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Country: Portugal


118 Projects, page 1 of 24
  • Funder: EC Project Code: 2015-1-PL01-KA203-016654
    Funder Contribution: 272,455 EUR

    The objective of the project was to adapt university study programmes to the needs of the health service in the area of the use of AAC techniques in omics through an exchange of experiences at the European level.The rapidly increasing incidence of civilization diseases is the main reason for the increase of morbidity and mortality in Europe and quantitative/qualitative research into identifying biomarkers of civilization diseases in the context of omics – addressed by this project – is one of the possible remedies. Omics are disciplines that explain the biochemical bases of an organism’s functioning through the characterization/quantification of pools of biological molecules. As single compounds are ineffective biomarkers, omics give new opportunities for a more detailed understanding of diseases. This improves efficiency and monitoring, and leads to personalized therapies. Advanced Analytical Chemistry (AAC), an instrumental basis for all pharmaceutical/biomedical examinations, allows to apply the premises of omics in practice.Omics development at European universities is imbalanced. Although AAC/omics is usually included in theoretical/practical classes at PhD courses, the number of specialized units/teams with access to dedicated equipment needed for a comprehensive approach is limited. There is also a lack of AAC-qualified academics, didactic materials or a system for an exchange of experiences at all levels. Thus, only few PhD students can be fully trained in AAC, instrumental analysis, or data handling, or acquire the skills necessary to integrate AAC with the needs of health service, hospital diagnostic labs, business or labour market. The project was implemented in an international consortium of three universities. These are: Medical University of Bialystok (Bialystok, Poland), CEU San Pablo University (Madrid, Spain) and University of Aveiro (Aveiro, Portugal). The aims of the project were achieved by preparing the academic staff of the 3 partner universities for educating PhD students in AAC techniques in omics, leading to modifications in study programmes and the creation of Open Educational Resources (manuscript, e-materials). The activities included partnership-based learning/training/teaching, and involved an exchange of experiences and good practices, creating a stable and active network of cooperation, and personal and social development of project participants.The Learning/Training/Teaching Activities organized as part of the project played a key role in aspects related to training of the researchers/teachers involved in the project and preparing the project’s IOs. The first series of activities (Learning Activities) were organized to provide the researchers/teachers with the necessary theoretical and practical skills in AAC. These were followed by Training Activities with PhD students (workshops) whose purpose was to expand on the previous sessions in a researcher/teacher-PhD student context (an international teaching cooperation). The last series of activities (Teaching Activities), in addition to providing a further extension of the earlier ones, were aimed at testing the manuscript and e-materials and introducing all the necessary modifications.Implementation of the project gave the unique opportunity for the 3 partner universities to combine the knowledge and experience of their scientific and administrative teams. An additional result of the project implementation was an exchange of good practices and skills and an extension of cooperation between the 3 institutions, which opened possibilities for future joint investigations. Moreover, the project created a rich multidisciplinary environment, facilitating the sharing of knowledge between each of the team members at a high academic level. The impact of the project will extend to both the scientific community and patients, leading to a better therapeutic possibilities in the area of civilisation diseases. The methodology of project implementation is based on the circular model. 4-5 persons from each of the universities were involved in the project, specialists both in AAC and in project management, in addition to liaisons in other departments of the partner universities’ departments accessory to the administrative aspects of the project.The transnational cooperation in the project stemmed from its highly specialized nature, global relevance, and the unique path of development of its subject area. Therefore, to realize the project’s objectives, a collaboration in a wide group of international experts, competent in various aspects of AAC and omics, was absolutely essential. As the level of development of AAC and multiomics varies throughout Europe, the project facilitated an exchange of knowledge, experience, and good practices. This is an EU-level added value, i.e. outcomes impossible to achieve by one institution, or even various institutions from a single country.

  • Funder: EC Project Code: 2014-2-PL01-KA205-013546
    Funder Contribution: 116,424 EUR

    Project “Catch it! Non-formal academy of activities” aims at young people between 18-30 years old from Denmark, Poland and Portugal. With this project we try to find a solution regarding youth unemployment, which according to the statistics from July 2014 in 28 European Union countries affects 5 million young people under 25 years old. 7,5 million of young people are considered as NEETs (not employed, not in education and not in training). According to the European Commission and Eurostat at the end of 2013 youth unemployment among young people up to 25 years old, amounts to 27,4% in Poland, 12,9% in Denmark and 36,3% in Portugal. The reasons of such a high unemployment are complex and are largely related directly to the circumstances of the education system and cultural environment in which young people grow up in. It is said that a good education is the key of your professional career. In reality highly qualified young people are struggling to find a permanent employment. The education system is not flexible and it does not reflect to the needs of the labour market. The world economic crisis additionally deepened this problem.The project aims at enhancing the quality and relevance of the non-formal learning offer in youth work of 3 project partnership organizations by developing new and innovative approaches and supporting the dissemination of best practices.Additional aims: enhancing key competences of 30 young people from Denmark, Portugal and Poland regarding entrepreneurship, languages and digital skills, creativity, group work skills, time management skills, by participation in testing and implementation of the method of non-formal academy of activities; professional development of 9 youth workers; simplification of access to open educational resources (OER) in the youth field for 150 participants from dissemination of intellectual outputs events.In the frames of the project we will implement: study visits in Denmark, Portugal and Poland, to support the dissemination of best practices; establishing the panel of experts, which will develop the method of non-formal academy of activities; training course regarding the developed method of non-formal academy of activities; events regarding to dissemination of intellectual outputs. During the project meetings, discussions, work group meetings, conferences, training courses, internships will be held, we will be using case-studies and scenarios.The intellectual outputs is a method of non-formal academy of activities, developed by experts and youth workers, which will be described in an open educational resource (OER).The impact of the project should be considered at the local, regional, national and European or even international level.Thanks to the implementation of the project it will be possible to develop organization skills regarding international cooperation, group work skills and also develop a method of non-formal education (ICT methodologies, learner-centred pedagogical approaches), using ICT to youth work and non-formal learning. The project involves also scenarios and case-studies, regarding testing of a method, preparing texts for the open educational resource and developing appropriate assessment and certification methods based on learning outcomes.In the long term perspective the project and the developed method of non-formal academy of activities will contribute to improving the quality and relevance of the learning offer in youth work.

  • Funder: EC Project Code: 2021-1-CZ01-KA220-HED-000032082
    Funder Contribution: 351,022 EUR

    << Background >>The applicants have found that there are serious shortcomings in teaching on the digitization of the building industry. This concerns both, the challenges of new technologies and the internationalization in the management of construction projects. The domains architecture, engineering and construction (AEC) are currently in a paradigm shift from plan-based to model-based work (BIM). The higher education (HEI) at universities must respond to this. With the BIM4HEI cooperation between European educational institutions, knowledge can be exchanged, joint action strategies can be developed and the teaching materials created can be mutually assessed. The practical relevance is guaranteed through the involvement of professional origanizations from the construction industry. The construction industry has a very high level of interest in digitally competent engineers and in professional training. The Building Information Modeling (BIM) method offers the ideal core of interdisciplinary and internationalized teaching. BIM promotes the collaborative planning, building and operation of the built environment. At its core is the digital building model, i.e. the digital twin of planning, construction and operation. BIM is a digital methodology that will lead to huge changes in the performances of professionals in the Architecture, Engineering and Construction (AEC) sector, particularly regarding architects, civil engineers and contractors. Improving the technical skills of AEC young professionals especially in the civil and building engineering fields is an important contribution to generating a more skilled workforce capable of facing new technological changes that will challenge Europe.<< Objectives >>Most of the activities and results listed in as intellectual outputs of the project will be maintained after the project end, following one of the main aims of the project, which is to produce and make available open access resources in multiple languages.An Exploitation and Sustainability Strategy will be prepared and updated during the project, including: analysis and evaluation of the exploitation potential and strategy of the project results, exploitation routes and target groups; individual exploitation plans for all partners; analysis of factors that might influence the future exploitation and sustainability of the project’s outputs; methodology and strategy for an appropriated management of the knowledge generated and IPR issues related to exploitation beyond the lifetime of the project.The main project outputs will continue to be available and to be used by the project partners, since they all carry out activities where the outputs of the project will be very useful. All the partners wish to integrate the results into their AEC HEI curricula. The produced contents can also be used for the life-long learning by AEC professionals, promoted by associated partners and similar professionals boards or associations of the AEC section in other countries.The project web portal will be maintained for at least 3 years after the project is finished and this will be funded through the internal resources of the promoter. Public outputs will remain accessible under the open access policy of the project for the same time frame. The project web portal will have a series of resources available, namely:- The BIM teaching approach and the BIM students approach and supporting documents (Students guide, lecturers reference guide) available through the multilingual web portal in English, Portuguese, Czech and German.- Guidelines to implement lecturers workshops, and BIM short courses for students to test the BIM teaching approach and insert adjustments according to each national/local reality- The tools also available in 4 languages through the web portal- Detailed programmes of activities, resources and other useful tools to organize BIM short courses for students and other related events, including: specific marketing strategy and tools, assessment tools also available in 4 languages through the webportal.It is also expected that the collaboration among project partners will be maintained after the project.The educational institutions are pursuing three long-term goals: (1) To be able to offer their own studies a better educational offer on digital and global-collaborative and methods of construction, environmental engineering, geospatial engineering, quantity surveying and construction project management. (2) Promote the exchange between students from the own and foreign universities. (3) To offer business partners a technological and intellectual platform for transfer research. To reach this goals exploitation and Sustainability strategy will be prepared and updated during the project, including: analysis and evaluation of the exploitation potential and strategy of the project results, exploitationroutes and target groups; individual exploitation plans for all partners; analysis of factors that might influence the futureexploitation and sustainability of the project’s outputs; methodology and strategy for an appropriated management of theknowledge generated and IPR issues related to exploitation beyond the lifetime of the project.<< Implementation >>As mentioned previously, the project includes a quality assurance system and a dedicated team that will produce a strategy and a set of tools to ensure the achievement (quantitative and qualitative) of the established goals. There will be specific tools and indicators for each activity and component of the project:1. Overall project management (indicators and activities):- Monitoring and Quality Assurance strategy with quantitative and qualitative indicators covering: Project management aspects, Dissemination and impact targets, Quality of the development of the outputs and activities.- Internal monitoring questionnaires to be collected every 6 months from partners, to assess the overall development of the activities,- Financial progress report (every 6 months)- Regular meeting among partners (monthly webmeetings) to continuously monitor the development of the project + partnership meetings.2. Development of outputs and related activities:- For each output/activity/event, concrete quantitative and qualitative indicators will be developed and measured, e.g.a) Quantitative indicators: nr of lecturers involved in activities, nr of students involved in the short courses, nr of multiplier events organised and nr/type of participants, nr of visits to the website, nr of HEI involved in each multiplier event and specially in the final multiplier event), etc.b) Qualitative indicators and activities:- Internal peer review system for outputs; final revision by the coordinator.- Panel meetings for project progress evaluation will be promoted and those will include invitations to relevant stakeholders in education such as academics, lecturers, educational authorities, as well as students foruns, BIM forums, The Portuguese BIM Technical Group. The evaluation potential of social networks (such as facebook and twiter) will be used to constantly monitor project progress.- Each Output will have a specific assessment activity with tools that will be implemented by partners with the support of CTU.- For BIM Teaching Approach: partners will develop guidelines and specific tools to collect the feedback of the lecturers regarding the use of the BIM Teaching Approach; partners will support, at national level, the testing of this Approach and compile the feedback obtained. With the feedback collected, partners will discuss the adjustments required to develop the final version of the Approach and the Teaching Guide. Each Output will have a specific assessment activity with tools that will be implemented by partners.- For Student Short Training: partners will present tools and mechanisms for the assessment of the Student Short Training that include the assessment of the BIM Practical Tools and of the MOOC. A specific assessment plan will be developed encompassing the stages of preparation, implementation and follow up of the Courses. The assessment will cover different dimensions and indicators, including:a) Degree of satisfaction of all actors involved in the preparation and implementation of the events (e.g. partners, lecturers, students, external organisations supporting the Student Short Training courses).b) Assessment of cost-efficiency for the organisation and implementation of the events.c) Competences developed during the preparation and implementation of the Training.d) Suggestions of improvement for future editions.3. Implementation of multiplier events, dissemination actions and learning/teaching/training activities:- Dissemination plan in the beginning of the project, to be regularly updated and including target groups, dissemination tools, media, etc.- Dissemination reporting to be carried out regular- Guidelines for the preparation of events- Dedicated marketing strategy- Definition of criteria to select participants and associated desired profile- “Satisfaction survey” will be distributed both to lecturers and to students participating in project activities.<< Results >>The main results of the project will be generated around the development of PRACTICAL APPROACH TO THE IMPLEMENTATION OF BIM IN HEI and PRACTICAL TOOLS FOR BIM TEACHING described in the outputs.The Practical approach to the implementation of BIM in HEI (O1) will be designed and produced to be implemented in the partnership HEI and after to be spread for other HEI. The Practical tools for BIM teaching will include: structure and integrated practical examples of BIM application in digital support that can be used in different HEI as support of teaching lessons; conferences and debates with lecturers, students, and other stakeholders/organisations; BIM rules developers, etcAssociated to these outputs, several multiplier events and learning/teaching/training activities will be organised: 3 short training courses for lecturers and students in CZ, GE and PT, associated with meetings and multiplier events; its results will be disseminated and discussed in the 5th multiplier event in CZ, where also will be presented the final results of the project, the next activities and where will explore the possibilities of transferring the results of the project for other HEI.A1 – Administrative, financial and technical management and control: A Project management kit will be developed in the beginning of the project, including:a) Project management manual with: activities and outputs to be produced; responsibilities of each partner; partners contacts and means of communication; reporting mechanisms, tools and deadlines; templates for the development of documents and reporting.b) List of contacts of all organisations involved in the implementation of the project, staff that will manage administrative and financial issues; internal mailing list to easy the day-to-day contact among partners.c) Internal repository of documents and collaborative area for partners. To support the elaboration of reports and ensure maximum efficiency, the partnership will produce 6-month progress reports to monitor financial, dissemination and technical aspects of its development.A2 – Quality strategy and tools: With a partner dedicated to the quality control of the project, the partnership will have a quality manager and project monitoring tools, including a Quality Management plan, Monitoring tools and indicators and monitoring reports. These tools will be closely connected and under the responsibility of the same partner -CTU, who will develop the tools and methodologies .A3 – Marketing strategy and tools: Besides specific activities within all outputs dedicated to promote, disseminate and exploit specific results or activities, UA (with the collaboration of the whole partnership) will develop a Dissemination and Communication Strategy and respective Tools, which will ensure continuous promotion of the project, visual coherence (project visual identity including logo, templates, etc.) and a detailed planning and monitoring of all dissemination and promotion actions (dissemination plan and database of contacts of target groups to be continuously updated).In connection with Output-related activities to promote the exploitation and sustainability of all outputs, partners will develop a Project Exploitation and Sustainability Strategy, including an IPR agreement to support the follow up of the project.Partnership meetings: 5 meetings will be organised (all of them associated with International Multiplier Events) in key moments of the project. These meetings will be crucial moments of planning, balance of experiences and evaluation of project achievements and best practices, where partners discuss project implementation and outcomes and results dissemination. The conclusions of these Project Meetings will be determinant on defining best strategies to achieve project goals in HEI of each partner. Minutes and other support documents will be produced for each meeting.

  • Funder: EC Project Code: 2020-1-PL01-KA205-081121
    Funder Contribution: 66,645 EUR

    "The project ""My Career Our Game"" will bring together consortium consisted of partners from Macedonia, Portugal and Poland from different profile (national coalition of youth organizations, a university and an association) that will work on innovative approach in developing early career guidance methodology through gamification as youth friendly approach for prevention of NEET. Learning of the experiences of different European countries will be crucial in delivering the innovative outputs of this project. The overall aim of the project is to: Increase quality of youth work in preventing NEET in Europe. Through the project partners will strive to achieve the specific objective of the project to: Introduce innovative early career guidance methodology as a sustainable tool for prevention of young people becoming NEET.As the project objective is to introduce innovative early career guidance methodology as a sustainable tool for prevention of young people becoming NEET, this project will deliver significant input in developing innovative approach in early career guidance in favor of prevention of NEETs. The innovation in this matter is that this project will bring together the experiences of early career guidance in the non-formal and formal education, and will bridge them in providing recommendations on positive and innovative approaches in defining methodology on early career guidance in preventing youth becoming NEETs. The research will show different perspectives and approaches of early career guidance around Europe, both in formal or informal education, and will provide useful recommendations not only for the partner organizations but also to all practitioners and youth workers out there that want to address prevention of NEET using early career guidance methods. With the analysis the researchers should provide recommendations on defining methodology that will be applicable both in formal and non-formal education, which is efficient, and cost effective, that can be easily adapted by the interested stakeholders without expensive training programme.Partners will have a challenge to put the recommendations developed with the first intellectual output into practice and therefore to develop unique early career guidance methodology to be used and easily adapted both by educational institutions, professional practitioners and youth workers. Moreover, they will work together in order to draw off the methodology into gamification and developing of youth friendly game that will guide young people into their career development and improving their employability with less physical contact with youth workers and practitioners. First this innovative methodology will be piloted in Macedonia through the youth information and counselling centers in Prilep and Kavadarci, in Portugal with the students of the Aveiro University and in Poland with young people through the youth information of Association Education by the Internet - Eurodesk Local Relay in Kielce. In order to make sure that this methodology is adequate to the needs and requirements of young people, the process will be combined with short-term blended mobility in which young people with social and economic obstacles will participate. Three multiplier events (conferences) will be organized in order to disseminate project outputs and outcomes.Through successful implementation, the project will contribute towards improving career development for youth in danger of getting in NEET situation through piloting new innovative and common methodology on early career guidance through gamification in Macedonia, Portugal and Poland, will influence on the collaboration and communication between young people, youth workers and university professors working in the field and/or with youth for practical implementation of new innovative methodology on early career guidance as mechanism for prevention of NEETs, and therefore on decreasing the rate of youth unemployment on long-term.The impact of the project activities and deliverables will ensure the sustainability of the action. The sustainability of these gamification methods/derives of the adapted procedures for youth programme to be implemented by 2 youth information centers (Macedonia), one public university (Portugal) and one NGO/Eurodesk Local Relay (Poland). They will provide innovative and youth friendly approach in career guidance of youth in their transition from education to employment. We expect a number of the member organizations of ERYICA and Eurodesk to multiply the proposed methodology for prevention of NEETs which will further contribute in the sustainability of the action.On policy level, the continuous lobbying and advocacy for active measures on early prevention of NEETs will influence on increasing the number of users of active employment governmental measures addressing the needs of young people in NEET.employment governmental measures addressing the needs of young people in NEET."

  • Funder: EC Project Code: 2014-1-DE03-KA200-000714
    Funder Contribution: 212,939 EUR

    Information & Communication Technology (ICT) and spatial literacy are essential in many professional and everyday activities. Spatial literacy, learning about and improving interaction with one’s surroundings, is an inherently trans-disciplinary competency transcending from STEM to social sciences and arts. Despite the omnipresence of geospatial and ICT technologies, they are insufficiently integrated into current teaching practices in secondary schools. The key reason for this discrepancy is the lack of “out-of-the-box” solutions for teachers, which provide an engaging experience to pupils.The strategic partnership aimed at overcoming this shortcoming by developing suitable tools and teaching material. The project aimed at integrating ICT and spatial literacy to secondary school education by(i) developing an out-of-the-box toolbox to educate children with better ICT and spatial skills to prepare them for the labour market,(ii) enabling secondary school teachers to teach ICT-based spatial literacy,(iii) disseminating these results to pupils, teachers, educationalists and teachers students in Germany, Spain, Portugal, and across Europe.The three universities – University of Muenster, University of Aveiro, and University of Jaume - formed the core of the strategic partnership. To ensure the involvement of teachers and pupils in the development process, three secondary schools and four centres for teacher education joined the team. They acted as stakeholders, tested the software and pedagogical material during the development process and gave valuable feedback. Our associated industry partner Esri acted as technology provider.Main Results and Output:In this project, we developed a toolbox consisting of the mobile app “OriGami” and the app “NavApps”. Both apps run on smartphones and make extensive use of geospatial technologies. Through gamification and collaboration we engage pupils and motivate them to play our educative games not only in class, but also with friends in their leisure time. The mobile apps are open-source and publically available.OriGami is an outdoor game fostering spatial literacy through navigation tasks and thematic tasks. Teachers designing a game for their pupils could choose from different navigation tasks: A route-following task and a destination approximation task. Both navigation tasks trained pupils in map-reading and navigation skills. The thematic tasks could be adapted to the subject taught by the teacher. In our user tests, biology teachers lead their pupils navigate to particular trees on the school ground. Having reached the tree, pupils had to answer questions or solve tasks related to the tree species. OriGami allowed for interactive tasks where pupils experience the real-world phenomena in various different ways. The length and the complexity of the game could be adapted to the needs of the teacher and the pupils learning stage.NavApps is an indoor treasure hunting game. Spatial competencies were trained in all phases of the game: In the first and second phase of the game, pupils had to map the building and hide treasures within the building. This way they got to know basic knowledge about digital map representations and georeferencing of objects such as treasures. Map reading and map representations as well as the usage of digital mobile devices to data collection was the focus of this part of the game. In the third and last phase of the treasure hunting game, pupils had to search and find the hidden treasures. This part trained pupils in their wayfinding and navigation skills as well as the skill to orient themselves with maps. The University of Aveiro developed the teaching materials and tested both games in various different formats: teacher trainings as well as long-term and short-term trainings for pupils together with their teachers. These trainings gave us important information regarding the challenge that teachers’ lack of IT experience is often the bottleneck to use ICT in classrooms. We involved teachers from our associated schools to take their perspective into account and develop ICT-based concepts and teaching materials. Towards the end of the project, all three partners conducted teacher trainings in all countries. The results of the project were presented to the public in three launch events, in which we were able to attract a large number of people and potential stakeholders. Furthermore, we used conferences and workshops as events to communicate our results to the scientific community. Numerous scientific publications resulted from the project and attracted attention in our research groups developing games for spatial literacy education,We believe that, with this project, we reached our major goal of creating a toolbox with which(i) children can be trained in ICT-based spatial literacy automatically through playing our games and(ii) teachers are supported to use IT tools in class to educate pupils with better spatial and ICT competencies.


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