Introduced in 2011 at the initiative of the Haute École Pédagogique du canton de Vaud in Switzerland and co-funded by the General Higher Education Directorate of Vaud, the PEERS programme (Partnerships of Students and Teacher-researchers in Social Networks) is part of a process aimed at increasing the quality of training of future teachers, through the promotion of international projects which include research and knowledge building aspects in the students’ learning pathways. Sharing the belief that this initiative is an avenue worth exploring with respect to the internationalisation of the training of future teachers, three European teacher training institutions, under the coordination of the Haute École de la ville de Liège (BE), Universitatea Ioan Cuza of Lasi (RO) and ESPE Aquitaine (FR), obtained the support of the AEF (Agence Européenne Francophone belge) to take ownership of the PEERS methodology and to test it out, to become themselves, in the long term, vehicles for its deployment at the European level.Using a project-based learning methodology, PEERS projects aim to foster skills acquisition for future teachers, both through research and the use of ICTS to support remote collaborative work and the acquisition of intercultural skills which are important aspects for the profession in a globalised world.Specifically, PEERS groups comprise 6 students from two partner institutions, assisted in their research project by two teacher-researchers. The research carried out by a PEERS group focuses on a theme related to bilateral learning or educational issues. Between in situ meetings over the course of an academic year, and in parallel to the remote collaboration, the students apply the jointly developed methodological solutions within their schools. In terms of deliverables, the PEERS experience leads, at the collective or individual level, to writing an article, a poster, a professional report or presenting a communication at a scientific conference. This approach aims to enhance scientific collaboration within an intercultural context.For the academic years 15/16 and 16/17, 13 groups have tried out the PEERS methodology as part of the EU strategic partnership, i.e. 78 students assisted by 26 teacher-researchers. On the basis of the European funds allocated and backed by the five years of the existence of the PEERS programme, the partners have carried out a wide satisfaction survey of the 156 students involved in 16/17 in a PEERS project, both at the level of the strategic partnership or outside of it (PEERS conducted by the HEP Vaud), in order to assess the scope of the programme at the “methodological”, “remote collaboration”, “research” and “intercultural dynamics” levels. A broad impact study has also been carried out by an external service provider, in order to measure the impact of the PEERS programme at the “research” and “intercultural dynamics” levels, on the 66 teacher-researchers who have participated once or more times in the PEERS programme between the academic years 11/12 and 16/17.The book entitled “PEERS programme: European prospects”, presented at the International PEERS Conference on 13 and 14 December 2017 in Liege (BE) and published in December 2017 by Éditions Multiculturelles Européennes (EME Éditions), allows one to learn about the elements constituting the essential core of a PEERS project as regards the internationalisation of teacher training, both methodological and systemic, enriched by the results of the satisfaction and impact study surveys carried out on its protagonists.

<< Objectives >>Clinical reasoning is a cornerstone in physiotherapy. SCALENEo (Smart ClinicAL rEasoning iN physiothErapy) aims at disseminating a serious game – a card game - in which groups of students and teachers in physiotherapy learn and practise clinical reasoning in the musculo-skeletal field. The game exists in paper form and will be implemented online. It is an innovative pedagogical approach in physiotherapy and favors the transition of students and therapists towards digital education techniques.<< Implementation >>A digital education ecosystem (website) containing the serious game and a database of clinical cases will be developed. The serious game will be played by students and teachers in either paper or online form. Events will be organized to reach the target audience and promote the serious game. The 4 participants has complementary skills to reach this goal: Serious game creation (Henallux), database and project management (CeREF), clinical cases analysis (Rehazenter), motion analysis (UPHF).<< Results >>SCALENEo aims to promote excellence in teaching and practise of physiotherapy through the practice of clinical reasoning. The developed digital education ecosystem is expected to become a new pedagogical tool actually used in the countries of the consortium members. At short-term SCALENEo aims at becoming a reference tool for clinical reasoning teaching in the musculo-skeletal field. Then its extension to other fields and other countries will be considered.

UPGRADE project consists in extending and developing the competences of low skilled migrant populations and educators/ professionals working in organisations, providing support to them, in order to assist them in the long-run in promoting a new dynamic training material for up-skilling low qualified adult refugees/migrants(linguisting support, soft and sector skills etc) resulting to access to job opportunities in the host country and to re-skill educators who work with refugees/migrants through a multicultural capacity building methodology. Migrants are a crucial topic for EU Agenda as various strategies were put in place to look for complementary solutions to manage the issue of rising migration influx. The project is grounded on EU Partnership for integration (2017) with specific measures responds to integration needs of migrants’ groups.This will be done via following outcomes:- Capacity Building Training Course- ReSupportMI e-tool Capacity Building (online guidance space for migrants and communication tool among professionals working with this specific target group)- Multicultural and Skills assessment Tools for professionals working with migrantsThe project has been designed based on the partners’ experience and understanding of professionals working with migrants needs and refugees/migrants learners. The project will bring together 6 partners from 4 different countries wishing to promote citizenship and the common values of freedom, tolerance and non-discrimination, strengthening social cohesion and helping people become responsible, open-minded and active members of our diverse and inclusive society by enriching adult educators’ intercultural competences. This project will also include four transnational project meetings that will contribute to the preparation, implementation and evaluation phase of the project as well as one joint staff training event for the staff of the participating organisations so as to be able to inform the target group during the multiplier events and the pilot testing. All the information gathered through this project and the promotion of the project itself will then be uploaded on the ReSupportMi e-tool. The total number of people, who will benefit (directy or indirectly) from or will be targeted through the project activities (Capacity Building Training Course, Methodology and ReSupportMI e-tool, Multiplier Events) during its duration, is moderately estimated at approximately 2500. The project's expected results are the following: o Increase the quality of services offered to refugees/migrants in the future;o Fostering the integration process and refugees/ migrants’ economic participation in society; o Improved levels of skills awareness for employability of refugees/ migrants;o Enhancing civic orientation and active citizenship of refugees/migrantso Increasing opportunities for refugees/migrants for professional development;o Creating links between the host society and m refugees/migrants' communities;o Development of competences in dealing with inter-cultural conflicts;o promoting an awareness of the importance of cultural diversity in Europe;o promoting understanding of cultural backgrounds and providing reflection in order to increase tolerance and to reduce prejudices and xenophobia.The UPGRADE project is expected to have an overall significant impact on participants (refugees/ migrants, professionals working with migrants) competences and multicultural mindsets, based on their dealing with migrants / refugees:o Fostering the integration process and migrants’ economic participation in society; o Enhancing social inclusion via cross-cultural acceptance, improved understanding of multicultural environments and diversity concepts;o Improved levels of skills awareness for employability on behalf of refugees/ migrants;o Enhancing civic orientation and active citizenship of refugees/migrants;o Creating links between the host society and refugees/ migrants communities. Impact on local community:o Strengthening the role of host communities in the personal and professional development of refugees/ migrants;o Developing the sense of respect and tolerance, and combating towards different nations and cultures; o Development of competences in dealing with intercultural conflicts; Impact at national and EU level:o Intensified sensitisation of policy makers and relevant stakeholders (centralised and decentralised) to further extend and develop migrants and educators' competences through the support non-formal and informal learning;The project’s innovation and added value lies in the very fact that it does not merely seek to train trainers and refugees/migrants. The project goes beyond the training scheme as it incorporates the promotion of EU cultural diversity, access in OLS (Linguistic Support Tool) and the utility of EU Skills Profile Tool.

"<< Background >>This project focuses on the role of social innovation in a contemporary societal, health, economic and ethical context. Through different concrete actions, this project will ask the values of social enterprises and higher education institutions. More concretely, this project focuses on the Master in Social Engineering and Innovation (EQF 7) both in terms of its training profiles and the impact of these at the professional and societal level. This project is composed of 5 main actions (terminology and values of social innovation (1); training profiles (2); function profiles (3); internships and research in higher education (4); matching of function and training profiles (5)), the concrete results of which will be presented in an integrated way thanks to the innovative digital tools developed during this project. This project, developed in a structured and concrete way, will maintain a research dynamic that will make it possible to question the issues in this sector. The project focuses not only on the training of professional cadres for social organizations but also on their impact on the labor market. The main characteristics of these social enterprises’ managers (in the field of the non profit market labor) are their ability to negotiate and innovate in cross-sectoral areas.These different needs described below have been put into perspective with the different Eramus+ priorities. In a transversal way, the project responds to the priority: ""Addressing digital transformation through development of digital readiness, resilience and capacity"". Indeed, the main tool developed in this project responds in an integrated way to this aspect as it will be specified in the part below.The two sectoral priorities (Promoting inter-connected higher education systems; Stimulating innovative learning and teaching practices) have been broken down into different actions in order to strengthen the structure, evaluation and impact of the project in an integrated and specific way. The different needs listed below will be linked to the objectives and the different actions carried out in the project: -Adapting a macroscopic approach to the different realities of the social engineer (link with objective 1 and action 1)-The need for a terminology adapted to all partners (link with objective 1 and action 1)-The need to reinforce the legitimation and the recognition of the professional identity and requiring a greater visibility of the Master and its graduates (link with objective 3 and action 3)-Question and refocus the place of research in the curriculum and its impact on the definition of the professional profile (link with objective 4 and action 4)-Improving the visibility of skills and professional profiles in order to strengthen their adequacy and increase the impact of this profession in the public sphere (link with objectives 2 and 3 + actions 2 and 3)T-o perpetuate and anchor the visibility of these profiles (link with objective 5 and action 5)<< Objectives >>General objective: integrated perspective on the role of social innovation in a contemporary societal, health, economic and ethical context.""Social work"" (= social work / social pedagogics/ social management) is a worldwide discipline that deals with the theory and methodology of occupational integration of individuals in vulnerable situations. Extensive knowledge on the problems of people, theoretically grounded methodology in activating social work and management of social services make up the qualifications of the programme. Legal and economic expertise is also very important. Experts in social work must often prove themselves in conflict-laden relationship work. Professional behavior in the tension field between empathy and demarcation requires not only knowledge and skill but also a dignified personal profile.Initially, this project approaches a rather macroscopic point of view (Inventory of existing situations) allowing for a general analysis of the realities of public policies in relation to contemporary societal issues.Specific objectives: -Enhance the professional identity and harmonise the terminology used for job and training titles within Europe. The professional identity will be precise through: 1. the identification of a common terminology and a common set of semiological references; 2. the comparison between the place of “social engineering” in educational politics; 3. The analysis of the concrete social stakes and problems that frame the professional identity; 4. The explanation of the values that lead the training in each country. (link with action 1)-Increase the visibility of job profiles and to identify varied work contexts for students and employers (link with action 2)- Increase the legitimacy of social work research and raise the visibility of training and exit profiles .There is an evolution of work in social institutions, but also an evolving communication with partners and authorities (approvals, subsidies...). (link with action 3 and 4)- Increasing the visibility and identification of internship locations (link with action 4 and 5) -Increase the match between job and training (matching job and training profiles and making them visible through the implementation of a concrete technological tool). (link between action 2, 3 and 5)<< Implementation >>Action 1: Social context, reference frame and glossaryIn this action the precise legal framework and reference documents for each partner country will be identified with a view to evolving together with a common language around the different functions and training profiles of the social engineer. This action will establish the existing situation in the different partner countries in order to be able to set up a concrete reference tool at European level. Beyond the terminology of the Master's degree, identity building will also take place in the realities of the follow-up of the beneficiaries.- Action 2: Training profiles of the social engineerThis action will focus on the training profiles of social engineers. Highlighting the common points in these different profiles, a common reference system can be implemented to promote the recognition of these training courses at European level. The identification of the different training bodies will also make it possible to strengthen synergies and exchanges in the different partner countries. - Action 3: Point of view of social-profit sector = “Job profile”This action will focus on job profiles. The identification of the different public structures and recruitment issues in the non-profit sector will make it possible to include this profile in a concrete way in relation to current societal issues. This will highlight the match between job and training profiles in a European framework. Action 4: Internship and notoriety of the researchThis action will also strengthen contacts with internship supervisors within the framework of internships organised by the initial training. In order to meet the needs described above, a networked communication with stakeholders will be set up through the various intellectual productions. This action, which is more specific to internships, will enable local and international contacts to be made. It will be planned to set up student exchanges across the different European countries. This action, in a more concrete way, will result in a summary table showing the parameters of the internships in order to have a general overview but also to have a continuity in the relations. - Action 5: The mobile application and the e-learning platform of social engineering and social innovation (SESI)This action will make it possible to capitalise on the result from actions 1, 2, 3 and 4 in a sustainable way. On the basis of the results obtained in the actions, a mobile application coupled to an e-learning platform will be created to consolidate and develop data source tools for higher education. This innovative practice in the digital age (horizontal priority) will highlight in a concrete way the intellectual productions of actions 2 and 3. In the framework of this action, particular attention will be paid to data protection. It will respect the existing rules of the DPMR. These tools will make the project sustainable and long-lasting, as this application will be included in an exchange dynamic.<< Results >>Each action carried out (actions 1, 2, 3, 4, 5) will result in a minimum of one concret result per action which will be compiled on the e-learning platform.This platform coupled with a mobile application will gather the following elements :main results of the project actions, interactive pedagogical content, training module on the assessment and validation of skills, compilation of the qualitative and quantitative data available from the project, sustainability of the data. All outputs will be linked to the different actions of the project and will be managed by different specific working groups. Indeed, beyond the action's lead partner, the working groups created will include different stakeholders whose representatives will be consulted per action. Different methodologies will be used depending on the outputs (see description of all of them below):-Delphi methodology-Focus group methodology-Compilation for database creation using the proposed parameters. Several parameters (qualitatives and quantitatives indicators) proposed can be adapted according to the progress of the project to correspond even better to the reality and the expertise of the various participants.Output A1 : a concrete reference tool at European level (Template with parameters of legal educational frame, structure of social jobs and structure of training in each country, glossary, social reality of each country for the contextualisation of the data) - link with the need 1Output A2: Template with parameters of ""training profiles"" - link with the need 2Output A3: Template with potential places of employment and the skills required by the employer (knowledge/know-how/know-how to be) - Link with the need 3Output A4: Summary template of the parameters of the internships, “master classes” and research - link with the need 4Output A 5 (final production) : E-learning platform and Mobile application :1.An auto evaluation tool: the students situate their competencies, identify their needs of complementary training, portefolio …. 2.Mooc to develop the professional identity from a european point of view.3.Facilitation for student/teacher mobility.4.Access to a mobile application.5.Links with stakeholders (professionals and academics)6.Concrete results from all the actions of the project"

UNIversities for Future wORk Skills 2020 - UNIFORS 2020 brings together a strong partnership (5 universities from Poland, Romania, Belgium, Spain and Portugal and two SMEs - one from Spain and one from Greece), which aimed to increase the chances of students to enter the labour market faster and better by improving their soft skills. The project explored the perspectives of employers, students and teaching staff in relation to specific soft skills gaps and collected best practices in this field at EU level. The partners developed a blended soft skills training programme including an innovative online course (36 hours). 80 students from 5 universities attended the soft skills course and half of them participated in a 5-day international intensive study program. More than 150 students from the partner universities received updated information on the needs of the labour market and became aware of the importance of soft skills for their future employment. The project increased the university's capacity to deliver soft skills courses by training teaching staff and experts (16 people) and strengthened cooperation between universities and the business sector/employers. Over 150 companies were involved in all stages of the project, from needs analysis to course development, implementation and evaluation. 2,500 members of the public, 500 students, 500 teachers, 25 other universities, 250 companies and 10 authorities from 5 EU countries have been informed about the project results. All partner universities have integrated the developed soft skills training into their curricula for optional/extra-curricular courses, with 300 students expected to be trained within 3 years after the end of the project.