WP1.1 Kick-off meeting (Bucharest, January 20-21, 2016). Project presentation, work plan, budget, financial regulations, templates for reporting. WP1.2 EU guidelines translation. Each partner translated the EU guidelines for Dual Career in their own language. Translations are freely available on Project portal. Hundreds of hard copies were distributed.WP1.3 National status of DC in participating countries. Reports issued by each partner were integrated in a comprehensive project report, published on www.dc4ac.eu.WP1.5 Questionnaire of needs and expectations regarding DC. The Questionnaire was applied to up to 300 athletes per country. Results analysis is available on the project site and was communicated in different dissemination events.WP1.4 Best practices identification. Based on the reports of the partners, a Handbook of Best Practices in Dual Career of Athletes was integrated by Hungarian partner and published on project web site.WP1.7 Partners meeting (Budapest, June 20-21). Comparative benchmarks, discussions on enforcing the application of EU guidelines, evaluating good practices at national level and possible implementation of these measures in other participant countries.WP2.1 Gaps and weaknesses in the national public laws and regulations: sport, education and employment. An analysis made from National reports on actual status of DC in each participant country.WP2.2 International Conference on Dual Career in Sport (Bucharest, October 20, 2016). The conference was accompanied by an Educational and Job Fair, designed to attract talented and elite athletes to the event and to deliver educational and labor offers.WP2.2 Partners meeting (Bucharest, October 21, 2016). The debates focused on finalizing the gaps and weaknesses in the national public laws and regulations analysis. WP2.3 Policy proposal on improving the national legal frameworks for DC. Based on the findings of the partners as well as on two studies implicating issues of DC for athletes, a first draft of the Handbook of policy and advocacy was discussed.WP2.4 Round tables with sport stakeholders. Such round tables were organized locally by partners in order to build a database of ideas, experiences and good practices in each participating country. WP2.5 Partners’ round table (Milan, March 23-24, 2017). This event implicated both an international conference on March 23, 2017, in the premises of Universita Catolica di Milano and a partners’ meeting.WP3.1 to WP3.3 Pilot formatting program using the facilities of the e-learning platform. The program comprised an initial number of 29 female elite athletes, rowers of the Romanian Rowing Federation. 18 of the student-athletes passed the final exam and received diplomas.WP3.4 Evaluation of the pilot project. The evaluation was made in common by leaders of the Romanian Rowing Federation, DC4AC project leader INCS and experts from INVENIO. WP4.1 Creating the image of the project. Logo was used, with EU logo, on all materials and documents issued/published by partners.WP4.2 Web site development & update. Each partner had to elaborate his own web site of the project as dc4ac.country. Official Project Web Portal developed by the Greek team, as www.dc4ac.eu. WP4.3 & WP4.4 Local promoting activities. Project partners created various dissemination materials using them for local meetings and events. All dissemination actions are published on the project web site in form of a Final Dissemination Report.WP4.5 Final conference, June2-3, Nafplio. Partners discussed the final results of the project, draw conclusions and shared the opinion that this work should not stop once the project is finalized. A memorandum to this purpose was signed by all partners.WP5.1 to WP5.3 Risk analysis and mitigation. Quality control of implementation and outputs. Reporting. Partners agreed to send intermediate reports to the leader every 6 months. Due to this system, no major corrective measures were needed.

BackgroundLots of materials and ideas has been developed for doing realistic math tasks inside the classroom. The Istron Group (https://userpages.uni-koblenz.de/~istron/home/) provides real world tasks, but they are not really authentic ( P.Vos, 2013). There are only a few organizations and schools who do and organise math outside the classroom. We know not so much about the impact of outdoor activities to the mathematical knowledge. (K. Vogt, 2013) It is a wide but yet kind of untouched field. All mathematical concepts, are based in the perceptual motor system experiences we have while interacting with the world around us (E.Wittmann, 2012) We want to fill in the gap, because we believe in the complementary advantages of doing math in- and outdoors. In the project we bring together universities, foundations, teacher associations and the economy who are interested to build a strategic partnership for doing outdoor math with mobile devices. ObjectivesOur aim in this project is to develop mobile math trails in Europe (MoMaTrE) which provides materials and methodology on one hand for teachers to create outdoor math activities easily for their classes and on the other hand for lecturers to create courses for teacher student to teach them how to enrich their future classes with mobile math activities. Derivatives from the project are: - Two mobile applications, one for walking math trails and one for creating math trails. The mobile apps will be provided to students, teachers or people who like to discover math in their environment or foreign cities. - A long-term curriculum for a seminar/course for university students - A short-term curriculum for summer schools (mainly for in-service teachers) - Furthermore we will develop an interactive web portal which provides athoring tools to easily and fast create math trails. The web portal also allows interaction between users for a community aspect of working together and sharing tasks among the users.. - The catalogue of generic tasks, a collection of generic tasks which can be found outside and be adapted to the needs of the users. This supports the interactive webportal with lots of ideas for mathematical problems. Consortium The consortium contains 7 Partners from 5different countries (D, ES, F, P, SK). All of them will contribute to the project in different ways. We have experts for app programing, summer schools, for intensive study programmes, for validation and evaluation, for gamification, for dissemination, for public relations. We have universities, a research institute, a large teacher association and a company. Planned activities The consortium and its associate partners will develop math trails and corresponding things (like the Apps and the Web Portal), which will be validated and disseminated. Derivate from the rich material are a short term and a long term curriculum (students curriculum). Both curricula will be carried out at most of the consortiums universities. Our activities are: - Annual project meetings to bring together developed materials, share ideas and experiences, as well as planning the activities for the next year - Intensive programme which will bring together students from participating universities to develop and test new material as well as disseminating the idea of doing outdoor mathematics. - developing and carrying out long and short term curricula (summer schools for in-service teachers and seminars for students) to enrich and disseminate the project - launching an interactive web portal for the users which will will help to create own math trails and build up a community of outdoor mathematics users Results and impact At the end of the three year lasting strategic partnership we can provide to the inhabitants of the countries who participate a holistic concept of math trails. We will have results on three different levels. Frist we have developed a long term curriculum (3 ECTS) and short term Curriculum which concerned to outdoor math education. Second we have developed apps for going on a math trail, which can be used in schools, Universities and of course for popularization of mathematics over all Europe. Third we will provide research results about outdoor and mobile math. Longer term benefits Europe becomes more and more digitalized. Digitalization means not that everything is converted into bits and bytes, but it means that the digital technology is connected to the real world. We show with MoMaTrE that we understand that lifelong learning is the combination of the digital world (using an App) and the real world (walk around and find math in your environment). All students and teachers who are involved in this programme by short term or long term curriculum will be members of a big math trail community and they will get Information about new features. We will provide the app to European cities administration who are interested in an alternative city tour, a math walk. This is our lifelong learning idea.

Erasmus+ project (KA103) represents an important instrument of the internationalization of our university which is used and available to all members of the academic community including students. The project is coordinated centrally on the rectorate level and operates through a well-defined and well-functioning network of relationships and competencies of the rectorate, faculty and departmental coordinators. Constantine the Philosopher University in Nitra (UKF) used for the implementation of the project (except for the project funds) its own technical, material and financial resources. The project was aimed to manage student mobility (study and traineeship) and staff mobility (teaching and training) at institutions abroad in the number contracted in the grant agreement and that was even exceeded - we sent 99 students for study, 50 students for traineeship, 53 pedagogues for teaching and 37 staff members for training, i.e. 222 persons in total. The largest number of outgoing students accounted for bachelors and masters, PhD students travelled rarely. Since the academic year 2014/2015, our university started sending out graduated students for traineeships (deployed seven graduates in total) and some students for repeated mobility. Faculty of Arts profiled to be the most active UKF faculty again which annually sends and receives most participants for mobility. The largest number of candidates travelled to partner institutions in the V4 countries (CZ, PL, HU), which are our long-term partners. Our Erasmus+ candidates (students and staff) usually select these countries due to the mutual affinities of our educational systems, structure of curricula, academic calendar (beginning and end of academic semester) and particularly due to the language competence which significantly facilitates their mobility. Besides that, our candidates select countries where we have partner institutions at which they can study/teach foreign language (DE, FR, ES, UK) which reflects one of the orientations of our university. The project met requirements including compliance with the conditions of non-discrimination, equal opportunities and transparency. Incoming students received full attention and equal treatment, benefits and opportunities at the same level and extent as our own students, including exemption of paying tuition and other study fees, accommodation, catering, travel discounts, free access to libraries, laboratories and participation in socio-cultural and sport events organized at UKF including trips for international students.Erasmus + brings benefits to each participating individual and institution on the basis of reciprocity. Students have better chances to participate in the Erasmus + programme thanks to the possibility of repeated mobility and sending out graduates for a traineeship, which raise the chance of students to acquire competencies necessary for their employability in the labour market. Another benefits include enhancing of the level of qualification and language competence, the level of knowledge and practical skills and possibility of receiving international colleagues from abroad for exchange of know-how through creating the right conditions for promoting our university. Erasmus+ programme provides us, as an institution, with the increasing importance of internationalization, and better support for international cooperation and strengthening the partnership with higher education institutions abroad, connection with practice through traineeships, strengthening the quality dimension of mobility, the possibility of comprehensive monitoring of the progress of our students´ language skills through OLS, support of creativity and innovative approach of staff and transfer of their knowledge into the curriculum or more accurate feedback on regular basis from project participants. Another important and long-term benefit of the project has been the promotion of multiculturalism and diversity by integrating international participants within our academic community and thus supporting teaching and communication of our teachers in foreign languages. Project supports cooperation with the regions and local institutions involved in the development of education and culture. Local communities (as well as future potential employers) are informed about the results of the project based on the dissemination of information that contributes to raising awareness of Erasmus + programme, our project, the needs and results of enhancing competencies of our students and staff following the practice and need for recognition, the importance of cooperation among higher education institutions and the need to be open for mutual transfer of knowledge. At the national level, project contributes to improving the educational level of the young generation, serves efficient implementation of innovative models of teaching within the Slovak higher education system and enhances the increase of the awareness of EU policy in the field of education.

At Constantine the Philosopher University in Nitra, Erasmus+ project (KA103) is coordinated centrally on the rectorate level and operated through a well-defined, well-functioning network of relationships and competencies of the rectorate, faculty and departmental coordinators. For the implementation of the project, we used (except for the project funds) our own technical, material and financial resources. The project was aimed to manage student mobility (study and traineeships) and staff mobility (teaching and trainings) at institutions abroad in the number contracted in the grant agreement and that was even exceeded (90 students for study, 66 students for traineeship, 44 teachers for teaching and 45 staff members for training, i.e. 245 persons in total). The largest number of outgoing students accounted for masters (92), then bachelors (55) and the PhD students travelled rarely (only 9 PhD students). UKF continues in sending out graduated students for traineeships. In 2016/2017 UKF deployed 19 graduates comparing to 16 graduates in 2015/2016. University sent also some students for repeated mobility, students with special needs and social scholarship holders. Faculty of Arts profiled to be the most active UKF faculty (54 students for study and 27 for traineeships, 14 staff for teaching and 9 for training). The largest number of candidates travelled to our long-term partner institutions in the V4 countries (CZ, PL, HU). Our Erasmus+ participants usually select these countries due to the mutual affinities of our educational systems, structure of curricula, academic calendar (beginning and end of academic semester) and particularly due to the language competence which significantly facilitates their mobility. Besides that, our candidates select countries where we have partner institutions at which they can study/teach foreign language (FR, ES, DE) which reflects one of the orientations of our university. The project met requirements including compliance with the conditions of non-discrimination, equal opportunities and transparency. Incoming students received full attention and equal treatment, benefits and opportunities at the same level and extent as our own students, including exemption of paying tuition and other study fees, accommodation, catering, travel discounts, free access to libraries, laboratories and participation in socio-cultural and sport events organized at UKF including trips for international students. Erasmus + brings benefits to each participating individual and institution on the basis of reciprocity. Students have better chances to participate in the Erasmus + programme thanks to the possibility of repeated mobility and sending out graduates for a traineeship, which raise the chance of students to acquire competencies necessary for their employability in the labour market. Another benefits include enhancing of the level of qualification and language competence, the level of knowledge and practical skills and possibility of receiving international colleagues from abroad for exchange of know-how through creating the right conditions for promoting our university. Erasmus+ programme provides us, as an institution, with the increasing importance of internationalization, and better support for international cooperation and strengthening the partnership with higher education institutions abroad, connection with practice through traineeships, strengthening the quality dimension of mobility (e.g eliminating barriers in recognition of mobiliti, offering wider range of courses in foreign languages) and support of creativity and innovative approach of staff and transfer of their knowledge into the curriculum. Another important and long-term benefit of the project has been the promotion of multiculturalism and diversity by integrating international participants within our academic community and thus supporting teaching and communication of our teachers in foreign languages. Project supports cooperation with the regions and local institutions involved in the development of education and culture. Local communities (and future potential employers) are informed about the results of the project based on the dissemination of information that contributes to raising awareness of Erasmus + programme, our project, the needs and results of enhancing competencies of our students and staff following the practice and need for recognition, the importance of cooperation among higher education institutions and the need to be open for mutual transfer of knowledge. At the national level, project contributes to improving the educational level of the young generation, serves efficient implementation of innovative models of teaching within the Slovak higher education system and enhances the increase of the awareness of EU policy in the field of education. From the international point of view, project contributes to gradual approximation of quality education standards and to modernisation of Slovak Higher Education as

Context/Background of the Project: The INNO3D project aims to develop tools to train Librarians in using 3D printing so that they have the skills to train library users to use 3D Printing effectively. This will be a dedicated service offered in libraries by librarians who as a result of the training that the INNO3D project will provide, will be able to instruct all library users in the use of 3D printing. The project will enhance the quality and relevance of knowledge and skills of librarians in the area of 3D Printing.Objectives of the Project: The project is designed to improve and diversify the services offered to users of university and other libraries by offering these library users key skills and the opportunity to develop 3D printing competencies. This will be achieved by training librarians who will then train library users, students, staff and citizens in general to use 3D Printing services. Libraries have always been communal spaces that have been set up to share and give access to learning and enrichment resources. The introduction of new technologies such as 3D printing is part of the mission to teach 21st-century skills. 3D printing is an example of the type of resource that will transform today’s libraries into cutting-edge learning hubs and give communities access to technologies that will have a significant impact on such fields as scientific research, architecture, manufacturing, engineering, healthcare and more. Its important to note that the goal of 3D printing in libraries is not to create the next artificial heart. But a library user can learn the technology and potential of digital fabrication and reinforce that learning with simpler hands-on projects. Hence, effectively introducing 3D printing in Society and making it available to ordinary citizens. Description of activities/Number and profile of participants: Following delivery of comprehensive training in using 3D Printing, Librarians in the 8 universities in the project (1 in Ireland, 2 in Romania, 2 in Greece and 1 in Slovakia, 1 in Spain, 1 in Portugal, will then pilot the new 3D Printing curriculum among library users at each university- average 150 users for each of the partner faculties in each Programme Country in the project. Initially, the new curriculum for 3D printing will be integrated into the existing Library staff Training programmes in each of the EU partners in the project. Following this, the Librarians will train the academic faculty during the project: 60 persons. About 600 students annually in each of the Programme countries in the project will receive 3D Printing training and will gain specific professional competences in 3D printing. About 100 national and public library staff will be mentored through online instruments/courses provided by 3D Printing company MBTT from Romania who are the only non-university partner taking part in the INNO3D project and through their involvement in Multiplier and other events. Methodology to be used in carrying out the project: The Methodology for implementing the project will be based around 6 core activities which will deliver the outcomes of the project, as follows:Activity 1 - Project management: this is an ongoing activity during the project's life. It ensures the smooth implementation and achieves the proposed results. Activity 2 Mapping 3D Printing education in libraries and on the University levelActivity 3 – Developing, testing and implementing 3D Printing Training curriculumActivity 4 - Elaborating 3D Printing trainers’ toolkit for theoretical programActivity 5– Validating quality assurance and improvement of 3D Printing curriculum and 3D Printing training materialsActivity 6 – Transferring project results and best practices. Institutionalizing 3D Printing in Libraries of each EU partner in the project to ensure ongoing training of librarians and library users for future generations. Results and Impact envisaged: Running this project within university and public libraries will lead to an increase in the number of library users in these institutions, but also to an increase in the promotion of these innovative technologies among the citizens (library users). Assimilation of these innovative technologies by librarians will lead to the personal development and lifelong learning of citizens in general & to the diversification of the services offered to users of public and university libraries, increasing their attractiveness to the younger generations for such institutions. By default, this will increase the visibility of these institutions, not only locally but on the international level. This project represents an opportunity not only for technical students, but anyone who wants to carry out various projects specific to their specialties using 3D Printing. The project is expected to have immediate impact and long term effect on improved and modernized educational processes in the area of 3D Printing across University & other libraries & Society.