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 TERMINÉ 
Over 2 billion people worldwide have different types, degrees, or combinations of disability, literacy, digital literacy or aging related barriers that impede or prevent use of ICT. Not long ago you could live without access to ICT quite well. However today access to ICT is required for most education, employment, and commerce, and is increasingly required for travel, health, safety, daily living ...
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 25

 TERMINÉ 

Transforming SMEs into successful experience stagers (StageIt)

Date du début: 1 mai 2010, Date de fin: 30 avr. 2014,

The goals of the StageIt project are to develop knowledge about how SMEs can take advantage of experience staging as a means to improve their competitiveness and put this knowledge into practice in three SMEs. The point of departure is the recognition that technological innovation alone does not necessarily insure market acceptance. Instead, competitive environments require innovation that goes be ...
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 6

 TERMINÉ 
MyUI will foster the mainstreaming of accessible and highly individualized ICT products – a major issue for e-Inclusion. The project addresses important barriers which include developers' lack of awareness and expertise, time and cost requirements of incorporating accessibility and missing validated approaches and infrastructures.The project's approach goes beyond the notion of Universal Design by ...
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 11

 TERMINÉ 
The La MANCHE project is implemented by a consortium of 6 EU partners (from 5 countries) and 23 HEIs from 5 Partner Countries (PCs). The project’s overall objective is to promote the modernization of PCs’ higher education (HE) by building governance and management capacities at PC HEIs and initiating sustainable dialogue on HE reforms among relevant interest groups. Specific objectives are:- to ma ...
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 29

 TERMINÉ 
The project partnership consisted of Clevercherry (UK), UCB (UK), IUC (Bulgaria), ESHTSI (Spain) and TTVAM (Lithuania). VESBU provided business expertise to support educational institutions to enhance the way in which they developed learners’ entrepreneurial knowledge and skill and used digital resources to support that process in their institutions. It also positioned learners to use digital reso ...
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 5