The partners have been Dalarna University, Oslo Metropolitan University (earlier Oslo and Akershus University College of Applied Sciences) and University College Copenhagen (earlier Profesjonhøjskolen Metropol). From each partner institution, two or three persons working within the fields of physiotherapy and sports have played a key role in the project. Stakeholders have been prisons, NGOs, muncipality and street soccer/HWC.This project has developed a new practice placement model for sports and physiotherapy students in their work with people of marginalized groups. The project has established a link between undergraduate education and new practice placements in particularly in new practice placement arenas such as prisons, soccer for the homeless, rehabilitation centres for drug addicted, hospital for drug abusers, activities for immigrants and for people with mental illness to lower the threshold for social inclusion.The links developed during the project have increased students competences and employability by introducing them to working with people of marginalized groups, such as inmates, drug abusers, homeless and people of multicultural background in a perspective of public health. The new practice will also improve health care for vulnerable citizens and socially marginalized groups, and enhance the relevance in the use of practice placements as part of the study programmes for the future student. An overall goal has been to focus on social inequalities in health, and empowerment of vulnerable groups and to increase the knowledge among students of physiotherapy and sports on how to work towards marginalized groups in order to equalize these inequalities. Through the project, the students have been able to apply both their professional and relational knowledge in order to lower the threshold for marginalized persons to take part in ordinary life.The partners have played an active role in developing both the practice placement arenas and the rationale for the different approaches carried out by the students during their practice placement and their practice periods. The stakeholders have played an important role in providing the practice placement arenas and giving vital feedback during the project. Teachers/supervisors, students and stakeholders have met during workshops and intensive programmes in the form of practice placements such as the Homeless World Cup and practice in Halden Prison in Norway. The students' evaluation of the practical training, the supervisors' preparations and evaluation both during the project and at the end, the stakeholders' evaluations as well as the user perspective have, along with the experiences made by them throughout the project activities, contribute towards improved use of practice placements as part of the study programmes. The main result are the new model for practice placement in order to change the health and welfare service for people of marginalized group and volunteering for the students. Furthermore, it is the attuned curriculum in Denmark and Sweden, and that knowledge about substance abuse and services for marginalized people is pointed out in particular in new guidelines for health education (RETHOS) in Norway. Two conferences have been arranged for invited guests and for the public at large. The key persons have taken part in different arenas to convey the project and the result. The project has developed guidelines for mentors in practice, we have shared our knowledge at conferences and published articles based on empirical data from the project. During the project period all three partners have established cooperation with new partners, in the field of marginalization.

"<< Background >>We, the representatives of the consortium consisting of three universities from Sweden, Belgium, Italy, an NGO from Serbia, together with our associated partners, believe we have cutting edge expertise in the field of online education, creation and application of visual interpretation of post-mining and other industrial activities in Europe. We will contribute to the enhancement of digital communication and online learning in our Bachelor and Master programs within Tourism Studies/Tourism Management. This is vital in order to expand both students’ employment and life-long learning opportunities resulting in greater resilience as well as an awareness of the long-term impacts which industrial activities have had on the tourism landscapes in Europe today. We also want to take advantage of the opportunity to exchange our best know-how and academic excellence with our colleagues in Serbia who are hampered by the lack of similar opportunities to access the latest developments within the field of cultural heritage use in tourism.<< Objectives >>We would like to strengthen the academic and the educational connections between our three EU member countries’ universities (Sweden, Belgium and Italy) and to establish a close relationship with the colleagues at Belgrade University and our NGO partner in Serbia with the goal to support exchange of ideas and knowledge within the field of alternative uses and interpretation of European industrial heritage. By providing the clear project management and planning structure we will enable efficient coordination among all the involved partners leading us together to the achievement of the planned project outcomes. Together with our Serbian partners we will be able to develop and test our up-to-date online course ""European Industrial Heritage"" and undertake all the necessary improvements, for both content and pedagogy, during the project in order to ensure its sustainability ie create long-term effects from this educational activity. We will also utilise our resources in order to develop a prototype of the virtual tour specifically applied to a Serbian case study, but the potential and the know-how will be modifiable and thus can be used for the creation of similar products in order to enhance wider public experiences of the industrial heritage in Europe.<< Implementation >>Within the project time we will collaborate on the creation of joint teaching material in the form of a textbook for the online course. The Intensive Study Programs targeting the students from our current programs in Tourism Studies/Media (at Dalarna University there will be a combined group consisting both Tourism Studies and Media)(both Bachelor and Master level) will also provide rich material for alternative interpretations and understanding of the cultural heritage of mining sites. This will inspire the creation of the virtual tool interpreting a mining site in Serbia, as an example of the best practices in virtual reality, allowing for a wide public participation in meetings with the cultural heritage of their own country and providing a vital overview of the joint European industrial heritage.<< Results >>The main outcome of our project is to create an online course (O2 – “ ""European Industrial Heritage: its alternative uses and interpretations""”). This will have a modular structure, serving as a framework for the other independent outcomes: O1 – Textbook ""Mines and Water. Interpreting European Industrial Heritage” and O3 - “Digital tool: 3D Virtual Mining Heritage Tour” which will converge in the digital online course. We will achieve these outcomes thanks to the competences of each partner, listed in the participants description, and to the coordinated communication and cooperation which has already been tested among most partners. Four Intensive Study Programs – (marked in the application as learning and teaching activities - C1, C2, C3 and C4 – are the main activities, which include student participation and interaction with industry/destination experts, contributing to the achievement of the project outcomes. These activities, physical mobilities or intensive study programs (ISPs), will promote transnational exchange since they address the exchange of competences, the convergence of working processes, the strive to reach collective assigned goals together. Students, professors and experts from the different European countries will analyse, discuss, interpret and finally report on one site while exchanging their opinions, experiences, practices and knowledge. Students will have specific intermediate tasks to fulfil and at the end of each mobility transnational student groups from the different partners will collaborate to produce a report. These ISPs will provide students the possibility of visiting each other, of networking and having real life experiences which will continue after the ISPs officially for the duration of the project. Involvement of industry/destination experts will allow sharing of experiences between the academic and the professional world and will be an added value for the future implementation of case studies after completion of the project. The development of students’ online communication, both written and oral, as well as other digital skills will form a central part. Connected to this will be an increased awareness of the need to adapt their communication to suit intended audiences/readers/stakeholders taking into consideration knowledge levels, language abilities and other cultural aspects."

As Europe and the rest of the world seek to green energy supply, solar photovoltaic (PV) systems are rapidly spreading and evolving to meet demand, accompanied by a commensurately growing need for skilled PV professionals. At the same time, low quality PV systems and low PV education levels persist in many countries, with significant deficiencies in practical knowledge and skills. As such, there is a demonstrable need for quality and more widespread PV education in Europe and elsewhere. Existing study programmes in Europe are limited by classroom capacity and are unable to meet existing let alone growing demand, while alternative (Coursera, Edx) PV learning resources are less sophisticated and cannot replace the learning outcomes of an accredited university. Of the few fully online PV programmes available, outcomes could benefit from broader collaboration between both teachers and learners.Within this context, the PV-iTeach project was developed in order to train pre-career and continuing education PV professionals that would otherwise be unable to obtain an in-depth PV education in the absence of PV-iTeach. Additionally, the project seeks to establish an emerging hub of PV networks and professionals that will serve to connect PV stakeholders across Europe and around the world while establishing itself as a top destination for top-quality PV training and education.The PV-iTeach project will be carried out by a consortium of five European universities: the Technical University of Denmark (DTU), the Technical Hochschule Köln in Germany (TH Köln), the Fachhochschule Münster in Germany (FH Münster), Dalarna University in Sweden (DU), and the Albert-Ludwigs-Universität Freiburg in Germany (Uni Freiburg). Each of the partner universities brings significant knowledge and experience in different but complementary aspects of photovoltaics in addition to practical experience in implementing related online learning. The core educational output of PV-iTeach will take the form of a course catalogue consisting of a minimum of ten courses, with each course focusing on a different PV topic. Courses will be derived from existing in-person courses at each of the partner universities and enhanced for an online setting. In order to enhance online learning outcomes, a special focus will be placed on the integration of collaborative elements for students in the form of special webinars, group projects, etc. to encourage active participation of learners. A special virtual/gamified course will also be designed which will emulate real-world PV systems in a simple graphical environment. Students accessing the virtual course/game will be able to connect different PV system components, take measurements in real time, and otherwise interact with PV systems based on real world scenarios. All of the course content, collaborative elements, and the virtual course/game will be hosted on a modified and optimized version of the open-source ILIAS e-learning platform and be freely and openly available. A fee of €80 is envisioned for students wishing to receive a certificate to verify their completion of a given course. Students with less financial capacity may apply for a grant which will waive the certificate fee, with a target of 20% of participants being eligible.PV-iTeach will be implemented on the principle of full commitment and shared responsibility among all five partners, demonstrated through a rotating Chair structure, consensus decision-making, and co-financing commitments from each partner. All partners commit to developing at least two courses per university to be available on the platform, while other project activities (e.g. project meetings, summer school, virtual/gamified course) will be led by a specific partner with support from others. The expected impacts include i) a greater number of trained PV professionals in Europe and beyond, especially in geographic areas with a great need for skilled PV professionals but with fewer opportunities to receive training, ii) the exchange of knowledge and experience across national borders through collaborative elements, thereby enriching the experience and outcomes of learners while also allowing teaching staff to enhance course content for PV-iTeach as well as existing physical courses at their respective universities, iii) a demonstrated application of innovative online teaching and enhanced learning outcomes that can be replicated in other areas, and iv) the creation of a foundation for an ongoing hub of trained PV professionals within Europe and beyond.PV-iTeach aims to have 1000 students taking part in courses by the end of the funded project period, with additional students envisioned thereafter. Measurement of educational outcomes will be measured through student surveys and related assessments. As PV-iTeach is envisioned to continuously grow after the project timeframe, longer term benefits related to the project objectives are expected for many years into the future.

BACKGROUND & CHALLENGESWork-Based Learning (WBL) is well established in the HORECA sector, as most employers offer apprenticeship programs in partnership with VET providers. This is necessary, as related occupations require further to knowledge and practical skills, a first-hand experience across business functions and future work duties. Nevertheless, the HORECA industry still notes a gap between the skills and knowledge learned by apprentices through WBL and those needed by the workplace, particularly to what regards environmental and sustainability skills. One of the key reasons, is the fast-paced emergence of relevant new market niches technological changes, new legislation/regulations, and last but not least, evolving customer expectations. EC study in 2016 reports the major skills gaps in HORECA education and training, underlining that the “greening” of the industry has led to considerable changes in the tasks and competences required by employees. HOTREC (December 2016) has published a pledge to improve the quality of apprenticeship schemes by promoting new skills development to tackle the new tourist demand. The EU Skills Panorama (2016) includes hospitality managers among the occupations needing skills upgradingOBJECTIVES ENVIRECA aimed to align work-based learning with workplace requirements as regards environmentally sustainable practices. Project objectives were: •Develop a comprehensive and up-to-date WBL curriculum and new training content on environmentally sustainable work practices to be embedded in HORECA VET provision•Introduce training delivery methods to enable HORECA apprentices to apply the acquired knowledge and skills in real life workplace situations via training scenario•Enhance VET-business cooperation and facilitate the integration of environmental components into HORECA WBL curricula and national/EU certification schemes.PARTNERSHIP The partnership comprised 5 partners with complementary skills and long experience on delivering innovative methods on environmental and sustainability skills. FLA brought its expertise and capacity in the environmental field and guaranteed the upgrading of HORECA WBL schemes. DU brought its experience in designing curricula tailored to market needs. EXELIA brought its long experience in delivering innovative learning methodologies and pedagogies. HRC brought its experience in designing work-based training in the HORECA sector and access to HORECA companies. CSHM brought its specialization on job specific training curricula and apprenticeships in HORECA industry.ACTIVITIES UNDERTAKEN •Map skill needs on environmentally sustainable work practices and update occupational requirements for HORECA employees •Design of a WBL curriculum and Open Educational Resources for training HORECA apprentices in environmental technologies and sustainable work practices•Delivery of a simulation game with practical scenarios on HORECA key business functions to foster new skills development •Organization of a pilot session to validate ENVIRECA units of learning outcomes and training material•Design of an Environmental Certificate Supplement for the integration of green components into HORECA certification schemes•Creation and distribution of a position paper to promote the incorporation of green skills requirements into occupational standards (to reach 75 stakeholders)•Organization of national information days in partnership countries to promote project results and strengthen collaborations between VET providers and HORECA employersMAIN RESULTS AND IMPACT ACHIEVED•Evidence-based learning outcomes on sustainable HORECA work practices•A 6 weeks WBL curriculum, referenced to EQF level 4, available in 6 EU languages•50 hours of versatile studying materials, offered in the form of open educational resources, in 6 EU languages•A board game with 5 scenarios that simulate “real-life” working situations.•A certificate template for learners receiving training on environmentally sustainable HORECA work practices•A set of policy recommendations on how improve the supply and quality of work-based learning in the HORECA industryIt is estimated that ENVIRECA has benefitted: •300-450 VET providers•500-600 HORECA employers •5500-7000 HORECA employees and apprentices•50-75 sectoral representatives and regulatory entities•1000-1500 other individualsLONG TERM BENEFITS•Improved HORECA networks’ knowledge and capacity for learner centered approaches.•Increased HORECA employers’ capacity to provide environmental and sustainability skills to employees •Increased knowledge of learners, trainers, mentors on how to apply theoretical knowledge in practice by developing handbooks and case studies.•Extended networks and synergies among stakeholders, HORECA, environmental institutions and authorities by producing the framework for integration of sustainability skills.•Strengthened links between informal and formal education pathways

"Implementation science is the scientific study of methods and strategies that facilitate the uptake of evidence-based practice and research into regular use by practitioners and policymakers. There are few opportunities for health and social care professionals to gain advanced knowledge and skills within this field (also referred to as knowledge translation). Thus, the European Implementation Science Education Network project (EISEN) was created to develop these skills in health and social care professionals in Europe. The EISEN partnership consists of five Higher Education partners: Western Norway University of Applied Sciences; Dalarna University and Karolinska Institute, Sweden; Canterbury Christ Church University, UK; Escola Superior de Enfermagem de Coimbra, Portugal. In additon, 20 stakeholders representing the health service employers, researchers and implementation experts across our four countries were involved in co-creation activities to ensure that aspects of work relevance were addressed during the development processes. The EISEN objectives were to: •develop stakeholder-validated competences and learning outcomes for postgraduate implementation science within health and social care•use the curriculum to co-create and pilot test two online courses for health and social professionals: one at master level (7,5 ECTS) and one at PhD level (5 ECTS)•develop a Technology Enabling Learning (TEL) concept with embedded ICT methodologies and tools to provide accessible and attractive learning opportunities •increase internationalisation within participating institutions through cross-national collaboration•create a sustained EISEN network for European educators During spring semester 2021,13 professionals from 8 countries participated and evaluated the master course (EU level 7). 17 European citizens and 5 international students enrolled in European universities qualified for the PhD level course (EU level 8). Both courses were ran online using a tailored Technology Enabling Learning (TEL) concept with embedded ICT methodologies and tools. In addition, many activities were performed to increase the result quality and impact. An EISEN webpage, and several online platforms were created to support interactive collaboration between project partners and students. A series of workshops were ran to develop the EISEN team's TEL concept and capability, as well as to agree on appropriate methodologies and tools to use. When students evaluated the courses, they particularly mentioned how the teachers' strategic use of the tailored TEL methods increased their digital skills and participation in active learning with colleagues who were working and studying in varied health and social services contexts and countries. The participants also told that they will use their new TEL skills to continue collaborating and networking in the future. When the Covid-19 pandemic prohibited physical meetings, we developed an “EISEN - Implementation Research Leadership Development Needs Assessment” followed by substantial pedagogical methods to compensate for the planned face- to-face learning methods and co-creation activities with international implementation experts. Feedback from the PhD students show that they highly appreciated the skills assessment instrument. Many also told that they had used the insight from this process in future career discussions with their university supervisors.To further increase the impact, we presented results as invited speakers at the two most influential conferences within the field of implementation science: The Global Implementation Society’s international conference (GIC21) and the European Implementation Collaborative’s conference (EIE21). In addition, relevant websites and social media were used to attract attention and direct visitors to the EISEN website. All the above-described results are reported and shared via the Erasmus+ Project Results platform, which again links to deliverables that can be downloaded from the EISEN website. Impact - potential longer-term benefits relates to:•increased implementation and TEL competence among 35 health and social care professionals with potential for wider spread to colleagues and patients when the learning is acted upon and shared at work•increased partner universities' capability in Implementation science and advanced digital teaching tools, with a potential to expand this capacity to other teachers.•due to positive evaluation, the partners have agreed to continue offering joint courses; Karolinska Institute will host the PhD courses and Canterbury Christ Church University, UK and HVL, Norway the Msc courses •positively influenced national accreditation of PhD programmes for the Norwegian and Portuguese partners•secured future sustainability and growth by establishing an EISEN educator network within the organisational infrastructure of the ""European Implementation Collaborative"""