self-assessment tool + Training programme) to be disseminated and further developed in other EU countries− Creating a Laboratory for social development in RE (Online interactive platform + Observatory) to ensure networking and continuing support for teaching improvement programmes for RE.The desired impact at both local and international levels is double: 1) to increase the ability of EU countries to integrate refugee youth in education systems and ensure their skills development; and 2) to improve the quality and increase the volume of multilateral cooperation between Higher Education institutions, EC services, schools, and community stakeholders, creating a network able to further, also in the long run, the development of the social dimension of RE in Europe.

The MTL: Phase 2 Strategic Partnership project aied to expand the possibilities for both performing arts makers and landscape architects to develop their practices within notions of the current European social landscape, exploring both the domestic and inter-country tensions that landscape contains, both literally and metaphorically. These outcomes have been integrated into subject-specific contexts in the following ways: Across the performing arts there is an increasing concern with how compositional practices – practices of making, invention, and ‘writing’ might address social questions, and engage with enlarged publics, as well as spaces and places, in new ways, in order to expand their reach across all of our teaching experiences and within our institutions. This is one of the concerns of artistic research, and the learning outcomes directly feed this area of inquiry. Within landscape architecture and urban planning, finding ways to explore and address the lived experience of performativity in space has become a key pedagogical concern, and the learning outcomes helped to shape this element. The teaching staff and students who participated in the activities have been exposed to methods and practices that were new to their respective fields. MTL:Phase 2 relied on the transfer of skills from one field/discipline to the other, ensuring the transversal nature of the programme.More specifically the project:1. Brought together students and staff from different institutions in order to approach and encounter landscape in new and innovative ways2. Used landscape as a starting point, opening doors to a reconsideration of place and human and social exchange within place3. Encouraged performing artists and landscape architects to expand their aesthetic vocabularies and the possibilities for their creative practices through exploring one another's disciplines4. Explored the notion of local landscape, design and architectural frameworks for understanding and intervening with culture in a political, cultural and financial context.Simultaneously, new thinking from the design fields, including architecture, landscape architecture, and urban design and planning increasingly explores the performative aspects of their own fields, but have traditionally not engaged with performing artists and performing arts professionals to do so. Moreover, there has been a recent strong turn in thinking around urban and rural landscape design and planning toward engagement with the social questions that regulate land use, spatial occupancy in design, and their implications for community development. The projects activities, carried out by a consortium of four partners from three different European countires, tackled all these aspects by bringing together artists, scholars, designers, students, specific environments, across European institutions, with explorations of community, theory, and creative practice. By doing this, the project uncoverwd, revealed and facilitated relationships among human, biological, social, cultural and technological landscapes, reaching the following results:a. New methods were developed to support the performance of the future in a technological world helping to enhance the relevance of liveness and intermediality to future audiences b. New cultural impacts related to these methods were targeted, charted, traced, explored and enhancedc. A further exploration of how deep thinking around questions of migration, community cohesion, and landscape and environment can influence the performativity of spaces for both performance makers and landscape designers in a Europe increasingly influenced by intercultural dynamicsd. A disciplinary encounter was developed where the boundaries between performance creation and the architecturality of urban and rural spaces dissolvee. The experiences derived from a-d above have been turned into a cohesive blueprint for a future pedagogical framework, through the production of concrete outcomes: an online textbook (as a collection of articles), multimedia web resources, new curricula at Master level and a number of upcoming initiatives for the exploitation of the results beyond the European borders.

Mary II is arguably the least well-known of Britain's world-famous group of regnant queens-yet her situation is both interesting and unique, deserving of both greater academic research and public awareness. This project aims to explore Mary II's mutable and conflicted identity using documentary, visual and cultural evidence from her life, and through the study of key heritage sites connected with her, including Kensington and Hampton Court Palace (Historic Royal Palaces) and the Queen's House (Royal Museums Greenwich). The study of Mary's visual identity will include her extensive legacy in terms of painted portraits, reflecting her life's trajectory, which has never been assessed together or thoroughly evaluated (National Portrait Gallery). This study of Mary II will therefore bring together three heritage organisations under the REACH Consortium theme of 'Identities, Ideologies and Heritage Narratives'. Part of Mary's uniqueness stems from being part of Britain's only joint monarchy-yet that has also meant that being forever linked to her husband, as 'William and Mary', her own identity has been subsumed in her partnership and it has been assumed that her husband, as the 'front man' of the pair, was the only one who was engaged in significant (political) activity. Mary's unique path to the throne, by effectively usurping her father's crown, is also worthy of greater investigation-while narratives tend to focus on the political aspects of the Glorious Revolution, further scrutiny of the personal, familial and dynastic impact of this transition is needed. This again is deeply connected to issues of identity and ideology in terms of the way that Mary constructed her image, and was presented, as a Protestant heroine, despatched as bride to bolster the northern European Protestant alliance, before returning home to save Britain from the rule of her father and the fledgling Catholic dynasty he was creating with Mary of Modena. It will also be vital to investigate Mary's dynastic and national identities in order to understand how she represented herself as a foreign consort during her time in the Low Countries, and as native born queen regnant on her return to Britain, in order to avoid being alienated as foreign or 'other' during either period. While her time abroad exposed her to cultural Continental influences which can be seen in her architectural projects at Kensington, Hampton Court and Greenwich, and in her collections, it was important that she constructed her identity which would be perceived as that of a thoroughly Stuart and British regnant queen. This project will examine the construction of Mary's identity from her childhood onwards, looking at her early education and the expectation on her as a potential heiress. Her early years will also be explored with consideration of how her religious ideology was formed and how the impact of personal relationships, shaped her identity in the long term. By working with researchers at Het Loo, and the Royal Collection in The Netherlands the project will examine the formation of her identity as a foreign consort during her years in the Low Countries and assess the impact of Continental influences on her later cultural projects in Britain. The (re)construction and projection of her identity during her reign will be investigated using a wide range of material, from the output of the dynamic print culture of the period, to economic sources such as her privy purse accounts, to assessing her collections, her dress, and portraiture, as well as a consideration of her extensive architectural and garden projects at Kensington and Hampton Court, and the role she played in the shaping the royal palace site and gardens at Greenwich. By bringing together such a varied collection of sources, the project will be able to create a far clearer picture of Mary's life and reign, and her contribution to the new style monarchy of the late seventeenth century than has hitherto been achieved.

Doctoral Training Partnerships: a range of postgraduate training is funded by the Research Councils. For information on current funding routes, see the common terminology at www.rcuk.ac.uk/StudentshipTerminology. Training grants may be to one organisation or to a consortia of research organisations. This portal will show the lead organisation only.