The relationship with mathematics of early-childhood and primary school teachers has not always been easy. In many cases, their childhood experience has given rise to feelings of rejection or anguish, together with a vision of mathematics reduced to calculation and mechanical procedures. This is a background not very suitable for teaching mathematics in school classrooms, much less if we think of inclusive classrooms. In order to provide teachers with new experiences that would change both their view of mathematics and their attitude towards its teaching, a group of teachers in charge of teacher training proposed to create mathematics workshops that could be offered to participants of two different profiles: university students on the one hand, and teachers in professional development on the other. For their design, we were inspired by the mathematics workshops that the Sesdown Association carries out with children with Trisomy 21 outside school hours: activities that make sense to the participants, in which a dynamic vision of mathematics as a creation linked to human needs and aspirations is transmitted. This is what we were looking for for the adult target groups, with a project that responds to the following objectives: 1) to propose a training model (initial and professional development) for teachers to teach mathematics based on understanding concepts and non-routine procedures, 2) to train teachers to assist the diversity of students in the specific area of mathematics through active methodologies, 3) to promote inclusive education in school classrooms, proposing teaching models based on the functional diversity of students and 4) to encourage greater involvement of the University with other surrounding institutions and entities, as a benchmark for the promotion of educational inclusion.To address objective 1), six core areas of mathematics training were identified to define the topics of the six project workshops: understanding arithmetic algorithms, problem solving, the relationship between arithmetic and geometry, mental arithmetic and calculator use, the history of mathematics and its teaching, and geometry. For each of these areas, a questionnaire was designed and passed to the two groups of participants (1374) in Spain, France and Italy. Once the training needs of the participants had been detected, the didactic material that constitutes the six workshops of the project was elaborated. These activities are developed using active methodologies and are easily transferable to an inclusive classroom, thus meeting objectives 2) and 3) at the same time. These workshops have been implemented with a total of 3445 participants of the two profiles described above in the partner institutions.In response to objective 4), new didactic materials were developed for a third profile of participants in the project: children with some type of intellectual disability, which have resulted in a didactic manual with ten thematic workshops aimed at children with this profile, the third profile of participants in the project. These workshops have been put into practice with a total 32 boys and girls with Trisomy 21 in Zaragoza and Pamplona, resulting in videos that have been included in the workshops for adults. Their analysis completes the training of future and current teachers for an inclusive classroom (objective 3) in which not only children with an intellectual disability, but all students, can better understand the world in which they live using mathematics. During the three and a half years of the project, numerous activities have been carried out: two training sessions for teachers and students from partner institutions (Zaragoza, 2019, and Rome, 2020) and several courses, both face-to-face and virtual, in which both the workshops designed for university students and active teachers and those aimed at children with intellectual disabilities have been made known to stakeholders and target groups. This material, hosted on the project's website (https://www.unavarra.es/anfomam) has been presented in the three final multiplier events, in which a total of 727 attendants - education students, school teachers and university lecturers - have participated, thus contributing to the achievement of the proposed objectives. The long-term impact of ANFoMAM will come when these teachers in training bring the change of mentality and the resources received in the workshops designed in the project to the classrooms. In addition, these workshops have been presented at 8 international congresses aimed at specialists in mathematics, and in mathematics didactics, intellectual disabilities and inclusive education, and have been widely accepted.

The Strategic Partnership OENOBIO gathers 5 European Universities: University of Bordeaux (France - coordinator), University Rovira i Virgili (Spain), Hochschule Geisenheim University (Germany), University of Torino (Italy), University of Agronomical Sciences and Veterinary Medicine Bucharest (Romania) and two professional associations, ECOVIN (Germany) and Vignerons Bios Nouvelle Aquitaine (France). These partners, who met through the OENOVITI International Network, had already collaborated on a first Erasmus + Intensive Programme in 2014, when a first summer school on the theme of organic vine and wine was organized. After this first summer school, the partners came to the conclusion that there was a real need for training on organic viticulture and oenology at the European level, that the sector was seeking qualified professionnals and that to this day, there was no training programme on this theme at European level. Together, they decided to create the Strategic Partnership OENOBIO, with the following objectives:1) The organisation of 3 international summer schools (one per year) on organic vine and wine, by developing pedagogical contant and an innovative concept, targeted to both professionals and students from the institutions of the Consortium.2) The development of an e-Learning platform on this theme, with new pedagogical content.3) The creation of a Master pathway programme on organic vine and wine, dedicated to future professionals from the sector who wish to move towards organic conversion.These objectives respond to an existing need of transformation of the conventional cultivation of vines to a cultivation that is more respectful of the environment - and this transformation is led by organic viticulture. To carry out this process, one must acquire certain skills, that are prepared in the teaching units of the OENOBIO Master programme, but also during the summer schools.To this need of training was also added the need of a transnational collaboration on this thematic. A European programme on organic vine and wine really brings added value: on the cultural level, for intercultural enrichment and exchange of good practices, but also on the scientific and fondamental level - viticulture in each country has its own specificities, its own varieties. Needs can differ from one country or one terroir to another: having this overall view and this diversity of cases is a real input for participants and it allows them to better anticipate the needs of their own field and its evolutions. Through this transnational collaboration, students have access to product samples (wine, grapes) and to practices that they would not be able to access otherwise. This collaboration has expanded the horizon of case studies and allowed to better promote what can be expected at the European level in terms of organic production. It allowed participants to propose new products, and reach new markets. Thanks to the pedagogical content developped throughout the project, new professionals from the sector will be able to manage a production tailored to the consumer's demand.People wishing to acquire these skills can acquire them all, by following the full OENOBIO Master programme, or partially according to their needs and previous achievements, through shorter training modules in Lifelong learning.The 3 summer schools developed throughout the project have demonstrated proof-of-concept thanks to which the participants have begun to acquire skills in this field, that they can re-use in their professional life. They have also permitted to identify new needs that will be addressed in the OENOBIO Master programme.The 3 conferences organised during the project have presented recent scientific data prepared by the Consortium members, knowledge about reglementations, and their evolution for participants to anticipate the future updates and obligations.In total, a hundred students combined have participated to the 3 summer schools of the project, around 30 professors and professionals have been involved in the preparation of these summer schools and of the pedagogical ressources. The 3 conferences total 700 participants, both from inside and outside Europe. The OENOBIO Master Programme should open in 2022/2023, gathering the pedagogical content created by the Consortium during the 3 years of the project, with the objective of training many future professionals of the sector.

The proposal for an International Erasmus Mundus Joint Master's programmeAdvanced Materials for Innovative Recycling (AMIR-EM) aims at contributing to the higher education of the next generation of chemists, material scientists and engineerswith special skills in innovation and entrepreneurship and ready to work in the raw materials sector of the 21stcentury focusing on advanced materials, their sustainability and recycling within a circular economy. The general objective of the programme is to train excellent students with theoretical and practical knowledge in Advanced Materials for Innovative Recycling, allowing them to adapt to any kind of job related to this topic. The Master will be a 120 ECTS study Programme with a length of two academic yearsleading to double diploma and having the ambition to provide joint degrees. AMIR-EM will be implemented by a consortium of six universities:-Université de Bordeaux (UBx) –France (Coordinator)-Technische Universität Darmstadt (TUDa) –Germany-Université de Liège (ULiège) –Belgium-University of Miskolc (UM) –Hungary-Universidade Nova de Lisboa (UNL) –Portugal-Universidad Politécnica de Madrid (UPM) –SpainThe four main disciplines targetedare: chemistry, chemical engineering, material science and engineering. AMIR-EM will enhance their competitiveness by integrating these disciplines with sustainability, recycling and circular economy considerations. Cross-fertilisation will be assured through the joint aninterdisciplinary approach, through the invitation of renowned external scholars and through a thorough selection of students.The partner universities have jointly decided upon the skills, knowledge and competencies which the 84 graduates of the AMIR-EM Master's programme are expected to possess upon the completion of the Programme. The partner universities have further agreed on a 6-year programme description for AMIR-EM, outlining common specific objectives, curriculum and structure for the Programme.

REFUGEE INCLUSION MOVES EUROPE / RIME is a European project aimed at developing the skills of adults working to support and include refugees. RIME was born from the creation of the refugee guide, in France, produced for and WITH refugees living in the Bordeaux metropolitan area. This simple and illustrated refugee guide is intended to be very accessible to refugees. It presents their rights and their view of their status.Its success has been such that many European organisations have turned to their creators to benefit from their expertise and create guides adapted to other legal, social, economic and political environments in Europe.The COS Alexandre Glasberg Foundation has approached these European partners to develop with them tools adapted to the inclusion of refugees in Europe. The project is part of a context of tightening national policies towards refugees. In a context of rising nationalism, xenophobia and glottophobia, the partners consider that the tools, methodologies and processes of inclusion are currently too sectoralized and do not sufficiently promote the participation of refugees in the very creation of these tools.Thus, the partners, inspired by the participatory methodologies they know, propose to carry out: - A methodological matrix for the creation of a refugee guide that can be adapted in all European countries- A comic strip database designed to promote learning pedagogy for refugees and to support the expression of allophone refugees or those who speak few national languages.- Two certified training courses dedicated to the development of mentoring in order to consolidate inclusion processes in urban and rural areas.The participation of migrants in the development of educational tools is at the heart of our project. Partners are foundations active in adult education, advisory bodies, universities, adult education centres, social and vocational integration centres and NGOs. They are located in France, Italy, Greece, Sweden, Malta.The RIME project will therefore focus on developing the skills of trainers working with refugees by supporting their ability to- develop their capacity to integrate cross-sectoral integration processes- Train mentorsIt also aims to involve refugees in the creation of the necessary tools to promote their integration.The RIME project proposes- 4 intellectual productions - 1 transmedia matrix to create the refugee guide in each European country- 1 database of educational drawings dedicated to facilitating communication between refugees and non-refugees.- 1 training course with certificates for the project's target audiences (trainers and educators)- 2 learning activities- 3 dissemination events (France, Italy, Greece)These activities will bring together the following participants- Refugees- Recognized European experts in adult education (mediators, writers, artists, trainers, social inclusion specialists, education, etc.)- Managers of public and private companies active in the social, educational, cultural and entrepreneurial sector- Specialists in digital tools for the enhancement of productions- Heads of local authorities responsible for refugee integration issues The relevance of the RIME project is based on a formal and non-formal education methodology that promotes:- The development of content based on the needs of the final beneficiaries of the project(refugees) and concrete experiences in the territories- Cross-fertilization of expertise: culture, social, entrepreneurship- The creation of certified mentoring training programsThe results and impacts of the RIME project will act at all levels, from local to international, but will focus on the certification and skills development of the final beneficiaries, the Refugees. The RIME project provides tools for:- Strengthen the skills of people working with these audiences.- Enhance the life skills and know-how of refugees and turn them into mentoring and training skills- Facilitate the participation of refugees in events and mechanisms set upin communities for social, cultural and economic inclusion purposes.These impacts will be disseminated through networks in the educational, social, cultural and social economy sectors, local authorities, European and global networks for the defence of refugee rights.

The “Industry 4.0” paradigm have generated new opportunities and new challenges for companies. In order to increase their competitiveness and efficiency, companies have to face the digital transformation of the production and logistics chains (smart manufacturing) and of products (smart interconnected objects). The impact of the forth industrial revolution is huge in terms of involved stakeholders and in potential economic growth.The forth industrial revolution have also triggered a huge educational challenge, bringing the need to re-train millions of employees to models and technologies unknown even ten years ago.The European Commission, in the Digital Single Market framework, has launched in 2016 the first Industry-related initiatives. However, most have been done in this year by means of single national initiatives. This approach has produced the creation of different training activities in the different countries, that lacks of a unified approach.The need to support the digital transformation of EU Industrial sector and to support the recognition of competences in this sector are the rationale behind the I4EU project. In line with the national and European policies the main objective is:- qualifying new professionals able to support the digital transformation of the European companies in the industrial sector, according to the Industry 4.0 paradigm.This objective is reached by pursuing the specifically objectives of:- sharing good practices and new business models and raising awareness about new technologies supporting the digital transformations of the industrial companies at European level;- creating VET qualifications for professionals inside European companies, enhancing their digital competences and up/re-skill them to Industry 4.0 key competences.In order to realize these objectives, the I4EU partnership has been set-up. It involves 8 partners coming from 6 different countries (Austria, France, Germany, Italy, Portugal, Spain). The partners are 3 HEIs, 1 University spin-off, 1 technological park, 2 network of companies and 1 consultancy company. The partnership ensures a very good geographical coverage and brings into the project complementary competences.The project will be realized in 36 month. A first review of the state of adoption of the Industry 4.0 model at national and European level and an assessment of the existing supporting policies will be the basis to design a Handbook, a practical guideline including examples, best practice, scenarios and suggestions for the implementations of Industry 4.0 model.Then, a competence meter will be implemented, being an online tool able to assess the level of maturity of companies and professionals towards the Industry 4.0 paradigm, while a smart industry observatory will monitor the evolution of the implementation of the Industry 4.0 model, extracting case studies and best-practices.This will lead to the design of VET qualification related to Industry 4.0, designed according to the European Lifelong Learning instruments (EQF, ECVET and EQAVET). Therefore, all the next training activities will be enclosed in framework that will allow the transparent recognition and transferability of the competences at European level.Then, in order to allow the student to acquire also practical competences, highly innovative didactic labs on Industry 4.0 will be developed. The instruments, working as virtual or remote labs, will allow the learners to make practical experiences with Industry 4.0 technologies.Finally, the target groups (companies, professionals, developers and users, researchers, learners) will be able to access the training courses at distance by means of the project web-platform. A detailed planning of the activities, accurate management and quality assurance procedures and a high commitment of all the partners are the basis for the successful implementation of the project. The project foresees 6 transnational management meetings and at least 13 virtual meetings.The project will directly impact on the European companies, in terms of staff members trained and qualified to support the digital transformation to Industry 4.0 model, on the professionals that will improve their skills and their employability, on the European Universities and VET providers, in terms of enhanced didactic offer in the Industry 4.0 sector. The project will also pay attention to ensure the involvement of an adequate percentage of women in the training activities.The I4EU qualifications, designed using the ECVET instrument, will allow the transnational recognition of the acquired competences and will enhance the employability of the qualified users at European level.The project long terms benefit will be to speed up the transition to the Industry 4.0 models across all economic sectors, fostering the European economy grow thanks to the digital transformation of the corporate sector. This perfectly match a pillar of the European Digital Single Market strategy.