LIFT will maximise the impact of Coordination and Support Actions (CSAs) by valorising their outcomes and promoting the collaboration among them. Lift aims at identifying gaps to be addressed to ensure a stimulating environment boosting the bio-based economy. In short LIFT will: 1)Provide a global vision of objectives and results of past and ongoing Coordination and Support Actions 2)Maximise the impact of CSAs results, and make them actionable by industries and policy makers. 3)Analyse existing CSA programming gaps and identify challenges to be addressed, through multistakeholders’ collaboration 4)Raise awareness and communicate the CSAs’ contribution in addressing bioeconomy-related challenges 5)Provide actionable recommendations and suggestions for new CSA topics for AWP 2020 LIFT will start with thorough mapping of relevant CSAs, the synthesis of their results and the analysis of CSA programming gaps vis-à-vis long-term bio-based industry objectives. LIFT will cover the identification of all relevant stakeholders and the creation and animation of a network of stakeholders. Next, LIFT findings and assets will be made readily available, integrated and especially actionable by industries and policy makers. To this end LIFT will unlock bio-economy CSA outputs through an online library, transform LIFT findings and results into Actionable Knowledge, and organise active stakeholder dialogue through Mobilisation and Mutual Learning (MML) workshops. LIFT activities, events, achievements, findings and online library results will be disseminated widely. The project will culminate in recommendations for future CSA programming contributing to the creation of a stimulating environment for a sustainable, strong and competitive bio-based industry in Europe. The recommendations will be validated with EC, BIC and BBI JU. They will include clear measures to ensure sustainability and exploitation of results. The LIFT consortium is industry-led and well- experienced in BBI JU.

Assuming a lifelong learning perspective, this project aims to increase the intercultural competences of healthcare professionals in Europe, through non-formal training. According to EU SKILLS PANORAMA (2014) report on the prospects for health professionals, healthcare providers in Europe should develop their skills as far as societal trends and influences as well as human ethnicity and culture are concerned. The need for intercultural competences has been stressed out by a lot of academics and researchers in the field. Anand & Lahiri (2009, p.388) argue that the key to an efficient healthcare is the “skills to learn about cultural and personal beliefs in a respectful way”. Spencer (2014) emphasizes the teachable dimension of intercultural skills and the importance of this aspect of professionalism for the satisfaction of the patient and the provider, as well as for the health outcomes. The intercultural competences are a useful tool for all the healthcare providers (doctors, surgeons, midwives, dentists, pharmacists, psychologists, nurses, healthcare assistants) in all the stages of practice: prevention, treatment, management of illness and promotion of physical and mental wellbeing. The inability to cope with different perceptions about illness and health may result in misdiagnosis and mistreatment (Ahmed, 2015). Apart from the generally acknowledged need for development of intercultural competences in the healthcare sector, the current wave of refugees and immigrants towards and inside Europe underlines the need for provision of healthcare that is adjusted to the patients’ needs. The objectives of this project have been a) to equip healthcare professionals with the intercultural competences required in order to provide medical and healthcare services tailored to the needs of their patients, b) to provide non-formal educational methods that can be combined with the formal education of the healthcare professionals, c) to promote the efficient provision of healthcare to ethnic minorities that either inhabit or pass through the partner countries, taking into consideration the significance of different perspectives on health and illness for an efficient and cost-effective healthcare system, d) to sensitize the decision makers of educational and health policies in the partner countries concerning the needs of both patients and healthcare providers, e) to set off an international conversation and cooperation between healthcare professionals g) to address current needs and challenges of healthcare professionals.Project directly targeted all healthcare providers: doctors, surgeons, midwives, dentists, pharmacists, psychologists, nurses, healthcare assistants. Among the indirect target groups that are also addressed through this project are refugees, immigrants, asylum seekers, Roma, Pomaks and any other ethnic minorities treated by the western healthcare system. Consortium consists of six organizations from European countries. Partner organizations have a diverse background. Partners include one public Educational Institution, VET centers, NGOs and IT experts.Intellectual Outputs: IO1 - Baseline report on Intercultural competences for healthcare professionals: Quantitative, Qualitative and Context Analysis. The main result of the Intellectual Output 1 was the identification of the intercultural competences that should be enhanced from the point of view both of the healthcare providers and their patients. IO2 - The InterHealth (ECVET based) Curriculum for Intercultural Competences of Healthcare professionals. The expected result of Intellectual Output 2 was a Curriculum for the development of the necessary know-how of the healthcare providers who treat patients with a culturally different background. IO3 - The InterHealth Forum for healthcare practitioners and patients in an intercultural setting. The InterHealth Forum aimed to promote the active communication among healthcare professionals themselves and among them and the patients on the common ground of the need for intercultural healthcare. IO4 - The InterHealth mobile training application for autonomous learners. The aim of this Intellectual Output was to provide an interactive application that promotes autonomous learning of healthcare professionals on the subject of intercultural perspective on health and illness. IO5 - The InterHealth policy recommendations report. The main aim of this Intellectual Output was to produce a policy, guidelines and recommendations report which among other matters reviews the use of intercultural training for the efficient delivery of healthcare to all patients.Results & Impact: The main results have been the provision of innovative training tools for the lifelong training of healthcare practitioners and the influence on policy makers related to healthcare education and training. Indirectly, migrants and refugees will have the opportunity to enjoy personalized healthcare which on the same time will be cost effective and ti

"All over Europe, unemployment figures for young people (16-25) are alarmingly high and still rising. Among the young unemployed, those showing low qualification levels are at risk of social exclusion, sometimes for the rest of their lives. This challenging situation applies for all countries the UPDESIGN project brings together: UK, Austria, Italy, Greece, Spain. More than 50% of Spanish youth are unemployed, the situation in Greece and Italy is currently developing a similar trend, in Greece for instance 60% of all unemployed are under 25. Even in Austria, the percentage of young unemployed is considerably higher than the overall unemployment (almost 10% for young, compared with an overall 4% in AT). In some partner countries high youth unemployment has led to enormous social conflicts and even riots (EL, ES, UK). Educational concepts focusing on the empowerment of low-qualified young adults for efficient, practical, motivational and joyful acquisition of employability skills are still rare, or not implemented. The majority of VET providers in the partner countries are not sufficiently equipped with respective approaches and instruments. Therefore UPDESIGN was targeted at adult education and VET providers dealing with disadvantaged, low-level educated young adult learners who do not hold qualifications and skills sufficient to (re)enter the labour market. The project was designed to equip education providers and their staff with innovative methods and tools for basic/employability skills delivery, entrepreneurial spirit and motivation training embedded in the thematic world of design and based on the idea of ""upcycling"", i.e. initiating processes where waste materials or ""useless"" products are converted into new materials or products of better quality. On a transversal level, the pedagogic outputs of UPDESIGN also introduce elements of eco-friendliness and environmental sustainability and, by this, raise respective awareness and initiate behavioral changes among their users.The project was led by Springboard Opportunities (springboard-opps.org) and involved 5 partners: BEST Institut GMBH (best.at), Consorzio Sociale Abele Lavoro (csabelelavoro.it) Institouto Ekpedeftikou & Epagelmatikou Prosantolismou (iekep.gr), FVA Sas Di Louis Ferrini & C (fvaweb.it) & Instituto para el fomento del desarrollo y la formación S.L (infodef.es). The partnership consists of VET providers and innovation experts, adult education and research organisations from UK, Austria, Italy, Greece & Spain. The selection of partners was been based on their expertise and the work known for, providing training and guidance to low qualified, disadvantaged young adults. The core activities and individual strengths of each partner were also reflected in their main tasks within the project to ideally contribute to an effective transfer into the VET sector.The main activities and results undertaken on the project include:O1 Analysis and Conceptual Framework, a research analysis to report on:•A catalogue of recommendations•Trend indications•Materials for further integration as good practice samples •Matrix of key competences and skills related to employability defined according to European Qualification Framework (EQF) •Learning Outcomes - Knowledge, Skills and Competences.O2 UPDESIGN Curriculum, a curriculum to provide disadvantaged young adult learners employability competences and environmental and social responsibility skills embedded in the 'world of DESIGN', setting activities in upcycling of industrial waste and its preparation, aesthetic upgrading, marketing, reflexion upon activities and lessons learnt. O3 UPDESIGN teaching and training Handbook, a handbook to help educators understand how to implement the UPDESIGN methodology into their teaching practice. Final Learning Outcomes and units were defined according to the O1 research results.O4 UPDESIGN Toolkit - teaching and learning materials, this comprises learning material for disadvantaged young adults offering practical, motivating learning activities/exercises embedded in upcycling activities improving their employability skills (entrepreneurial spirit, social and communication skills, personal competences) O5 UPDESIGN Platform, our virtual platform and OER repository accessible on the internet (at www.updesign-platform.eu)Multiplier conferences were also held in each partner country.In the short term our project has had a greater than expected impact with the results used to date with over 2000 learners and 500 trainers across the partner countries and beyond. Visits to the virtual platform in 2016 have averaged 240 per month, nearly 5 times our target and we are also continuing to disseminate the results to key stakeholders to ensure they are adapted by as many providers as possible. The platform will be supported for at least another 3 years enabling new materials to be uploaded and utilized by current and future users."

The basic aim isTo reinforce professional development of teachers of students up until 7 years old through an online course, in order to effectively promote positive behaviors in classroom and future school attendance and achievement.Objectives:• Educate teachers regarding the processes and methods of teaching.• Provide teachers with valuable non-formal education methods in working with children towards the promotion of a positive school climate.• Arm teachers with basic soft skills in order to prepare children to enter and succeed in the classroom.• Improve teachers’ quality in monitoring and detecting risk factors of school attendance.• Assist children’s’ self-development and enhance motivation of learning.Our target groups are: a) preschool teachers b) teachers of first two classes of elementary school (48 teachers totally)Regarding the activities of the project those include:• Needs Assessment Survey.• Interviews with teachers working with children up until 7 years old.• Desk research regarding teachers’ professional development.• Focus groups.• Development of online courses draft.• Development of online courses electronic environment.• Distribution of link of online courses.• Evaluation of final product.• Dissemination activities such as Roundtables and Final Conference. Regarding the results of the project we expect:• The creation of an online course which will be developed during the project from specialized in working with children professionals and non-formal educators. The final product regards an online course that will provide knowledge and techniques regarding early childhood education and learning through play, which aims to promote positive behaviors in classroom and student’s motivation in learning. A mobile application with the activities of the e-platform will also be available to those who work with children up until 7 years old.The expected impact of the project refers to:• Participants: “THRIVE”’s direct target group and participants are teachers working with children up until 7 years old who wish to be engaged in adult learning and develop competencies via non-formal learning through online courses, as well as schools and preschool structures locally/regionally/nationally. The impact for this group will be the development of their learning in terms of the use of non-formal education techniques as a method to improve teaching quality. Moreover teachers will acquire a facilitated tool in order to develop basic teaching competences. Furthermore teachers will enhance their leadership skills and act as a role model for their students, communicating positive behaviors in school. Teachers will be able to improve their capacity to develop new exercises and teaching strategies following non-formal education methodology. Educators will be able to monitor and be aware of warning signs and factors that may intervene in school attendance. Finally teachers’ well-being will be improved too. Through professional development, teachers will feel the support of a tool that will enhance their efficiency and confidence when working with toddlers and children. Enhancing their teaching quality, teachers will become competent to deal with daily challenges occurring within school and preschool structures.• Participating Organizations: The expected impact on the partner organizations will be direct and will include the development of learning in terms of professional development, non-formal learning, early childhood education and specifically how to combine the three elements, as well as the provision of a new offer for their beneficiaries.• Target groups: The direct target group, as mentioned above, will benefit in a strong way. Regarding the indirect target group which is children up until 7 years old, those will be able to receive a better quality of education. Students will improve their self-development and learn how to actively participate in learning process. Through non-formal education directed to promoting positive behaviors and active participation, children will succeed to be better prepared in order to enter classroom. The early prevention strategy will positively affect learning to later educational stages too. It will also prevent early school leaving and therefore social inclusion will be promoted. • Entire Community: “THRIVE” project targets policy makers both domestically and within the EU. “THRIVE” act as supplementary to usual training courses regarding professional development. “THRIVE” consists a cost-effective alternative that facilitates the education of teachers, in case of limitations of time or space. “THRIVE” suggests a linkage of formal education with non-formal education methodology. The project will designate the importance of teachers’ professional development in preventing low school attendance and early school leaving.