1) Project backgroundEducation and businesses, whether for-profit and non-profit, are facing change like never before. Numerous driving forces to this change include rapidly expanding marketplace (globalization), and increasing competition, diversity among consumers, and availability of new forms of teaching technology, methodology and approaches. In this environment, competitiveness at company level depends crucially on the speed with which new products can be brought to the market and new cost-saving improvements made. Innovation - the ability to reap the rewards of scientific achievement - requires much more than the ability to turn a new idea into a working product. It requires the systematic and holistic approach of innovation management. From another point of view, education is on the dynamic path of change and modernisation. New innovative cross-functional and cross-disciplinary approach, engaging business, external stakeholders, the public, researchers and other third parties is essential. The Europe 2020 strategy, its Flagship Initiatives and the Modernisation Agenda of European universities put knowledge at the heart of the Union’s efforts for achieving smart, sustainable and inclusive growth. Including practical experience in courses can help attune curricula to current and emerging labour market needs and foster employability and entrepreneurship (Agenda for the modernisation of Europe's higher education systems, 2011 ). 2) Main aims and objectives of the project• To provide pedagogical methodology and course plan for obtaining competences, skills and knowledge in IM.• To provide European HEIs, researchers, experts and SME managers with fully documented training materials and tools in innovation management.• To increase the competitiveness and the innovation capacity by providing SMEs with the necessary IM tools and practices for their everyday activities. • To increase the European business and training community awareness and to cultivate a common consciousness about innovation management.• To increase the intensity and quality of business-academia collaboration by providing a ready-to-implement model.3) Number and profile of participantsThe APInno proposal has a balanced partnership structure and includes two HEIs, two SMEs, one Research Centre and one NGO active in HEI-business collaboration and adult training. Four different countries were involved: Bulgaria, Italy, Spain, UK.4) Project activities• Cross-Country Needs Analysis of SMEs managers and HEIs' stuff from the partner countries on the topic of IM• The merged results of the study are basis for development of IM methodology • Development of IM course• Development and testing of training materials for students, trainers, SME managers • Development of project web portal• Upgrading the project deliverables based on the feedback gathered from all involved parties (participants, trainers, experts etc) and elaborated final version• Final conference in Bulgaria3) Project Methodology - The APInno applyed a university-industry collaboration methodology through repeated cycles and in smaller portions at a time (incremental), allowing precise quality control for the results.4) Results and impact - The main outputs of the APInno project are the Innovation Management methodology, the IM course, Three sets of training materials, Guide for business-academia collaboration. These products will help both HEIs and SMEs to develop new practices to systematically manage their potential for innovation. Managers of SMEs and other organizations will be able to identify, value, select the best means to develop, trigger and share their most valuable asset: creativity. HEIs have a model for experiential learning approach in IM. Despite the widespread recognition of the need of innovation, practical guidance and systematic approaches to managing innovation were not available in an integrated training framework. This was exactly the overall aim of the APInno project: to transfer, adapt and develop an integrated training package (materials, tools and methodology) for Innovation management to benefit from this knowledge and use it in a practical manner in their everyday activities. All outputs are available on the web portal of APInno.5) Long-term benefits- Direct replication of the Guide for collaboration and APInno experiential model.- If appropriately connected with the industry, academia will be able to impact society, through their advanced identification of upcoming innovation management developments and challenges. Based on their future experience with APInno and the case studies of the work with SMEs academic institutions and researchers will be able to build models and identify upcoming challenges in the field and/or provide ready solutions.- SMEs will gain higher awareness of the benefits and role of IM.

<< Background >>In 2018 report ‘A practical guide for fostering the revitalisation and modernisation of the small retail sector’ the EC accentuates the need to support skills development in retail.The EC already outlined in its 2015 report High Level Group on retail competitiveness that “there is still plenty of room left for co-operation in retail innovation-related education and training.;The development of skills in the retail sector is an important part of building resilience to economic and social shocks impacted by COVID wherein, the growing commodity of online shopping was hurriedly accentuated bringing unprepared retailers to their knees The high level of births and deaths of retail firms reflects the dynamism and competitive nature of the sector, as well as the pressure to constantly adapt to ever changing social, economic, and political conditions. The transfer of real, physical goods to a consumer, is the biggest difference retail is facing and this process was immensely accentuated in the wake of COVID. The targeted sectors, are characterized in majority by a low degree of qualification and training, with high levels of low skilled and unwarranted jobs, used by many as access to the labour market. In the EU about 1 in 6 workers have retail or wholesale jobs. Even before covid, the rise of e-commerce, retail bankruptcies and shop closures were leading to job losses. It is difficult for a small commercial entity in retail, to compete with the aforementioned challenges individually, and when they do, the impact is limited to the specific type of consumers they address, with less possibility of opening up their offerings to other types of consumers. (The Economist, March 21st2021) Retailers have to provide customers with flexibility and convenience and move away from outdated measures of success, and become adept at rapid test-and-learn methodologies. In doing so they need the skills to compete in this environment. More tasks, from ringing up the till, will be automated, leaving employees to offer more valuable services aimed at winning repeat customers. Pre-COVID discussions between partners relate to the framework of the current proposal -partners have always believed that digital competencies of the retail sector labour force play a key role in the successful growth in retail sector. During COVID, the need for the ToRRe was highly accentuated and retail members of the Chamber of Commerce partners (Bulgaria and Malta) requested training to confront the challenges, they were facing in the wake of COVID. Our search evaluated several Erasmus+ projects with focus on retail online learning however this proved futile. Furthermore, a recent search of Erasmus + projects selected (including the recent K226 selected projects) is an eye-opener as currently there is no proposal or project that could yield a solution or alternative. The innovativeness of ToRRe lies in providing the retail sector with an agile toolkit, capable to support their learning (with focus on retail) through the development of basic but fundamental competences in this field that can easily be adapted by teachers to both online and classroom teaching, thus fulfilling the accelerated need to have online learning tools with flexible learning in this sector. The objective is to ensure the up-skill and re-skill of those dependent on the retail sector and close the digital skills gap.ToRRe’s target groups, and direct beneficiaries are (1) people who are currently redundant and have worked in the retail sector business (2) VET centres and other stakeholders that would wish to implement training related to Digitalisation Readiness in the Retail sector (3) Retail sector enterprises, and their staff members (4) Retail sector HR managers (5) Students 6) self-employed that work in the retail sector. Indirectly TORRE contributes to (7) general upskilling of workers, and (8) Labour Market skills matching.<< Objectives >>ToRRe will support the development of a high-performing digital education ecosystem, by exploiting the opportunities for both teachers and learners through digital to:- Adapt their individual offering to the new environment and up-skill and re-skill those dependent on the retail sector by closing the digital skills gap-Design, create, work to develop, adapt, and combine new products, services and experiences.- Respond to challenges, threats and opportunities related to the retail digitally dependent economy by reducing the mismatch between the skills available and those demanded for the digital transformation of the retail sector economy. – provide response to the demands of the digital-native end consumer and compete through differentiation offering a different and unique experienceToRRe underpins a learning programme in the field of non-formal continuous education and learning so that the retail sector can face the ever-growing challenges. It highlights the upskilling and specialisation of the workforce leading to improved retention.ToRRe points towards continuous professional development, sustained industry collaboration and development of an industry-based toolkit. Reducing the mismatch between skills available and those demanded for the digital transformation of the retail sector economy is another of the key objectives. Accessible at any time it aims at providing a more flexible retail sector workforce with a broadened skill set and support agile upskilling of the workforce . The impact of the delivery of a high-quality training offer in the Partner countries in particular, and in Europe will be•Address digital transformation through development of digital readiness, resilience and capacity•Increase the flexibility of opportunities in vocational education and training•Adapt vocational education and training to labour market needs •addressing innovative topics specific to the retail sector •enhance the quality of retail sector teaching/learning creativity and critical thinking.•address the challenge of making teachers digitally ‘literate’, •help teachers realise that they can contribute to content creation in their respective fields;•a teaching model that offers interactive dynamic educational resources with focus on retail;•strengthen cooperation between retail entities and education •enhance stakeholders' involvement and motivate them to be more active in this field;•provide input and relevant documentation for supporting national policies and strategies in the field. •Improving employment prospects for unemployed •Improve access to secure and adaptable employment regardless of the type and duration of the employment relationship•Make it easier for individuals to manage transitions in the labour market between different jobs or sectors, or from unemployment to employment<< Implementation >>The consortium intends to involve participants in all stages of the projec tThe overall results of the project will be achieved through the project activities through the development of the two project results that include the creation and piloting of an 'animated ' learning tool , the organisation of eight multiplier events , the dissemination, exploitation , impact and sustainability activities , project quality and risk management and proper implementation and feedback .The project will kick off with an in-depth assessment activity to analyse the existing situation and training needs, as well as the potential effectiveness of e-learning and online tools used for the training path. Once the content in finalised partners will ensure that these are effectively translated into their own language for pilot testing that will be organized at a latter project stage, i.e., after the development of the training contents. They will test the developed outcomes assess t through evaluation questionnaires to have evidence of potential problems detected, as well main positive points of the material created. The project will undertake dissemination and exploitation actions to answer retail sector needs. The groups listed earlier will benefit from a recognized and open training contents as follows: - Improvement of VET offer, benefiting from a recognized curriculum and a profile needed in the labour market - public and private VET system will be able to integrate/expand their offer, train their employees to improve their services - The community will benefit from people who will be more integrated in the labour market and are more active and empowered. We expect to reach the target groups through professionally planned dissemination activities,multiplier events addressed at institutional organizations in this sector, VET promoting organizations and incubatorsSeveral additional results are expected to be developed during the lifespan of the project. to enhance project progress, ,secure quality and external purposesA1: Develop Management PlanA2 - Define Bilateral Collaboration Agreements with Partners A3 - Organize Virtual Partners' Meetings ,Meeting minutes, minutes of the transnational meetings including agreements, to-do-list and deadlines and short minutes from the on-line meetings. A4 - Conduct operational, administrative and financial management A5- Design the Dissemination material (dissemination plan, project logo, brochure, website, press releases, newsletter) A6 - Exploitation and Impact Strategy Plan A7 Sustainability Strategy Plan & IPR Agreement A8 - Development of Quality Plan and quality controls A9 - Daily management ,financial reportingA9 - Collection and provision of documents ,contractual report for interim and final report to the NA A10 Consortium workspace and repository A11 -Multiplier event evaluation template which includes the agenda, short report on the event, signature lists and participant satisfaction questionnaire.A12-Impact evaluation report, analysing the impact on impact on the target group, stakeholders and partner organisations A13- Dissemination reports A14 -Exploitation reports<< Results >>The project is organized in two project results . The training course will be achieved through 2 main steps characterized by research aimed at improving the analysis already carried out by the partners and focused on defining competence and training units necessary to develop the profile. The animated training units and related modules translated will be based on the Step 1 results and will be described as unit of learning outcomes and objectives, as well as provision of ECVET tools.The realisation of the training course is based on the results of preliminary studies carried out by partners at the proposal stage. Therefore, during the first project steps, partners will conduct an in-depth assessment that will establish a first contact with the target group and re-organize the results of needs analysis already collected. The course will contain materials for e-learning training and educational games and supporting tools for the e-learning part which will be developed during the second output. PR2 will start with the construction of the Smart Learning Environment space This task will include learning objectives, subject matter analysis and content and will address assessment instruments, exercises, lesson planning and multimedia resources selection. Once the materials will be ready all the information will be transcribed on the platform. The platform will host two main learning features- A quiz and a training path animated with various learning tools Piloting of the Project -. Participating to the piloting, the targeted audience and VET teachers will acquire new educational, pedagogical and technological competences, learning how to plan an e-learning course for their students. The expected results for the TORRE project are-An understanding of the digital skills required in the retail sectors to improve Digital Education Readiness in the retail sector in methodologies, techniques, practices and tools-A learning outcome-based approach with particular reference to ongoing competence assessment processes– ECVET in order to ensure transfer of competences and transparency.-To implement ready to use remote learning contexts now a need in the situation of COVID through(I)a training model targeted to VET addressing to boost capacity of the retail sector online in 4 languages free to use(ii)training contents including animated videos available online , adapted in all consortium languages, free to use.-Up-skilling and re-skilling of those dependent on the retail sector -Dissemination and Exploitation strategy and events to raise awareness of how attaining skills in the retail sector can improve business and reach stakeholders across Europe.These will be achieved by the joint efforts of all partners, third parties and stakeholders, through the development of specific tools addressing the specific needs of the retail sector to create:1.In depth assessment to highlight difficulties of the target group2.A training path covering all the main and common aspects of digital tools specific to the retail sector as well as tools for the recognition and transparency of the learning outcomes achieved 3. Guidelines for teachers towards the implementation of the skills learnt and exploitation of products, toward a more sustainable economic growth in the retail sector 4. e learning quality digital content using infographics, presentations and animated videos developed under the SCORM loaded into a Moodle Learning Management System available in Bulgarian, Dutch, English and Spanish.

Joint project for the modernization of educational programs in Engineering (security in the administration and management of computer networks and systems), national priority for Moldova and Kazakhstan, regional priority for Vietnam.GOAL IN EACH OF THE THREE COUNTRIES:Overcome skills gaps on the intermediate levels (technicians, maintenance and protection of the systems and networks) and upper level (design, engineering for the protection of computer systems and networks), improving the employability of students and perfecting technicians and executives in companies.Aim of the project is to create a Bachelor and a professional Master degrees for the development, administration, management, protection of computer systems and networks in businesses in Moldova, Kazakhstan, Vietnam, at least partly avaiable by distance learning. Moreover, the project will allow to set up a training device targeting already active progfessionals (lonlg life learning).PRINCIPAL ACADEMIC PARTNERS:- International Telematic University UNINETTUNO (IT)- GIP FIPAG (FR) - CESIE (IT) - University of West Attica (former Piraeus University of Applied Sciences) (GR)- University of Library Studies and Information Technologies (BG)- University of Vigo (ES)- Technical University of Moldova (MD)- Alecu Russo Balti State University- State University of Moldova (MD)- Academy of Economy Studies of Moldova (MD)- L. N. Gumilyov Eurasian National University (KZ)- Sh. Ualikhanov Kokshetau State University (KZ)- Al-Farabi Kazak National University (KZ)- Kokshetau Abaï Myrzakhmetov University (KZ)- Taraz State University (KZ)- Ho Chi Minh University of Technology (VN)- Hanoï University of Science and Technology (VN)- Vietnam University of Agriculture (VN)EXPECTED RESULTS :24 teachers trained in EU6 job descriptions, 3 lBachelors and 3 professional Masters , curricula, course contents and digital learning resources available online. 3 centers of excellence for network safety. 3 didactic Cyberspaces , 810 students and 150 employees trained.12 Double degrees or joint degrees.

<< Objectives >>The project of Digital Restoration Lab aims to train and increase the competence of teachers, supervisors, associate professors, students, pupils, employees of photographic studios, photographic archivists, employees of museums and galleries and other institutions interested in the processes of digitalization in the field of restoration, digitization and photo exhibition. The project will provide online resources for low-budget digitization.<< Implementation >>Promoting the methods and principles of image digitization.The project has an educational nature and will support the training of personnel in the field of image digitization.For the first time, systematization and demonstration of digitization practices will be made, which can be integrated into training programs in various institutions.<< Results >>1. Creating a film for the process of digital photo restoration and conservation.2. Developing a manual for the digitizing process.3. Setting up an Open Flexible Learning system.4. There will be six training seminars.5. Holding an international conference with 50 participants.6. Creation of an interactive exhibition (3d mapping, photogrammetry, LIDAR (Light Identification Detection and Ranging, VR, etc.), as a demonstration of methods for exposing digital images.

<< Background >>Open Science (OS) has become a catalyst in shaping research and society in the EU by supporting science in meeting the grand challenges our societies face today. OS shapes the scientific and societal transformation for accountability, transparency and sustainability. One of the OS components is Citizen Science (CS) which has been acknowledged as a pivotal field for the new generation science (see UNESCO’s first draft of the “Recommendation on Open Science”, 2020) and has been growing exponentially the last few years, with hundreds of scientists already leading CS projects and millions of volunteers participating in a increasing number of CS initiatives. Although CS is high on the EU policy agenda (see EU’s “A new ERA for Research and Innovation”, 2020), the disconnection between CS and OS is salient. Too often CS produces data and results that remain mostly inaccessible and short-scale. Thus, there is a huge untapped potential in connecting them to the pan-European OS endeavour -including the investments in EOSC and citizen observatories- that would allow open, transparent and responsible sharing and re-use, and their connection to the evidence basis to address global societal challenges (see UN’s Sustainable Development Goals). There is a need to develop a connecting anchor between society & science and research libraries are key actors (see SRIA of the EOSC V1.0). Many libraries have developed CS supporting services, others rely on citizens to process their collections, whereas CS initiatives, such as SciStarter, have partnered with academic libraries to develop guidelines for the best possible implementation (see the “The Library & Community Guide to Citizen Science” with Arizona State University). However, not all EU countries are aligned with respect to this rapidly expanding field: Southeastern (SE) Europe countries are less developed in terms of OS and CS (see EU report “Supporting Open Science and collaborative Research within the Western Balkans”, 2018; Outcomes from the 2021 EOSC Workshop “Research Libraries, Researchers & the EOSC: How do they interact? Southern European Landscape”). Appropriate funding and incentives need to be put in place to support this endeavour (cf. Open Science Policy Platform Recommendations, 2018). Most of the SE European countries, even with some activity towards this, do not have OS national policies in place (see SPARC’s “An Analysis of Open Science policies in Europe; v4,” 2019), while this activity does not touch upon CS at all. At the same time, only one HEI is recorded by the European Citizen Science Association (ECSA) as a member (see ECSA network of stakeholders). In addition, based on findings from the LIBER activities, SE European countries face several obstacles that prevent them from fully meeting the OS and CS cycle and EOSC awareness. Lack of funding and language barriers are obstacles, as well as professional skills related to OS and CS in HEIs. A lack of conviction about the utility of being more extrovert towards other countries, regions or even stakeholders external to the organisation’s immediate environment is also considered as an obstacle. What has been expressed as need for SE Europe countries among LIBER libraries in the region is the lack of strong OS culture with can be addressed by 1) providing training and upskilling on professional issues related to OS and CS and 2) by providing guidance and encouragement to library directors in these countries to join the wider European library environment with respect to these fields. Focusing on Citizen enhanced Open Science (CeOS) and linking to the EOSC, the project aims to streamline CS results into the OS virtuous cycle. SE Europe is the geographical region particularly addressed, due to a demonstrated lack of OS and CS synergies (cf. data from OSPP) and need for further support. The project takes as ideal locations HEI libraries, collaborating with public libraries, as hubs for open knowledge & innovation.<< Objectives >>The aim of the project is to raise awareness and mainstream practices in SE European countries (BG, CY, EL, HR, IT, RS), that perform less well in OS/CS and have low awareness on/involvement in major development, such as the ones related to the EOSC, as well as to monitor performance and processes in OS/CS implementation, document and publicly share best practices in a FAIR way, and engage non-expert groups of the public in social participation and collaboration. At the same time, the project aims to provide visibility for the SE European region and not only highlight the challenges this region faces and need to be addressed, but also raising awareness on the potential and value of embracing the cultural and language diversity of the region. Transfer of knowledge is guided by a DK and a NL/pan-European partner. Based on this approach, CeOS_SE aims to empower academic libraries in SE countries to develop further as knowledge hubs by upskilling staff in the connections between OS and CS. It aims to pilot the practice of CeOS at their premises, so that they are able to support inclusive HE systems and to be more extrovert in working together with external stakeholders. LIBER being the project coordinator, will further support such activities, having OS at the core of its Strategy and working towards mainstreaming CS (CS working group established in 2019) and being a provisional member of the newly established EOSC Association (pending final confirmation). Transfer of knowledge from countries more developed in the area, such as NL is an important goal of the project. Connecting to the EOSC is also discussed, in terms of culture change, sustainability and impact, as well as embracing diversity. The objectives cannot be successfully addressed without a clear definition of the project target groups, which are the following: - Staff at academic and public libraries: professional skills development on OS/CS in countries where there is need for increased efforts. - Academic staff at HEIs: increased awareness of CS projects and possibilities to set up new ones, involving public spaces of the universities, as well as research support expert teams, as libraries are. - Citizens: OS/CS projects of public engagement will be set up for the benefit of local societies, in which the HEIs-organisers will have an opportunity to demonstrate their role in strengthening the academia- society relationship.<< Implementation >>CeOS_SE is built on six interconnected objectives each resulting in a tangible project result (PR) for the targeted region (SE Europe). The 1st objective builds the knowledge base of the project, by setting the framework for transferring knowledge and innovation to libraries as hubs for knowledge and innovation in SE Europe. Thus PR1 corresponds to the public release of a “Framework for Transfer of Knowledge and Innovation on citizen-enhanced open science” in the targeted region. The 2nd objective is to initiate and sustain the dialogue and action taking among several types of libraries: public, university and research libraries will commit together in public activities engaging civil society, NGOs, private and public sector bodies. Consequently, PR2 refers to the Report on implementation of CeOS activities in various open knowledge hubs in SE Europe. The 3rd objective is to carry out CeOS public activities to upskill HE academic and library staff in CeOS in SE Europe libraries. We will thus carry out activities and staff training for academic libraries which will be analyzed and translated into transferable and replicable action beyond the partnership (PR3). The 4th objective focuses on a region of SE Europe, the Balkans. To address more carefully the heterogeneity and the synergetic elements in capacity building with respect to CeOS, we will produce a “Roadmap on CeOS in the Balkans” (PR4). The 5th objective is to demonstrate how citizen science affects change within HEIs and especially through Library studies (PR5). PR5 corresponds to the publication “Uptake of citizen science in Higher education curricula and open science practice in SE Europe”. The 6th objective is to encourage policy change grounded on evidence-based results of the CeOS_SE previous outputs, to fuel the potential of CeOS by leveraging them first to the NL and then to the European knowledge building level, especially by connecting to the EOSC (O6). “Policy change in CeOS for sustainability and impact - Connecting to EOSC” refers to PR6. In addition, eight multiplier events are foreseen in Belgrade (27 participants), Zagreb (20), Sofia (20), Patras (20), Nicosia (27), Odense (25), Torino (30) and The Hague (35), to promote CeOS_SE results and ensure transferability. Finally, a 4-day training activity will be organised to upskill project members in design, delivery and assessment of CeOS activities at their premises. For the successful implementation above, we have proceeded to the following choices regarding partnership composition. The consortium is composed by partners with complementary profiles: five HEIs through their libraries (SDU, UNITO, ULSIT, UCY, UP), a university and national library (NSK), a University library (UNILIB) and the Association of European Research libraries (LIBER). The partnership focuses on the geographical region of SouthEastern Europe (partners located in BG, CY, EL, HR, IT and RS) and 2 partners outside this region: SDU in DK and LIBER which, while located in NL, has a pan-European reach.<< Results >>The project results (PR) and other outcomes ( a learning/teaching/training activity and multiplier events) are listed below. (PR1: Framework for Transfer of Knowledge and Innovation on citizen-enhanced open science (CeOS)) PR1A1 Collection of good practice of citizen engagement in OS in university libraries in Europe PR1A2 An audit on skills and practices in university libraries in SE Europe PR1A3 Guidelines to SE Europe university libraries on citizen engagement in OS (PR2 Report on implementation of citizen-enhanced open science in various open knowledge hubs in SE Europe) PR2A1 Collection of practices of academic and public libraries’ collaboration in SE Europe to mainstream CeOS PR2A2 A report on Citizen science co-created activities by academic and public libraries in SE Europe PR2A3 Study: upscaling collaboration between academic and public libraries for CeOS in SE Europe (PR3 Report on implementation of CeOS activities and staff training for academic libraries) PR3A1 A framework for the design and implementation for CeOS activities in SE Europe libraries PR3A2 Assessment report on CeOS activities at partner institutions PR3A3 A training guide and a self- assessment tool (PR4 Roadmap on CeOS in the Balkans) PR4A1 Draft roadmap on CeOS in the Balkans PR4A2 Consultation on CeOS in the Balkan region PR4A3 Final roadmap on CeOS in the Balkans (PR5 Uptake of citizen science in Higher education curricula and open science practice in SE Europe) PR5A1 Analysis of current practice in CeOS uptake in Higher education curricula in Library studies in SE Europe PR5A2: Digital showcase of integration of CeOS in HE curricula in SE Europe PR5A3: Audit: citizen science feeding into the Open Science cycle in SE Europe (PR6 Policy change in CeOS for sustainability and impact - Connecting to the EOSC) PR6A1 Report on vision building workshops in SE Europe PR6A2 Analysis: CeOS in the Netherlands: transferability potential PR6A3 Report on Stakeholders’ Consultation at European level PR6A4 Policy recommendations for sustainability and connection to the EOSC Translation in partner languages Project results will be translated in partner languages to maximize impact within local and national communities of stakeholders. Results will be thus made available in 8 languages: the 5 target languages of SE Europe, namely EL (for Greece and Cyprus), SR, HR, BG, IT. They will also be available in DK, NL and in English. The results that will be translated in partner languages are strategic project results such as PR2A3 and PR4A3 and the infographics of PR4A3.