Doing Research Midnight in ROmania (DoReMi-RO) 2020 is the International Year of Sound, an area of high importance for science and technologies for all in modern society. Our team goal is to join the European Researchers’ Night event in Romania with this initiative, in order to emphasize both research activities and technological development mixed with sounds and music: DoReMi-RO. The promotion and dissemination of the research results among young people, in one day event, is at the same time welcome but also insufficient. For the moment the kids' curiosity will be sparked but on the next day they feel that everything is beautifully solved in science and there is not much left to do. Then, the research as a career might be unattractive. After a single successful evening, as the Night is, the event must be transformed into a new public challenge based on the well-known concept of collaborative engagement. Thus, the general objective of the project is to raise awareness on research results baked by experiments, involving the participants in a particular citizen science project whereby researchers and the public are working together. The collaborative process will take place before, during and after the Night event and aims to make the magnetic map of Romania. All together will use common smartphones to measure the magnetic field, throughout Romania. The anonymous collaborative public have to send us the measured data, along with the GPS coordinates, uploaded on an internet web-platform. DoReMi-RO event will be held in more than 15 cities, spread throughout entire Romanian territory, among which: Baia Mare, Brasov, Bucharest, Cluj, Constanta, Craiova, Iași, Pitesti, Timișoara, Sibiu and Suceava. All proposed activities are represented by various minds-on and open-air activities: hands-on experiments, debates about collaborative engagement types, games, quizzes, organized in an amusing and stimulated manner by real researchers.

PHITO (Platform for Helping small and medium farmers to Incorporate digital Technology for equal Opportunities) introduces a ground-breaking digital tool specifically for small and medium farmers (SMFs) that are currently unable to benefit from the digital innovation increasingly adopted by larger producers. The platform connects data and people through a low-barrier app with two main purposes: (1) offering free data-driven farm advice on soil, water and crops tailored to SMFs (global element), and (2) improving synergic collaboration between farmers, consumers, and service providers while strengthening the local Agriculture Knowledge and Innovation Systems (AKIS ) (local element). PHITO distinguishes itself from previous initiatives as a key example of frugal innovation , by downscaling the complexity of digital farming and making smart use of existing open geo-databases (through public domain data harvesting), and embedding this in the various local food systems and networks. Through co-creation together with SMFs and numerous local farmer representatives, PHITO will help to bridge the digital divide by providing better access to information and local networking, helping SMFs to improve their decision-making processes and consequently their economic and environmental performances.

The overall objective of the 21st Century European Teacher project is to gain insight into how European teachers can approach and develop teaching in emerging subject areas (Technological empowerment, Sustainable learning, Entrepreneurship, Playful learning), that arise as a result of large complex upheavals affecting society e.g., climate changes and the ubiquitous digital development. The partners aim to join forces in a collaborative action to develop and innovatively improve the competencies and attractiveness of the teaching profession by establishing strong European partnerships between teacher education and training providers and providing sustainable teaching practices across borders through mobility activities in a blended approach to teaching and learning. To obtain this the 21st Century European Teachers project has 4 specific objectives: 1.Provide a beyond state-of-the-art mapping laying the ground for a common understanding of the four subjects and establishing a strong network of 30 pre- and in-service teachers as a driver for mobility during study visits and co-organized teaching events (five completed) across borders. 2.Design, develop and try out 21st Century joint learning modules for 200 pre- and in-service teachers in a “21st Century European Teacher co-education model” building on the mapping and establishment of the strong network. 3.Provide recommendations for the 21st Century European Teacher Curriculum around the four subject areas through five learning modules (MOOCs) made available via eTwinning. A minimum of 150 pre- and in-service teachers will be enrolled in one or more of the MOOCs across countries.4.Provide recommendations on the policy level by conducting five dialogue labs at national level with 30-50 participants from each country and an European workshop for a broad European network to inform relevant stakeholders. The 21st Century European Teacher Co-education Model will be the framework to accommodate the objectives.

"The goal of the project was to innovate the educational curriculum for vocational education of adults - namely managers in social services. The need to implement the project resulted from the growing demands for quality care for the elderly, taking into account demographic changes, population ageing and the specific needs of older people and persons with disabilities in Europe. The original curriculum was administered by the European Association for Directors and Providers of Long-Term Care Services for the Elderly (E.D.E.), which merged with the European Association of Housing and Services for the Ageing (EAHSA) during the project. This created a new umbrella organization called the European Ageing Network (EAN), which is responsible for the accreditations and certificates after successful completion of the new education program. The original curriculum was created in the 1990s and last revised in 2008. This current form was inflexible and did not reflect new trends. It contained 9 modules and the manager had to complete 600 hours of full-time education and 200 hours as e-learning or elaboration of a project plan. The goal of the project was met. A written curriculum was created in a modified structure that is modular, flexible, divides education into 3 levels and at the same time reflects the trends of the 21st century in the field of long-term care. As the modified educational program is offered again throughout Europe (EAN has members in 25 European countries), universal conditions for registration and obtaining the 1st level (BASIC) have been set. The ADVANCED and PROFESSIONAL levels are then ready to reflect more on national specifics and alternative forms of teaching - such as conferences, study trips, seminar work, elaboration of project plans, etc. According to the project application, the expected scope of the curriculum was 30 to 50 pages, however, the final number of pages is 80. This scope therefore exceeded the original expectations. The innovated curriculum was created in cooperation with 7 partners. The partners act either as umbrella organizations in the field of social services or as providers of vocational education of adult. The largest number of partners was from Austria, as it is here that most managers hold the ""original E.D.E. certificate."" The development of the curriculum took place in Austria, the Czech Republic and Romania also with the participation of local experts (directors of social services, professors, local government representatives), who participated in focus groups. Due to the covid-19 pandemic, the project had to be extended by 3 months, and the curriculum also took into account the aspect of distance learning, which was the only option in many sectors in 2020. The principle of training according to the new EAN educational curriculum is such that the provider of vocational education offering a course for managers in soc. submit their content (curriculum) to the EAN or the authorized national association and they will compare it with the EAN curriculum. If it is suitable both in terms of content and in terms of time allocation and teaching forms, such an educator is granted accreditation. At the end, the graduates of the education program will receive an internationally valid certificate proving their knowledge, experience and qualifications for the discharge of a leading position in social services facilities. The curriculum is freely available on the Internet in English in two variants: 1) The entire 80-page version - its concept is intended mainly for EAN and national associations (they can assess the quality of education if approved), and 2) a brief version in a promotional brochure format. At the end of the project, the partners organized dissemination conferences and workshops, at which the participants were acquainted with the curriculum itself, as well as with topics that are current and relevant for the social services sector and their management."

Participation of people with special needs in the field of international mobility, and in particular at university level is one of the areas with a lowest participation ratio. Some reasons could be the lack of specific information on the support measures offered by the host university, as well as no personalized follow-up of cases where the stay was not completed or was unsatisfactory. In an effort to solve these problems, the Mobiability project has developed two resources. The project consortium consists of seven institutions (four universities and three social entities) from four European countries. These resources are: 1)A “Standard of support measures for Erasmus + students with special needs”. That is a pan-European standard of reasonable measures and adjustments in the university academic field of international mobility for students with disabilities and / or difficulties in learning. It has been prepared based on the combination of three types of studies: a) a legal one, with a legal analysis of the national regulations regarding disability in the field of higher education in 21 states (together they represent more than 95% of the Erasmus + students - in general - and 98% with disabilities), b) another empirical, consisting in the collection, through a detailed and exhaustive online survey, of the measures, reasonable adjustments and support services that European universities are currently offering to international students in terms of attention to diversity (N = 31); and a survey of experts, which has complemented the information from previous studies. Thus, on this triple basis, 213 minimum measures and 29 recommendations for supporting students with special educational needs are proposed, structured by areas of application (access and admission, physical accessibility, technological and information accessibility, teaching-learning process, etc. ) promotion of participation, scholarships and grants, internal processes of support services, and evaluation of the mobility program by students) and by type of disability (physical and organic, psychosocial, visual, auditory, deafblindness, intellectual and learning difficulties). The Standard has been evaluated by a focus group and is published in open and accessible format (https://www.um.es/mobiability/es/resultados/estandar-medidas-apoyo/). The Standard is expected to become a reference for universities, staff involved in the Erasmus + programme and associations and students with special needs, among other groups.2) The second result of the project is the “MobiAbility web platform” (www.mobiability.eu) located on the servers of the University of Murcia (UMU). This platform contains specific information on the disability support measures offered by the universities registered in the system. In addition, tools are offered to make easy to students with special needs the participation in mobility programmes. In particular, the platform provides the following tools: a) university search engine best suited to the academic and special needs of the students; b) communication protocol between the interlocutors (universities and students) for the acceptance of the student at the host university with the commitment to meet their special needs; c) facilitate the elaboration of a detailed memorandum of the resources and actions to be activated to meet the needs of the student; and d) an evaluation procedure by the students of their experience and / or, where necessary, the detection of incidences. The design of the platform was evaluated by a representative focus group of the final recipients. It has been programmed with MySQL databases in SQL language, JavaScript script language and PHP programming language, for viewing in HTML and CCS. On the other hand, the platform has been audited and reaches AA level accessibility standards (WCAG 2.0), and complies with the European directive on personal data protection. The first year of operation will be a pilot Project with users and real cases with the aim of testing the platform before opening it to the public. It is expected that it can be a reference portal for students with special needs and for the staff of the universities involved.In short, it is expected that these two tools serve to homogenize the European procedures and standards of attention to university students who perform academic mobility. And that this, in turn, supposes an increase in the participation of this group in the Erasmus + Programme.