The project gathered 4 partners from Belgium, France, Hungary and Aruba. It contributes to the Europe 2020 strategy which sets out a target of increasing the share of population aged from 30 to 34 to have completed tertiary education or equivalent to at least 40%. The European Agenda for Adult learning highights the need to increase participation in adult learning and enhance the possibilities for these people to access high-quality learning opportunities in order to promote personal and professional development, empowerment, adaptability, employability and active participation in society. Obtaining a diploma in the second chance education system is clearly valuable in today's society for people who hadn't the opportunity to obtain a qualification in their early life in the school education or higher education systems. Together with this statement there is a need to develop personal engagement, autonomy and responsibility of the students to help them persevere in their curriculum and validate their skills and competencies in order to enhance their employability. Our project has the ambition to tackle the issue of drop-out and find solutions to prevent it in our local contexts. The partners are all active in the adult education sector and or higher education sector, enabling adults to pursue higher education programmes. Our target audience is composed with fragile learners having a weak socio-economic background. These people have in common a difficult school route combined with a will to reinforce their qualifications and to build up a life' project. But this specific target-group faces many practical obstacles to pursue their objective mainly because of their demanding professional or family life. Combining studies with adult life and trying to maintain a long-term motivation is an everyday challenge for them. Therefore, institutions involved in this initiative note a high drop-out rate and are willing to join their forces to share practices and develop ready to use solutions to tackle the issue and support their learners in their project. The partnership has a sense of what causes adult learners to drop-out but is willing to go in-depth and to lead a project to verify their assumptions together with the input of the learners. The latters need to be in the heart of the project as their input is highly valuable to the issue. This would allow the partners to find appropriate solutions to tackle real causes. General objectives of the project: Reduce the drop-out rate of learners by favouring solutions to prevent drop-out in the partners institutions and answer 2 questions: - Why some learners in adult education drop-out before graduating? - What are the best tools and practices that exists in the field of orientation and prevention in the partner's organisations and national contexts? The main results is the portfolio to develop motivation of learners in adult education. It includes research about causes of drop-out, identification of solutions, recommendations and a toolkit with practical tips and tricks, checklists and materials easy to use by the staff. This output is used as a tool dedicated to staff at the benefit of learners and has a great potential to reduce drop-out. The transferability potential is real for other adult education providers to use the portfolio and to politicians to be aware of the issue.

<< Objectives >>In this project, we want to attract the attention and sensitize the player of the HoReCa sector regarding food allergies with educational tools, so that they can satisfy the special needs of the affected consumers on a higher level. We prepare our students, who study hospitality and tourism, and managers and employees of the HoReCa sector to have the novel and necessary knowledge in food management with this serving the common values and undertaking a civic engagement with civil organizations.<< Implementation >>We collect European and national rules, and best practices of the service provider to compare good solutions and regulatory shortages in the participating nations. We organize workshops to prepare WP-s and finalize WP results, and a conference to discuss the project results with experts. We develop a course, that we can apply to our curriculum for the long term, and we can offer a short cycle training for partners of the HoReCa sector. We publish our results based on a dissemination plan.<< Results >>PR1: Collection of EU and national rules, and corporate best practices regarding food allergens, ingredients and marking; PR2: Proposal package; PR3: Template with structure and guidelines used for course development; PR4: Syllabuses and content of the full course; PR5. Elearning modules and materials; PR6: Course materials in national languages; PR7. A revised version of the training materialsAs a qualitative result, we expect a more effective service in HoReCa sector to manage food allergies.

For higher education (HE) to better prepare graduates for jobs in the increasingly mobile international labour market and further European integration, communication barriers such as cultural stereotypes, identity conflict, language deficiency and the lack of interactive skills must be addressed. This two-year project established a pool of 18 experts in the field of intercultural communicative competence (ICC) and language training who developed,piloted and implemented innovative ICC educational materials and methodology guidelines which can be adopted by further educators. The project benefited 120 students directly in the first year, 820 students in the second year and about 1700 new language students are expected to benefit in multiplier effects after the project's completion. Responding to the EU language policy need, 4 partner institutions from the Czech Republic, Hungary, Portugal and Spain collaborated in the project. Each partner is a recognised HE institution or ICC training specialist with long-standing expertise in foreign language and ICC teaching, methodology and/or telecollaboration.The main objective of the project was to increase ICC competences and skills (the multiple abilities to interact effectively and appropriately across cultures) in HE for global employability; while the specific objective was to enhance and innovate ICC language teaching and learning in HE by gathering and disseminating best practices and through the integration of an information communication technology (ICT) platform of telecollaboration; to boost both students’ and teachers’ virtual mobility; to implement innovative ICC formats into the HE curricula; and to support the concept of English/Spanish as a Lingua Franca in the context of internationalisation of European HE system. Important components of the project were telecollaboration, a survey on ICC best practice, innovative educational materials and case studies. Journal articles, a specialist seminar and an international conference were used to widely disseminate project results while the produced teaching materials have been available for HE educators post project in the form of open education resources as a long term benefit for all target groups.This project was developed in close consultation and cooperation with the partners and stakeholders. Regular virtual as well as physical transnational meetings were held for project monitoring of all activities and outputs as well as communication via e-mail. The key people involved in the project were experienced HE educators and ICC trainers with long-standing expertise in the areas mentioned above. The legacy of this project is the project website with the key ICC resources for other educators (http://iccageproject.wixsite.com/presentation/about-the-project), increased human capital in a group of experts who share their knowledge and train others, influencing students and future teachers in lifelong learning programmes, and finally the HE students who are more employable and knowledgeable of the need to truly become internationally aware if they wish to succeed.

The need of entrepreneurial mindset and action oriented European citizens is taken for granted. In this scenario educational sector is a key player and being aware of this Educational Institutions are implementing programs and actions to answers this social and economic demand. The project addresses the following needs:• The need to boost entrepreneurial and innovative competences and capabilities.• The new way of teaching entrepreneurship at university and postgraduate education on business studies and other studies (sciences, engineering, arts, etc..)The aim of the project is to create a Master on Entrepreneurship, Leadership and innovation for the development of entrepreneurial skills in HE post graduate students with an innovative action learning methodology approach with a new curricula and contents and to implement and test a post graduate pilot program. The project consortium is composed by 3 Universities: Deusto Business School, Budapest Business School and Tiimiakatemia -the entrepreneurship centre of excellence of the JAMK university of applied sciences in Jyväskylä- and one Research and Technological Centre . Tecnalia. Tiimiakatemia has 20 years of experience in entrepreneurial education with innovative learning by doing methods and experiential and reflexive learning approaches . A key point in this approach is the creation of an enterprise with all its implications as a tool for students learning. Budapest and Deusto Business School are looking for more innovative methodology in their educational programs and Tecnalia is committed with entrepreneurial movement: Tecnalia has a Venture unit and Team Academy Euskadi (http://www.teamacademy-euskadi.com/)programs for post graduate (not official) to connect students with Technologies opportunities to launch new business. An also Tecnalia as industrial partner will connect students to industry, or better said to connect students to industrial and technological needs to solve them in a creative and innovative way .The methodology to carry out the project is similar to Lean Start-Up approach. Project will start with several pilot actions to assess their value and impact. The methodologies to design actions will be Design Thinking as a proven approach to observe, understand and propose meaningful solutions oriented to customers. So students will be engaged those actions and give consortium their feedback.. Finally an innovative master will be designed and tested as a First Edition. This master will have ECTS approach for its official approval. During the project Deusto Business School and Budapest Business Scholl will take all the steps for the official recognition after the project. The project is organised in the following lines of action:• Exchange practices and approaches about entrepreneurial training to create, develop and organize training and experiential activities. Also with a deep look into what is currently happening in the educational sector at all levels from school to VET and HE. • Design, implement and asses a set of activities in HE environment to facilitate alumni to gain entrepreneurial awareness and competences to co-create their personal and team business ideas and personal brand. This set of activities will be part of a postgraduate Master degree. Evaluation of the pilot program(s) by using indicators and an evaluation system according to the type of innovative program. • Dissemination of project results and involvement as far as possible to all the stakeholders of the university, educational and institutional level. • Analysis of the sustainability of the concept developed. Feasibility of implementation of the program continuously.The results and impact expected are: • O1 Partners’ current practices on entrepreneurship education. • O2 Study on current innovative practices on entrepreneurship education around Europe. • O3 Master in Entrepreneurship and innovative Leadership. • O4 Hands on Entrepreneurship methodology and Training material. • O5 Main learnings and conclusions. • O6 Dissemination and exploitation. also The project will organise several dissemination and multiplier events as stakeholders and expert workshops in the three countries involved. Learning activities as Intensive international experience of students will also assure the transfer of innovative methodological approach. The first impact is on post graduate students that will develop or improve their entrepreneurs and leadership skills to lead projects and teams with the ability to create innovations in his/her future companies and a better employability. Universities involved will have a new offer for their students: under and post graduate students. The real beneficiary is society in general and specifically Europe. Europe is good at managing knowledge buthas to face up the entrepreneurial challenge that society is demanding.

The Covid pandemic has had a profound impact on the delivery of education. Ensuring high pedagogical standards for the transfer from physical to virtual classrooms, there is a need to develop educators’ digital competences to facilitate more engaged and student-centered learning (DEAP 2021-2027). Developing digital competences also means fostering learners’ critical competences to learn autonomously, manage change, collaborate for real-life problem-solving, and contribute to learner-centered innovation (Iivari et al. 2020; Jackson 2019; Fleaca & Stanciu 2019; Sousa et al. 2018; EU Digital Education Action Plan 2018; Renewed EU Agenda for Higher Education 2017). According to course feedback collected by the project partners in spring 2020, learners wanted their online learning to be more inspirational and meaningful. Interaction, collaboration, and effective communication with teachers and peers were seen as key to improvement. The LEARN&CHANGE project aims to support educators and learners to apply open-access digital tools and platforms more widely and creatively. To introduce variation and meaning to digital and blended learning, we engage learners in collaborative digital storytelling to innovate sustainable change for the hard-hit sector of tourism in Europe. The project brings together educators, learners, and tourism industry associated partners to co-create easy-to-use mobile learning resources related to such timeless topics as nature and eco-tourism, cultural heritage sites, smart city solutions for tourists, technology for tourists, and geoparks. The objectives of the project are to: - build educators’ pedagogical competences to develop and deploy open-access digital tools to enhance learners’ digital competences to manage and drive change - train educators and learners (bachelor and master students) to make responsible use of open-access digital tools for innovative and impactful content creation and for social engagement - develop co-creation competences of educators, learners, and associated industry partners to envision alternative futures through collaborative digital storytelling, aimed at driving sustainable change in the hard-hit sector of tourism in the participants’ respective regions and across Europe The target groups that we engage in the co-creation of learning solutions are: - educators looking to innovate engaging digital and blended learning to empower learners to participate in the design of their own learning and become competent digital storytellers - learners looking to develop their digital competences to attain meaningful and sustainable goals in collaboration with educators, peers, and stakeholder networks - regional industry partners looking to mitigate the impact of the pandemic and foster sustainable change in their hard-hit sector in both short and long term The partnership consists of five universities from Finland, Hungary, Portugal, the Czech Republic, and the Netherlands. The partners and the expertise they bring to the project are: - Haaga-Helia University of Applied Sciences – marketing, digital storytelling, tourism - Budapest Business School – language for specific purposes, tourism and hospitality - University of Chemistry and Technology in Prague – English for specific purposes, intercultural communication, project management - Polytechnic Institute of Castelo Branco – intercultural communication, pedagogical innovation - Saxion University of Applied Sciences – sustainability, hospitality, technology The mobile learning resources of collaborative digital storytelling can be integrated in courses of languages, communication, marketing, and tourism to ensure wide impact across disciplines. The tangible project results are: - A participatory pedagogical framework to digital learning to help innovate collaborative digital storytelling for sustainable change (O1) - A digital solutions toolkit to support educators to implement the framework and add meaning to digital and blended teaching and learning (O2) - 25 inspirational and easy-to-use mobile learning assignments (5 modules of 1 ECTS) with relevant assessment, validation, and recognition instructions (O3) - An accessible and user-friendly Web Gallery of open-access mobile learning resources and inspirational digital storytelling examples (O4) - An Action Plan to support the sustainability and transferability of the project results (O5) All partner universities integrate the mobile learning resources in their courses to foster continuous digital storytelling in collaboration with international peers. The project’s collaborative storytelling resources and results are disseminated in the participants’ professional and peer networks to inspire new educators, learners, and stakeholders to engage in collaborative digital storytelling for sustainable change, with an aim to help European services and tourism sector to curb the effects of the Covid pandemic.