The SumHEIs project addresses the following priorities:1.Open educational and innovative practices in a digital area2.Promoting internationalization3.Tackling skills gaps and mismatchesOne often ignored way in which universities or research institutions and associations can increase student recruitment is through summer schools. A key part of the university experience is the location and culture, and one of the things that many graduate students are actually quite keen to revisit places they may have spent time previously. Studying internationally, especially for an entire undergraduate or postgraduate degree, can be a tricky and challenging prospect. For many students it may be their first time away from family and friends, let alone away from their home country altogether. Short-term programmes allow prospective applicants to experience a new place and a new method of teaching in a comfortable, fixed-term setting, without the pressure of starting an entire degree. This is a fantastic way for them to get involved and exposed to university culture and to promote your university campus. When running a Summer School programme universities need to make sure they are highlighting the real benefits of what a summer programme could offer prospective students. By finding out what students from different countries are looking for, they can target your courses and marketing. Institutions could also focus on the cultural aspect, the adventure and any language skills they might be able to develop by studying in the city and country in which your institution is located for this length of time.The project aims at the following objectives:1.Increase the number of Summer Schools offered by European HEIs2.Increase the quality of Summer Schools offered by European HEIs3.Train staff on how to design, develop, operate and manage Summer School programmes4.Form material and guidance mechanism for HEIs that aim at establishing such programmes for the first time5.Form synergies and common Summer School programmes among HEIsResults expected to be achieved during and on the completion of the Project include:1.Better delivery of services in existing Summer Schools2.Development of new Summer Schools3.Joint initiatives among HEIs and organizations in delivering Summer Schools4.Academic and administrative staff are better equipped in designing, delivering, operating, managing and promoting Summer Schools in their HEIs5.Deliverance of scalable solution for training staff in HEIs that do not run Summer Schools but aim to develop new initiatives on the field 6.Stronger internationalization of HEIs through Summer School Porgrammes7.New training opportunities for students, academics and administrative personnel8.A comprehensive and detailed analysis of what benefits and impact Summer Schools bring to their institutions9.Sharing of Good Practices in the area of Summer Schools We have identified three different categories of participants:1. Individuals (staff members) participating in Training Activities2. Participants in the Multiplier Events3. Participants during the implementation of I.O.Participants are going to be identified through partner’s networks. The selection is going to be based on:• A stratified sampling method, embracing all variables and different categories of participants.• Equal representation of men and women• Representation of all partner country representatives.• The actual and different needs of trainers, staff and academics, so that we include participants from the whole spectrum of needs (i.e. intercultural, mental, physical).

The program is aimed at adults with disabilities and specifically with mental disabilities as well as their trainers. DSM 5 (2013) defines mental disabilities as neurodevelopmental disorders that begin in childhood and are characterized by mental difficulties as well as difficulties in conceptual, and practical areas of life.The aim of the program is to develop and improve the management skills of leisure time of people with mental, developmental, difficulties. An additional goal is to prepare a toolkit (IO1), based on educational tools (IO4), where it will be provided as an OER for trainers, academics, professionals and parents as an interactive and supportive material to achieve the above goal. Research conducted in different countries in Europe has shown that there is no suitable material and support for leisure skills for people with disabilities. As a result, their functional integration into the community is not achieved,their skills are significantly reduced as they grow older, their emotional state is negatively affected, and they need increased help and support. In addition, the existence of an unstructured and unsupported and free leisure training as well as the complete deprivation of recreational activities in people with disabilities can lead to unconscious interventions towards themselves or the community.In the present proposal, the recreational behavior of people with mental difficulties will be redefined through research questionnaires, in the context of developing skills for social interaction and integration of these individuals. The long-term goal is to create an easily accessible electronic material that will help people with disabilities stop the circle that is leading them away from society. That circle is created because while general education and integration structures exist in the community, there is no emphasis on teaching quality of life and leisure skills, which are what lead to effective integration. For example, a person with a mental disability fails to perform simple activities such as washing. This is because complex and combined cognitive skills are required, for example, to organize wardrobe in clean and not clean clothes, to change clothes by seasonality. Thus, while the person wants to dress according to the rest of society, does not succeed and never really integrates into it. Similar frustration and non-integration occur in other activities in which the person does not know and cannot understand on his own because of the unwritten rules of behavior and communication.This program innovates with an easy-to-use interactive e-learning educational tollkit to offer awareness and use by experts and those interested in the importance of these teaching skills as an easily accessible tool for everyone. The toolkit (IO1) will be shared through the project learning portal (IO6), together with the educational materials / methods that make it up (IO4). The ultimate goal is to identify both changes in leisure habits as well as the relationship between mental health and self-esteem. The portal will be a meeting place for professionals and academics for discussion (as there will be a forum section), exchange of views and use of educational tools. The portal will also be available as an OER to those interested. A dissemination strategy for all deliverables (IO5) has been designed for all the intellectual outputs. Finally, a policy report (IO7) will be produced and promoted about the project's thematic work in the new social integration strategies of the European Union and its Member States.ΒibliographyAmerican Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author.Educationand Training in Autism and Developmental Disabilities, 46, 514 –527.Garcia-Villamisar, D., & Dattilo, J. (2011). Social and clinical effects of a leisure program on adultswith autism spectrum disorder. Spectrum Disorders, 5, 246 –253.McCarron, M. (2018). Clinical Corner: Leisure skills for adults with autism. Science in Autism Treatment, 15(2), 19-26.McCarron, M. (2018). Clinical Corner: Leisure skills for adults with autism. Science in Autism Treatment, 15(2), 19-26.O,Reilly,M.F.,Lancioni,,G,E,&Kierens,I.(2000) Teaching Leisure Social Skliss to Adultsa with Moderate Mental Retardation:An Analysis of Acquisition,Generalization, and Maintenance. Education and Training of Mental Retardation and Developmental Disabilities35(3),250

BACKGROUNDThe main purpose of our project is to design an innovative vocational curriculum on Regenerative Agriculture, which will provide learners skills and knowledge to implement sustainable cultivation methods, therewith giving impetus to transform agricultural practices and landscapes.In the EU, more than 90% of the fields are cultivated conventionally. This type of cultivation creates serious problems for human health, the climate, biodiversity, soils’ fertility, freshwater bodies and the ecosystem as a whole. (UNEP Foresight Brief, 013, May 2019)Regenerative Agriculture with its subtopic Permaculture, responds to all above-mentioned problems as it is a conservation and rehabilitation approach to farming systems focusing on topsoil regeneration, increasing biodiversity, improving the water cycle, supporting bio-sequestration, increasing resilience to climate change and enhancing soil fertility.OBJECTIVESOur overarching objective is to promote, facilitate and accelerate the global transition to regenerative food, farming and land management in order to restore climate stability, increase biodiversity, rebuild soil fertility and produce healthy food.Therefore, the project aims to: 1) close the skills gap in agriculture education by providing a web-based training on Regenerative Agriculture. The course will enable learners to apply alternative cultivation methods, therewith equipping them with the competences to respond to the challenges the agricultural sector is experiencing.2) Inform VET authorities and policy makers about regenerative agriculture thereby giving impetus to include teaching contents on the subject into national framework curricula.3) Integrate the course into curricula of agricultural VET providers, training companies and HEIs.4) Conduct an awareness raising campaign on national and European level giving policy makers, VET providers, farmers and the general public a coherent picture of the state of the art of regenerative agriculture and help improve the perception about alternative farming, its benefits and the possibilities to upscale measures.TARGET GROUPSThe RegAgri4Europe VOOC will empower a new generation of farmers. The course is ultimately targeted to apprentices and other interested persons with an agricultural background (end users). Furthermore, the project targets two additional groups:a) Persons, who actively participate in the development of training curricula and examination queries for agricultural vocation on national level. These include public authorities for vocational education, members of national VET (sub)committees, members of specialist groups, representatives of training networks and policy makers. By including VET representatives and policy makers, the project gives impetus to include contents taught in the project course into the national framework curricula for agricultural education. In doing this, the consortium ensures the achievement of highest possible impact and sustainability of its outputs.b) VET providers in agriculture, training companies and higher education institutions offering agricultural education. By engaging training providers, the consortium ensures the integration of the course content into curricula of independent education bodies and therewith achieves optimal exploitation results.RESULTS IO1: Status Analysis on Regenerative Agriculture in today's agriculture, education sector, public awareness and industrial demand. The major aim of the status analysis is to gain a comprehensive understanding of the present situation of Regenerative Agriculture/Permaculture in today’s agriculture, education sector, public awareness and industrial demand.IO2: Development of RegAgri4Europe Training ProgrammeThe RegAgri4Europe training programme includes: Course catalogue and handbook, reading material, video lessons, learning activities, a virtual library, assessment exams, certificate in all partner languages and English. IO3: RegAgri4Europe Virtual Learning Environment (VLE) - creating an accessible Vocational Open Online Course (VOOC) containing the training and assessment material developed. It also contains a Virtual Community space to support community interactions among learners, professors and teaching assistants.IO4: RegAgri4Europe International Accreditation and TransferabilityThe project also includes a Learning Teaching Training Activity on the Permaculture farm Schloss Tempelhof providing work-based learning experience to participants. IMPACT•Learners' acquisition of important skills and knowledge on Regenerative Agriculture•Improved digital competences of educators and learners•Integration of RegAgri4Europe course content into national VET programs and curricula•Improved perception, awareness and understanding of Regenerative Agriculture by all stakeholders and the general public•Influencing political approaches and measures towards a sustainable agricultural turnaround

Context of ProjectFollowing the OECD paper (2017) above 1.6 million of migrants families have a resident permission in EU during 2015. Despite the all the attempts and activities that have been made for migrants integrations, yet little is known on the specific challenges they face. While there is a continuous development of programmes that are associated with migration and social inclusion, however the majority does not share a holistic approach to evaluate their quality in terms of methods, values and perspectives that will offer a deep understanding of the migrants’ needs. These programs face the challenge of disintegration not only in their quality but also inside their procedures. As a consequence, they turn out as single-dimensional that obsolete methods and processes. Consequently, they alienate the person and its singularity and underpin an inconsistent way in migrants support.The challenge and at the same time the antidote lies at the understanding and embodying of the cultural background, the value system and principles these people carry on from their countries and the gaps that they face with the hosting country.The above provocations demonstrate an imperative need to support cooperation schemes in migration and social inclusion fields. The exchange of good practices among migration and social inclusion providers will give the practitioners and also the decision makers the chance to explore innovative ideas. HOPE will open the discussion among stakeholders to exchange opinions, concerns and questions in order to develop their practices, procedure and abilities for migrant education.ObjectivesO.1. Perform study visits, as a guide of effective communication, on leading migration and social inclusion providers in partner countries to investigate their structures, and exchange practices.O.2. Understanding and exploring the procedures, practices and methods that other agencies exercise for the social inclusion, and the education of migrants. O.3. Development of an efficiency and steady consortium is the preparatory work in order to achieve the smooth implementation of the project and achieve its objectives and aims.O.4. Encouragement for the development of Open Educational Recourses and WBL Schemes for the engagement and training of migrants.O.5. Support new approached to reduce inequalities in access and engagement with digital technologies.O.6. Enhancement of the quality learning opportunities that is tailor made to migrants needs.Number and Profile of ParticipantsDuring the implementation of the project more than 200 people will be directly involved. Partners from the participating organizations (1 per partner) will take part during the implementation of 4 Transnational Meetings. Furthermore, during the organization of 6 LTTA staff members from the participants’ organizations (4 per partner) will be involved in the staff training events. All this participants will come in touch directly will a lot of other organizations and agencies during the duration of the programme.The activities that HOPE includes:•4 Transnational Meetings, where 1 individual per partner organization will participate, in order to establish a strong implementation management team and good resource management. •6 Short-term joint staff training events where 4 participants per partner organization will be involved in staff training sessions.Results R.1. Participants of HOPE will have the opportunity to come in touch with persons coming from different European cultures, civilizations and adapt different practices.R.2. A stronger partnership will be developed between the major migration organization, creating a wider and more specialized network.R.3. Development of a “Knowledge Triangle” where an interaction between research, innovation and education will be provided. R.4. Understanding of structures of leading migration and social inclusion providers and exchange of good practices, through the implementation of study visits and among Germany, Cyprus, Greece, Italy, Malta and Greece giving the opportunity to practitioners as well as policy makers to investigate innovative ideas and also share practices and knowledge. R.5. Enhancement of migration and social inclusion training and education, through the up skilling of employees and trainers in order to provide better services against the new challenges and progressively develop the youth systems.R.6. Encouragement the development of Innovative Training Courses for Transversal Skills based on the “skills ecosystem”.R.7. A powerful tool as a platform will be designed in order to connect the executives, foster the exchange of good practices and include a flexible learning program. R.8. A new WBL scheme is going to be encouraged that is going to form a long-term alliance with VET providers at a national and transnational level.R.9. A sustainable exchange of resources among social inclusion providers.

<< Background >>The world is changing fast and it is vital that education keeps pace. Yet, at a time when innovation is most needed, the world of education is lagging: only 38% of recent entrants to the education sector believe their school/college is adept at adopting innovations, new knowledge or methods (Innovating Education and Educating for Innovation, OECD, 2016). InDo will support educators to rise to the challenge, helping them transform their teaching methods and bring learning to life through innovative and inclusive learning spaces.According to the Digital Education Action Plan (2021 – 2027), fostering the development of a high-performing digital education ecosystem and enhancing digital skills and competences for the digital transformation are the strategic priorities of European Commission. Based on the above, the InDo project outlines this vision for high-quality, inclusive and accessible digital education in Europe by upskilling the digital skills of educators in Higher Education Institutions (HEIs) through high-quality learning content and user-friendly tools so as to have confident and digitally competent teachers to maximize students’ capacity in the 21st classrooms. InDo project underlines the need of fostering digital capabilities among academic staff of HEIs and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.<< Objectives >>The main objectives of InDo project are to build capacities of educators in the deployment of UbD and DI as a structured approach to proactively cater for student diversity and inclusion through the developed resources, to empower educators to put technological solutions at the service of pedagogy and boost their teaching performance and finally to optimize relevancy and effectiveness for educators across Europe through rigorously research and test each resource. To succeed in this, the project will increase the visibility of digital technologies in the Higher education and it will support the incorporation of new teaching methods and learning tools into the curricula programmes of HE Institutions. It will encourage the educators and the professors to be more confident during the teaching by incorporating learning materials which will finally develop the maximum capacity of each student. Professors will be equipped with new skills and fresh teaching methods, while learners will be attracted by new digital applications during their learning path. The stronger the educators are as professionals in each of these areas, the more successful the students are likely to be. We firmly believe that “the quality of an educational system depends upon the quality of its teachers” (Teaching in Focus Brief 2, OECD, 2012) and so educators are at the heart of our work.<< Implementation >>Many educators sense that both teaching and learning have been redirected in ways that potentially impoverishing for those who teach and those who learn. Simultaneously, they find it increasingly difficult to ignore the diversity of learns who populate their classrooms. Educators need a model that acknowledges this gap so that young people develop powers of mind as well as accumulate an information base. The InDo project bridges that need and incorporated four (4) basic phases of implementation. Within this context, a number of activities affecting -directly or indirectly- the incorporation of the design and delivery of blended UbD and DI teaching and learning process, are being included in the InDo project. Our approach covers not only the training provision process of the educators (see R1) but also the practical application of the lessons learned (see R2, R3). Finally, the delivery of policy recommendations regarding ways of enhancing the digital competences of HEIs educators (R4) as well as a JST is going to provide a realistic testing of the blended UbD and DI functions and processes. • 4 Results and 18 Activities in total are foreseen, while a JST is going to provide a realistic testing of the UbD and DI functions and processes. • 3 TΜ (the first meeting will be organized with physical attendance. Ιf it is not applicable, budget will be transferred to other positions) • 5 MΕ• 1 Consultation with stakeholdersQuality classrooms evolve around powerful knowledge that works for each student. That is, they require quality curriculum and quality instruction. In tandem, UbD and DI provide structures, tools, and guidance for developing curriculum and instruction based on our current best understandings of teaching and learning.<< Results >>InDo project underlines the need of fostering digital capabilities among academic staff of HEIs, professors, researchers, trainers, HE practitioners, and academia representatives, so as to improve their teaching, through a blended Understanding by Design (UbD) and Differentiated Instruction (DI) teaching by obtaining essentials skills, attitudes and techniques, based on the development of a curriculum and instructional teaching model in the 21st century classrooms.On completion, InDo will have made it possible for educators in Higher Education to access training on inclusive and innovative pedagogic strategies which will help them create creative and differentiated learning spaces for their students. The long-term results will be improved learning outcomes for students from all backgrounds and more innovative, forward-looking educational institutions better equipped to address diversity and disadvantaged people. We will achieve this by working together to understand diversity and innovation best practice and creating accessible, engaging and practical training resources and tools for professors. We will work closely with specialists in pedagogic innovation, HE leaders and educators, generating results in two stages during the project: - stage 1 refers to tangible results that are produced by the partnership - stage 2 refers to the results generated when these results are used with the target groups, multiplier activities and the wider dissemination.Within this context, the following results (R) are going to be achieved during and upon the InDo project completion are:Stage 1: Tangible Results R1: One (1) Curriculum (available online as an interactive resource) covering the needs of ΗΕ for inclusive classrooms and fostering the educators with skills and attitudes R2: One (1) Compendium of experiential laboratory and Benchmarking for “Pedagogies for Innovative Classrooms” is going to be developed (available online for download)R3: One (1) App “InDo app for the 21st Century Classroom”R4: One (1) Policy Recommendation Report after consultation with representative stakeholders Stage 2: Results on participants and target group R1: 60 teachers and trainers assist in testing the resources and are immediately better prepared to begin implementing inclusive and innovative teaching and learning strategies R2: 400 teachers and trainers download/access the online course, compendium and app and develop: - improved awareness regarding the importance of addressing diversity and disadvantage in the classroom through innovation - increased knowledge of differentiated instruction as a discipline and of a wide range of specific pedagogic approaches that enable students to learn in their best way and develop 21st century skills and competences - strengthened ability to implement innovative and inclusive pedagogic approaches in their own classes R3: 150 mangers of educational organisations and education stakeholders download/access the online course, compendium, app and policy recommendation report and: - better understand and value differentiated instruction - explore new ways to empower and training educators to prioritise pedagogic innovation - commit to introducing InDo training and creating an implementation plan for innovative and inclusive education.R3: A strategic and differentiated dissemination campaign to ensure at least 550 educators, managers and stakeholders understand and use the resources in the short term.R4: A JST is going to provide a realistic testing of the blended UbD and DI functions and processes (12 participants)