"Entrepreneurship is a key for the EU 2020 strategy objective, which is the smart, sustainable, inclusive growth. In higher education institutions (HEIs), entrepreneurship starts in classrooms and is largely determined by the development of entrepreneurial skills of university students and staff. A significant shortcoming for entrepreneurship promotion in the EU is the gap between high education (HE) and entrepreneurship practice. While most high education institutions (HEIs) offer entrepreneurship courses, seldom HEIs have concrete support systems to nurture students’ entrepreneurship. Even when those systems are in place, apart from few exceptions, support is either confined to specific sectors (e.g. ICT) or inefficient. The 2014 European Court of Auditors' Special Report No. 7 stresses how “incubation programmes were of a basic nature” and “provision of incubation services was rather limited”. The Report “deplores disappointing results delivered by the audited incubators” and recommends that “it is important to establish and share good practices” and that “incubators should be created in close cooperation with the educational system”. The European Council calls on European Commission and member states to “promote and support student ventures by providing sound guidance and make available coaching and incubators for aspiring entrepreneurs” (Conclusions on Entrepreneurship in Education, Dec. 2014). The European Commission also states that ""efforts across Member States to support and promote entrepreneurship in education are fragmented and lack coherence"" (Working Group on Entrepreneurship Education, 2014). There is an immediate need to overcome the fragmentation at EU level, which currently affects entrepreneurship promotion.In this context SUPER aimed to bridge the gap between education and entrepreneurship with concrete tools and training resources for both HEIs and students, addressing immediate needs and shortcomings identified at project preparation and corroborated by EU policy papers. The objective was to promote entrepreneurship already at HE level by empowering HEIs to establish suitable and effective entrepreneurship support systems.The partnership has brought together 6 partners from 6 countries (Belgium, Czech Rep., Italy, Slovakia, Spain, UK) representing the various dimensions of entrepreneurship in HE: HEIs, entrepreneurship facilitators and enterprises. The partnership has pooled public, private and NGO sectors and built on partners’ complementary skills, expertise, and capacities. This composition has ensured geographical coverage as well as project’s outcomes dissemination and valorisation across the EU.Partners have carried out the following activities::1. Development and maintenance of the multilingual SUPER OER Platform2. Identification of Critical Success & Failure Factors of business incubation and support in HEI3. Development of SUPER Incubation Toolkit comprising guidelines, Best Practices, checklists, etc.4. Development of training materials and courses in multilingual versions on entrepreneurship and business creation to be delivered to HE students, including an online business planning tool5. Pilot usage of the SUPER Toolkit with HEIs and courses with the goal to validate their relevance and accuracy6. Development of guidelines for uptake and implementation of the SUPER model, toolkit, and courses.SUPER generates immediate impact and long-term benefits to HE and entrepreneurship promotion throughout EU. The SUPER toolkit empowers HEIs to develop and embed efficient entrepreneurship support systems based on concrete evidence-based solutions and knowledge. SUPER OER becomes a platform not only for knowledge generation and sharing, but also as a focal point for HEIs and students to nurture entrepreneurship. All results and resources in multilingual versions are freely available to all interested parties through the platform without restrictions. Project partners committed to maintain the OER platform for at least two years after the end of EU co-financing. Open access as well as effective dissemination is the basis for future use of project results in EU in long-term manner.SUPER is fully in line with the horizontal and sectoral priorities of the Erasmus+ Programme: 1) Developing basic and transversal skills (such as entrepreneurship) in all fields of education, 2) Supporting the implementation of reforms in line with the 2011 EU Modernisation Agenda's priority areas, 3) Promoting entrepreneurship education and social entrepreneurship among young people."

This project aims to improve internationalization at universities in Europe through professional development of academics. We will design two courses to help participants to teach international students more effectively and to improve academic writing skills. As a result, participant teachers will devise new curricula of undergraduate and graduate courses for international students, prepare effective academic writing assignments for students and enhance own publication record through publishing in impacted journals and/or with reputed academic publishers. We will undertake pilot testing of both courses with at least 75 academics from two universities. Another project outcome will be a dedicated web portal with freely accessible materials for teachers in social sciences and humanities that will allow them to use innovative teaching methods and approaches and network with colleagues from other institutions. We will evaluate the course impact in at least two studies focusing particularly on the potential of reflective teaching and on the role of trust while facilitating changes in teaching and wider academic practice. Finally, under this project we will compile a plan for professionalizing higher education teaching in the region. The outcomes of our project will be disseminated to a number of institutions beyond the project consortium to increase internationalization and quality of education in Europe in general.To conclude, please allow us to summarize the main strengths of our project as we can see them. This project builds upon a survey of needs undertaken at two project partners for which the new curricula will be designed and where they will be tested before offering them to other beneficiaries teams up institutions that are leaders in internationalization with those committed to increase internationalization and quality of learning in order to allow tangible synergic effects from cooperation produces high-quality outcomes: curricula of two courses, a dedicated portal with teaching and learning materials and a cooperation plan that can be accessed easily and for free by a variety of users including university teachers, students, university managers, educational developers, learning technologists, etc.encourages symbiosis between research (including that from cognitive sciences) and teaching, which are two key responsibilities of academics, yet too often considered separatelyincludes two reputed associated partners outside the project consortium. Each of them has a number of institutional members that can directly benefit from this projectfocuses on areas that can be directly linked to enhanced student and staff mobility evaluates its outcomes using scientific methods of data collection, data analysis and presentation, similarly as it has been done in impacted peer reviewed publications innovates for a wide circle of European institutions of higher education based on the latest findings from pedagogical research.References Adamová, Ľ, Muráriková, P, eds. (2013) Innovating Teaching and Learning. Reports from University Lecturers. Budrich UnipressErasmus+ in numbers 2016. European Comm, 2017 http://ec.europa.eu/programmes/erasmus-plus/about/statistics_en,Handal, G (1999) Consultation Using Critical Friends. New Directions for Teaching and Learning 79, 59-70Knight, P T, Trowler, P R (2000) Department-level cultures and the improvement of learning and teaching. Studies in HE, 25(1) 69-83Kreber, C (2004) An analysis of two models of reflection and their implications for educational development. International Journal for Academic Development 9(1) 29-51Lave, J, Wenger, E (1991) Situated Learning. Legitimate peripheral participation, Cambridge: University of CambridgeMezirow, J (1999) Transformative Dimensions of Adult Learning. San Francisco: Josey-BassPleschová, G, McAlpine, L (2016) Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play? Studies in Educational Evaluation 48,1-9Pleschová, G. Simon, A, eds. (2018) Early Career Academics Reflections on Learning to Teach in Central Europe. Staff and Educational Development AssociationRoxå, T,Mårtensson, K (2009) Significant conversations and significant networks -exploring the backstage of the teaching arena. Studies in HE 34(5) 547-559, (2014) Higher education commons – a framework for comparison of midlevel units in higher education organizations, European Journal of HE 4(4) 303-316Schön, D A (1983) The Reflective Practitioner. How Professionals Think In Action. Basic Books.Šeďová, K, Švaříček, R, Sedláčková, J, Čejková, I, Šmardová, A, Novotný, P, Zounek, J (2016) Beginning University Teachers and Their Approaches to Teaching and Professional Self-Perception. Studia Paedagogica, 21(1) 9-34Van Waes, S, Van Bossche, P, Moolenaar, N, Stes, A, Petegem, P (2015) Uncovering changes in university teachers’ professional networks during an instructional development program. Studies in EduE 46,11-28

"BackgroundThe European Commission’s Rethinking Education initiative has identified the need ‘to scale-up use of ICT in learning and teaching’ to exploit the opportunities that the digital revolution presents for enhancing education. It calls for innovation, work to ‘define how, when and where ICT can be used effectively in pedagogical and assessment approaches’ and activities to support teachers and learners to increase their digital competence.Rationale for this projectOne of the primary aims for an Erasmus+ Strategic Partnership is ""enhancing the quality and relevance of the learning offer in education, training and youth work by developing new and innovative approaches and supporting the dissemination of best practices"". The CONSTRUIT! consortium, led by the Computer Science Department at the University of Warwick, formed a Strategic Partnership of pedagogical and technological experts with the aim of further developing, trialling, evaluating and disseminating a novel framework – developed by the Empirical Modelling research group at the University of Warwick – for ‘creating knowledge and solving conceptual problems with the support of digital tools’ (cf. the digital competence of the same name identified in EC DIGCOMP). We introduced new principles and tools for a computing practice that enables educators and learners to collaborate in creating live interactive resources (""construals"") that serve as personal, shareable 'working models' or understandings. Such a practice is more accessible than conventional programming but more expressive and powerful than conventional uses of ICT. Its adoption will lead to the online development of open educational resources that can be flexibly modified by educators and learners alike to give exceptionally rich support for blending educational practices combining instruction and construction. This contributes to the wider aims for Strategic Partnerships to promote take-up of innovative practices in education, training and youth work and enhance the professional development of those working in these fields by increasing the quality and range of initial and continuing training. The consortium enabled the project to draw on a unique blend of skills and experience, and to access opportunities to trial and disseminate the activity through a number of learning activities covering learners of all ages across the EU.Objectives and activitiesThe principal objective of CONSTRUIT! was to promote 'making construals' as a new practice that promises to better support teachers and learners to create knowledge and solve conceptual problems with the support of digital tools.As the framework has potential to address policy objectives, challenges and needs relevant to several fields of education, training and youth, our Strategic Partnership covered more than one field. The core activities of the Strategic Partnership were:• Developing and refining the pre-existing framework and tools, drawing on the pedagogical and technical expertise of our consortium • Applying the framework in a number of educational contexts with a range of learners to explore and test its potential to enhance the teaching of computing/programming and other subjects• Refining the framework and tools in the light of its application in educational contexts and launching it as an open educational resource• Conducting experimental studies to evaluate the efficacy of the framework for supporting learning • Dissemination of the framework and tools as elaborated below.Expected outcomesThe widespread adoption of making construals as a new digital skill to support personal learning and collaborative construal construction as a way of developing open educational resources.Greater awareness of the critical impact of the mode of construction upon the qualities of software.Dissemination and longer term benefitsThe results of the project have been disseminated via the CONSTRUIT 2017 international conference, and through developing the resources for an open online course on using, modifying and making construals. A range of other dissemination channels – including development of a project website, newsletters, presentations/publications to conferences/workshops, online publications and presentations through social and contemporary media, and the Erasmus+ dissemination platform - have been used during the lifetime of the project to increase awareness of the activity and encourage wider contribution and support for the project. We also expect project outputs to be disseminated through subsequent work. This will include web resources that embody explanatory mechanisms that can be readily explored, extended, remixed and customised for personal use. In the longer term, it is to be hoped that making construals will make an impact on the mainstream computing curriculum. The project also has the potential to contribute to a transformation in programming practice in the long term."

The Teachers of English for Future Europe (TEFE): EU mobility and employability project brings together 6 partners to examine how they prepare pre-service and newly qualified teachers of English for employability and trans-mobility across the EU. A Strategic Partnership (SP) has been established through which the 6 institutions wish to collaborate in the development of the TEFE vision. They will focus on the Internationalisation of the Teaching Practice element of teacher education and by doing so promote the idea of mobility and employability across the EU. The project aims to create the framework and tools through which the partner institutions can initially implement the TEFE vision and then begin to build an EU wide TEFE community. TEFE objectives: ●The Internationalisation of Teaching Practice for future teachers of English ●To develop the methodology and processes required by the 6 SP institutions to deliver high quality teaching practice opportunities that encourage students to experience the idea of mobility, employment and internationalisation of their teaching profession across the EU●To understand and define the skills and knowledge Student Teachers of English (STEs) and Newly Qualified Teachers of English (NQTEs) need to enable them to work internationally trans EU●To create and test the resources, including the use of ICT, and approaches to manage the Internationalisation of English language teacher training work placements and disseminate these across HE institutions in the EU Target groups:1.University educators in teacher education/training programmes 2.Student Teachers of English (STEs) and Newly Qualified Teachers of English (NQTEs)3.Teacher mentors and placement hostsThe project will focus on 3 key groups and develop two core strands of activity. The first core will centre on the teaching institutions and on the innovation of their teaching practice programmes to develop key employability and trans-mobility skills. The second core strand will focus on the experiences of young people – both existing graduates and those still learning to become teachers of English – and will encourage them to be active members of the project in sharing their experiences and attitudes to working trans EU.The project methodology is one of experiential learning in undertaking visits to project partners institutions to experience first-hand what internationalisation and mobility mean in the context of the host institution and in the Intensive Study Programmes to observe the delivery of how Teaching Practice is delivered in local schools. 3 Intensive Staff Training events will offer a total of 54 opportunities to educators over the 3 years of the project and also 3 Intensive Study Programmes offering a total of 75 opportunities to students and 36 to educators.A TEFE conference inviting 180 delegates to share the work of the project.In addition, all participants will have the opportunity to input to, review and comment on the development of the intellectual outputs and their associated resources maintaining an action learning cycle of create-test-review-revise and in doing so become active members of the TEFE community.The planned results of the project are:●Internationalisation of Teaching Practice FrameworkA document and resources setting out the key actions that institutions need to adopt in order to internationalise their teaching practice●Employability Skills FrameworkA document and resources setting out the key actions institutions and learners need to put in place on the journey towards employment mobility of future teachers of English●Online Centre of Evaluation & Diagnostic ToolsA toolbox of resources for both educators, teaching practitioners and students which they can use when assessing internationalisation and mobility or self-reflecting on the experiences undertaken ●Communications Strategy and TEFE COIL PlatformThe outwards facing element of the project to facilitate communication at a Local, Regional, National and EU wide level. The web-based platform will curate all of the project resources, outputs and impacts and be a key dissemination tool. The web portal will also facilitate the peer-to-peer communications of the TEFE community and assist in the creation and sustaining of a network of professional educators.The envisioned project impacts:•Creation of an ongoing SP to continue to advocate the TEFE vision•Encouraging new STEs to experience both internationalisation and employment mobility first-hand by undertaking part of their Teaching Practice at one of the partner institutions•Stimulating institutions across the EU to use the materials at a curriculum or local level to promote internationalisation and employment mobility•Facilitating via the portal the continuance and growth of the TEFE communityOverall, the TEFE Project taps into the need to transform and modernise Initial Teacher Education and contributes to the advancement of EHEA 2025.

Traditional and artistic crafts are part of a valuable European cultural heritage that deserves to be protected and cared, for which it is necessary to preserve the knowledge, skills and competencies of traditional trades, as well as to promote the economic and commercial viability of this sector companies avoiding their practitioners to live from it.ARTCademy is a knowledge management based project born with the aim of helping to preserve and strengthen the European artisanal sector and its trades, through two ways: first, preserving and protecting ancestral knowledge typical of traditional trades, especially those at risk of disappearance; second, providing companies in the sector with tools and skills for their survival and development as profitable businesses.ARTCademy aims at artisanal micro-enterprises, future entrepreneurs and entrepreneurship facilitators who are committed to recognizing the added value of the artisanal sector and its contribution to balanced and sustainable economic and social development.The project methodology has been based on the approach of quality management systems following the process of the well-known EFQM matrix (collect, evaluate, develop, execute and review) and combines conceptual and academic rigor with the practical approach required by vocational training.To achieve its goal ARTCademy has developed two types of actions:1. The conservation of traditional knowledge of craft professions has been supported by the management of information and knowledge, through the creation of a repository of artisanal knowledge called CraftPedia2. Improving the business and management skills of artisanal micro-enterprises to promote their competitiveness in the global market has been implemented through the development of an OER platform for business training material called Biz-Training.The consortium of 9 partners from 7 European countries includes representatives from target groups, higher education institutions, VET providers and entrepreneurship facilitators by creating a group of partners with complementary skills and knowledge that ensure the availability of knowledge for project development, extensive geographical coverage and adequate dissemination of results and their value across the EU.In accordance with the approved grant proposal and grant agreement, the partners have implemented 99.53% of the budget through the following activities:1. Development of an OER platform and a virtual community named Green Art House.2. Creation of a CraftPedia artisanal knowledge repository that was priory designed organized into 10 categories (150 trade fiches) and has been completed with 11 categories and more than 200 fiches in each of the 7 languages of the project, an increased achieved thanks to the transfer of budget not consumed due to the Covid-19.3. Development of Biz-Training, a multilingual business training package in text, audio and visual format available in open on the OER platform, which in the proposal compromised the development of 10 courses and has finally completed 12, at 3 levels (basic, intermediate and advanced). These courses are displayed in fiches following the methodology of micro-training and add up to 60 training fiches, 5 / course, plus two videos (one basic course and one of an advanced one).4. Testing and validation of intellectual products (OER platform, CraftPedia repository and BizTraining modules, among 250 participants of the target groups). This output, not funded by the grant agreement, has been carried out under pandemic status in a virtual way in order to ensure the quality of the results.The project has displayed dissemination and exploitation plans to ensure visibility of the results, both during their development and in the 2 years after their end. Valuation activities have far exceeded 600,000 measured direct impacts, thanks to active exploitation focused on target groups of entrepreneurs and craftsmen, VET suppliers, business facilitators and policy makers up to European level, as well as among the general public.All training resources and consultation materials in multilingual versions are available free of charge without restrictions through the OER platform and will continue for two more years, allowing ARTCademy to generate a greater-than-immediate impact on target groups, participating organizations and other stakeholders.ARTCademy is fully in line with Erasmus+ priorities such as the social and educational value of European cultural heritage, strengthening key VET skills and using open and innovative practices in a digital era.