While the need for integrating palliative care (PC) services into heart failure (HF) care has been well recognised, as of yet this integration lacks behind, especially when compared to cancer care. Currently, only 5-7% of patients with HF utilise PC services, due to a focus on optimising therapy and an unpredictable disease trajectory with exacerbations which hampers prognosis. As a result, many symptoms and concerns that are not directly related to HF are not recognised and undertreated and patients are often referred to PC services only at the very end of their lives. The RAPHAEL consortium sets out to take the next big step in integrating PC into HF care by integrating the RAPHAEL palliative care approach in existing HF care pathways. This flexible and patient centred approach starts with the identification of multidimensional symptoms and concerns, prioritise needs with patient and informal carer and formulate a proactive care plan. The symptoms and concerns will be monitored by the patient at home using the PAL@HEART application. The app can be used to evaluate interventions, support communication and earl identify new or increasing needs. As a result, the care needs of each individual patient with HF are addressed faster and better, improving their quality of life and autonomy. Moreover, this will lead to a reduction in emergency hospitalisations, unburdening the healthcare system and reducing costs. The RAPHAEL project sets out to adapt the RAPHAEL approach to HF care within a European context and test and validate its (cost-)effectiveness via a feasibility and large-scale evaluation study performed in 7 EU countries, the UK and Switzerland. It brings together experts in palliative care, cardiology, and primary care as well as professional organisations and patient representatives. Together the RAPHAEL consortium is uniquely situated to demonstrate the (cost-)effectiveness of the RAPAHEL approach and launch its implementation in Europe and beyond.

In this evaluation we review the list of outcomes we presented in our application.1.The joint development of a curriculum for Education for Democratic Intercultural Citizenship (EDIC+), a network structure, and an intensive programme.Together we developed a curriculum for Education for Democratic Intercultural Citizenship, built a network structure, and designed and trialled an annual intensive programme.2.The development of one 7.5 ECTS (Master level) module (in English) by each participating university. The seven modules will together constitute the integrated curriculum EDIC+. All materials will be published (in an open-access book and on the EDIC+ website).Each university has developed an international module in English and had try-outs of the module or at least crucial parts of it. All universities developed the module in accordance with the content described in our proposal. The intensive dialogues between the participants contributed to a better alignment of the modules with the central theme of Democratic Intercultural Citizenship Education and with a stronger international and comparative methodology. Readers can read about the seven modules in this (open-access) book. For further information, interested parties can contact the coordinator of the seven universities involved (www.uvh.nl/edic).3. All seven universities have recognised the EDIC+ modules of the other universities. All universities have offered the entire EDIC+ curriculum to their students and will do again next year. A lot of information about the different modules is now available on the EDIC website and in this book.4.All EDIC+ universities have now signed mutual agreements with the other EDIC+ universities. Students can use normal Erasmus grants to study at one of the EDIC+ universities, in particular in the area of the presented EDIC+ module. Teachers can use Erasmus grants to attend another EDIC university to teach and to expand cooperation in research.5.Participation of students from these seven universities and students from other universities in these modules. There is a growing (but still small) number of students that use or want to use these possibilities in the future. For Master students, the period of three months is quite difficult to fit in. We hope that the new Erasmus programme will make it possible to offer shorter periods for Master students.6.We have an EDIC+ certificate including all logos of the participating universities. Universities can use this for their own EDIC+ module. We also use it for participation in an Intensive Programme. When students participate in two EDIC+ modules they receive a certificate signed by the general EDIC+ coordinator.7.All modules have the following 5 methodological elements:a.All the modules offer a strong combination of theory and practiceb.In all modules there is a link with civil society institutions. Many site-visits are made. Guest lectures by representatives of such organisations are included in the modules.c.All the modules are linked with research. In the developmental stage of the modules we could benefit from the EU Teaching Common Values project. All the modules are also aimed at educational change, at improving educational practices, and at the professional development of teachers and other educational professionals.d.The modules became even more international than we expected, as we moved beyond only a European perspective. The participation of quite a lot of students from outside Europe in the modules and in the intensive programmes contributed to this global perspective.e.The ‘critical friend’ lecturer who attended the module of another EDIC+ university and gave a lecture in the module was a strong tool in the collaboration. It was a cooperation within the actual educational practice.8.The group of lecturers involved in the Intensive Programme and in the modules of the universities are engaged in a growing collaboration in terms of research, publishing, and supervising. People are more aware of each others’ competences, are more familiar with each other, and know more about each other’s formal and informal institutional cultures.9.We were forced to drop the intended e-journal because an Erasmus strategic partnership does not support this kind of activity. Most of the EDIC teachers are members of editorial boards of academic journals or book series. They showed the students how publishing works and stimulated them to work towards academic publishing.10. The three Intensive Programmes (IP) were very successful. The IP’s are important for the (international) learning experiences of the students, the possibility for teachers to present their work to an international audience. Both students and teachers can intensify their contacts in such IP. We hope we can continue them, maybe with the use of normal Erasmus exchange grants.11. All universities organised a multiplier event. And We had already symposia at conferences.

Over the last decade, liberal democracies in Europe have been shaken to their core by the rise of national populisms. This puts strong pressure on all forms of solidarity, especially as they cross ethnic-cultural boundaries. The increasingly successful capture of the notion of solidarity by radical right, anti-liberal democratic forces is testimony to this. The challenge for European democracies is to identify the conditions under which solidarities in diversity can be nurtured. To address this urgent challenge, the European Training Network “Solidarity in Diversity” (SOLiDi) develops a training and research program that is focused on how to generate solidarities across cultural boundaries, taking the proximity of citizens with different ethnic-cultural backgrounds in specific places and the practices they engage in as starting point. Building on the strengths of the interculturalist paradigm, SOLiDi will originally contribute with an intersectional understanding of how place-based solidarity practices are shaped by and can work around entrenched social inequalities and unequal power relations. To that end, SOLiDi brings together a group of international scholars from sociology, geography and educational science and a wide range of non-academic partners that are active in different sectors. SOLiDi will train 15 early stage researchers in relevant theories, research methods and ethics and paradigms of social change such as public pedagogy and policy and organisational change to study practices of place-based solidarities in diversity in different geographical, policy and organisational contexts. The aim is to articulate a new vision on solidarity adapted to superdiverse societies and to better equip professionals and organisations with adequate and innovative tools for facilitating solidarity in diversity. SOLiDi aims are in line with SDG10 “Reduced Inequalities” and Societal Challenge 6 ‘Europe in a changing world - Inclusive, innovative and reflective societies’.

"CONTEXT/BACKGROUNDEcological issues (climate change, loss in biodiversity, scarcity of resources, etc.) and their social consequences (growing inequalities, poverty, conflicts, forced migrations, etc.) call us to promote a paradigm shift, to redesign our production and consumption patterns, our lifestyles, and thus adjust the curricula in higher education, and to explore how economic and legal tools can be applied to these challenges. That is the ecological transition in the education field. The European University for Transition (EU4TRANSITION) Erasmus + project aims at developing and implementing innovative learning and research practices (e.g. new curricula, teaching methods, institutional network). It addresses key topics relevant for our contemporary ecological transition at local and European level such as the governance transition, the main controversy of the ecological transition, the economic transition, ethics and spirituality, construction, energy, local economy, finance, community, local transition, agricultural transition, climatology and empowerment by the sciences of engineering. OBJECTIVE OF THE PROJECT:In doing so, EU4TRANSITION will focus on the development of a ""European University in Transition"" (Edward Elgar Publishing, 2008) who accompany the ecological, but also economic, social and legal transitions (4 main domains). Our purpose is to develop innovative, multidisciplinary, pragmatic and holistic approaches for teaching and learning in the field of « Transitions » and facilitate the exchanges, flows and co-creation of knowledge and, more specifically, skills.NUMBER AND PROFILE OF PARTICIPANTS:EU4TRANSITION brings together seven partners from five countries (Estonia, France, the Netherlands, Spain and Turkey). The key persons of the organization involved in the project have highly international recognized experiences in teaching and conducting research in the field of the Transition (agriculture, climatology, biology, business administration, ethics, economics, governance, management, etc). OBJECTIVES OF THE PROJECT1) Encourage a rapprochement between classical academic institutions and transition schools in order2) Pool the practices of similar transition schools in Europe, already existing, in order to enrich each other's knowledge, to set up an adequate curriculum and to develop our collective and individual practices through common enrichment and;3) Stimulate the development of this type of school across the European continent. SHORT DESCRIPTION OF THE RESULTS EXPECTED:- Firstly, an alliance of teachers and researchers sharing feasible innovative practices on teaching ecological transition (including economic, social, legal) and about evolution of Higher and Open Education - Secondly, an initiative in Higher and Open education, to reinforce partners' innovative methods in teaching, in an holistic and systemic way- Thirdly, a partnership between institutions who intend to share an experimental project with common curricula, resulting in a course material and in a MOOC . POTENTIAL LONGER TERM BENEFITS:In working together they will challenge structures, organization and methods that are taken for granted, in order to experience and test common « modules » of teaching/researching on ecological transition and develop new common forms of training/researching and certification, and even create the foundations for a new common Open and Virtual European University for Transition. DELIVERABLES:D1: Teaching guide on innovative pedagogy for transition studiesD2: 3 part 50h course material on systemic elements on Ecological and social transitionD3: A MOOC on Transformative pedagogy for an ecological and social transitionD4: 3 Spring school experiments in transition schoolsD5: Local seminaries with each partner organization and its ecosystemD6: an international seminary to present and discuss our major findings"

Every year around 4 million people die in the EU as a result of chronic disease and illness. Many will die in pain or distress, die alone, and die without appropriate health or social care. How we care for the dying is perhaps the most pressing personal, social and public health issue of the 21st century. To address this problem, the iLIVE project will demonstrate the effectiveness and cost-effectiveness of two innovative interventions in end-of-life care. Its objective is to develop and evaluate: • a digital clinical tool to optimize medication management to relieve symptoms that occur at the end of life • an international volunteer programme to support patients and their families, dying in the hospital iLIVE will also provide in-depth understanding of the concerns, expectations and preferences of dying patients and their caregivers and deliver the first Core Outcome Set for care of the dying. To realise this, we will perform a 10-country prospective cohort study of 2000 patients with a life expectancy of six months or less, across different settings, diagnoses, ages, genders, socio-economic and religious groups. The cohort study embeds two controlled clinical trials. iLIVE is initiated by the ‘International Collaborative for Best Care of the Dying Person’, with worldwide membership. All iLIVE partners have direct access to care of dying patients and hold strategic posts in highly influential national and international bodies linking to policy and strategic decision making. iLIVE will deliver a set of tools and training programmes that are adaptive to different working contexts and informed by dying patients and their caregivers. With an extensive dissemination strategy, iLIVE will significantly contribute to reducing the suffering and isolation of dying patients and their families, improve clinical guidelines, and decrease societal and economic burdens around care for the dying in Europe and beyond.