<< Objectives >>The current project aims to provide students with a course covering the drug discovery and development process as it occurs in the pharmaceutical industry. The theoretical part will cover most aspects of this process, while the practical exercises will focus on selected topics related to the expertise and laboratory equipment of the participating universities/UAS. Upon completion of the course, students will have a sound understanding of how new drugs are researched, developed, and tested.<< Implementation >>The theoretical part will consist of online lectures aimed at all participating students in the module and will include digital state-of-the-art tools to support the course content. Here, 3D visualization tools for biomolecules, in-silico approaches for target discovery, in-silico pharmacology, etc. will be used. For the practical part, laboratory exercises will be developed to match as closely as possible with corresponding research activities in the research-based pharmaceutical industry.<< Results >>The project will develop a module that maps the drug discovery research chain. In addition to the acquired expert knowledge, the students will gain insights into the different university cultures and the associated different research approaches. The international networking of the students will have a positive impact on their future career. Likewise, the networking of the lecturers will result in improved teaching skills and possible joint research activities.

MICEP (Mainstreaming Intercultural Competences in Education Projet) developed activities and intellectual outputs to supports the development of intercultural competencies for students and professionals in the fields of education, training and social intervention. The project has also been a space for sharing and transferring innovative practices and innovative approaches to facilitate the development and implementation of diversity sensitive projects.The MICEP project was structured around a coherent set of operational objectives:1. Translate intercultural theoretical knowledge into operational skills readily applicable for students and professionalsin the fields of education, training and social intervention;2. Promote pedagogic innovations in the field of intercultural education and inclusiveness;3. Facilitate the consideration of intercultural aspects and diversity in the planning, implementation and evaluation of educational, training as well as social intervention projects;4. Develop ICT-based learning tools that enhance the sharing and collaborative development of practices ineducational projects.The 3 years long cooperation was coordinated by the Department of Education and Social Sciences of the University ofParis Est Créteil (UPEC), MICEP project combines Heigher Education Institutions (MIC in Ireland, ELTE in Hungary andUPEC in France)- and two NGOs (Elan Interculturel in France and Artemisszio Foundation in Hungary).More details are available on the project website https://micep.net/en/.

"The ILLICO project is a direct continuation of the Erasmus + project “Unlocking Freedom through Adult Education: The role of adult education in supporting the de-institutionalization of people with disabilities in the community” (2015 -2018). The project aimed to support the deinstitutionalization of people with disabilities through adult education. The project facilitated the autonomy and social inclusion of people with special needs at different stages of the deinstitutionalization process through the innovative development of new learning and training resources.The ILLICO project was developed as a logical continuation of the Unlocking Freedom project. The partners of the group were all members of the previous consortium. The ILLICO project focuses more precisely on the skills needed to access independent living and explores a set of skills needed for people with disabilities to be independent in their daily lives.As mentioned above, the key objectives of the project are:-To empower people with disabilities to live independently and achieve their full inclusion and participation in the community;-To foster the leadership skills of people with intellectual disabilities living in the community and invest in them as experts-by-experience who would become advocates/representatives of independent living;-To challenge the institutional culture of organizations; to maximise their support to integrate people with intellectual disabilities fully into the community; to involve them in a close relationship with families;-To empower families with the process of de-institutionnalization and the future of their child; to especially help them understand the role in supporting the transition period from institution to independent livingTo achieve these objectives, the consortium has realized 5 Intellectual Outputs:-IO1 by UPEC: Study on developing the conditions and transferable methods for an effective peer-learning program in the field of independent living skills;-IO2 by ICSS: Step-by-step videoclips and training for people with disabilites, staff and parents on ""How to develop independent living skills"";-IO3 by Stewarts Care: Peer-mentoring program and network to raise awareness of the role of mentors in supporting independent living;-IO4 by Centre de la Gabrielle: Study on obstacles, challenges and opportunities faced by family members in the field of intellectual disability in supporting independent living;-IO5 by KVPS: Toolkit on how organizations/service providers can develop family cooperation.Moreover, a training event was organized by KVPS around the topic of family cooperation from 24 till 26 may 2021. The learning, teaching and training event is targeted for the developers/experts/frontline staff in disability services who are committed in developing family cooperation and family leadership in their own organisation.The project mobilized different target groups in Finland, Bulgaria, France and Ireland, namely: people with disabilities, their families and service providers. A total of 397 participants participated to the activities.Although the implementation of the project was heavily impacted by the health crisis, the intellectual outputs were still able to instill reflection on independent living.The consortium organized different multiplier events to disseminate the results, online due to the Covid-19 crisis, namely:-30 october 2021: “Families and staff supporting a good life” workshop by KVPS for the family members to discuss on their wishes and dreams on how the service providers can support a good life together with the family members and what kind of skills and competencies frontline is needed to ensure good family co-operation.-10 june 2021: “Learning together” seminar by ICSS to present and disseminate the video clips and the common step-by-step approach of learning, cooperation and practicing independent living skills of the key stakeholders – people with disabilities, staff and parents.-10 june 2021: “Making mentoring work” workshop by Stewarts Care with presentations and interactive sessions. During this event Service Users and staff will provided training and interactive exchanges about their experience of mentoring and how to make the system work. -21 june 2021: Final conference by Centre de la Gabrielle to disseminate and exploit the results of the project. This was an opportunity for the project partners to showcase the outcomes from the activities. People with disabilities who were trained as trainers also were key note speakers."

Competence in mathematics has been identified at EU level as one of the key competences for personal fulfilment, active citizenship, social inclusion, and employability in the knowledge society of the 21st century. Concerns about low student performance, as revealed by international surveys, led to the adoption in 2009 of an EU-wide benchmark in basic skills, which states that by 2020 the share of 15-year-olds with insufficient abilities in reading, mathematics and science should be less than 15%. Low achievement in mathematics is a common concern for all European countries. It is an issue associated not only with the effectiveness of teaching and learning, but also with providing an equitable system of education. An extensive review of research evidence on what works for children with mathematical difficulties has concluded that interventions should ideally be targeted towards an individual child's particular difficulties (Dowker, 2004). Individual support has proven to have significant impact on children's performance (Wright et al., 2000, 2002), and reporting progress on achievement is important for improving mathematics skills. ICT can be of crucial help here. Digital learning environments used for stepwise solving homework are just as effective as individual tutors (VanLehn, 2011), and have the added advantage of giving teachers information about the progress of individual students.The objective of the Advise-Me project was to develop flexible support for detailed diagnostics of mathematical competences of pupils, and to use this in existing digital testing and practicing environments in mathematics education. The diagnostics summarise the knowledge, skills, and competences of a pupil, and can be used by teachers to identify underachievers. With this information, teachers can direct their attention to help pupils overcome particular difficulties. Pupils can use diagnostic reports to get an accurate understanding of their own performance and progress. Most digital testing and practicing tools in mathematics education review only a final answer, and do not look into the steps taken to reach the final answer. However, intermediate steps provide essential information for a detailed assessment of student skills. Assessing intermediate steps also corresponds to the pen and paper practice, and is a wish from the mathematics education sector.Five organisations from the Netherlands, Germany and France, participated in the Strategic Partnership of the Advise-Me project: The Open University of the Netherlands (project coordinator), Utrecht University, Cito, Saarland University, and Paris-Est-Creteil University. Together, these groups have a long tradition in research on software technology for learning and teaching, mathematics education, educational technology, and automated assessment.The project studied the automatic assessment of intermediate steps in mathematics education for the ‘Numbers’ and ‘Relationships’ domains. We focused on high-level mathematical competencies related to setting-up an algebraic expression or equation, and then solving it. We developed general feedback and assessment services that can be used by existing digital learning environments. The services recognise steps and solution approaches in free-form answers and use this information to update a user model of mathematical competencies. The developed technology was tested in classes. The results of the project are threefold. (1) We developed innovative technology for calculating detailed diagnostics in mathematics education, offered as an open, reusable set of feedback and assessment services. The diagnostic information is calculated automatically based on the analysis of intermediate steps. (2) The detailed diagnostics have been integrated into the Digital Mathematics Environment (DME) and Pepite, which are advanced and widely-used digital environments for practicing mathematics. We have investigated interoperability standards to simplify communication between systems. (3) We have designed and executed pilot and evaluation studies for assessing the quality of the diagnostics. Almost 500 pupils participated in the studies. Data collected from the studies was made publicly available.The project improved the state of the art in math education and automated digital testing environments, and accelerated the introduction of reusable (feedback and assessment) services. The collaborative design and development of such a shared set of high-quality services, and the innovation that such a collaboration brings, is a step forward towards tackling persistent problems in math education across Europe.

In many countries in the European Union, the structures and services that evaluate the needs and support those with mental health disabilities notice a particular difficulty with this population, especially with regards to finding them employment. The structures that support this specific population have to improve their skills and services in order to guarantee the quality of their guidance (especially considering the changing nature of mental health illnesses). This project will allow these structures, by exchanges of good practices between professionals, to meet the needs of people with mental health disabilities to get employment. This project concerns 2 specific target groups : social service providers supporting people with mental health disabilities to heir socio-professional inclusion, and people with mental health disabilities themselves who require more adapted and qualified support. The purpose of the partnership is to ensure that the skills of professionals/service providers for people with mental health disabilities match the developments in the sector. It will also contribute to the quality of social inclusion for this public. The aim of this partnership is to exchange the best practices in order ensure that service providers for people with mental health disabilities can improve theirs skills and provide quality and innovative support towards employment and meeting their specific needs. The project ABOVE partnership incorporates a very strong European dimension through the transnational cooperation of best practices, in order to improve the socio-professional remobilization of young people suffering from a mental health disability.