Context. For nurses with mobility in their career, defining nursing practice across Europe can be challenging. While nursing is regulated sectorally in terms of determining competence, there is no specific requirement to demonstrate how each country might facilitate trans-cultural elements of nursing within their healthcare setting. This is particularly important when it comes to mobility of nurses, as movement to meet workforce demand promotes healthcare improvement and growth of jobs in accordance with 2011 EU Communication on the Modernisation Agenda for Higher Education (COM(2011) 567 final) and Europe 2020 (2010). This innovative project provided a suite of five tested and evaluated Reusable Learning Objects plus supplementary resources and training aimed at increasing cultural awareness and cultural competence for nurses, nursing students and other health professionals. The project provided training for technical and teaching staff in five partner school on the development of Re-usable Learning Object RLOS using the ASPIRE model, which may be transferred locally for teaching and learning development. Aim To facilitate learning relating to transcultural nursing competence and professional values for nurses, nursing students and health professionals, through developing five sustainable Re-usable Learning Objects (RLOs) illuminating patient care within a transcultural model (eg Narayanasamy, 2002). Activity 1. More than 650 Nursing students, practitioners, teachers and service users from five nations participated in developing and reviewing Open Education Resources promoting trans-cultural awareness and professional competence in nursing. It is anticipated that the materials will reach more than 3000 nurses and students of nursing and healthcare globally through the RLO portal, EPALE and the project and school websites. 2. Multimedia materials for blended learning and five Reusable Learning Objects (RLOs) were developed, tested and implemented using a participatory design workshop approach applied using theoretical frameworks focused upon cultural learning and a practical framework for the development of digital learning materials (ASPIRE) (https://www.futurelearn.com/). Underpinning frameworks for development implementation and evaluation are published (McSharry et al 2020; Brown et al, 2018; 2020) 3. Case study scenarios and narratives for the RLO’s focus on professional nursing situations requiring competences identified by EC/36/2005 amendment EU/55/2013 and enable learners to explore trans-cultural expectation within nursing action. 4. Written and video materials summarising and presenting the project are available on the TRANSCOCON website (www.transcocon.ac.uk). Five RLOs are hosted in perpetuity by the University of Nottingham on the HELM Open Website and linked to the TRANSCOCON website for ease of access. Materials are available within the four languages of the project. 5.Staff training offered sustainable knowledge for further development within each participating school. This innovative approach to cross cultural digital learning development was evaluated using a SWOT analysis of the project presented at INTED 2019 and published (Brown et al, 2019). 6. Students were engaged in blended learning approaches and face to face discussions based on extension work. Two international blended mobilities (Germany and Nottingham) offered RLO content to 78 nursing students. Students also worked together from participating schools and with visiting exchange students throughout the project, giving face to face opportunities to explore cultural views. Student evaluation of C3 was integrated in the material development and is published (Ho et al, 2021).Process: TransCoCon worked in cycles relating to intellectual outputs with transnational meetings acting as “milestones”. Each meeting included sharing of outputs and process results from the previous meeting. Outcomes were agreed and the next cycle planned. The hosting partner organised the meeting; the lead for the previous work package led their conclusion and the lead for the next work package prepared and introduced the team accordingly . This sharing enabled risks such as time keeping and communication issues to be addressed. Outcomes including development, implementation and evaluation of the RLO were central to working cycles and were documented within minutes. These also form the basis for emerging publications. Longer term Impact: The team has developed high quality, free to use and evidence based suite of RLOs, which can be used globally to prepare healthcare students and others to appreciate the impact of professional trans-cultural mobility. The RLOs motivate and encourage student and nurse participation in trans-cultural working and in mobility, thus enabling international sharing of important experiences which can improve patient care quality, enhance professional performance and create more reflective citizens.

Not applicable.

Entrepreneurship education has been on the agenda of pedagogical development in all levels of education for years. Student companies has been one common form of entrepreneurship education. Nevertheless, it seems that sustainability is not so often included in student companies or other entrepreneurship initiatives applied at educational institutions. It would be important that those who are considering starting a business also understand the importance and potential of sustainability. Sustainability – from cultural, social, ecological and economical points of view – offers an opportunity to equip students with more positive expectations and images for the future. From ecological and economical point of view, resource saving in business is necessity.The core idea of the project matches the international and European need to reverse and lessen the effects of the climate change. The recent strikes with 1.3 million people on climate change is just one evidence that the younger generation is concerned about the future and the sustainability of the mother earth. Therefore the consortium partners, monitored by external stakeholders, will develop the concept, the content, and pedagogical methods for the Sustainability-driven Entrepreneurship study unit. This will be done by gathering and analysing learning outcomes from local curriculums and developing new ones to match stakeholders’ needs for creating the concept for the study unit. Learning and teaching material will be produced including case examples from local companies highlighting their current sustainability-driven practices in partner countries. Sustainability-driven Entrepreneurship -project aims to •improve and increase entrepreneurial competence among students, teachers and trainers •increase background knowledge on sustainability and sustainability-driven entrepreneurship•produce learning and teaching material and related pedagogical methods to support the students when acquiring these skills and competences•create and pilot a competition at local and European level, where multi-sectoral student teams solve challenges given by companies. The project partnership consists of four vocational schools (VET), two higher education institutions (HEI), one high school, one enterprise and one regional ministry of education in all seven countries (FI, IT, DE, NL, BE, UK and ES). Each partner has its own network for monitoring and dissemination purposes of the project. These networks will be involved in arranging local competitions and other project activities. In average, five staff members and 20-30 students from each partner will be involved. The key target groups of the project are students, teachers, trainers and local small and medium sized companies. Partners will develop the concept, content and pedagogical methods for the Sustainability-driven Entrepreneurship study unit in close cooperation with local working life representatives. Surveys will be used for situation analysis and evaluating the impact of the training the trainers and the pilot.The activities can be grouped in the following thematic areas:•situation analysis survey•development of learning and teaching material including compilation of best innovative practices in companies in seven countries; innovation with sustainable approach; and service design•development of train-the-trainers material and building-up the capacity of trainers•pilots including local competitions and European level final competition in implementing the sustainability-driven entrepreneurship study unit•quality assurance by the local project group including key stakeholders and representatives of enterprises•impact evaluation to verify the impacts of the implemented study unit among the students and teachers•dissemination activities including website, social media campaigns, joint articles and publications, conference presentations and the multiplier event•project management and coordination including transnational meetings.The project will produce International Sustainability-driven entrepreneurship study unit (15 competence points/ECVET points) with a practical plan with learning outcomes as well as a handbook for trainers including the learning material. Local and international competitions will bring the learning close to practice. Students in multi-sectoral and international teams will strengthen the key competences/transversal skills, which should match the requirements of their future employees better. The partner organizations will include the study unit in their current/future curricula to sustain the results after the project. National level education authorities will be sensitized on the results in order to present the sustainability-driven entrepreneurship unit as a vital option for educational institutions at all levels. European citizens and entrepreneurs should do their best to improve their actions towards long-term sustainability.

Inclusive support of ageing people with disabilities is – by definition – a trans sectoral challenge: in an inclusive society, mainstream services support all citizens, disabled or not. When people with a disability – living independently or within a residential context with others – express their wish to live as long as possible in their own ‘home’ (cfr. the ageing in place principle) and when mainstream services for the elderly or home care services are invited to support also this group of citizens (cfr. community based support), it is clear that this ‘new’ situation reveals new challenges and requires an active transition strategy in all fields involved: mainstream services for the elderly are not ready to support 'disabled' people; services supporting people with disabilities don't know how to deal with 'newe ageing related needs of their clients.Especially on the level of the professionals involved, the desired transition from the medical towards a social inclusive model, requires new beliefs, attitudes and different (additional) competences - in all fields involved. This project started from a strong conviction that organizations and professionals active in different fields need to, but also want to work together across their own field; they are open to learn from each other. -In this inclusive context, services for the elderly, need to learn how to care for and support ageing people, also when they are disabled: staff needs to acquire new, additional skills related to the needs of the disabled persons. -At the same time, services for the disabled need to acquire skills in order to create opportunities for the disabled elderly to age at the place of their choice for as long as they wish and are able to. These services need to acquire new skills, related to 'ageing'.-Both fields need to learn to support the ageing persons towards an active and valued participation into society.The fields involved can learn from each other; by doing so they improve the level of key competences necessary for inclusive support and for guaranteeing quality of life and wellbeing. This belief was the starting point for an intensive and interesting exchange of good practices among 10 European innovative organizations. The Erasmus+ project created the conditions to share ‘inclusive’ practices and to learn about the conditions and critical factors of success (or failure) of inclusive approaches. 6 international meetings and study visits, and more than 25 practices, were the starting point for critical reflections on conditions and outcomes on different levels: 1. professionals and their skills, 2. the organizations and their HR, quality and VET policies, 3. local/national policy makers and regulations, 4. education and the curriculum.The partnership - with representatives from services for the elderly and from the disability field, but also from high schools, research and international networks - produced a set of suggestions and starting points for actions (recommendations) on four themes that – already from the very beginning – were the ‘red lines’ through the practices: 1. quality of life - as focus, 2. ageism and perceptions on ageing - as hindering factor, 3. a ‘new’ inclusive professional profile - focusing on new skills, 4. informal care - as keystone for inclusion. The comprehensive final thematic report with suggestions for actions based on these 4 themes is available on the TRIADE website (http://triadeproject.eu/wp-content/uploads/2017/10/171031-TRIADE-FINAL-THEMATIC-REPORT.pdf).The projectpartners have continuously received feedback from their Local Expert Groups, established in each country, with members from the same and different fields. These LEG's realized the main dissemination of the project regionally and (depending on the country) nationally. They were a strong link to education and to many umbrella organizations and their strategic working groups. This Erasmus+ project was continuously visible on European level, through the ENSA network (European Network of Social Authorities) and through a wide spread TRIADE Newsletter. The project was invited several times on European initiatives - the Annual Convention for Inclusive Growth 2016 as a most important one.Several good TRIADE practices are already implemented; the wide set of recommendations, based on the real experiences of participants actively involved at the work floor, may give directions to concrete initiatives for future actions. We hope…