<< Objectives >>1) To make research about regenerative communities and community-led initiatives representing the fight against climate change visible and available for the adult education sector, through a web platform and an accessible database, gathering and showcasing ecovillage related research and resources. 2) To increase cooperation between researchers and adult educators through a growing and cross-sectoral ‘community of practice’.3) To practice cooperation and increase visibility of each sector.<< Implementation >>There will be 'Communities of Practice development' nationally and at European level, for enhanced cooperation between adult educators and researchers. A database will make research visible and available and a web platform will gather relevant information and create a support structure for the CoP. Four online Research Colloquiums will be arranged, for people to meet. Two Transnational Project Meetings will be held.<< Results >>- A web platform that is being used, showcasing ecovillage research in a user-friendly database- A Community of Practise at European level. - Online Research Colloquiums as a way to blend sectors.

" ContextCraft sector is a major player in the economy, through traditions, techniques and culture it has brought and made evolve. It is a dynamic and growing sector, whose contribution to the dynamism of the territories is well established.These Very Small Entreprises link all the countries and carry strong values of transmission, excellence, know-how, short circuits, proximity or even sustainable development ...In recent years, there has been a new attraction for crafts by people with a first professional experience, wishing to give a new meaning to their life and choosing crafts to retrain. However, the craft sector still suffers from a degraded image in the eyes of the general public, which too often considers that the crafts they represent are painful and offer a limited future. This negative image also persists due to a lack of gender mix in many activities. In fact, the volume of women managers only reaches 25%. The vast majority work in services and caring profession (hairdresser, esthetician) or in production activities related to the traditional crafts (jeweler, upholsterer, textile manufacturing, etc.); few of them represent such sectors as mechanics, building.Mixed jobs, professional equality between women and men and female entrepreneurship are therefore priority issues for the craft sector! State of ArtEntrepreneurship experts assume that women start fewer businesses than men because they face more obstacles (financial, time, and even self-confidence). 48% OF WOMEN THINK IT IS MORE DIFFICULT TO BE A MANAGER THAN AN EMPLOYEE AND THAT TO BE SUCCESSFUL, THE CATCHWORD MUST BE ""COMPETE TO WIN, HAVE RELATIONSHIP, HAVE CHARACTER"". Objectives- Study biopsychological criteria influencing entrepreneurs profile- Allow managers to enhance their skills on confidence and self esteem consideration - Encourage collaborative exchanges between managers- Facilitate access to entrepreneurship financing solutions  Impact The project will have a direct impact at a national and European level, benefiting from the participation of the 4 committed countries to the different activities. The project will contribute in particular at:1. Encouraging, developing and optimizing a training offer, based on an innovative approach2. Boosting professional organizations to modernize traditional trades and promote growth3. Convincing Politicians to support the craft sector, its economic and social value and its employment capacity"

The main objective of NEWSREEL project is to improve such skills of a new generation of European journalists that are required in the present media fields to be a credible and stable factor of the European democratic public debate who can benefit from the digital information ecosystem in order to make complex public issues understandable. To achieve this objective, NEWSREEL will make innovative learning materials and teaching programs Europe-wide available. Furthermore the project aims to facilitate the efficient international cooperation between university-based journalists ecosystems to: a) develop critical understanding of the breadth, depth and scope of credible journalism; b) help journalists reporting more credible stories, based on the more precise information with the help of computer-assisted reporting or data journalism . Putting data in a visual form may reveal patterns and insights that weren’t identifiable otherwise. In this way, the audience can understand better complex issues; c) develop new business strategies and models of journalism.The technical and economic development brought significant risks for journalism as well. By the weakening of the traditional forms of the exploitation of media products and services, the stable financial fundamentals of high-quality journalism have more or less disappeared; the weaker the media market of a country is, the higher the risk for financial problems of quality journalism.; d) establish collaborative journalism. Transnational team-working is a key element in the field of collaborative journalism. European cross-border investigations can improve the transparency of the European political and economic decision making and the expenses of the European public money. Moreover, the increasing complexity of journalism projects makes necessary the cooperation between experts of several fields, such as journalists, data journalists, IT experts and designers; e) be able to handle ethical challenges of the digital public sphere. Journalists still should provide credible information on the public issues, but they have to compete with a mass of non-professional, often inaccurate information, and fight against aggressive communication against particular social groups or their own performance. To handle these challenges, journalists should embed robust ethical norms into their work. The methodology used in the project's implementation phase is based on the following 7 steps process: 1. Mapping the journalism education and the needs of the stakeholders, 2. Developing syllabuses in order to embed the skills and tools concerned into the programs of journalism studies, 3. Developing electronic learning materials and teaching methods to increase the necessary new journalism skills, 4. Having courses at the participating universities as a pilot teaching activity, 5. Publishing a teacher’s guide that summarizes the professional and methodological content of the project, 6. Developing student career profiles, 7. Organizing an international student competition that aims implementing cross-border investigative journalism projects with visualized. NEWSREEL will be implemented by - the Department for Communication and Media Studies of the University of Pécs which has a strong focus on the social impact of the journalism in the research and education activity; - the Faculty of Journalism and Mass Communication University of Bucharest which has an academic offer, does research and develops activities in all the areas of the project; - ISCTE-University Institute of Lisbon which has several post-graduation offers in the communication/journalism areas, and a specific one in Executive Media Management; - the Erich Brost Institute for International Journalism, an affiliated institute of TU Dortmund which has participated in several transnational research projects. In the long run, NEWSREEL will contribute to - the extending the journalism education to the new fields of the digital public discussion, - the improving of high-quality journalism, - the strengthening of the common European democratic public sphere by improving the collaborative and cross-border journalism that is able to elaborate and make tangible the big amount of available data, and that is based on a predictable business strategy and a firm ethical foundation.

The GRIT-project is an innovation project with a focus on school education that aims at reducing early school leaving. It is situated in the following 5 European countries: Belgium (Karel de Grote University College), France (IRIV Conseil), the Netherlands (University of applied sciences Rotterdam, WDKA), Portugal (ISCTE- Insituto Universitario de Lisboa), Poland (University of Warsaw)). The concept of ‘growth mindset’ is central in the project. A growth mindset is a conviction that intelligence – and more broadly talent – is not a fixed personal characteristic, but that intelligence and talent are malleable. Repeated empirical educational research has demonstrated how important students beliefs´ are in order to be successful at school. Students are often threathened by low self esteem or do not feel prompted to envision success at school for themselves. In particular the role of a growth mindset seems to be beneficial for target groups of students who are at risk of academic failure. In this project we focus at students in sensitive urban areas. Urban areas are particularly sensitive to problems which lead to academic failure. Through developing the growh mindset of students at risk we aim at fostering their success at school. Moreover, we aim to enable teachers to develop students´ growth mindsets. Even though the importance of 'growth mindset' is academically widely recognized, the practice of developing students' growth mindset is relatively new in Europe. In particular the role of teachers in developing students' growth mindset needs carefully designed programs. To do so the GRIT-project aims at designing five intellectual output. Each of them developed by another participating partners. The Netherlands IO1: A toolkit for teachers to practice growth mindset in order to develop their students' growth. Belgium IO2: A guideline (protocol) for teachers to increase students’ resilience based on a testing of the toolkit (IO1) using the ‘growth mindset approach’. Poland IO3: A hands-on training for educators to learn this pedagogical & innovative approach to enrich their professional practice. Portugal IO4: A guideline (protocol) - based on tests of the training - to teach teams of educational professionals how to implement the 'growth mindset approach'. France IO5: An e-book for different stakeholders involved in the struggle against early school leaving (ESL)– in order to explain the GRIT approach to educational professionals (micro-, meso- and macro-level) and to reflect on its potential to fight ESL. The GRIT-project started in September 2018 and ended in June 2021. The Belgium team coordinated the project, assisted by IRIV (France). The project was written and will be developed in a collaborative spirit in which the partners each represent a mutual added value for each other. The team exists of partners which all have important previous experiences upon which we want to build to successfully accomplish the project. These previous experiences consist (among others) of: growth mindset interventions, individualized learning trajectories, work in sensitive urban areas, talent development in non-academic topics, intensive in-service teacher training programs, non-formal and informal learning, structural educational reform planning,… Each intellectual output has been developed by one of the project partners. Then the outputs were tested and subsequently further amended by all project partners. Three transnational project meetings and two international training actvitites were organised to foster this collaborative process. Moreover a collaborative platform Dropbox was used to share documents, and Zoom video conferences were used to discuss among all partners in between these project meetings and training activities. This methodology aims at validating the developed approach in order to be applicable in all participating countries and abroad. The results of the GRIT-project will be disseminated in multiple ways. In each country multipliers events will take place in order to disseminate the results of the project to all targets groups (individual educational professionals, school management and teacher educators, educational policy makers and relevant stakeholders).

"The aim of the INTERPRO project is to create a module to train social workers in working more effectively and more humanely in interprofessionality. Indeed, those actors coming from different backgrounds and sectors such as social, health, education and others ... are brought to support people in difficulty with looks and reference skills sometimes very different. This does not always help them to understand each other and be coherent with each other. Which sometimes brings disorder and contradictions in their modes of intervention.Example: a child has behavior problems in school that are due to a complicated family experience developing a lot of worry and agitation in him. How does the school teacher, the social worker or accompanying educator, the doctor who hesitates to prescribe Rilatine, the sports facilitator, the family mediator and the psychologist ... be able to agree on a way -coherent and beneficial for the youth- to accompany and hold him in this difficult phase?Social work is made up of multiple tensions: economic, political, training, demographic, complexity of demands, etc. which obliges its practitioners to rethink their action and to call on new ways of conceiving the intervention. In the words of Castel (1998) we have to do with a metamorphosis of the social question that questions the social relations and thus the bonds of solidarity but also the way of doing society.Ultimately our project wants to describe for the professions of social, educational, medical ... and others potentially involved in working with young people, the types of collaborations in action on the ground. It will explore the techniques and tools used in this interprofessional collaboration, in order to define the logic of action and determine their efficiency in the daily work.The INTERPRO training module will be the result of this reflection. It will be integrated in a spirit of sustainable social development at a time when ""climate, energy, food, health and education of human beings are questionable"" (Agten & Gillet Ensact 2011). It will be built on local social development using the resources of interprofessionality where they are, starting from what they are and giving them a new impetus through this new formation.The project will consist of three phases:Phase 1 ( 11-2019 to 09-2020): survey and observation on the way in which interprofessionality is lived and taught in each partner country.Phase 2 (09-2020 to 11-2021): experimentation of the INTERPRO module successively in four of the five partner countries of the project: Bulgaria, France, Portugal and Belgium, this under the supervision of our fifth partner from Quebec (Canada) with a recognized expertise on this issue. This phase will involve a total of a hundred or so people, students, professionals and trainers involved.Phase 3: (12-2021 to 08-2022): methodology of implementation in existing training courses. This will therefore concern several cohorts of students in training in partner universities as well as several groups of professionals in continuing education from the last year of the project.The expected INTERPRO impact of this project is important. Knowing that interprofessionality is a bit of a gray zone between professions in the social, educational and health sectors, there is great expectation in the various partner countries to see this training module for interprofessional skills being built. The regional and national impact will initially be mainly related to the different partner universities and associated institutions. This represents in each country several cohorts of students and professionals over several years.At the European level, the expected impact is to benefit from the contributions of each participating country through the best cross-fertilization of knowledge and thanks to the cooperation in the different phases of experimentation. At the international level, the contribution of Université de Sherbrooke's expertise is a plus that will benefit Europe and which will also bring Canada's openness to the European realities of interprofessionality."