The objective is to create an innovative joint European Master for the Creative Musician for interdisciplinary creative performer-composers in a changing society. There is no longer dispute that musicians need myriad capabilities to build and sustain a career. It can take multiple attempts to become established in music, these can include enforced entrepreneurship, multiple roles in interdisciplinary contexts, finding a niche and the need to retain and refine technical skills. HEI’s and policy makers have an ethical responsibility to understand future lives in music and to equip students to be able to shape these including their development as agents of social change and agentic learners. RCA in Antwerp (Belgium), ESMAE in Porto (Portugal) and LMTA in Vilnius (Lithuania) offer solid competences in the academic areas to be addressed with an objective balanced mix of compatibility and complementarity in their specializations and approaches. This project builds on previous international activities and expertise trying to tackle the above-mentioned challenges. This project is the next step forward to create a graduate profile suitable to the current requirements in the field of contemporary music. It addresses a significant gap in the current European graduate education offerings with a student-centered open curriculum of 120 ects, open to composers, performers, educators and researchers as creative artists, working with sound, exploring different disciplines and using (new) media, instruments and sound skills as possible resources. It will foster the set-up of creative projects across styles and genres, searching for new formats through interdisciplinary thinking and working including partnerships with the professional field and local socio-cultural organizations, including more vulnerable or disadvantaged audiences. The use of technology and multi-media will be embedded to respond to the new scenario of virtual performances brought about by the recent pandemic.

The EU considers that education plays a crucial role in achieving economic and social development. In this sense, the main goal of the Europe 2020 strategy is to reduce the EU average early school leaving rate to less than 10% by 2020 as well as to ensure that at least 40% of the younger generation have a tertiary education. Furthermore, between the 8 priority areas, education and training is the key element in the shift towards inclusive education and lifelong learning, as well as the access and successful completion of the third level education for persons with disabilities. In this context, is a priority that persons with disabilities, especially young people, exercise their right both to inclusive education and access to higher education, which expands their job opportunities.In Europe, the early school-leaving rate is very high between persons with disabilities. More than a half of them drop out of high school and the number of University students with disabilities makes only 1.3 % of a total number students. There are many obstacles that do not let them complete their studies. The main goal of the INnetCampus project is to encourage them to continue their studies after high school, as well as to promote their access to higher education, in order to ensure their full inclusion in the society, while entering adulthood. Moreover, the aim is to enhance the participation of persons with disabilities in international mobility programs, giving them the opportunity to acquire transversal competences offered by this type of programs. In addition, the project’s final long-term goal is to ensure quality education for persons with disabilities, in order to give them access to better job positions, as well as to increase European Universities’ awareness of the importance to open their doors to persons with disabilities and to be in compliance with the CRPD.In order to achieve the aforementioned goals, the following actions were taken: six Campuses (mobility experiences of young persons with disabilities in three countries), coordinated by the ONCE Foundation and held at three partner entities (University of Granada, University of Lisbon and Artesis Plantijn University College). Each University was responsible for the management and organization of the Campuses. Moreover, the project served as a gathering point for producing ideas in order to improve its realization, thanks to several partner meetings held at different Universities. In this sense, two International Conferences were organized in the framework of the project (Madrid 2017 and Granada 2018) with 135 attendees. The Conferences offered a unique opportunity to exchange experiences between partners, as well as to increase their project’s impact by inviting experts in inclusive education to share their knowledge. The project was finalized with the European Conference on Inclusive Education held in Antwerp, with a large participation of the representatives of European institutions, departments and organizations that are working in this field and having set mutual goals in order to continue progressing. Moreover, many intellectual outputs were created: six documents with the experiences of Inclusive Campuses, a “Methodological guide for an educational transition to higher education” and a publication titled “Inclusion of students with disabilities into Universities: mobility program experience”, which contains program’s analysis and impact. All the aforementioned documents were widely disseminated by ONCE Foundation and the partners.In regard to the Inclusive Campuses as the most important activity, were first three pilot Campuses, and then, 3 consolidated Campuses. They were held in the following order:-3 pilot Inclusive Campuses held in Granada, Lisbon and Antwerp (July/September 2016);-3 consolidated Inclusive Campuses in the same cities (July/September 2017).The students took part in a variety of activities such as academic, vocational guidance and cultural and leisure activities.At the end of the project, all participants filled out a qualitative questionnaire that revealed that their positive experience exceeded their expectations. The project included the Universities at a high level, with the participation of University high representatives, and the President of the University in the case of Granada, as well as representatives of political and educational institutions of the aforementioned countries.

BACKGROUNDAccording to the European Commission, “social inclusion is at the core of the European Social Model and European values enshrined in the Lisbon Treaty”. However, in the past few years, social exclusion and inequality have emerged as a major concern in European society. European Higher education institutions (HEIs) have a responsibility to address these issues through the promotion of social, civil and transcultural competences, democratic values and fundamental rights, social inclusion, non-discriminating active citizenship and critical thinking. OBJECTIVESThis project addressed cultural, linguistic and religious diversity, and promotes ownership of shared values, equality, non-discrimination and social inclusion through education and training at higher education level. In particular, TC-Nurse aimed to: - Foster the development of social, civic and transcultural competences, and critical thinking, not only amongst participant nursing students and both teaching and clinical staff, but also amongst key stakeholders and decision/policy makers at local and regional level in all the participating countries. - Tackle discrimination, segregation, racism, bullying and violence in healthcare through the undertaking of preliminary research on this area, and subsequent creation of a multinational blended-learning module in transcultural nursing. In line with the above, actions, methodology and outputs have been designed to: 1) Allow the project team to draw a clear and realistic picture of transculturalism and cultural diversity at academic, healthcare and social levels. 2) Test the implementation of CLIL as a teaching methodology in higher education, in a multinational, multicultural, multilingual environment. 3) Pilot the delivery of newly developed content and teaching & learning materials on transcultural nursing. PARTICIPANTS, ACTIVITIES AND METHODOLOGY In order to achieve these goals, three intensive training programmes for higher education learners from the partner HEIs took place during the funding period. Nearly 120 undergraduate student nurses attended these events. In addition, a total of 30 academic staff members from the HEI consortium had the opportunity to take part in three short-term joint staff training events in CLIL methodology for teachers in higher education. These lecturers participated in the design and delivery of content and teaching & learning materials during the intensive training programmes. Each intensive training programme was preceded by a multinational research project in transcultural nursing at three levels, namely higher education, healthcare and society involving target groups and stakeholders. A research team comprising at least one academic member of staff from each partner HEI undertook qualitative research in the following three areas: - Year 1: Evaluation of nursing students’ knowledge, understanding and skills relating to caring for, and working with, people from diverse cultural and religious backgrounds. - Year 2: Qualified nurses’ values, beliefs and attitudes towards both colleagues and patients who belong to a different culture, and impact on culturally competent nursing practice. - Year 3: Barriers and facilitators to accessing and using healthcare services, and perceived healthcare needs of people from diverse cultural backgrounds. RESULTS AND IMPACT The aforementioned activities allowed the TC-Nurse project team to develop and produce the following intellectual outputs: 1 A multinational evaluation of transcultural nursing at educational, healthcare and social level. 2 A set of guidelines and teaching materials on teaching & learning in transcultural nursing in higher education. 3 A manual for the implementation of CLIL in higher education. 4 A learning platform. 5 A joint blended-learning undergraduate module on transcultural nursing. 6 A dissemination strategy7 An innovative learning model Evaluations of student learning and impact were conducted, not only on our participants but also on other target groups and audiences. Impact was recorded and measured at local, regional, national and European level based on the following criteria: • Impact on knowledge through before and after evaluations of participants' learning during the training activities. • Impact on emotional and behavioural change. • Impact on opportunity in terms of increased opportunities for student nurses to learn through a second language, and in terms of increased opportunities for training in transcultural nursing not only at HEI level but also at healthcare and professional associations level. • Impact on access to the project’s results and outputs. • Impact on social media and the wider public. • Impact on quality and quantity of contacts with key stakeholders. Despite Covid-19, the project was able to complete all outputs and hold all training events.

In the EU unemployment in general has been on the rise since 2008, due to the economic crisis which led to considerable job loss and less job offerings. Older workers are struggling to find new jobs despite their experience, and young graduates are struggling to find new jobs, because they have none. The youth unemployment rate in EU in August 2019 was 14,2 % and in the countries represented in the proposal the rate goes from 27,1% in Italy to 14,1% in Belgium, 9,7% in Denmark and 6,9% in the Netherlands. These data do not give evidence to the unbearable fact that in EU, 30% of HE graduates are working in jobs that do not match their talents or even do not need a university qualification.On the other side, 40% of vacancies cannot be filled, because of skills mismatch and too few people have the preparation, mind-sets and competences to set up their own businesses or look for new opportunities.HE systems are key actors for improving graduates’ employability by strengthening those transversal skills, not specifically related to a particular job, task, academic discipline or area of knowledge but crucial in a wide variety of situations and work settings, such as the ability to work in a team, problem solving and creative thinking, highly required by employers.At the same time the way we work, learn, take part in society and lead everyday life is quickly changing in line with the fast and disruptive technological developments. Thus graduates of any field need to be equipped with the ability to learn and take initiative, as well as with cross-disciplinary knowledge and technical skills. In the worldwide scenario the number of unemployed persons is projected to rise, but this is not down to the economic crisis alone, but also to the industrial automation of processes previously performed by workers.The manufacturing industry is transforming thanks to the industrial IoT and what research refers to as “Industry 4.0”. This is reflected in the machinery installed in the production chains, which comes prepared to incorporate IoT, AI and blockchain in their processes. This transformation needs qualified staff provided not only with technological abilities but with a suitable level of creativity in planning and applying solutions that facilitate the strategic evolution and growth of industry and services for citizens.Unfortunately the academic curricula have not been updated as quickly as the technology has evolved.The project will provide ICT and Business students with knowledge, competencies and skills enabling them to become the graduates the job market will more and more require.The project will focus on Transportation and Logistics (T&L) that, like most other industries, is currently confronting immense change. Due to its multifaceted chacteristics and problems, the solutions proposed will provide a useful toolkit for many other sectors.The General Objective to provide the right graduate profiles, will be achieved through the specific objectives: •to identify and define the new logistic skills •to develop and implement, together with companies, curricula that bridges both ICT and logistics skills •to develop and implement new models (toolbox) to assess transversal skills •to implement teacher training activities to enable them to adopt innovative geaching methods and design multidisciplinary curricula providing transversal skills •to develop and implement teacher support systems.To achieve these objectives, teachers need to update their teaching and assessing methods, students need to acquire and develop transversal skills and institutions need to allocate resources to professional development activities. Therefore, the project will address students, teachers, university governance and representatives from labour market.The INCO-SMRT project will develop six intellectual outputs (needs analysis, multidisciplinary modules’ development , assessment toolbox, teacher-training module, teacher support systems and pilot), one training activity (teacher-training week) and four multiplier events (three local training seminars and one international conference). The problems tackled by the project are worldwide shared, thus exchange of good practices among institutions with different scope and organization and from north and south countries ensures a better approach and a wide spread of outcomes and results.Focusing on T&L sector, the project contributes to close the highlighted knowledge gap and skills mismatch enabling ICT and Business students to become the graduates that job market will increasingly require.Strategies, teaching and learning methods, flexibility, innovative assessment procedures, curricula design with a strong cross-disciplinary content and transversal skills enhancement, can be reproduced in many other sectors allowing the HE institutions and systems to renovate and provide the graduates of tomorrow.

<< Objectives >>SIMBA aims to design and apply simulation-based learning in different stages of occupational therapy (OT) programs, to close the theory-practice gap. It will provide new methods for teaching, learning and assessment of OT competences so that students feel confident and are competent for the transition into professional practice and become active participants in their learning process. In the long term, SIMBA aims to increase the quality, safety and effectiveness of OT service delivery.<< Implementation >>All project activities are enclosed within four determined work packages (WPs). The main activities of SIMBA are the use of theoretical insights, needs analysis and data collection; SBL material development; consultation and validation activities, dissemination activities. The partnership consists of five OT programs that are regionally balanced. All partners will collaborate across different activities within the WPs, since WPs and activities are interconnected and build upon each other.<< Results >>Regarding simulation-based learning (SBL) in occupational therapy (OT), SIMBA aims to develop- a SBL framework of professional OT competences- guidelines for the application of SBL- a valid and reliable SBL assessment tool- structured case-based digital/hands-on scenarios- a SBL manual for teachers- a validated learning and dissemination web platformavailable in the 5 official languages of the partner organizations and ready to apply and disseminate into different stages of OT programs.