The Opening Universities for Youth in Europe (OUYE) strategic partnership in the field of higher education is presented by a consortium of 4 universities and 6 organisations from 4 countries (Finland, United Kingdom, Turkey and France). Their common point is to develop action-research projects in pairs (university / organisation) using non-formal education methods to take into account young people excluded from society. The University of Rennes 1 (France) leads the partnership. The consortium is also composed of the youth organisation Démozamau and the organisation CRIDEV (Rennes, France), Manchester Metropolitan University (United Kingdom), the organisation RAPAR and Sheba Arts (Manchester, United Kingdom), the organisation ZDA and Yeditepe University (Istanbul, Turkey), Humak University and the national organisation Valo-Valmennus (Helsinki, Finland).Moreover, this project is also based on the different collective reflections, dynamics, discussions and productions of two European projects: COME:ON! (ERASMUS+ EYT KA3) and PARTISPACE H2020.This innovative proposal aims to build a common European framework to widen access to University for young people who are typically excluded from it (precarious, non qualified, migrants, dropouts, etc.) through 4 objectives: - To open access to university to young people who are typically excluded from it by recognising and valuing knowledge and skills and thus promoting and consolidating their place at university; - To develop non-formal and informal education at university by co-creating training and apprenticeships with researchers, youth workers and young people using participatory action research;- Strengthen young people's knowledge, experience and expertise in the human and social sciences;- Examine the role of non-formal and informal education in European universities to support and build sustainable societies.The partnership is led by a group of 20 people aged 23 to 60 years old, researchers, sociologists, teachers, trainers, development project managers, directors of associations, who mutually reinforce their links and their capacity for action, in particular through the construction of learning activities.200 participants will benefit from the experiments proposed in the various intellectual productions. 1500 final beneficiaries aim to be reached at the end of the partnership.Over the 3 years (2020-2023), OUYE will produce a European toolkit composed of artistic productions illustrating local training based on a foundation of common values and methods, created during this project (O1). The toolkit will also be composed of training modules and materials including co-evaluations and feedback (O2). OUYE will also produce a comparative analysis of local case studies from the joint seminar cycles (O3). All of this will be made available on an online platform from 2023 and before that, tested in each of the partnership countries with a variety of audiences.In order to improve the skills of the partnership organisations, four learning activities are also organised on interculturality and higher education (C1), on enhancing young people's informal knowledge and skills (C2), on temporary employment in informal education (C3) and on community organisation and higher education (C4).The University of Rennes 1 is responsible for the follow-up of the organization of the activities and the two international dissemination events (E1 - E6). In each country, organizations are implementing intellectual productions and learning activities, as well as the four local dissemination events (E2 - E3 - E4 - E5).This project aims to strengthen the links between universities and socio-educational organisations. It should also strengthen the organizational capacities of structures promoting non-formal education methods such as participatory action research. Overall, this strategic partnership foresees results that will have an impact on young people, future students, workers in the organisations and teacher-researchers as well as on their respective structures. The consortium integrates dissemination work to contribute to the evolution of social and higher education policies in each of the countries. The results of the project also serve as a basis for the work of other universities, associations, cooperatives and institutions both in each of the partnership countries and at the level of social and educational and higher education actors in Europe.

The “EDUCating for Positive Management” project was designed by the six members of the EDUC European University selected by Erasmus+ in 2019. They all share an interest in developing new learning materials to promote more responsible management approaches, including entrepreneurship. Each partner has key expertise related to the project topic: the University of Paris Nanterre with responsible strategies and business models, the University of Potsdam with entrepreneurship, information system and public information, the Masaryk University and the University of Cagliari with stakeholder management and governance, the University of Pécs with marketing approaches and the University of Rennes1 with ethical human management.In the context of international engagements on social, environmental and economic issues (UN Sustainable Development Goals, EU Agenda 2030, European Green Deal, “Accord de Paris”, …) and of the digital revolution, universities in management have a great role to play in the environmental and social transition by providing and teaching new economic tools that could help to face 21st century challenges. It could also be very consistent with needed new management solutions to face the post-COVID 19 crisis.The general objective of our project is to tackle the gap of existing management fundamentals and teaching by proposing alternative contents, new tools and pedagogical models. We aim to produce and experiment with innovative pedagogical methods, tested in interdisciplinary and intercultural environments with digital, blended and face-to-face approaches. A programme of four courses for the master’s degree programme will be produced: an online course about “Management for the Digital Age”, a Positive Business game, a blended learning course about “Innovation in Positive Management” and a Positive Manager study programme.Around 400 master degree students of the EDUC partners will experiment with these innovative management programmes to integrate this new way of managing business. As future business managers, they will be equipped with innovative and sustainable business models, which will increase their employability. After finishing their studies, they will start their careers with a mind-set of positive management priorities and realize their role in achieving a more sustainable world.All these new approaches will help all our management curricula to be more responsible. As a result, our professors will improve competencies and networks in positive business approaches and strengthen their focus on management as being essential to face social and environmental issues. We plan that the project will involve around 60 professors.The six universities involved in the project will build a closer relationship that can be broadened later to other flourishing fields to develop other projects. The idea of labelling EDUC courses as European modules will make the universities involved in the project more attractive for students.A possible issue of the project is a future development of the Erasmus Jean Monnet module to underline the importance of positive business as an important European political issue to help the preservation of the humans and the planet. This project could also identify “European expertise centres” which can help the dissemination of business good practises teaching through, for example, a European summer school. A joint master’s programme between each EDUC partner could also be developed. Therefore, the results of the project will be used and exploited within the scope of the EDUC alliance in the long term, of course, and far beyond if the approach arouses interest among other teachers, students, universities and companies.As this project wins wide publicity it will become a benchmark for other universities as the impact goes beyond the university boundaries. It also affects the economic, ecological, social, technological, environmental, political and ethical environments of the regions.Thanks to the project, companies may change their perspective towards management, considering it as being crucial to facing environmental, climate and social issues. The joint collaboration movement might change the mind-set of managers of multinational corporations and their global consumers in a way that positive business operations and management are above the traditional management perspectives.Policy makers will recognise the opportunities and the importance of positive management perspective at both the European and International levels. In the long term, they might implement changes in the regulations as well and be able to enact better opportunities for developing business.

<< Objectives >>To develop innovative, simulation-based learning stimulating interconnectedness of medicine, nursing sciences and pharmacy to limit medication errors and related harm. Objectives:1.To adapt available e-modules to optimize and synchronize prior knowledge, skills and language needed to start the interprofessional training2.To develop an interprofessional training program including simulations focusing on combined training of doctors, pharmacists and nurse<< Implementation >>-e-modules for doctors, pharmacists and nurses will be made freely available as preparation for interdisciplinary simulation training, and thus clinical practice-a teach the teacher training for interdisciplinary simulation training involving doctors, pharmacists and nurses-the interdisciplinary simulation training involving doctors, pharmacists and nurses to learn “from, with and about” each other should be part of all curricula in Europe just before start of the professional career<< Results >>-teaching materials to ensure the basic knowledge, skills and language needed for interdisciplinary training modules -simulation training modules for interdisciplinary training, including exchange of roles to experience the other’s perspective -earning outcomes: better understanding of all parts of the medication process from prescribing to administration and better knowledge of the other’s expertise and knowledge -dissemination plan to implement this training in other European guideline

Le projet LINKS est né d’un processus de coopération européenne de longue haleine qui -après avoir mis l’accent sur le partage de pratiques et de ressources pédagogiques, et l’entraide entre acteurs du développement professionnel dans les disciplines STIM (sciences, technologie, ingénierie et mathématiques)- a abouti au souhait de travailler à un niveau plus stratégique.L’objectif était de renforcer la capacité des acteurs de développement professionnel à se mobiliser et à mobiliser leurs partenaires clefs pour porter un changement systémique en faveur d’un certain type de formation des enseignants en sciences en Europe : une formation en phase avec une pédagogie active et génératrice de compétences au niveau des élèves ; une formation axée sur la science vivante et le lien avec les chercheurs, les entreprises, etc. ; une formation de proximité, au plus près des besoins des établissements et des équipes enseignantes ; une formation validée par un processus de suivi-évaluation rigoureux ; une formation alliant toutes les forces d’un territoire.L’idée était donc bien de peser davantage sur les futures prises de décision des acteurs qui déterminent les politiques, les partenariats et les moyens dévolus au développement professionnel des enseignants dans les disciplines STIM.Pour cela, il fallait s’appuyer sur des initiatives déjà bien établies et d’envergure suffisante, aussi les partenaires associés au projet LINKS étaient-ils tous des réseaux de développement professionnel spécialisés dans les disciplines STIM et reconnus dans leurs pays respectifs (Autriche, Finlande, France, Italie et Royaume-Uni). En outre, tous avaient à la fois une assise nationale et un ancrage au niveau local.Les cinq réseaux nationaux participants étaient représentés par neuf organisations : l’Université Alpen-Adria et NaturErlebnisPark pour le réseau autrichien IMST ; l’Université d’Helsinki et l’Université de l’Est pour le réseau finlandais LUMA ; la Fondation La main à la pâte, l’Université de Rennes I et l’Université fédérale de Toulouse-Midi-Pyrénées pour le réseau français des Maisons pour la science ; ANISN pour son réseau en Italie ; STEM Learning pour son réseau au Royaume-Uni.Pendant les trois années du projet, ces partenaires ont mené des activités visant à créer un corpus de documents de valorisation des actions de développement professionnel qui fonctionnent et qui pourraient de ce fait être renforcées et étendues.Ils ont conduit des visites de terrain pour mieux connaître et analyser leurs expériences et pratiques respectives et identifier les principales réussites et innovations apportées par chacun ; ils ont sur cette base rédigé une étude (Expériences dans la mise en œuvre d’un développement professionnel efficace des enseignants en sciences, technologie et mathématiques dans cinq pays européens) et produit un résumé dans chacune des langues du partenariat.Ils ont également constitué des groupes de travail et ont échangé sur cinq thèmes d’approfondissement qui avaient été identifiés comme particulièrement importants : Travailler avec les écoles ; Travailler avec la communauté scientifique ; Travailler avec les employeurs/ les entreprises ; Assurance qualité et évaluation de l’impact ; Créer des alliances et des partenariats durables pour le développement professionnel. Ils en ont tiré cinq brochures, toutes disponibles dans les cinq langues du partenariat, qui présentent les grands enjeux de ces thématiques et donnent des exemples et des idées concrètes pour avancer sur ces sujets, avec les partenaires externes. Ils ont enfin organisé des événements –cinq séminaires nationaux et une conférence finale- pour diffuser leurs résultats et échanger avec d’autres acteurs, de tous types, intéressés par le développement professionnel des enseignants dans les disciplines STIM.A l’issue du projet, un corpus de sept documents différents (31 en comptant toutes les traductions) est disponible pour toute organisation ou institution intéressée au développement professionnel des enseignants dans les disciplines STIM.De plus les partenaires ont associé et sensibilisé un total de 300 personnes de manière directe, à travers les activités du projet et ont diffusé largement leurs résultats dans leurs réseaux nationaux et européens. Cette dissémination se poursuivra encore.En termes d’impact, la dissémination n’étant pas encore achevée (notamment celle des cinq brochures sur les thèmes d’approfondissement, démarrée en juin 2019), il est escompté de plus grands effets dans les années à venir, LINKS s’inscrivant dans une démarche d’influence de long terme, de mobilisation progressive des acteurs ayant une responsabilité dans le passage à l’échelle des politiques publiques des programmes de développement professionnel ayant démontré leur efficacité.Voir traduction anglaise en annexe