Our project is dedicated to the study of the influence of Europeanization on women and migrants’ access to social rights and benefits in France and Germany. The specific articulation between forms of discriminations and compensation for inequalities is drastically affected by the European process in both countries. In our project, we conceive social citizenship (i) as a discourse on social cohesion, (ii) as a relationship between citizens’ participation, social protection and statutory norms, and (iii) as a relation to the multiscalar dimension of power. We use this concept as an innovative tool for the analysis of the dynamics of social rights and benefits since 1957. France and Germany showcase contrasting traditions of social citizenship, which are combined differently in the process of Europeanization. The French social citizenship tradition emphasizes the abstract notions of equality and universal social integration, which creates differences with respect to social status and specific policy targeting. The German one is based primarily upon the belonging to a cultural community. It operates mostly through delegation to intermediary groups and admits more disparity in a more decentralized political space. The dynamics of inequality and discrimination in the access to social rights will be considered in the case of women and migrants as both groups have historically been marginalized on the labour market and in the welfare state. Our project is organized in three steps. Firstly, based upon the available literature, we will conduct a historical analysis (i) of the problematization of access to social rights, (ii) legal codification, and (iii) the instrumentation of policy-making in regarding gender, migration, and ethnicity in France and Germany. Secondly, based on legal and administrative documents, we will summarize and assess the definition and regulation of access to social rights at the European level. Thirdly, we analyse the effects of Europeanization on the definition of social rights and benefits in both countries, specifically around the issue of access to social rights for both women and migrants. We will analyse these effects in the aftermath of the European anti-discrimination directives (2000) in particular. This project will contribute to advance the analysis of current transformations, convergences, and obstacles in terms of legal codification and policy instrumentation, which are aimed at addressing inequalities and combating discriminations. We will work on two specific policy domains: 1) access to social minimum income, and 2) access vocational training and career advancement.

<< Background >>Higher education has a critical role to play in the global quest to address the societal challenges that underpin the United Nations Sustainability Development Goals (SDGs) through innovations in teaching, learning, scholarship, operations and community leadership. The TRIP project aims to exemplify through a focus on SDG 4: To ensure inclusive and equitable quality education and promote lifelong opportunities for learning for all with a ‘how to guide’ to support higher education institutions within the partnership and beyond to realise such global ambitions through innovations in inclusive internationalisation at home. Internationalisation at Home is to be understood here as “the purposeful integration of international and intercultural dimensions into the formal and informal curriculum for all students within domestic learning environments” (Beelen & Jones 2015, p.69), is increasingly becoming a key strategic priority for higher education across the globe. Yet, it is recognised within the literature that there is “no recognized strategy, formula or approach” (Robson et al., 2017, p.20) to IaH which establishes the need for collective efforts of key stakeholders from the level of national and international policy makers to that of the individual students. While a number of previous funded projects have focused on these levels individually, the aim of this project is to bridge the gap that exists in taking a full 360 degree approach to robust and innovative Internationalisation at Home. The TRIP project will address this existing gap by developing a framework to embed a quality assured Internationalisation at Home model focused on a tripartite action model addressing: (i) macro (Institutional level & Societal Level) , (ii) meso (Curriculum enhancements and teaching innovations) and (iii) micro levels (Inclusion of all students). We see this as working in tandem with the need for actionable measures that can be operationalised transnationally as indicators of quality IaH linked to the EU priorities of making higher education systems inclusive and connected to society with the SDGs as catalyst to address this gap, with our own focus on SDG 4.We align ourselves with Brandenburg (2020) who promotes the concept of “internationalisation in higher education for society” (IHES) by defining it as “… to benefit the wider community, at home or abroad, through international or intercultural education, research, service and engagement…” (p. 12) A focus on the SDGs enables higher education to look inward to address inequalities in access to education and opportunities to engage fully with education programmes. For example, students from refugee backgrounds are often unable to engage in mobility and what we are proposing in PR2 would enable such students to make-use of their skill set cross institutionally through our innovative virtual modules. In addition, using the SDGs as a catalyst to enable higher education to look externally to help governments and business and civil society to chart pathways to sustainable development. TRIP will also enable a civic and community engaged education to flourish. Our belief is that COVID 19 pandemic has shown higher education to be flexible and agile and we need to build on the capacity to find creative and innovative solutions to provide education through globally engaged civic institutions.<< Objectives >>The priority focus for this project is in building an inclusive higher education system. In training and realising innovations in Internationalisation at Home pedagogies (TRIP) we aim to build robust frameworks and systems to up-skill staff and students to become more inclusive and to hold institutions accountable through a quality assured process which enables purposeful engagement with the UNSDGs. The global benefit of such an approach reflects our commitment to ensuring that higher education produce globally engaged graduates who are capable of working interculturally to solve problems of global significance. Here, we focus on ideas of global citizenship as a frame for raising awareness of global societal challenges and enabling participation in creative solutions through an IaH based module that allows students in engage in virtual mobility. Also, in line with the European University Association’s mission, our goal is to advance the ethos of ‘university without walls’, by ensuring that higher education provides effective mechanisms for the design and delivery of curricula that are on the one hand, inclusive and providing means to access transversal skills (e.g. intercultural competence and global citizenship) while on the other hand, are underpinned by the commitment of higher education to address key societal challenges. Our approach explicitly recognises the importance of interdependencies between and within the SDGs and key pillars underpinned by the European Commission including, but not limited to Sustainability; Diversity and Inclusion, Civil Society, Digital Capacity and Widening participation. We are keen to move away from a process where the UN SDGs are evoked in a time of sustainability washing and provide a framework for effective operationalisation centred around the SDG4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. TRIP focuses on three project results which are built around mapping, building capacity, embedding, evaluating and quality assuring a SDG4 indexed approach to inclusive internationalisation. Each project result takes a levelled focus. In promoting an internationalisation for everyone approach through our focus on a tripartite model, the macro levels of the national policy, the institutional level of benchmarking, the faculty of level of teaching to the micro level of the student population. The following outlines our approach in detail: This vision is underpinned by a number of concrete objectives: To build capacity amongst teaching staff to develop their curricula in line with the inclusive education pedagogy, To build capacity through a train the trainer and a phased approach to the addition of partners and themes across the lifecycle of the project, To map the extent to which Universal Design for learning is a good fit for enhancing inclusive learning and classroom settings (both in person and virtually), To develop students globally engaged citizens through SDG indexed community-based modules, To enhance students transversal skills through engaging in transnational virtual modules with a specific focus on language and intercultural competencies, To deconstruct the artificial boundary between domestic and international student and institution and local community through community engaged teaching, To build inclusive internationalisation champions, Address systems thinking with respect to the mapping on the SDGs to University strategic planning, To develop a quality assured framework through a Certificate in Quality Assured Inclusive Internationalisation at home, and to provide a map to higher education to implement the principles of SDGS through operational and strategic policies.<< Implementation >>Project Result 1 (PR1) focuses on the meso level of university teaching staff through engagement in a development programme for enhanced pedagogy and curricula design. Working to establish a framework for inclusive education which accounts for the range of student types e.g domestic or international and also on learner types is one of the key goals of this project. Project Result 1: We will address this through the development and promotion of an innovative modelling of the Universal Design for Learning framework on to a culturally responsive teaching framework . This PR will produce a micro-credential based CPD course recognised through a digital badge created by the University of Limerick. Project Result 2 (PR2) focuses on the micro level of the student and aims to provide an opportunity for the acquisition of transversal skills including intercultural competence. This will be achieved through virtual challenged based modules, which across of the lifecycle of the project will address on number of societal challenges including environment, social inclusion and building tolerant communities. PR2 will empower and mobilise students and given the virtual nature, provides an opportunity for all students to engage in mobility.PR2 will take an annual add-on approach where new student groups across UG, PG, PhD cohorts to access students to international students in host universities. Thereby honouring our commitment to provide accessible, affordable and inclusive education. Project Result 3 (PR3) brings the project up to the macro level of institutional and national policy. The core goal of PR3 is to provide a comprehensive, transnationally accepted definition of a responsible University. In PR3 we will develop and test a Certificate in Quality Assured Internationalisation at Home with the aim of providing a toolkit for others to follow. PR3 will also directly develop a framework for the implementation of the principles of the SDGS in to operational policies.<< Results >>The core project outcome of TRIP is to propose an effective and efficient manner in which a more inclusive higher education system can be developed where the SDGs are used as a catalyst to effect change across all levels of the institution. We achieve this through a focus on SDG4 quality education using inclusive internationalisation at home as our lens. The life-cycle of the TRIP project includes the delivery of a core set of project result types which address the three levels of our tripartite model with the aim of effecting real change in teaching, learning, scholarship , operations and community leadership. At the micro-level of the individual student which is the focus of PR2 the tangible outcomes will include (i) a virtual module which is societal challenge focused (ii) development of transversal skills through their engagement in transnational and multilingual teams (iii) a training manual will provide opportunities for other higher education institutions to engage in this model. At the meso level of teaching staff PR1 will produce (i) a Special issue of a higher education journal that accounts for the design and development of our training course in inclusive internationalisation that is linked to our curriculum innovation of mapping the principles of UDL to culturally response teaching, (ii) e-learning CPD course for staff to upskill and in an effort to ensure the longevity of the project we will develop (iii) a train the trainer programme. While PR 1 and PR2 focus on creativity for sustainability through the training and realising of our innovations and production of accompanying toolkits for other higher education institutions to follow, PR3 has a focus on accountability and governance to ensure out outcomes are robust and resilient. At the macro level of policy addressed in PR3 our project results are aimed at the operations, governance and quality assurance policies of institutions. We plan to develop (i) a policy framework where other higher education institutions can build on our experience of embedding SDG4. We will also produce a (iii) Certificate in Quality Assured Inclusive IaH with the aim of ensuring a transparent mechanism for recognising thorough and real engagement with the SDGS and not a simple ‘washing’ approach. The more intangible benefits are to the wider communities that we serve. For example, in PR1 students will work with community organisations through Virtual Societal Challenge (VSC) modules and as a result will be empowered to make a real difference through their own creative agency in finding local solutions to global societal challenges. PR2 and PR3 higher education will have access to a series of roadmaps that will enable robust approaches to genuine and real inclusion, which in turn will attract a more diverse student body and open routes to lifelong learning to those traditionally more marginalised from such opportunities. In taking account of our three project results and associated result types and outcomes, we promote an ambition for higher education that is globally minded and civically engaged, where the opportunities to access education and take part fully are available to all.

BackgroundTeacher educators normally don’t teach children and practicing teachers frequently forget the academic fundamentals of education. This has caused a gap between academic teacher education and the competences needed in education school practice. School adoption is a way to bridge this gap between schools and teacher education institutions by training student teachers for several weeks to adopt a school for one week. This while they are still learning themselves - using theory in practice and using practice experiences in theoretical reflection. School adoption offers win-win initiatives for both student teachers, schools and teacher education institutions. Also, school teachers and teacher educators need to revise their educational paradigms. They have to consider flexible and innovative learning approaches and methods to improve quality and relevance of the teaching profession. 'School' and 'teacher education' as systems get much more linked up through the use of school adoption. They form a strong consistency between higher education, research and professional practice in schools which will strengthen the quality of teacher education. Both teacher students and teacher educators (and teachers!) will very probably profit from this new model for cooperation with schools. The project provides strengthened performance skills to students and teacher educators and higher efficiency in teacher education and training. The presence of student teachers in schools for one week gives school teachers the opportunity to participate in professional development classes/team work outside school meanwhile. This model initiates innovation and new ways of thinking and acting in teacher education. School teachers get the possibility to develop their academic qualification and core competences through better communication between systems and through closer links between theory and practice. Teacher educators thus close the gap between their academic activities and the real needs of school development. School adoption is an efficient way to strengthen and focus on a practice oriented approach to teacher education. The school adoption project SATE is meant to be the beginning of an ongoing and integrated part of the future teacher education, and a strong partnership across countries will help to ensure the exchange of good practices. ObjectivesThe aim of the SATE project was to bridge the existing gap between schools and teacher education by the development of an effective and innovative model for internships that strengthens collaboration between practice and the academic world. School adoption has shown to be a win-win situation. Student teachers take over a school for one week and learn by doing. They get the opportunity to test in practice their academic knowledge supported by a mentor and they take care of all tasks of a teacher (teaching, administration, relationships with parents etc) during the week, which is different from traditional internships. School teachers participate in professional development classes during this week in order to strengthen their skills and competences. They learn how to act as co-educators for student teachers in close collaboration with teacher educators. Participating organisationFive higher education institutions from DK, N, D, and Ru with a strong tradition for teacher education have been full partners in the project as well as one Danish Elementary School, the latter with the aim to ensure the crucial link to practice in all project activities. Before project start, all partner institutions designated a local stakeholder school to act as a test partner during the project, which means that these elementary schools were fully or partly taken over by teacher students at least once during the project period. Main activities All partner or stakeholder schools have been taken over by student teachers from the partner institutions at least once during the project period. In relation to these school takeovers the project group has evaluated the experiences through focus group interviews and video interviews with pupils, student teachers, school teachers and teacher edcators (mentors) (IO2 + IO3). As a result of transational discussions with exchange of good knowledge within the partner institutions, the project group has elaborated a set of generic guidelines for school adoption with the aim to inspire more teacher education institutions and schools to try school adoption (IO1). Also, a report/book has been produced with articles from all partner institutions and their different ways of dealing with school adoption (IO4). Furthermore, a web site is available with all relevant information (except from the videos as pupils cannot be shown publicly) - http://www.school-adoption.com/ Results and impactFollowing products have been elaborated:1. Guidelines for school adoption2. Video clips as testimonials3. Evaluation report4. Book/report with articles from all partners

This project addresses skills mismatches emerging due to many sectors undergoing rapid technological change. This current development of new technology in industry is often referred to as the fourth industrial revolution (Industry 4.0). If the European industry is to remain competitive, there will be a demand for highly skilled labour at various levels in the transformation towards Industry 4.0 across Europe. However, many educational activities are taking place within isolated technical disciplines/domains, lacking the full cross-disciplinary approach and understanding embedded in Industry 4.0. Accordingly, there is a need to strengthen and develop new educational activities ensuring the needed competences across domains.This project aims at identifying and addressing the gaps in skills between industry needs and the future competences of engineers and technicians focused on the emerging domain of Industry 4.0. The aim of the project is to support the development of educational activities within at Industry 4.0 at higher educations across Europe, addressing and minimizing the gaps in skills and competencies between industry needs and educational capabilities. Accordingly, the project has addressed the identified needs and challenges through the development of an ‘Educational Framework’, intended to support educators developing educational activities aim at the domain of Industry 4. The Educational Framework can be described as an agile and flexible process model with a holistic approach to developing teaching activities and material. The Educational Framework is expected to help the educators at the partnering institution to overcome some of the barriers when educating technicians and engineers within the complex domain of Industry 4.0. To identify the barriers a framework for analyzing the future challenges and needs due to industry 4.0 has been created. The framework consists of an analysis of both (1) the perspective of educational institutions and (2) the perspective of the industry and other organizational stakeholders. Moreover, to support the dissemination and usability of the Educational Framework, an online Training Concept has been developed. The online Training Concept consists of 12 short online movies, each introducing different aspects and elements of the Educational Framework, giving a comprehensive introduction to the framework, making it possible for educators outside the project to adapt the framework, developing new educational activities aimed at Industry 4.0. The results of this project have directly influenced the local and regional level, through ensuring a better match between educational skills and industry needs. However, given the large focus on the dissemination of the project results, the project is also expected to have an impact on a national and European level. The enhanced match between the industry and the educational institutions will create a better understanding of the value of highly educated employees in a very dynamic area. This will potentially increase the number of students employed in the industry. The dissemination of the Educational Framework is expected to create a foundation and a guideline for educators in their continuous development for future educational activities within the domain of Industry 4.0.

To facilitate the necessary energy transition, there is an urgent need for highly trained professionals with the scientific knowledge and professional skills to analyse, understand and design relevant (new) energy systems and governance in different sectors and administration. The proposed project Energy Systems in Transition (ENSYSTRA) aims to train 15 ESRs in this field. The objectives of ENSYSTRA are 1) to develop state-of-the-art science of energy systems transition, scenario analysis and energy modelling tools with emphasis on interdisciplinary model collaboration, 2) to provide ESRs with interdisciplinary, inter-sectoral and applied perspectives on the energy transition, 3) to provide new skills and competences for interdisciplinary analysis, 3) to establish collaboration between key universities and their networks, 4) to create and increase linkages between different academic disciplines, applied research, industry and the public sector, 5) develop links and synergies between relevant scientific arenas, and 6) to contribute to accessible energy science based on open source work environments. By focussing on a prominent ‘’living lab’’ of the energy transition, the North Sea region, the project will bring together a strong network and analytical capacity to understand energy system & scenario modeling; new energy technologies & infrastructures; actor behavior & interactions; and policy & market design, linking the regional to the international scale. Through a carefully designed training programme, ESRs are trained in both scientific and transferable skills with ample opportunity to collaborate between different projects and partners. The total effort will result in major progress in the field of energy system analysis and transition modelling. By the combined use and improvement of a range of modelling tools and methods, the project will deliver integral insights in energy transition pathways, policy implications and options for the North Sea region.