France has always had a complex relationship with informatics. At the primary school level, current official instructions demand that students develop a list of competences in ICT, without any indication about a necessary conceptualization. Is the instrumental mastery of ICT feasible at this level without any specific concept? We consider that it is the responsibility of compulsory education to transmit to everybody the lineaments of an informatics culture. What is at stake is to help students acquire a certain level of understanding and a technicity allowing them to later move forward and become autonomous and creative. DALIE is a small pilot project that also has as a goal to produce a white paper about the place and nature of an informatics curriculum at the primary school level, elements of curricula for teachers education.

During the spring of 2020, due to the advancing pandemic of Covid-19, there was a need to move teaching to the online environment in a short time. This need has affected all universities in Europe, but the position of medical faculties is specific in the fact that a large part of teaching takes place in the form of practical exercises and clinical practice, as well as in the fact that senior students were heavily involved in volunteering, which placed great demands on their time possibilities, which are limited even in normal times due to the complexity of the study.The main goal of the project “New Era in Medical Education (NEWMED)” is to rationalize online teaching at the participating medical faculties thanks to the unified methodological guidance of academics in the preparation of syllabi and online study materials for students.The primary target group of the proposed project are academic staff from the involved partner institutions, for whom the rapid transition to online teaching during the spring of 2020 meant a great burden. The secondary target group, which will benefit from the implementation of the NEWMED project, will be students of the participating medical faculties.The NEWMED project implementation will be performed by the staff of Masaryk University (MU – leading organization), Aristotle University of Thessaloniki (AUTH) and Pavol Jozef Šafárik University in Košice (UPJS). Within the submitted project, three intellectual outputs will be created:1) Detailed analysis of transition to online teaching - the transition to online teaching at the participating institutions during the spring of 2020 will be analysed in detail and, based on the analysis, recommendations for the creation of further intellectual outputs will be determined.2) Methodological manual - the team of methodologists will prepare an electronic methodological manual for academic staff of medical faculties, in which they will present to them suitable teaching methods for specific courses, suitable testing methods and acquaint them with the preparation of effective online study materials.3) Implementation guide - this intellectual output will supplement the methodological manual with instructions for the implementation of the created online study materials into the information systems of partner universities.The results of the project will be presented at three multiplier events during the project implementation period.Through the implementation of the NEWMED project, the methodological guidance of academics at the participating medical faculties will be improved, the quality of online teaching will rise and, indirectly, the quality of health care provided by graduates of partner faculties will be improved.The project will be implemented for 24 months.

The INCLUDE project is set in the context of the global onset of the COVID-19 pandemic that has brought immense changes to the manner people communicate and engage in professional activities. Language and intercultural communication (LIC) teachers at higher education institutions teach courses that heavily depend on communication and they have had to invest more time and effort into transforming their teaching methods and materials into ones that are applicable in online teaching. At the same time, LIC teachers are the ones who have to prepare their students for real-life communication in a virtual setting as well as to enable them to acquire the Global Competence. The main objective of the INCLUDE project is to boost students' employability on a global scale by ensuring an inclusive, progressive, high-quality language and communication course in a range of languages (English, Croatian, Portuguese, Greek) at higher education institutions across Europe. The project involves three intellectual outputs oriented towards developing a high-quality course in Intersectoral communication skills in a digital, intercultural environment. The project is operated by an international project team from three partner institutions and it involves 30 students from all partner universities, as well as a solid base of industrial partners as associated partners. The project especially aims at involving students with fewer opportunities and on boosting students' opportunities for participating in high-quality virtual exchange. As all the teaching and training activities will be organised online using videoconferencing applications, no additional Erasmus+ budget regarding Learning-Teaching-Training is required, as the project team has sufficient human and infrastructural resources to organise these events without additional funding.The project will result in a research paper based on which open source teaching materials will be developed and made available on an OER platform accompanied by a detailed course curriculum that may easily be implemented, fully or partially, at any higher education institution. The impact of the project may be observed on the institutional, local, national and especially international levels, as the project results will be made available to all LIC teachers in need of support in their teaching activities. Dissemination of the projects results includes a transnational meeting, local project presentations, project presentation at the online dissemination event and in professional and scientific conferences, as well as via a dedicated project website and the OER platform. Based on the objectives of the project and the current COVID-19 pandemic situation, all dissemination activities are planned as online events. Thus, no additional Erasmus+ budget regarding Multiplier Events is required, as the project team has sufficient human and infrastructural resources to organise these events without additional funding.The sustainability of the project even after its formal completion will be achieved in the form of setting up an informal network of partners that will continue working on the project activities with the future generations of students and update the OER platform content.

"Civil Engineering is a field that is proving to be particularly sensitive to the dynamics of the labour market in construction. It has become noticeably less popular in countries such as Portugal, Greece, Croatia (and other European Countries) where employment levels for Civil Engineers have dropped significantly, after the economic crisis. Among other engineering branches, Civil Engineering seems to be conservative as its tools are oblivious to the general public. Indeed, IT tools such as 3D simulation, BIM or VR are used in Civil Engineering companies every day. This conjuncture provides a distorted image of Civil Engineering for pre-university students, in particular to those who are more driven towards high-tech fields, and therefore end up losing interest in this area. This is a very problematic context as Civil Engineering is present in everyday life and it is a fundamental profession to develop and maintain our infrastructures, indeed a requisite for sustaining life as we have become used to: buildings, roads, traffic, city planning, construction materials, hydraulics, etc. It is believed that in this context, universities have an important role to play, reaching out to the community and motivating pupils towards this area.The BIGmachine project pretends to change the perception of civil engineering to the pupils and main public, explaining its role in the development of our cities, its competences and the most modern and high-tech tools used. To accomplish these, the project intended to: talk to pre-university students through the technologies involved in Civil Engineering; reveal the complexities of the infrastructures involved in a building; support schools’ efforts to tackle early school leaving (ESL) inviting pupils and teachers to visit higher education institutions and their laboratories. These objectives were achieved by the creation of an “educational laboratory” with low-tech interactive demonstrative equipment, the development of pedagogical activities gathering hands-on with virtual technologies, and the creation of a virtual information repository. The main activities undertaken during the project were to achieve the completion of the project results. The IO1 BIGmachine house is an open laboratory to test different building components solutions, composed by a 2,4m cubic wood structure and a 0,70m cubic cell box where each panel is tested. The IO2 BIM models, a set of different immersive VR and AR games and environments that were built using BIM in Civil Engineering tasks. In IO3 interactive equipment, such as an AR Sandbox and the low-tech experimental equipment, were designed and produced to show different areas of Civil Engineering. The QR Codes library, IO4 is a repository of online content about actual construction systems using this technology, which provided activities where pupils would access online content to describe construction solutions that can be found in their everyday environments. In the supportive platform IO5, the site and the wiki gather all the elements produced in the project. Finally, IO6 eBook all the information of activities and manuals is collected to be disseminated among the target audience and other universities.There are long-term benefits for the pre-university communities and for universities. For pre-university communities, all the materials produced can be used in high schools as a tool in various STEM subjects. Taking ""hands-on"" experiences together with digital platforms like BIM, VR and QR codes are innovative ways of transmitting and exploring the different roles of Civil Engineering in a language which should be familiar and attractive to youngsters, supporting schools in their efforts to guide pupils' interests and decisions regarding higher education and prevent the school early leaving. For universities the material produced will facilitate the interaction with High-School communities: the “educational laboratory” can be adapted or replicated in other countries and institutions and is available to be used by schools. This project allows to present new and attractive teaching techniques and tools to the staff of Civil Engineering departments and attract more and better high-school graduates to the field of Civil Engineering, identifying and presenting the full range of activities of the profession.UP is one of the largest higher education in Portugal, best positioned in national and international rankings. Civil engineering in UP has been the first choice in the country for pupils interested in this course. AUTh is the largest public University in Greece in the Greece top places. Civil engineering is one of its most prestigious courses in Greece. UZagreb is the oldest and biggest in South- Eastern Europe. Civil Engineering is the oldest of its kind in Croatia. Coming from a similar back ground, the three universities proposed to enhance and explain the roll of Civil Engineering building our society."

Erasmus Mundus Master in Biomedical Engineering (EMMBIOME) is a two-year master programme focused on academic skills and specific knowledge acquisition in line with the current world practice for biomedical engineering studies. EMMBIOME offers in-depth training and development of research skills that ensure both expertise in state-of-the-art topics and future involvement in the field, but also encourage our students in the formulation and promotion of scientific thought, as well as their enrolment in industry. The quality of EMMBIOME programme is ensured through strong collaboration and partnership between three programme countries: Serbia (University of Kragujevac), Greece (University of Patras) and Romania (University of Medicine and Pharmacy Grigore T. Popa).