Societal changes and poor situation of elderly, chronically ill and disabled people in Kosovo and Russia require the latest know-how of social rehabilitation, which aims at improvement of social capability and possibilities to cope with everyday life.The aim of this project is to enhance education in social rehabilitation and management through lifelong learning, in line with the Bologna process and in collaboration with partners of education, rehabilitation practice and ministries. The program countries are long-term partners from HEIs in Belgium, Finland, the Netherlands and Portugal. They have complementary high-level and wide special expertise in modern pedagogy and rehabilitation. The partner countries are Kosovo and Russia (5 HEIs, 3 ministries, 1 NGO and 4 rehabilitation centers).The outputs and results are:- Clear and practical definitions of the competences of rehabilitation professionals working in different cultural contexts in the field of social rehabilitation.- Six continuous professional development (CPD) courses: one top-up course for teachers and five for rehabilitation professionals on EQF levels 5, 6 and 7, and a digital platform to support the implementation of the courses.- Teacher and student handbooks, course plans and other relevant teaching and learning material.- Regional, national and international networks for collaboration and sustained development of education as well as practice and management of social rehabilitation.The key pedagogical strategies to achieve the results are co-construction and blended learning. The project reaches its goals through the built courses activating professionals and students in the field of rehabilitation.The main impact of the project is the enhanced level in rehabilitation services and management skills resulting in higher client satisfaction and quality of life in PA societies.

The overall goal of this project is to improve higher education provision in Kosovo and Albania, by building institutional capacity for international relations whereby establishing or making fully functional respective offices (including capacity for project cycle management) in all nine Kosovo and five Albanian consortium members. This project will build institutional capacity for the internationalization of HE in Kosovo and Albania, by improving capacity for project development and management through international expertise made available by European HEIs partnering in this project and exchange of good practice between the consortium members. This will make way for local higher education institutions to engage confidently in various academic and research cooperation initiatives in the region, in Europe and wider.The aim of the project is establish and develop fourteen fully functional offices of international cooperation that will also include the function of project cycle management. Currently, none of the new public universities in Kosovo and Albania has the capacity to fully run an International Cooperation Office, at a time when over 50% of students in European Higher Education institutions are studying or participating in one or another form of international studies and when a significant part of university life takes place in the form of various exchanges and mobilities. This makes it of paramount importance to build respective capacity for all members. This will ultimately contribute substantially to the quality of provision and will enrich university life and experiences of the student population in Kosovo and Albania. Therefore, having in mind the possibility of Erasmus + project to support this idea, we initiated the work as a consortium on developing this idea. The project will have very high importance in addressing increasing isolation, lack of quality international cooperation and lack of project initiatives from Kosovo and Albania universities.

"The demographic transition of ageing influences currently all European societies, changing the health status of the population (WHO, 2017). The European social and health systems and education are inadequately anticipating these challenges, as they cannot react fast enough to provide prevention and adequate promotion of health: health care is often provided by various specialists, service lacking alignment and integration, leading to increasing costs and lower accessibility of health care. Therefore, there is an urgent need to address challenges related to the governance of ageing societies (Priority #1), which calls for deliberate and foresighted innovation of educational, social and health care environments that equip and prepare its professionals with capacities focusing on prevention, health and wellbeing using evidence-based practices (Priorities #2 and #3).The aim of the SIENHA project is to support Healthy Ageing among European countries through the competence development of social and health care professionals, in order to:- Increase understanding on healthy ageing as a lifetime process requiring increased attention at all phases of life (from childhood to old age);- Transform understanding and support continuous development of competences of students, teachers and professionals to foster Healthy Ageing across Europe;- Support the exchange of knowledge across Europe to learn from the best practices in higher education to develop Healthy Ageing;- Increase citizens' knowledge and individuals’ involvement in supporting personal health and healthy ageing;Number and profile of participants:Seven higher education institutions (HEIs) across Europe conform the SIENHA consortium. Partners were selected to the project based on: (1) regional outreach to ensure that results are sensitive to the cultural, socioeconomic and demographic reality; (2) strategic focus in healthy ageing, health promotion and development of education and research on the topics at national and international levels; (3) willingness to foster policy development and transfer of results to other levels of education and the working life; (4) expertise in developing interdisciplinary social and health care education through international collaboration and modern pedagogies. Partner institutions include:1.Universitat Ramon Llull, ES2.Uniwersytet Mikolaja Kopernika, PT3.Santa Casa Da Misericordia De Lisboa, PL4.Kolegji Heimerer, KO5.Stichting Hogeschool Utrecht, NL6.Hochschule Für Gesundheit, DE7.JAMK University of Applied Sciences, FIDescription of activitiesThe activities used to achieve the objectives of the project include 4 Intellectual Outputs:1) Framework of competences in Healthy Ageing2) HA curriculum in Healthy Ageing 3) Innovation and research Toolkit in Healthy Ageing4) Handbook in Healthy AgeingThree Multiplier Events in the format of workshops and symposiums and foreseen to present the different perspectives on healthy ageing and the results of the different outputs. To test SIENHA’s results and to initiate dissemination and to promote sustainability, SIENHA will implement 3 TTLA activities to pilot parts of the developed HA curriculum and courses and the pedagogical strategies, held in Portugal, Poland and Germany. To monitor and adjust the development of the above activities, seven transnational meetings will also be held.Methodology: models of co-creation and co-construction and validation, as well as stakeholder involvement will be a priority at every step of the project, following a Citizen Science approach.Results and impact envisaged:1) A framework that establishes key healthy ageing (HA) competencies to be achieved by several health and social professionals, along with the content and pedagogical guides that ensure its completion;2) HA curriculum (EQF level 7) to qualify and optimize health and social services professionals competences;3) A Toolkit of innovative and research strategies, as well as priority lines and methods for educational and scientific development in healthy ageing;4) A Handbook that summarizes contents of the key project results to be usable by all partner HEIs, target groups and end users;5) A compendia of pedagogical strategies and methods to stimulate the 4th Industrial Revolution competences: ""learnability"", critical and fast thinking, emergent decision making, creativity, entrepreneurial skills, co-creation and empathy on professionals;6) Advocacy and increase of the awareness and understanding of new models for healthy ageing in professionals, end users and stakeholders;7) A strategic network of sharing best experiences on the concept and actions for healthy ageing, sustainable society and influencing decision making.The project aims to impact higher education quality, health-care services, decision-makers, policies and service providers and the public through developed knowledge, competences and outcomes developed on healthy ageing (HA)."

The TOBP project connected higher education partners, working life partners, and IT solutions and dissemination experts in order to set new standards for transition mentoring and show possible pathways for skills recognition of prior learning for migrants in the field of Transcultural Early Life Family Care. It offers an answer to the lack of social cohesion and strengthens the integration possibilities of migrants. The main impacts are a) on young families with small children (from pregnancy up to the age of 6) in transition phases (double-layered transitions from pregnancy to young parenthood – from home to host country in five transition phases – administrative, interface, relationship, participation, and boundary) to provide better services b) in relation to skills shortage because of a lack of professionalization in the field of Early Life Family Care (ELFC) towards transcultural competences c) on HE students from European universities of applied sciences, especially in the health and social care study subjects. The profile of “transition mentor” was developed based on interviews, literature review, action labs, and transition case studies in order to support the integration process of migrants and to professionalize the field of ELFC. It responds to the skill gaps and skills- shortage of well-trained professionals in TELFC that arises due to the growing number of migrant families. Therefore, the set of action competencies needed is completed by assessment criteria of each set of action competencies. The competence profile and user manuals were published and translated. Based on the Transition competence profile, we developed a complex learning platform that consists of 20 learning scenarios structured into 6 learning sessions (1 “teaser” session that consists of one learning scenario from each transition phase, 5 learning sessions on each transition phase). We developed complex learning alignment templates, that ensure the interlinkage between the Transition competence profile and the self-assessed learning scenarios.In order to accomplish our goal, we used new digital technologies, Open Badges. These badges are integrated in an open badge platform with an added virtual learning environment, that a) enables migrants to validate their foreign qualifications (informal, non-formal, and formal) to have more chances to find a job in the European Union and b) provides open access to gaining new skills and qualifications as transition mentor. After several rounds of internal discussion, we used the Moodle learning and badge issue platform.Our methodological approach was built upon the Participatory Action Research proceedings, emphasis on co-creative practices and interdisciplinary cooperation. The main outcome of our efforts is the Transition competence profile and the TOBP learning platform, an open virtual validation and educational space that helps to educate much-needed staff in ELFC and validates prior learning of migrants aspiring to become transition mentors in the field of ELFC. The platform was successfully piloted in ME2 in Kosovo and launched in ME3 in Brussels. Based on the Annex VI of the project contract due to the budget cuts, the activities were organized in 4 Intellectual Outputs, 3 Multiplier Events were organized in order to disseminate the project’s outcomes with the total visit of 85 participants, plus the consortium members. Around 800 were involved in the project as a primary target group, but our outputs have the potential and relevance to affect the whole ELFC sector. The project’s innovative approach coupled with newly developed open technology will result in long-term benefits for marginalized groups in Europe and help to strengthen social cohesion through transnational validation of migrants’ knowledge, competencies, and transition skills. We succeeded to deliver a sustainability plan in each of the consortium institutions, proving the need for transcultural competencies in the migrant family assistance field. The ongoing dissemination activities of the ENSIS that are planned also after the lifetime of the project ensures that the TOBP project result will be further implemented. ENSIS was in charge of dissemination strategy throughout the project development and proved to be the best partner for the upcoming dissemination efforts.The TOBP project brought also some difficulties and learning experiences that suggest future development in the field. The transition mentor competencies proved to be needed and appreciated by both ELFC and migrant work clients as well as professionals and volunteers. The local languages variants of the TOBP materials were often required by project events participants. Nevertheless, the quality translations could not in all times be delivered voluntarily and it limited the outreach of the project results. The IT solutions appeared a time-consuming part of the process.

The disabled, stigmatized, chronically ill and elderly people in Kosovo are being served with allied health services of low quality level, often worsening their already limited capacities to cope with everyday life. The existing educational offers are failing to develop necessary competences needed to deliver better services. The aim of this Project is to enhance the development of research and innovation capacities in the area of allied health through education in line with the Bologna process in collaboration with clients, professionals, business, academic, industry, and governmental authorities. The main pedagogical strategy utilized during the Project is multidisplinary co-configuration. Consortium consists of 3 HEIs, 1 ministry and 2 NGOs from Kosovo and 2 HEIs from Finland and 1HEI from Turkey. The latter are specialized in multidisciplinary collaboration and modern pedagogy, innovation and entrepreneurship in the area of allied health. The project reaches its goals through establishing the SMAHPC, teacher training and development of CPD courses.The outputs and results are: - Clear and practical definitions of the research and innovation competences of allied health professionals - An innovation and research conducive student-run multidisciplinary allied health practice center - Eight continuous professional development (CPD) courses: one top-up course for teachers and seven for students/stakeholders on EQF levels 5, 6 and 7, and a digital platform to support the implementation of the courses.- Teacher and student handbooks, course plans and other relevant teaching and learning material.- Regional, national and international networks for disseminating and sustaining the work for development of research and innovation capacities in allied healthThe main impacts are improvement of the education environment, introduction of new learning methods, development of new and high quality allied health services/products, and new investment opportunities.