The I-SUPPORT project envisions the development and integration of an innovative, modular, ICT-supported service robotics system that supports and enhances older adults’ motion and force abilities and assists them in successfully, safely and independently completing the entire sequence of bathing tasks, such as properly washing their back, their upper parts, their lower limbs, their buttocks and groin, and to effectively use the towel for drying purposes. Advanced modules of cognition, sensing, context awareness and actuation will be developed and seamlessly integrated into the service robotics system to enable the robotic bathing system to adapt to the frail elderly population’ capabilities and the frail elderly to interact in a master-slave mode, thus, performing bathing activities in an intuitive and safe way. Adaptation and integration of state-of-the-art, cost-effective, soft-robotic manipulators will provide the hardware constituents, which, together with advanced human-robot force/compliance control that will be developed within the proposed project, will form the basis for a safe physical human-robot interaction that complies with the most up-to-date safety standards. Human behavioural, sociological, safety, ethical and acceptability aspects, as well as financial factors related to the proposed service robotic infrastructure will be thoroughly investigated and evaluated so that the I-SUPPORT end result is a close-to-market prototype, applicable to realistic living settings.

More than 250,000 cases of missing children are annually reported in the EU. Through an innovative approach on the missing children investigation cycle, ChildRescue will be instrumental in leveraging the collective awareness, resourcefulness and action for a humanitarian cause: to expedite more rapid and effective resolution of missing children cases. The project will also take special care for supporting the identification missing unaccompanied refugee minors, which is an emerging issue nowadays. ChildRescue will explore patterns of interaction and awareness during the missing children investigations, leveraging the untapped potential of open-social-linked data to augment the background information of missing children through multi-layer (personal, psychological, social and activity) profiling and predictive analytics, respecting and protecting privacy and personal data. ChildRescue will provide evidence-based insights for the network effect’s impact to the missing children response organizations and allow them make informed decisions for each case. Based on location-based mobile notifications that spread using an intelligent system, citizens close to points a missing child was last seen or where s/he is probable to be found become “social sensors” for the investigation, paying attention to people passing by, contributing and validating potential evidence. ChildRescue will deliver a modular, open source solution to be adopted by different voluntary organizations, according to their needs and the readiness of their systems. The project’s results will be piloted in (a) missing children cases by the partners who are responsible for the Amber Alert and 116 000 hotline in those countries; and (b) missing unaccompanied minors cases supported by the Hellenic Red Cross, in complementarity with existing models of operation. Missing Children Europe and Red Cross will ensure visibility of the results across all relevant response and volunteer organizations in Europe.

DOCMAN focused on developing pedagogy specifically around blended education to prepare Health and Social Care managers for the challenges of integration, inclusion and innovation. Most European governments have cut or frozen social care spending, but healthcare spending is increasing in some areas, which is not keeping pace with demand. This is due to an ageing population and advances in healthcare however, as some analysis of health systems demonstrate, higher spending does not always guarantee the best outcomes. Demands to deliver high quality, cost-effective service have never been higher and innovation, developing services and maximising capacity are vital mechanisms that can help managers delivery this. Models of care, integration of health and social care services and cost-sharing are some of the key areas Masters level students could develop skill skills and knowledge through a collaborative learning model . However, many current educational programmes for this area have an inward focus on topics such as human resource management, quality and clinical governance. While it is important to educate around these, needs have changed and the benefits and requirements to look outward to different and new innovative practices need to be developed.Objectives This project built on the findings from research in the partner universities, including literature reviews on health and social care leadership and management. It also utilised research results in a completed EU funded project entitled CareMan LLP, which identified gaps in education provision for health and social care managers. The DOCMAN project first explored those gaps in great depth, then developed competencies and capabilities required to manage changes in most health and social care services. Finally, the project developed joint modules and learning resources delivered in a blended format for Masters students who were health and social care professionals. This blended format and the learning tools used helped realise the clear benefits of collaborative learning across the EU and professions. DOCMAN had three main objectives.The first objective was a comprehensive educational needs analysis that examined emerging educational needs in this sector and this corresponded to Intellectual output 1. The second objective was developing a competency framework for health and social care managers to support the development of their knowledge and skills to deal with the challenges of this sector in the EU. This corresponded to intellectual output 2. The third objective was developing three blended modules and associated learning materials designed to develop specific skills and knowledge to support competencies identified in the framework for managers in these sectors. These modules were delivered in one of the four partner countries with participants from the other partner countries. The modules and learning materials corresponded to Intellectual outputs 3, 4 and 5 and were represented by the learning and teaching events (with an intensive study week aligned to each module). Number and type of participants Educational Needs Analysis (intellectual output 1): Main Target: Health and Social Care managersThe participants were approached through the existing established networks at each of the partner institutions and through their links with Health and Social Care Managers of local institutions which included at times students from their Masters courses if employed as managers in this sector. There were a wide variety of participants including nurse managers, social service providers, health and social care integration managers, hospital managers etc. For this part of the project written information and consent was obtained for participation as this was viewed as a research project. Total number = 38 Masters Modules (Intellectual output 3, 4, and 5)Postgraduate StudentsFor each of the modules, existing Masters students who are Health and/or Social Care managers undertaking relevant masters programmes at each partner institution were eligible to participate. Total number = 83NOTE - the number above relates to part-time students participating in the intensive programmes as part of IO3, 4 or 5.Lecturing Staff:Teaching and lecturing staff were sought with relevant knowledge and skills to support the learning and teaching activities on the module. Each participating university had at least one representative in the teaching team responsible for module delivery, but in most cases, a significant number were involved in teaching either online or during the intensive week. Total number = 19 Multiplier EventWe undertook a face to face seminar on the 19th and 20th of September 2018. These included health and social care partnerships, healthcare organisations, other universities and alumni (who were working as health or social care managers)Total number = 46We had planned the final conference for May 2020 but due to the COVID pandemic this was not able to run and a virtual conference website has been prepared and disseminated. For both these events, each partner advertised these through local channels such as through local contacts at health and social care organisations, past and current students (in health and social care management) and other higher education institutions. Total number = 331Description of undertaken activities Intellectual output 1 was a comprehensive educational needs analysis which examined the emerging educational needs in this sector. This included a literature review on the existing research and policy in this of health and social care leadership and management. Then focus groups in the four partner countries (n=6) were undertaken with health and social care managers focused on the learning needs of this sector as they perceived them based on the challenges that are currently being experienced in this sector. Intellectual output 2 was a competency framework based on the findings of the first objective. This was also informed by a review of existing leadership and management frameworks – and this allowed us to formulate the first competency framework that encompassed both health and social care. This was reviewed by health and social care managers to and the project team to provide refinements after the first iteration. This openly available to all as a PDF through the DOCMAN website or electronically to allow participants to sign up and use as a personal development plan. Based on the information gained in the first two outputs modules and learning materials were developed collaboratively between the four partner universities. The three modules were Change and Innovation’ led by Edinburgh Napier University with the intensive week hosted by Charles University, Lahti UAS led on the module ‘Designing and Developing Health and Social Care Services’ and Frankfurt UAS led on the module ‘Capacity building and Service Delivery in Health and Social Care’. They provided a high quality international and interprofessional learning experience that developed the knowledge and skills to face the new challenges of health and social care management within the EU and students gain 10 ECTS credits for successful completion which were articulated onto their relevant Masters degree. These modules provided an excellent learning opportunity and these resources remain for the universities to use and the learning materials are openly available for all on the DOCMAN website.Results and impact attainedThe learning and needs analysis has been completed and the results have been submitted for publication. The competency framework is openly available through the DOCMAN website but also in an electronic format that openly available and individuals can use this as an interactive resource to assess themselves against the framework and also share with others such as their line manager. At a local level, each of the partner institutions the modules helped the postgraduate students achieve improved learning outcomes for their Masters students engaged in the modules. The work-focused learning projects which were part of these had an authentic relevance to health and social care management have actually been implemented in some instances. Local partner universities all gained new knowledge, processes and increased knowledge of how to deliver collaborative learning to a diverse, and interprofessional group. The three modules developed extensive learning materials that have been migrated to an open-access educational resource site via the project website. Long term this will allow health and social care managers to assess their competence - which will be recognisable across the EU - but also have resources which will help to develop additional competence where needed. The final Docman conference was amended to a virtual conference site with recorded presentation and resources. This allowed the dissemination of the project activities and outputs to potentially a wider audience than a face to face event, and this will remain as an ongoing resource.Longer-term impactsNationally the DOCMAN project has started to link with policy-making bodies. We had hoped to exploit this potential through the final conference as a face to face event but this now may be a bit slower but have a more sustained impact as the conference website remains an open resource we continue to promote. The main areas we see continuing to have an influence on policies or guidance on the educational needs for this sector through development and support of education provision and CPD for this staff group. There is also a Global reach of online educational resources for relevant Masters students and teachers supporting this group of students, as well as health and social managers not formally in education. For example, Edinburgh Napier University has over 60% of the healthcare management masters students recruited outside Europe who will be able to utilize these resources.

"Because of demographic developments of the aging population in almost all countries of the European Union, social and health structures are in an ongoing process of adapting adequate responses to this challenge. Dependency of psychoactive substances, however, still are associated with young people. Meanwhile, addiction is the 3rd frequent mental disease after depression and dementia e.g. in Germany (Kocs, 2007). A survey of the European Monitoring Centre of Drugs and Drug Addiction concludes: “It is evident that the total number and the proportion of older chronic, problematic drug users in Europe have increased significantly over the last decades. Older drug users are likely to suffer from the negative social consequences of decades of drug use. The available information suggests that specialised treatment and care programmes for older drug users are rare in Europe. Concerns have been voiced that current treatment and care services may be ill-equipped to respond adequately to the needs of older drug users and that certain specific services may be required (EMCDDA, 2010)."" A report of the Uniuversity of Applied Science, Frankfurt, states: “The increase of older drug addicts is increasingly important for assistance systems such as addiction and support services - staff of appropriate institutions notice the changes in the age structure of their clientele and face every day problems to refer older drug users to appropriate care and services.” The project 'Better Treatment for Aging Drug User' will build on the given evidence and knowledge base, collect data and will transfer the results into a practical learning curriculum for adult learners (for members of both drug and geriatric services) by linking research elements, education and capacity building and by contributing to a better policy / approach towards improved services for the aging population of drug users. It will provide adult trainers and organisations in the drug help system, in geriatric institutions and local governments with tools and models of good practice, which create adult learning opportunities for the establishment and improvement of services for aging drug user.The project has three overarching objectives and will carry out the following activities:1. Assessment of existing policies and services for aging drug users in Europe - Identify specific policies and methods targeting the needs of aging drug users; - Identify and collect best practice models for effective services for aging drug users (outpatient and inpatient); - Identify models of best practices for a good collaboration of drug and geriatric services. 2. Best Practices and training information development: - Develop a toolbox for service providers and local governments including guidance and support for the development and implementation of adult learning offers, targeting the establishment or improvement of services for aging drug users; - Develop a curriculum for adult learners, who are working with aging drug users. 3. Dissemination on national and European level: - Establish an online Resource Centre and dissemination platform; - Organise 5 national multiplier events to disseminate the activities and results of the project among relevant national stakeholders; - Organise a European summer school for adult learners, targeting the establishment or improvement of services for aging drug users.A well-balanced consortium of 7 main partners from 5 countries will address the subject with specific scientific, educational and practical experiences and backgrounds. In addition, 22 associated partners in partner countries, policy maker, educational institutions, social service provider and drug user representatives will be consulted and involved in the activities.As a result, the project will- strengthen local networking and cooperation in 5 European countries, by including social service providers, adult trainers, local governments and educational organisations, - provide local social service providers, adult trainers and local governments with tools, inclusive strategies and good practice examples to implement sustainable and effective interventions in the field of education and training, - provide higher educational institutions with research findings, tools and models of good practice, which will enable them to adapt their curricula for social workers and adult trainers accordingly.On long term, results of the project have the potential to- stimulate, boost and promote effective and inclusive strategies and adult learning opportunities in the field of education and training, - improve services targeted at aging drug user, - increase social inclusion and participation of aging drug user, - increase the number of marginalized groups in in education and training."

The area of disability includes physical, mental, developmental and age-related disorders. People facing these problems, encounter several major obstacles that prevent them from seamlessly integrating in society. Nowadays more and more of these people have their capabilities, rather than their disabilities, recognized and accepted by the general public. The rapid technological advance of past decades, has also triggered a dramatic progress in technology usage for assistive and training purposes. Since true inclusiveness, and deinstitutionalization process pass through all the professionals involved in the care of persons with disabilities, from the lowest levels to the highest ones, there is an increasing need to integrate existing skills, with new approaches and competences, able to properly meet these new challenges. New and up to date training curricula need to be developed, to respond to the needs of social care employees and properly take advantage of new opportunities offered by technologies. DDSKILLS project, aims to develop an Alliance for providing new competences and skills for Health and Social care sector professionals supporting persons with Disabilities and Mental Health Problems. Within the proposed training qualification of DDSKILLS project, skills shortages will be verified and addressed on EU scale, relevant knowledge and learning outcomes will be discussed and finally mapped to ECVET points and EQF levels and project will be promoted at European Level. Professional caregivers (Occupational therapists, Psychologists, Social Workers, Special education teachers, Nurses, Gerontologists, Rehabilitation experts) will be able to follow these courses to learn how the use of new technological devices(sensors, assistive devices, robots, virtual and augmented reality headsets, brain Computer Interfaces).