"IPA Critical Spirit is a project that has two goals:- The importance of developing critical thinking- The importance of reflection and transformation of pedagogical actions This project brings together 9 partners from 5 different countries from the world of education:- 3 training institutes (Helmo-BE, Thomas More-BE, ICT-FR)- 2 secondary schools (Georg-Klingenberg-schule-GE, SOU Konstantin Konstantinov-BU)- 4 elementary schools (Ecole Fondamentale Libre de Chênée-BE, Ecole Sainte Thérèse-BE, Ecole Immaculée conception-FR, CEIP La Pasada-SP)The different audiences affected by this partnership were: students, teachers and trainers.At the start of this project, there is a real need for all the actors to be able to question themselves, to take a step back from the different realities at the regional, national and European levels.At a time of societal questions concerning immigration, the increased development of new technologies, climate change, and democracies that sway and/or question, it seemed important to us to allow the development of the critical spirit to all stakeholders.The whole process has been divided into two actions;- on one hand the realization of pedagogical devices elaborated during the learning and training activities between trainers, teachers, students from different institutions- on the other hand, throughout the project, the realization of a path of reflection on the evolution of one's own critical thinking through experimentation, adjustment, ... devices created and implemented within contexts different institutionsAll the partners met during 5 learning and training activities spread over the three years, each activity having a different entry point (thematic, methodological, others).Each receiving partner illustrated the gateway through training, field visits and observations. During the meetings the partners were invited to build devices centered on the “entry door between partners (students-teachers-trainer, different generations, different country). November 2016 Belgium: Memory Tools Mental Management ""One can not develop one's critical mind without knowledge of the world ...."" November 2017 Bulgaria: Methodology: suggestopedy / learning in a context ""The critical spirit takes its meaning in a culture, in a societal, cultural, generational life ... Taking into account the learning and context of these are conditions for the development of critical thinking among learners... "" March 2017 Spain: Thematic: Environment ""Reality of the partner, this theme has met the needs and challenges of our time ..."" March 2018 France: Values, methodology, project: Thinking plural - emancipation.""As we move forward, the need to question in our practices and our beliefs the notion of critical thinking around cultural and communicative objects has proved indispensable ..."" November 2018 Germany Theme: New technologies""In a digital and virtual world, take the time to question all information, actions that are just a click away. A necessity ..."" At the last meeting in May 2019 in Belgium, the partnership decided to structure its reflexive path and to restore it.Concretely, two times:- the first devoted to the dissemination of devices, videos, resources via conferences and workshops shared devices- the second devoted to a synthesis work accompanied by Bruno Derbaix, (Author of the book ""For a civic school, live the school fully"", his work is oriented towards a more sincerely citizen education in schools and elsewhere. In this fight, sociologist and philosopher, professor of religions and comparative beliefs, coach and accompanist, expert, active member of the association ""The ambassadors of citizen expression"". This work was done between partners and returned during an open conference by Bruno Derbaix. The result is materialized by the website: IPA-ERASMUS.WIXSITE.COM/MONSITE including built devices, traces, illustrations in the form of videos and writings. The notion of critical thinking is taken up in institutions within the various educational paths intended for learners.The teacher-trainers were able to question themselves individually and collectively about their practice, their belief to be critical of their posture in the face of a changing world, to profiles of today's students.We leave with more questions and questions ... it opens other possibilities."

Initial medical and paramedical training as well as healthcare professionals’ continuing training aim to teach technical and non-technical competences and clinical judgement. To reach those objectives, simulation in healthcare based on the use of low, middle and high fidelity dummies is an efficient educational practice to train healthcare professionals.The project aims to improve professional competences in order to increase the quality of healthcare through the construction of evidence-based validated simulation scenarios and healthcare protocols (Evidence Based Nursing/Medicine) submitted to professionals. Three target groups are involved: students, initial and continuing teachers/trainers, and carers in health services.The project is innovative in its partnership between initial (para) medical training learners and healthcare professionals. Besides, the project aims to develop relevant simulation tools validated by the professional area and supported by convincing EBN/EBM data.The partnership is made up of 5 institutions with expertise in simulation in healthcare (initial and continuing training): HELMo Paramédical (Belgium), project promoter, is a Haute École (non-university college) with a simulation centre since 2014. It is involved among other in the training of nursing and midwifery students as well as in a number of research projects. The University of Medicine and Pharmacy Hatieganu (Romania) is a centre of competences, practices and medical simulation in initial and continuing training. ILumens (France) is a medical university lab of education based on digital and simulation technologies with an initial and continuing training offer. The School of Nursing Care ESEnfC (Portugal) offers the oldest nursing training in the country. It uses simulation and is recognised as a collaborating centre by the WHO for clinical practice and research. It organises initial, advanced, continuing and specialised training. HEG-ISSIG (Belgium) proposes training in nursing care and has a clinical laboratory with an interactive dummy, and the technology for the self-analysis of practices. INFOREF (Belgium), specialised in digital technologies in education has expertise in European project management and coordination. The project is divided in 5 steps, each under the responsibility of one partner: 1. Structuration of the scenarios and development of scenario validation grids2. Identification of real-life problems with professionals and development of relevant and validated scenarios about those topics. 3. Implementation of the scenarios associating learners and professionals, leading to their validation in initial and continuing training and in hospitals. Development of observation and evaluation grids to validate the scenarios. 4. Production of healthcare protocols based on convincing data and their validation by professional areas in relation to the questions raised in collaboration with learners. 5. Formalisation of the project results in the form of a methodological guide translated in all partners’ languages.All those tools are now available for free on the project website and accessible to all institutions that wish to develop simulation in healthcare. All along the project, the website was used to submit outputs and for communication between partners. During the project, partners’ meetings were organised to think together and participate in the construction and validation of the outputs.The conference organised in May 2018 in Brussels gave the opportunity to present the methodological guide, disseminate the project results and to strengthen the communities of exchanges and analysis of practices within the framework of simulation in healthcare.On the long term, the project aims to improve interprofessional cooperation in order to improve the quality of healthcare and patient care, increasing the quality of simulations in healthcare performed in initial and continuing training. It also targets the professional development of carers through the implementation of a discussion platform about simulation practices, and tighter social relationships between healthcare professionals and initial training instructors.Thanks to the project, the partnership was able to identify the main topic of a new project that targets non-technical competences, named CRM (Crisis Resource Management) through a multidisciplinary teamwork in initial medical and paramedical training.

"The project: ""Learn to learn, respect your culture"" (LTL-RYC) is made for teachers from infant school to high school and university. The goals are separated in 2 categories: - To form each other on projects and innovations realized in the different partner schools - To offer trainings to the partner schoolsThe aim is to improve the way people learn to learn in the partner schools.Each school have proposed a subject:France (Toulouse - infant and elementary school): To form on multiple intelligences and cooperationGermany (Berlin - high school): To form on the utilisation of the e-blackboard and etwinningFinland (Oulu - elementary school): To form on the relationship ""family-school"" and the integration of children with special needsBelgium (Ans - infant and elementary school): To form on different tools enabling to learn to learn (mind-map, attentix, non-violent communication, philosophic talk groups,...) and on creativity.Each teacher involved in the partnership chooses a subject he wants to work on and will be given the opportunity to travel to the expert-partner school in this field.The teams of the different schools will organize trainings on the subjects listed above to transmit their knowledge’s using workshops, on-the-field observation, meetings and testing’s.Concretely the first year will be dedicated to the trainings while the second year will be dedicated to the follow-up of the trainings given during the first year.Both universities will feed the process with their thoughts and the universities’' students will do in the class what they learned.This project will allow 139 peoples to travel (children, teachers and students), will involve 6 schools and will create friendship thanks to virtual mobility by e-communication (e.g Skype).The two-years project will end with a conference for the partners, the universities' students and the Province of Liege's teachers.The ultimate goals of this partnership is to improve the practices in the different fields chosen by the partner schools together with a sustainable improvement of the classes' practices that improve the children's skills."

(Future) health professionals and managers of health care institutions must be prepared to exercise safety management with confidence. Training programmes for healthcare professionals are continuously evolving to take into account new digital knowledge and technologies. These learners will need to know how systems affect the quality and safety of care, how poor communication can lead to adverse events, and much more. Therefore, improving patient safety requires that learners be informed about these socio-cultural aspects of patient safety. Raising awareness among (future) health professionals to improve their safety system is an objective to be achieved in medical and paramedical education, both during their studies and in continuing education. In this educational perspective, simulation can not only address the concrete aspects of patient safety but also offer the possibility to train and experiment with the socio-cultural aspects of patient safety in an innovative way, for example through the use of digital technology.The objective of this project is therefore to develop a training platform focused on quality management of care and patient safety. By providing such education, we aim to train professionals capable of promoting patient safety through simulation, in accordance with international guidelines and recommendations, and thus reduce the gap between the skills needed in the field and the training offer.

"<< Background >>In Europe, the dematerialization of public services and the digitization of daily life and of the economic and social environment, accelerated by the COVID 19 pandemic, have highlighted the urgency of training social workers to support people who are ""distant"" from the digital society.The dematerialization of administrative procedures, which is accompanied by the closure of physical reception counters for users, adresses new challenges for social action, increasing the risks of a breakdown in access to rights (Defender of Rights, 2019). In this context, social workers are faced with new challenges and missions. New publics who were previously autonomous in their approach are turning to them because they are having difficulty with the digital interfaces of administrations and market services. The evolution of the missions of social workers, e.g. support for online procedures for the public, has been done largely ""without a professional qualification"" and ""without training"", which leads to a ""confusion"" and a ""lack of self-confidence"" among professionals (Mazet and Sorin, 2019). Indeed, many social workers, themselves, experience difficulties in appropriating digital tools with rapidly evolving interfaces.Our project aims to ensure that social work professionals and students acquire sufficient digital agility (increased capacity in digital uses and tools) to accompany social action audiences in a digital divide situation. These (future) professionals work, or are in the process of working, in the field of social work in the social economy, the public sector and the private sector. Exposed to a public in need of digital support, students and professionals in social work need to develop solid digital skills. But they also need to develop reflective skills specific to their field of action, social work.The project also aims at developing the skills of students and professionals through different learning devices designed and developed from the field. Until now, strategies to improve the digital skills of social workers have been based on personal and/or organizational initiatives and have mainly provided ""case by case"" responses. The effects of these strategies appear to be limited: a broader framework is needed to encompass the support of vulnerable people in the complexity of the digital and dematerialized environment of today's society. The project's impetus towards social work professions with specific learning systems is aimed at the quality of support for vulnerable and digitally (and socially, even ""societally"") excluded people.As part of a European approach to fight against social inequalities and to develop digital literacy, the proposed project provides practical reflections and training actions to raise awareness of this issue among social work professionals. In summary, it proposes :- To take stock of the training needs in the project countries by diagnosing the digital agility of social work students and professionals through the production of a digital agility index,- To identify the specific needs of professionals to train them and reduce the digital vulnerability of beneficiaries,- To model learning systems that meet the needs of professionals on functional, ethical and legal aspects so as to fight against inequalities resulting from the different digital fractures experienced by the people supported,- Tools and practical guides that can be transferred to Europe for use by professionals.<< Objectives >>The general objective of the project is to train social workers in the mastery of digital uses, in order to allow the persons accompanied to seize them and to be autonomous. It aims primarily at digital transformation and inclusion.The objectives of the project are intrinsically linked to the issues raised by the digital transition, particularly in terms of developing digital skills. By proposing to train social workers (professionals and students) in digital social mediation, the project does not only aim to impact professionals in training in partner institutions, it also aims at a wide recognition of the ""role"" of digital mediator among all professionals and trainers in Social Work at the European level. If the professional and pedagogical cultures are different from one European country to another, the challenges of the digital transition are common, and manifest themselves through shared issues that can be addressed collectively. Recognizing digital mediation as a cross-cutting role in the fields of social intervention allows to accredit and spread digital agility throughout society.Moreover, the training of social workers in digital uses and tools is inextricably linked to the degree of inclusion and digital autonomy of the populations they meet. While the fight against social exclusion currently involves digital support, training social workers in digital skills is a major challenge both for the profession and for the beneficiaries. Social workers are real interfaces between citizens and the activation, promotion and enhancement of their social rights. It is therefore through this ""pivotal"" function with vulnerable populations that they can become actors in the transmission of digital skills and participate in the fight against e-exclusion and the digital divide.By supporting digital skills and contributing to innovation in higher education and the training of social intervention professionals, the project aims to produce concrete, rights-free and transferable results.From the above-mentioned observations, we retain two major needs at the origin of our objectives:- Identify the people concerned by digital exclusion and accompany them towards the development of digital skills, to promote their inclusion in society and reduce social inequalities.- To train social workers in Digital Social Mediation, because they are in the front line of this digital empowerment of citizens.Several target audiences are therefore directly concerned (social workers) or indirectly (people in a situation of digital exclusion and/or accompanied by social workers).The partners are facing similar challenges regarding dematerialization and its effects on the populations accompanied by social workers. The project will develop synergies, share experiences and find digital solutions to face the problems encountered.In its operational objectives, it will contribute to the fight against social inequalities and the digital divide observed throughout Europe.Finally, through the production of transnational training contents, it will offer wider perspectives to the learners (exchanges, tools...) through the knowledge of policies and practices related to social digital mediation at the European level.<< Implementation >>The envisaged activities are directly linked to the European priorities of supporting digital capacities and innovation in higher education and training of social work professionals. All partners will participate in all project activities with varying degrees of involvement depending on the partners and the activities. Each activity will be led by a partner, assisted by a co-leader if necessary, ensuring a balanced distribution of responsibilities.The transnational activities, whose details are given in the other fields of the form, will be punctuated by virtual meetings organized by the coordinator and that intend to prepare and inform the partners on the action plan of each activity, in order to take collectively the decisions and arbitrations necessary for their good implementation. The transnational meetings will be the highlights of these activities during the project: they allow the partners to be aware of their level of progress, to agree on the steps to follow, to control their good progress and the coherence with the project objectives. These meetings have been planned for their regularity (every 8 months) to encourage the participation of all partners and their cohesion with a meeting organized in each of the countries involved in the project.Activities for the production of results. The project foresees the production of 3 results to which are linked 4 training activities and 10 dissemination events (2 in each of the 5 partner countries). These results are linked with the general objective of the project and are divided into operational objectives: to produce knowledge on the digital divide and the needs for digital social support at a European scale, to deploy practical and reflective tools on these issues for students and professionals in social work, and to develop training content on digital social mediation accessible to all and in distance.Dissemination and promotion activities aim to publicize the project at transnational and local level: design of a visual identity for the project, drafting of promotional documents, creation of the project's website and pages dedicated to its news on social networks and partners' pages and websites, regular publications of the project's news on partners' social networks, creation of a newsletter, creation of an LMS platform dedicated to the results 3, networking to intensify existing collaborations and establish new ones. Partners will be encouraged to participate in different events to increase their capacity to mobilize around social digital mediation.Local communication activities will be implemented by all partners at the scale of their usual intervention framework.The dissemination activities of the project results will aim at making potential users aware of the interest of the results produced so that they can seize them: 10 dissemination events (2 per partner country) at mid-term and at the end of the project; in the field of research (social work/digital/social sciences) a communication and/or scientific publication on results 1 and 2; in the field of social work training, a dissemination and availability of the three results.All the partners agree on the central aspect of the dissemination of the results from the conception of the project objectives. Its ambition and objectives can only be realized if they are widely disseminated beyond the partnership. The production of the results in French and English, and their translation into Greek and Romanian, favors a wide dissemination both on the Internet and in the fields of education and research.<< Results >>The results are in line with the general objective of the project – that is divided into operational objectives: to produce knowledge on the digital divide and the level of digital agility of social work students and professionals on a European scale, to deploy practical and reflective tools on these issues for social work students and professionals, and to forge a training content for digital social mediation accessible to all and in distance. Each result will serve as a support for the production of the following one, in coherence with the general objective of the project, which is to provide learning answers through devices designed and developed around the issues of digital uses in social work.R1 - The state of play: the objective is to grasp the reality of digital divides (legislative framework, needs, tools and existing approaches) by proposing an overview of each partner country representing the West, East and South of Europe, the construction of a digital agility index for social workers, and European recommendations for authorities and professionals for access to digital that fights against social inequalities and the social divide. The planned survey will make it possible to collect and produce objective data allowing the diagnosis of the digital agility of social workers in initial and continuing education. If the construction of the indicator will initially serve as a transnational diagnostic step in the project, this index can be reused after the project by any institution that wishes to re-appropriate it (in initial and continuing education) in order to prepare learners to evaluate their level of agility. The training institutes will then be able to support in a targeted way their digital learning with regard to specific questions from their professional field.R2 - The Social Digital Mediation tool guide: developed from the results of the study carried out for the inventory, in concomitance with the work undertaken on the third result (below). This guide will be based on concrete situations form the field, ""problem situations"", compiled from feedback from practicing professionals and social work students. The aim is to follow a bottom-up construction logic, as close as possible to the situations experienced by social workers, in order to facilitate their appropriation. Moreover, based on the assumption that the top-down ""expert teaching the uninitiated"" scheme is not sufficient for the dissemination and appropriation of practices aimed at promoting digital agility, the guide is designed as a tool for developing peer-to-peer learning.R3 - Pack of e-learning training modules on social digital mediation: the objective is to develop thematic training content on the issues and practices of social digital mediation for students and social work professionals. Different digital learning devices will be mobilized for the construction of these modules: training capsules, serious games, and any other device that will appear relevant at the end of the training activities related to this result."