From nursery to university, education must constantly evolve and change its priorities to ensure Europe's future citizens are the happy, healthy, well prepared future workforce we need. In recent years, as traditional social structures have weakened, the role of the school has become even more relevant in this respect. Developing the 'whole child' has become more important than the traditional focus on delivering a narrow curriculum of pure, academic subjects. Meanwhile, concern about the health and well-being of Europe's citizens is growing as economists note the financial implications of an increasingly less active, less healthy, longer living population. Our 'obesity crisis' is repeatedly referenced as a future economic risk to European success. Bringing together these 2 issues was the focus of our project. How can educators develop the traditional role of schools to focus more firmly on Health and Well - Being and ensure we foster positive, 'inclusive' experiences of physical education and healthy eating? How can schools encourage positive attitudes in all pupils and set them on a path to fitness for life and a healthier, more productive future? The task begins with up-skilling current and future teachers to lead the attitudinal change we require from all educational sectors. This project sought to do that by bringing together a number of high achieving schools, aware of this need to 'educate for life', as well as Universities with a Teacher Training remit--including a focus on training Physical Education teachers. The partnership consists primarily of a University and 2 schools in each of three countries--the UK, Spain and Greece. (An additional partner of a UK university based fitness facility adds additional expertise and resources to complement the other UK partners and brings the total number in the partnership to 10.) The group agreed a 2 year work-plan of collaboration in order to exchange knowledge, bring more focus to the Pupil Health & Well - Being agenda and develop joint resources. 4 joint, transnational meetings and a program of on-going local activities to strengthen education were planned and carried out. Joint activities between the schools and Universities involved were supported. Ongoing research, knowledge sharing, the development of resources and dissemination & evaluation took place as the partnership worked together to develop 6 training modules, which the 3 University partners have planned to incorporate into their teacher training. The modules focus on teaching and learning styles, developing a school culture of well-being, behavioral change, cultural influence and inclusion in schools, as well as more traditional aspects of physical education. They also formed the foundation of our final year training event, following our last transnational meeting—a trial run for an ongoing in-service course offer for school staff across Europe, to be offered year on year following the project's end. This annual course will be advertised on the EU Erasmus + Key Action 1 course database and be self-funding, with each of the 3 countries involved hosting it in turn if possible, and with a transnational partnership cohort delivering. All lesson plans & resources produced by the project are offered free to those who take part, as well as generally via the project web site, which will be funded to continue for a minimum of 5 additional years.The schools involved are high achieving & focused on 'education for life'. Generally, they succeed in areas with high levels of deprivation. The Universities are all long standing trainers of future teachers with different approaches to the tutoring of general teachers as well as specifically to the development of future Physical Education teachers. We combined these approaches to develop the most coherent training possible for current and future teachers, allowing them to begin the process of expanding the remit of their teaching and their schools to focus more effectively on establishing healthy patterns of living. This was initially within the organizations in the partnership, but over the life of this project, spread locally via local dissemination activities and finally, we hope will spread across a wider European area as the end products are disseminated via our ongoing delivery of our European in-service course for school staff. Methodology was designed & the results of our project were apparent early on in the practice of the institutions collaborating. Curriculum changes in our partner Universities and a whole school focus on Pupil Health in our partner schools were supported. Longer term change in other institutions and regions will cascade into the future (and current) teachers have already benefited from the training developed and the innovative and inclusive approach to whole school engagement with Health and Well - Being which we believe our focus and our end product outcomes can support.

THE ARTICULAN-TEAM SET UP A FRAMEWORK FOR ARTISTIC PROJECTS TO OFFER CHILDREN IN CLIL AND REFUGEE CLASSES THE OPPORTUNITY TO CREATE ART.The project fostered various innovative practices thanks to cross-fertilization of the participating organizations - PXL University of Applied Sciences and Arts Hasselt (Belgium), Porto University (Portugal), University of Las Palmas de Gran Canaria (Spain) and Istanbul Cerraphaşa University (Turkey) – all four very complementary in expertise. Each partner analyzed the merits of education through the arts combining different domains of arts education and focusing on divergent processes & appropiate challenges for children in multilingual classrooms. Responsive teaching was crucial for qualitative interactions and collaboration in small teams. To create a warm emotional climate and safe environment where children are given time and space to explore, experiment, support each other and connect in small groups. The project evaluated to what extent local evidence-based practices can be transferred to other European contexts. Focus on social cohesion, inclusion and multicultural understanding stimulated positive perceptions, fostered the ability to value different opinions and created strong drivers for active involvement, personal growth and shared identity. First of all we learned that multisensorial activities and modelling in teamteaching helps children to understand the goal of the workshop and the importance of different interpretations to feed the creative process. Focus on interdisciplinarity helps teachers to explain an activity for a creative process in a multilingual classroom. Combining different domains of arts education gives children the impulses they need to explore, to experiment and to experience a creative flow. It also helps children to interact in a meaningful way, because they give meaning to their creation in group, when they exchange ideas for a common goal. A warm emotional climate and focus on bonding help children to cross the speech barrier. We also learned that asking open questions out of curiosity helps children and adults to broaden their view and respect ideas, values and beliefs that are less familiar to them. We learned that teachers need to believe in the potential and the talents of each child and give impulses on personal growth. Teachers also need to model how children could listen with empathy, validate ideas and act with respect. This helps children to explore new horizons. Participants in our multiplier events and train-the-trainer sessions confirmed that this approach strengthens the open attitude of the children as they participate in a joint approach in a multimodal creative process. They started to download our eResources shortly after the multiplier event. Primary school teachers focused more on interactive learning and responsive teaching to support the creative process. Artists of cultural organisations and arts academies paid more attention to communication and interaction for language acquisition in multilingual groups. They all valued the output of the ArtiCULan-project. It strengthens their key competences and fosters the basic learning skills as a whole. National policy-makers and educational decision makers were invited to the focus groups and multiplier events. In one country policy makers and pedagogic advisors will focus more on arts education in refugee class and for lesson of foreign language education in the curricula of primary and secondary education. This has a positive impact on primary school teachers who are more motivated to professionalize their teaching inspired by the value of education through the arts. All output is accessible online on https://www.articulan.eu/.

Islands and Sustainability (ISLANDS) is a two year an Erasmus Mundus Joint Master Degree Programme offered by the University of Groningen, the University of the Aegean, the University of Las Palmas de Gran Canaria and the University of Iceland. ISLANDS combines thorough training in scientific research with a thematic specialization on Islands and Sustainability. It also provides a thorough and multi-faceted training of research skills for social science and environmental research, including Individual Research Training by senior staff and training to work in a multi-disciplinary research group. It also involves taking a series of qualitative, quantitative and multi-method courses, as well courses on Scientific Reading Debating and Reflecting, Scientific English Writing and Research Process. ISLANDS students are required to study at the University of Groningen in the first semester and the first half of the second semester of the first year of the programme. During the second half of the second semester of the first year they study at one of the island-based universities of the consortium where they undertake a Research Internship Module. They then return to Groningen for the first semester of their second year before going again an island-based university to undertake their Master thesis project in the second semester of the second year. ISLANDS graduates receive a double-degree from the University of Groningen (including an acknowledgement that this is an EMJM degree involving all partner universities) and the island-based University in which the graduate spends the second half of the second year of their studies and the second half of the second semester of the first year. The ISLANDS programme is also supported by six associated partners comprising academic institutions, a research institute, an SME and NGOs (including Geoparks in Iceland and on Lesvos).

COMFORT will close knowledge gaps for key ocean tipping elements under anthropogenic physical and chemical climate forcing through an interdisciplinary research approach. It will provide added value to decision and policy makers in terms of science based safe marine operating spaces, refined climate mitigation targets, and feasible long-term mitigation pathways. We will determine the consequences of passing tipping points in physical tipping elements for the marine carbon, oxygen, and nutrient cycles, as well as tipping points in biogeochemical tipping elements. The respective impact on marine ecosystems will be determined. Projections of the Earth system and impact studies have so far been carried out sequentially in a chain from scenarios to projections to off-line impact studies. This sequential workflow has hampered a quick response of the impact community back to revised scenarios and projections for tackling climate mitigation. COMFORT breaks new ground by bringing together experts from Earth system science, oceanography, fisheries science and ecology in a single integrated project who will work in parallel with a consistent set of analysis tools, scenarios, and interoperable models. The strength of COMFORT lies in the system-focused interdisciplinary approach as opposed to existing studies at the level of individual subsystems. The approach will be pursued with a firm link to stakeholders. COMFORT results will contribute to all four expected impacts for this call.