Given the cultural differences, economic situations and National legislations among the different EU countries, CSR implementation has reached different level of development, influencing greatly the provision of trainings in the companies and the provision of professional support by business consultant. One of the reasons for the increased level of interest is the participation of many western EU companies on CEE territories and the growing relations and economic interests, as observed by the partners. The present proposal is aimed at finding the best education solution to formulate a curriculum for the production of a training in CSR, that can satisfy the needs of future participants especially the ones coming from Central and East Europe,. The proposed curriculum can offer them a better prospective on how sustainable and ethical organizations operate and to learn how to get enterprises interested in improve their CSR activities. Such care for employees and customers by a company has a direct impact on employees’ productivity, company’s image and with a huge benefit on company's competitiveness. By actively promoting social responsibility at all organizational levels, enterprises can significantly contribute to the European Union’s objectives of sustainable development and creation of the highly competitive social market economy. The partners analysed different aspects and situations related to sustainable and socially responsible organization, ethical behaviours, and sustainable management of resources. Their aims has been to investigate the most appropriate learning approach to be applied for delivering training to managers, business consultants, government officials and other professionals responsible for implementing CSR activities or monitoring them. During the project lifetime, both participants and stakeholders have been invited in taking part in different workshops to discuss the selected topics and assess the products as prepared by the partners. Those are the results that that be sustained after the project conclusion +Curriculum and Training Structure for Business Consultants and Managers+Curriculum of Train the Trainer training: Leading CSR, Certified Program+Engagement strategy to involve participants in the local workshopsFor this reason, the project is expected to have a positive impact on the partners and on the participants as: - Increase awareness on the importance of CSR method - Improved quality of the work developed in the procedures of evaluation of the learning of the participants and their certification;- Enlarged ability to use of simpler terminology, more interesting and engaging for target groups and stakeholders -New and more engaging methodology and tools to implement the CSR oriented tasks and activities

The Generations and Gender Programme (GGP) is an interdisciplinary research infrastructure on population and family dynamics. It collects, processes and disseminates cross-nationally comparable longitudinal data on young adults, families, generational exchanges, and the life courses of women and men. It is the only RI focused on answering the key scientific and societal challenges related to the causes consequences of demographic changes. The main objective of the GGP-5D project is to enhance the long-term sustainability of the RI (research infrastructure) with a view towards establishing it as a permanent one with its own legal entity. To achieve this, the GGP-5D project will work on enhancing five dimensions: (1) Technical excellence, (2) Scientific and socio-economic impact and engagement, (3) Financial sustainability, (4) Legal frameworks, and (5) Positioning in the landscape of RIs. Together these five dimensions are expected to contribute to the excellence and attractiveness of the European Research Area in the field of population studies, to provide a solid ground for investment in the GGP, and to result in a well-functioning ecosystem of social sciences RIs.

Aim of EMLE is to provide students with advanced knowledge in 'Law and Economics' (L&E). This integrated discipline studies economic effects of legal rules and the legal bases of economic efficiency. A comparative approach is used to evaluate strengths/weaknesses of alternative legal rules from an economic viewpoint. L&E builds on the insight that economics is a behavioural science, able to explain and predict how people act under various legal conditions, revealing which legal instruments are most efficient in addressing market failures (e.g. market power, negative externalities (e.g. pollution and risk-creation), and information-asymmetry (e.g. between producers and consumers)). Economic analysis also informs policymakers about economic effects of rules aiming at other social goals than efficiency. By studying economic rationales of lawmaking, L&E provides a positive analysis of and normative benchmark for the actions of policymakers, administrative agencies and courts. L&E has become increasingly relevant in the modern policy debate. EMLE is a 1-year Master covering all major fields of L&E, from the traditional fields of private law, competition policy and economic regulation to analyses of international and EU law, Law & Finance, innovation and the digital economy. Insights from behavioural economics are included in the curriculum. Due to the increasing importance of empirical methods and their usefulness for policymaking, Empirical Legal Studies are part of the curriculum. In the 1st and 2nd term, students (max. 35/class) study in 1 of 3 universities. In the 3rd term, students choose between 6 universities in smaller classes. In the first 2 terms courses on the core topics in L&E are taught. Specialisation starts in the 2nd term and is completed in the 3rd term with 2 further specialised courses and a thesis. EMLE-graduates are trained to work for private companies, public organisations, economic advisors, (multinational) lawfirms, but also for Ph.D. research.

The Cultural Literacies’ Value in Europe (CLiViE) project develops and applies a Theory of Change (ToC) methodology and Social Return on Investment (SROI) framework to increase our understanding of the value of cultural literacy through arts-based education on social cohesion. It will be delivered through four main phases: it ‘maps’ arts-based education within the context of cultural literacy learning across different learning environments and over different stages of a young person’s education; it ‘evaluates’ arts-based education to help identify and assess their actual outputs and outcomes; it ‘values’ arts-based education activities through calculating its impact to further contribute to our understanding of the 'where', 'when', 'what' and 'how' young people’s cultural literacies are developed, and differentiated in various learning environments; and it ‘practices’ pedagogies through developing an innovative set of practices and materials to support art-based educators to develop social justice and inclusion and improve the lives of young people through collaborative pedagogy. It has been designed to meet the three main research outcomes of the work programme topic: the ToC methodology and SROI framework for cultural literacies will directly increase our understanding of the value of cultural literacy on social cohesion; the evidencing of value in arts-based education and the collaborative pedagogy practices in cultural literacy through the co-creation of communities of practice (COPs) and a professional development programme (PDP) for arts educators will support the targeted commissioning of activities that will increase cultural literacy in Europe; and the innovative methodology for data gathering (and engaging) through emotional cartography allows young people to find a voice through more effective initiatives to foster cultural literacy around European cultures.