As a result of various studies, it is known (OECD 2011) that in many countries, the provision of social and health services is fragmented, and is based more on the provider rather than on the target group. Although the number of users of social services has increased, they are still used by a relatively small proportion of the elderly. The aim of this project “Age-friendly society – Innovation, education and technological solutions” [AIET] is to develop a review, a course program and innovative solutions and or/prototypes in the field of health promotion and active-ageing. The project is aimed at ageing people whose well-being is being promoted through: higher education institutions, businesses and organizations providing communities health and social services, local municipalities. To reach this goal the project focuses on transnational cooperation between partners with different experience and know-how to learn from one another and exchange practices. The project Innovative side is the innovative solutions or prototypes that help elderly to age actively and prevent them from becoming helpless in the future.The activities planned under the project have all the intended results:- One (1) mapping of the best/innovative practices (completed review) with complimenting articles that will lead to identification of the needs of different countries to improve the well-being of the elderly.- At least three (3) innovative product /service solutions and/or prototypes that have been developed to improve the quality of life of the elderly people.- One (1) active-ageing design course on health and social service theme that has been developed for higher education institutions in all partner countries.- Two (2) multiplier events on the results of the project has taken place.

"General background of the project:According to experts in few years the Roma question becomed an interior problem of the European Union, and can not be leaved only on those nations which deal with integrity problems. Critical social and financial background of gypsies threats the social cohesion of the whole Community, and slows down the fight against extreme poverty stated in the Lisbon Process. There is an urgent need of innovative initiatives, cooperation and synchronization among citizens, stakeholders, educational experts, civil organisations, public institutes, right defender organisations, Roma groups, decision makers and political parties of all Member States in any levels to work out effective solutions and strategy plans. Most of the initiatives trying to solve problems derive from decision-makers and professional institutes – however there are big tensions, prejudices, negative experiences, aggression and fears among citizens themselves. This is why project provided a bottom-up approach generated among minority and majority inhabitants of local communities, reinforcing communication among concerned citizens, leaving them to express their points of views, individual and social needs and feelings face to face in one space at the same time. The project raises awareness on the importance of communication and understanding, which is necessary for solving problems, for creating innovative solutions and finding new pathways. It applies an alternative informal, non-formal teaching approach to release tensions, to make the confrontation acceptable, treating and interpreting the whole process as a theater performance or a game. Interactive Theater Games creates opportunities of forming strong working relationships among Roma and majority citizens, knowing better each other, decreasing prejudices and segregation. The actions were implemented by thematic workshops, debates, focus group discussions and information campaigns enhancing participants' knowledge on possibilities of active citizenship; their reflection on EU values and rights, identifying problems and focusing on opportunities and perspectives provided by the EU. Further opinion polls and debates encourage citizens to share and list their views on Roma issues, their suggestions, fears, preconceptions, their putative barriers and opportunities regarding to integrity problems.Within the project the following activities were implemented : 1) Data-collection in local communities examining Roma and majority citizens’ points of views, attitudes, prejudices, innervation about various integrity problems through thematic surveys, interviews and focus group discussions. 2) Data analysis evaluating results of data gathering, forming Interactive Theater Games (performances) and scenario descriptions from them. 3) Interactive Theater Games in heterogeneous local communities involving Roma and majority citizens, performing a problem situation and generating a Conflict Room, where participants can finish the scenario with their own solutions and suggestions in an improvisation way. 4) Facilitator training on national levels training peer facilitators (Roma and majority pairs) to be able to generate Interactive Theater Games in their local communities, leading Conflict Rooms and treating arising problems. Two following TWO INTELLECTUAL OUTPUTS have been created in the project:1. A Methodology Book (IO1) collecting Interactive Theatre Game descriptions, introducing their aims, objectives, structure and conditions for further use for indirect target groups facing minority problems;2. A Training Thematic material (""Facilitators framework""; IO2) collecting and describing modules of skills development for teaching further facilitators to be able to lead Interactive Theater Games.Two BLENDED MOBILITIES have been implemented in the project:1. A thematic workshop session collecting national description lists of Interactive Theatre Games, completing them with further ideas and modifying them according to experiences of national try-outs (Vico Equense, C1);2. An International Training of Facilitators examining the final compilation of Training Thematic and Methodology Book in practice (Polvidiv, C2).An international MULTIPLIER EVENTS (E1; E2; E3; E4) have been implemented in the project, that introduced stakeholders and target groups with project results and intellectual outputs of the project."

Context/background of the project:Nowadays European market economy rises a great demands for Veterinary nurse – on the one hand they must acknowledge veterinary care and to manage business efficiently – on the other. Nowadays professional training of Veterinary nurse lacks didactical innovation because of traditional educational paradigm domination in higher education institutions, that predestines using of outdated learning and training methods in education That‘s why it‘s important to apply the new interdisciplinary approach and nonlinear and more self-directed teaching and learning strategies in education of Veterinary Nurse. This helps to promote learners skills of solving problems in the real work settings. Problem-based learning methodology seems to be the very promising to contribute to interdisciplinary approach and problems solving skills development in training of Veterinary Nurses. Problem-based learning (PBL) – self-directed learning strategy, based on teamwork, problem structuring, information research, generation of strategies and monitoring activities. Problem solving skills are kind of transversal skills that could be transferred from one professional situation to another. That is why important to education practical, goal oriented, critical Veterinary nurses that are able able to solve different problems in their professional settings. In order to realize Problem-based learning methodology in Veterinary nurses studies it was important to create certain methodical instruments, problem cases and to test it in practical settings. For this reason, there was initiated project “Adopting of Problem-based learning methodologies to Veterinary nurses professional training” in order to adopt PBL methodology in professional training of specialist. Objectives of the project:- Implementing of research defining the main conditions for adopting of Problem-based learning strategy into professional training of Veterinary nurse;- Creating of Problem-based learning methodical material for Vet. Nurses: PBL Facilitators' guide, Stuudents guide, Problems' cases;- Virtualization and testing of PPBL methodical material n educational practice.Description of undertaken main activities:• Implemented focus group research for defining common European profile of Vet nurses professional competences; • Created project's methodical material - Guide for PBL facilitators, methodical guide for PBL student and PBL problem cases for education of Vet. Nurses;• Virtualized and tested problem-based learning educational material in educational practice. Number and profile of participating organisations:Project involves different stakeholders from educational and private institutions: academicians, students, practitioners, employers that deal to Vet. Services. Project supports Vet. Nurse professional training with innovative approach of Problem based learning that are applied continually within educational and private institutions in formal and informal educational settings.The main project's partners: - VILNIAUS KOLEGIJA, Lithuania (Higher educational organization); - EUROPEAN CENTER FOR QUALITY OOD (Private enterprise); - Abivet (Veterinary clinic / Vocational school); - UNIVERSITATEA DE STIINTE AGRICOLE SI MEDICINA VETERINARA A BANATULUI REGELE MIHAI I AL ROMANIEI DIN TIMISOARA (Higher educational organization).Results and impact attained:- Implemented Focus group researches defining conditions for adopting of PBL strategy into professional training of Vet. nurses. Focus group research revealed the main conditions like particular subjects, study year, types of Vet. Nurses' problems for application of PBL in educational practice of Vet. Nurses;- Created Problem-based learning Facilitators, Students' guides and problems' cases defined the majour methodical steps to facilitate PBL, structure vet. nurses' problems, research information, created problem solving strategies, make monitoring, do meta-cognitive reflections, work in teams/groups, implement authetic evaluation strategies.- Virtualized and tested PBL methodical material trying out PBL methodical material with at least 20 sudents in each country in order to fine-tune methodical steps of PBL application in Vet. nurses educational practice. Longer-term benefits:- Introduced PBL strategy withing Vocational / Higher / Private organizations in EU;- Improved didactical competences of teachers / lecturer to apply innovative education approaches for education of Vet nurses withing educational organizations in EU;- Improved quality of learning culture to organized self-directed learning porcesss within project partners' countries; - Significatly improved leacturers' / teachers / learners Learning to learn competences;- All project participants gain significant knowledge and skills on nowadays didactics and its application it's educational practice.

"Recognizing the need to build new digital educational resources, skills and competences to deal with the current crisis caused by the Covid-19 virus, which has significantly accelerated the need for odernization and digital transformation in education and training systems across Europe and based on: 1) The second of the 6 priorities of the EC (2019-2024) ""Europe prepared for the digital age"" provides for ""modernization of education through digital technologies"";2) EC Communiqué (02.2020) ""Building Europe's Digital Future"", which identified ""competences"" and ""digital tools"" as tools for digital transformation;3) Digital Education Action Plan (2021-2027), outlining the EC's vision for ""high quality and affordable digital-based education in Europe"", related to: * adapting education systems to the digital age and * lessons learned from the Covid crisis -19, imposed unprecedented levels of use and need for technology in the educational and training process; 4) Recommendation of the Council of the EU of 22.05.2018 on the promotion of common values, inclusive education and the European dimension of teaching; 5) The objectives and priorities of Erasmus + (KA2) related to international cooperation between partners from different countries and increasing their capacity to meet new challenges;6) The Strategic Framework for European Cooperation in Education and Training ET2020, CSU ""Tsar Simeon Veliki, Bulgaria in partnership with Medical Vocational High School ""Dr. Jovan Kalauzi"", RN Macedonia and Problem-Based Learning Institute, Lithuania proposes a project , which will create capacity for the implementation of school education in an online environment.The target groups from the three countries (s) are: 1) Teachers in the pre-high school / high school stage in the field of natural sciences and / or STEM from the three countries, including from remote areas; 2) students aged 10-18, including disadvantaged students due to low social and economic status, originating from more economically backward, remote areas with interests in the field of STEM and / or natural sciences.The idea for this project arose during the online meeting ""Challenges for education systems in connection with the recent sudden transition to online learning in connection with the COVID-19 pandemic"" (01.10.2020) - a group of teachers and educators from the three countries found similar the three countries problems 1) Significant increase in the social vulnerability of school-age people, especially among the group of so-called ""NEETs"" in connection with the pandemic (according to data from Eurofound from 17.08.2020); 2) Relatively high% of young people belonging to ""NEETs"", (17.5%, BiH and 12.95% -Lithuania and 19.4 RN Macedonia), above the EU average, determining the need for access to quality education in pandemic conditions to address the growing risks of social vulnerability; 3) Need to develop innovative online resources with a view to quality and inclusive teaching of science and STEM and the development of specific digital competencies of teachers. The project should be conducted as an international, as it is initiated by teachers and educators from the three countries and meets the specific needs of the three countries, as well as in line with the pan-European efforts to support education systems in the country.Europe.The main goal of the project is to build capacity in teachers teaching science in junior and high school through: * development of digital pedagogical competencies and * development and implementation of innovative online resources so that they can provide high quality, motivating and inclusive digital education .Specific objectives of the project are:- Identifying and summarizing proven good practices for providing high quality, motivating and inclusive education in an online environment through cooperation and sharing of expertise between partners;- Development of innovative online resources and tools - Online based platform and widely available online resources with free access (OER)- Integration of problem-based learning in the process of providing high quality education in an online environment;- Development of a curriculum and implementation of trainings for teachers teaching natural sciences in the pro-high school and high school stage, developing the necessary digital and pedagogical competencies;- Development of online training resources with the direct participation of their users - students in high school and junior high school and receiving feedback and recommendations from them."

<< Objectives >>Our project is aimed to facilitate mainstreaming of Inclusive Innovation and Social Entrepreneurship (II&SE) education and training in universities’ curricula, and more specifically to:- Provide a foundation for design and delivery of education in II&SE- Contribute to a teaching and learning base in the field of II&SE- Improve capacity of HEIs’ academic staff to design and deliver education in II&SE- Raise awareness of the role of HEIs in promoting II&SE among key stakeholders<< Implementation >>We are going to implement the following activities:- Creating foundation for mainstreaming II&SE in HE curricula (methodologies and guidelines)- Developing teaching & learning resources in II&SE (syllabus and learning content)- Building capacity of HEIs’ academic staff to deliver training in II&SE (Train the Trainer workshops and pilot training of students)- Dissemination and exploitation of the project results (project dissemination conferences and other dissemination activities)<< Results >>We will produce the following major results:- Toolkit for design & delivery of Inclusive Innovation and Social Entrepreneurship education- Modular course in II&SE, approved by partner HEIs and embedded in education offer as a stand-alone course or as part of existing courses- 25 faculty members trained in design & delivery of II&SE education (intensive professional development training, 1 credit)- 60 students trained in II&SE (one semester course, 3 ECTS)