"There has been an increasing demand for multi-agency policies in urban governance to resolve issues of public order and social wellbeing. In particular, the regulation of social order in public space has increasingly become a shared responsibility for authorities and welfare institutions, as multi-agency approaches are believed to be more effective and supportive to marginalised people. Stakeholders are urged to work together in a model of security and safety governance, despite their different ideologies. The starting point for this project was seen in social practice, as vulnerable people such as substance users and homeless persons are ""clients"" of both professions – police officers and social workers. Vulnerable people are sometimes considered a problem of social disorder and at the same time they are in need of help in terms of social and medical care. However, the two professions show fundamental differences in responsibilities, organisational structures, professional cultures, and in their work methods. Therefore, they may be sending ambiguous and incoherent signals to vulnerable persons in public spaces with severe consequences for their wellbeing. The project team of practitioners and researchers in social work and policing developed a special training to provide a forum for exchange on various functions and responsibilities for the benefit of vulnerable persons in society. A 5-day training for approximately 15 to 20 participants from both professions – social work and police - has been developed. This training curriculum is structured in three modules: In Module 1 professional cultures, organisational structures, professional concepts and practicalities of partnership programmes between police and social work organisations are discussed. A clear understanding of basic work ethics shall contribute to reduce prejudices and build trust between members of the different professions. Module 2 is dedicated to a more specific field at the interface between social work and policing: the use of psycho-active substances among young people in the nightlife. Here, the SWaPOL training focuses on two ways of interpretation of the same problem: Perceived as a problem of health (addiction) social workers apply methods of harm reduction; conceived as a criminal offence (drug dealing) the police argue they must enforce the law. Without a process of communication and collaboration, this leads to controversial policies and a game of cat-and-mouse. Module 3 is dedicated to the problem of homelessness, which is a multifaceted and complex social problem, and it concerns several fields of social policy beyond housing. As homelessness more often becomes a problem of public (dis-)order, it is not only a matter of lifestyle of the homeless person, but rather a problem between three parties: the homeless people, the general public who raise complaints about social disorder, and the police who have to settle the dispute. And that makes it a case for community policing and calls for joining forces with institutions of social work and welfare.The SWaPOL training schedule has been explicated in a Handbook for Trainers, published in 4 different languages (English, German, Portuguese and Dutch). The handbook presents the modules in more detail and will help future consortia to structure future trainings around keynote themes and learning activities. Practical exercises for educational practice follow recent high school didactics of ""constructive alignment"" and ""student-centred learning"". Exercises have been carefully selected for a classroom situation when social workers and police officers meet. Excursions and field trips to public places and to social service facilities for substance users and homeless people are conceived. Spending quality time together was conceived one of the major factors to a successful collaboration between actors of very different professional cultures. This could and should not be replaced by online teaching and distance learning.Partners in the SWaPOL project have disseminated their findings widely in international conferences and in so-called national multiplier events, which attracted various practitioners from federal and local police, city councils and social work associations. Although these meetings could only be held as online conferences, they had a significant impact on local governance. In all partner countries the SWaPOL model curriculum will be implemented in future training activities on a local level. A permanent integration of SWaPOL trainings will show positive long-term effects on the way social workers and police officers interact and collaborate in joint prevention projects."

Entrepreneurship education has been on the agenda of pedagogical development in all levels of education for years. Student companies has been one common form of entrepreneurship education. Nevertheless, it seems that sustainability is not so often included in student companies or other entrepreneurship initiatives applied at educational institutions. It would be important that those who are considering starting a business also understand the importance and potential of sustainability. Sustainability – from cultural, social, ecological and economical points of view – offers an opportunity to equip students with more positive expectations and images for the future. From ecological and economical point of view, resource saving in business is necessity.The core idea of the project matches the international and European need to reverse and lessen the effects of the climate change. The recent strikes with 1.3 million people on climate change is just one evidence that the younger generation is concerned about the future and the sustainability of the mother earth. Therefore the consortium partners, monitored by external stakeholders, will develop the concept, the content, and pedagogical methods for the Sustainability-driven Entrepreneurship study unit. This will be done by gathering and analysing learning outcomes from local curriculums and developing new ones to match stakeholders’ needs for creating the concept for the study unit. Learning and teaching material will be produced including case examples from local companies highlighting their current sustainability-driven practices in partner countries. Sustainability-driven Entrepreneurship -project aims to •improve and increase entrepreneurial competence among students, teachers and trainers •increase background knowledge on sustainability and sustainability-driven entrepreneurship•produce learning and teaching material and related pedagogical methods to support the students when acquiring these skills and competences•create and pilot a competition at local and European level, where multi-sectoral student teams solve challenges given by companies. The project partnership consists of four vocational schools (VET), two higher education institutions (HEI), one high school, one enterprise and one regional ministry of education in all seven countries (FI, IT, DE, NL, BE, UK and ES). Each partner has its own network for monitoring and dissemination purposes of the project. These networks will be involved in arranging local competitions and other project activities. In average, five staff members and 20-30 students from each partner will be involved. The key target groups of the project are students, teachers, trainers and local small and medium sized companies. Partners will develop the concept, content and pedagogical methods for the Sustainability-driven Entrepreneurship study unit in close cooperation with local working life representatives. Surveys will be used for situation analysis and evaluating the impact of the training the trainers and the pilot.The activities can be grouped in the following thematic areas:•situation analysis survey•development of learning and teaching material including compilation of best innovative practices in companies in seven countries; innovation with sustainable approach; and service design•development of train-the-trainers material and building-up the capacity of trainers•pilots including local competitions and European level final competition in implementing the sustainability-driven entrepreneurship study unit•quality assurance by the local project group including key stakeholders and representatives of enterprises•impact evaluation to verify the impacts of the implemented study unit among the students and teachers•dissemination activities including website, social media campaigns, joint articles and publications, conference presentations and the multiplier event•project management and coordination including transnational meetings.The project will produce International Sustainability-driven entrepreneurship study unit (15 competence points/ECVET points) with a practical plan with learning outcomes as well as a handbook for trainers including the learning material. Local and international competitions will bring the learning close to practice. Students in multi-sectoral and international teams will strengthen the key competences/transversal skills, which should match the requirements of their future employees better. The partner organizations will include the study unit in their current/future curricula to sustain the results after the project. National level education authorities will be sensitized on the results in order to present the sustainability-driven entrepreneurship unit as a vital option for educational institutions at all levels. European citizens and entrepreneurs should do their best to improve their actions towards long-term sustainability.

This Erasmus+ KA103 project aims at the further development of outgoing and incoming student and staff mobility with HOGENT's European partner institutions. The objectives of the Erasmus+ KA103 action fully support the objectives concerning internationalisation as set in the strategic plan 2017-2022 of HOGENT University College: HOGENT achieves social mobility; HOGENT trains future-proof students; HOGENT invests in a network of qualitative and sustainable international partnerships and develops a network of privileged partners; HOGENT wants to engage in staff professionalisation with intercultural and international competences.The qualitative objectives as set out in HOGENT's Erasmus Charter for Higher Education are fully met and the quantitative objectives as described in the grant agreement are almost met. HOGENT identifies following items as the main quality indicators: a qualitative management of the inter-institutional agreements, a structured information cycle and tailored-made supportive approach towards outgoing and incoming students and staff members, and an efficient and streamlined administrative follow up and monitoring of the mobilities.The participants' feedback underlines that this approach has overall a positive impact both in the described learning outcomes by students and staff as in their evaluation of the organisation of their mobility experiences.HOGENT University College has realised 272 outgoing Erasmus+ students in 2018-19 versus 263 Erasmus+students in 2017-18 and 163 incoming students in 2018-19 versus 189 incoming students in 2017-18 . In 2018-19 HOGENT realised 67 outgoing staff mobilities versus 67 mobilities in 2017-18 and 69 mobilities in 2016-17. The allocated budget for student and staff mobility has been spent for 91,45% according the budget in MT+.The Erasmus+ KA103 project generates a wider impact both on our institutional internationalisation strategy and activities as well on our cooperation with our external partners:-set-up of the Urban Research and Education Knowledge Alliance (U!REKA) with 5 European partners (Amsterdam University of Applied Sciences, Edinburgh Napier University, Frankfurt University of Applied Sciences, Metropolia University of Applied Sciences Helsinki, Oslo Metropolitan University);-the yearly organisation of a HOGENT International Week during which HOGENT hosts many international colleagues; other extended projects with European partners.

<< Objectives >>SEKEHE project wants to structurally embed knowledge by experience in higher education in Social Studies. Specifically: 1) develop and support co-teaching activities of experts by experience and structurally embed their knowledge in curricula; 2) create formats of support for students in vulnerable situations and explore conditions of access to higher education for them; 3) develop local and transnational methodological framework to structurally embed knowledge by experience in higher education.<< Implementation >>We will prepare and implement co-taught courses by experts by experience, change current curricula of the courses, deliver support programs for students in vulnerable situations and explore conditions of access to higher education for them. We will document those practices in an online handbook, develop five webinars. We will organize two 2-day international workshops and organize four multiplier events nationally.<< Results >>SEKEHE project will result in: 1) an online handbook (Part 1-4) where we describe various practices of co-teaching, formats of support for students in vulnerable situations, conditions of access to higher education for them, and a methodological framework to structurally embed knowledge by experience; 2) 9 updated courses´ curricula and posters; 3) 5 webinars about implementation of knowledge by experience; 4) 5 peer to peer support programs and posters for students in vulnerable situations.

This is a project for higher education student and staff mobility between Programme Countries and Partner Countries. Please consult the website of the organisation to obtain additional details.