ERICA (Stopping Child Maltreatment through Pan-European Multiprofessional Training Programme: Early Child Protection Work with Families at Risk) Training Programme Design

This paper describes the design and development of the ERICA (Stopping Child Maltreatment through a Pan European Multiprofessional Training Programme: Early Child Protection Work with Families at Risk) training programme. ERICA project was funded by the Rights, Equality and Citizenship Funding programme of the European Commission (European Commission 2019-2021), and has an overarching aim to develop, pilot and evaluate a Europe wide training programme in prevention, assessment, support and referral in relation to child maltreatment. It is a pan-European partnership with collaborators from Finland, England, Scotland, France, Germany, Italy and Poland. ERICA project proposes an integrated strategy to deal with child maltreatment risk and child maltreatment that consists of a multidisciplinary training across services and professional profiles, plus the design and promotion of a community engagement strategy, to build protective factors around families at risk and families suffering from child maltreatment.

Onto new horizons: insights from the WeObserve project to strengthen the awareness, acceptability and sustainability of Citizen Observatories in Europe

WeObserve delivered the first European-wide Citizen Observatory (CO) knowledge platform to share best practices, to address challenges and to inform practitioners, policy makers and funders of COs. We present key insights from WeObserve activities into leveraging challenges to create interlinked solutions, connecting with international frameworks and groups, advancing the field through communities of practice and practitioner networks, and fostering an enabling environment for COs. We also discuss how the new Horizon Europe funding programme can help to further advance the CO concept, and vice versa, how COs can provide a suitable mechanism to support the ambitions of Horizon Europe.

The experience of the Center for Medicare and Medicaid Innovation (USA)

Since 2010, the CMMI has been testing new payment and service delivery models, evaluating the results and advancing best practices, and engaging with a broad range of stakeholders to develop additional models for testing. This presentation will showcase over 10 years of experience in managing an innovation funding programme, allowing for an interesting comparison to their European counterparts.

The French innovation funding programme (Article 51)

The “art 51” of the social security financing act was launched in 2018 and created an experimental framework to test a programme for healthcare delivery and payment innovation. Its aim is to fund projects that promote coordination, group practices, integration of care, through adequate payment mechanisms. Projects emerge from the field, identifying unmet needs and proposing innovative health care organisations and payment schemes. This presentation will provide insights into this new experience, into the obstacles and the lessons learned.

How to Evaluate a Transition-Oriented Funding Programme? Lessons Learned from the Evaluation of FONA, the German Framework Programme to Promote Sustainability Research

This article is based on the evaluation of the German research funding programme “FONA - Forschung für Nachhaltigkeit” (Research for Sustainability.) It reflects upon the methodological challenges confronting the evaluation. These challenges result from the specific objectives and design of the FONA programme (a strategic portfolio of heterogenious interventions). FONA’s ambition is to fund activities under the emerging field of ‘sustainability research’. The core characteristics of sustainability research are: interdisciplinary and trans-disciplinary research processes; orientation towards transferring the research results (into society) and the interdependency with a wider system and global perspective.

Stay Put; Remain Local; Go Elsewhere: Three Strategies of Women's Domestic Violence Help Seeking

In published domestic violence strategies, there is a tendency to focus on service provision and service responses in each administrative location; rather than recognising the extent to which women and children move through places due to domestic abuse. Whilst a woman’s help-seeking may be local—if she has the information and resources, and judges it possible to do so—such help-seeking whilst staying put is only one of many strategies tried by women experiencing domestic violence. Women’s strategies are often under-recognised and under-respected by the very service providers which should be expected to be supporting women’s recovery from abuse. This article uses administrative data (monitoring records), which were collected as part of a funding programme, to provide evidence of women’s domestic violence help-seeking involving these types of housing-related services in England. More than 180,000 cases of service access over eight years provide evidence of women’s three help-seeking strategies in terms of place: Staying Put, Remaining Local, and Going Elsewhere; and the distinctive patterns of service involvement and responses to these strategies. Service providers typically attempt to assess women’s levels of “risk” and “need;” however, such snapshot assessments in terms of time and place can fail to address the dynamic interplay between women’s location strategies and their needs for safety, wellbeing, and resettlement. In contrast, viewing the system from the perspective of what women do provides important insights into leaving abuse as a process—not an event—and highlights the impact of different types of services which help or hinder women’s own strategies.

The Emergent Learning Model

This chapter synthesises the earlier work on modelling learning and tries to create a design toolkit for anyone who wants to design for learning. However, the conceptual starting point for this chapter is the desire expressed in the EU Bologna Process to integrate “informal,” “non-formal,” and “formal” learning. The authors believe that the process the EU carried out, which led to the Horizon 2020 funding programme, was mistaken. The critical dimension of this lies in whether one examines these three dimensions of learning by starting with the existing formal structures of education or if one starts with the largely unexamined processes of learning. Education assumes that learning is an automatic by-product, an epiphenomenon, of the education system and so does not need to be defined separately. As has been seen in the chapters based on an ethnographic study of learning in digital environments and on learner-modelling (Chapters 1 and 2), learning has not been sufficiently discussed or described in much academic literature focused on education.

Evaluierung des Förderschwerpunkts Talente

With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.

18.I. Workshop: Opportunities for EU funding in health

The session will outline the new stand-alone EU4Health Programme for 2021-27. The programme that will fill the gaps revealed by the COVID-19 crisis and ensure that EU's health systems are resilient enough to face future health threats through: more coordination between Member States,more capacity at EU level to prepare for and to fight health crises,more investment in health systems to face future challenges. Links to other important areas of EU funding will be included, such as: social inclusionregional developmentresearch and innovation. Presenters are European Commission staff covering areas: EU4 Health Programme, DG Health and Food SafetyEuropean Social Fund+; DG Employment, Social Affairs and InclusionHealth Research in Horizon Europe; DG Research and InnovationDigital Health in Horizon Europe; DG Communications Networks, Content and TechnologyEuropean Regional Development Fund; DG Regional and Urban Policy. Key messages Building on the lessons learned from COVID-19, EU4Health is an ambitious and dedicated funding programme for 2021-2027 to build resilient health systems in the EU to be better equip us for the future. Other important areas of EU funding for health include social inclusion, regional development, research and innovation.