<< Objectives >>The main objective of the project is to highlight the issue of critical raw material and its consequences on the green transition of EU’s economy through sensitisation and training of the target groups identified. In more concrete terms, we aim at create innovative pedagogic resources linked to environment in order to make the information available, accessible and understandable to a wide range of stakeholders from the academic community and the civil society.<< Implementation >>First, the development of an interactive platform and the connected algorithm, that will act as a simulation tool for scientists, students, industrial and policy-maker. It makes the simulation of climate change versus policy understandable and interactive. Secondly, a range of training schemes dedicated to the identified target groups will be developed and implemented, together with a MOOC on the raw material issue, ensuring large availability of the pedagogical content.<< Results >>The main result is to impact a large range of academic and stakeholders of the raw material management, in a trans-disciplinary approach to improve the general knowledge on the subject. The dedicated training sessions, the MOOC and the interactive platform will highlight the impact of raw material on the green transition and make these information available to the society. It will generate and disseminate new knowledge on the matter and support the transfer of new content in curriculum.

REWIRE builds a Blueprint for the Cybersecurity industry and a concrete European Cybersecurity Skills Strategy. This strategy will bring together lessons learned from other initiatives (i.e. CONCORDIA, SPARTA, ECHO, CyberSec4Europe).REWIRE:• Designs and implements a Blueprint for the Cybersecurity industry • Develops a European Cybersecurity Skills Strategy and Framework• Develops a common methodology for the identification of existing and emerging skills needs• Creates a European Cybersecurity Skills Observatory integrated by specific actions, activities and tools that allow for anticipation and matching of skills supply and demands. • Supports the strategy and framework through the implementation of a digital on-line publicly accessible European Cybersecurity Skills Digital Observatory – CyberABILITY (for cybersecurity skills merging the market needs, the profiles, the competencies and the available training courses). • Pilots a federated cyber range hosted by multiple project partners to support the goals of the project.• Creates at least four (4) educational curricula and relevant skills certification schemes for new profiles contained in the Cybersecurity Skills Framework. • Promotes attractiveness of the sector and gender balance through specific actions to engage all relevant stakeholders • Develops actions for encouraging mobility through promoting the use of existing European tools (Erasmus+, EURES, EAfA etc.). • Creates networks to improve skills intelligence and information mechanisms and strengthening exchange of knowledge and practice between the cybersecurity industry and the education providers, adapting VET provision to the skills needs demanded by the sector.

GREENANO programme is dedicated to fostering the development of Nanomaterials for Green and Digital Transitions which require new performant and sustainable devices. The programme is jointly designed and implemented by the Consortium of four European higher education and research institutions: the University of Lorraine in France, Tor Vergata University of Rome, the CNR Institute of Structure of Matter in Italy, and Jozef Stefan International Postgraduate School in Slovenia.The programme will train a new generation of engineers, researchers, and sustainability managers to address the major challenges posed by green and digital transitions. It also will enhance the integration and internationalization of the European Higher Education Area by developing industrial and international partnerships and through its Non-Academic Advisory Board. Additionally, the programme provides students with an international and interdisciplinary educational experience through a jointly designed curriculum and mobility in three European countries.The curriculum is based on five pillars: Fundamental Science, Engineering, Sustainability, Practical Science, and Project. Each consortium partner will contribute training in their respective areas of expertise, including Materials Science and Physics (UL), Nanomaterials (UniTov), Nanostructures (ISM-CNR), Nanotechnologies and Processes and Environmental questions related to the industry (Jozef Stefan IPS).Up to 25-27 highly-qualified students from around the world will be admitted each year through a transparent and gender-balanced selection process. The students will spend the first semester in France, the second and third semesters in Italy and Slovenia, respectively, and the final semester will be dedicated to internships in research laboratories or companies. Upon successful completion of the program, the students will receive three national Master's degrees from UL, UniTov and Jozef Stefan IPS, as well as a Joint Diploma Supplement.

The fast increase in complexity of technical artifacts, in particular of software systems exposes human society to increased risks. The immediate consequences of software failures range from small nuisances (blocked smartphone, laptop shut down, virus attacks), to big nuisances (failure of an online submission system just before the deadline, chaos in an airport due to failure of luggage handling system, breakdown of the electrical power for a whole region), to important loss of value (loss of a space rocket, after-sale replacement of millions of defect devices), and even to fatalities (failure of an antirocket military system, train or airplane crash). One of the main reasons for the more and more frequent failures of software systems (and in general of more complex systems including software) is the insufficient qualification of software professionals in Computational Logic and in Automated Reasoning, which makes them avoid the use of formal methods in the software production and verification process. In our experience, there exists a big gap between the learning offer from universities and the requests on the labour market. (Computational Logic is an interdisciplinary field at the intersection of Computer Science and Mathematics which studies the use of Mathematical Logic in computer algorithms and applications. Automated Reasoning is a topic in Computational Logic which studies methods and algorithms for reasoning in an [almost] mechanized way.)The development of reliable software systems is based on formal specification (what the system should do), formal implementation (how is the system realized), and formal verification (does the system what it should). For a proper realization of specifications, implementations, and of their verification, the software professional needs to apply Computational Logic knowledge and methods in order to construct and study the appropriate models, to find the necessary algorithms, and to refine their implementation until programs are produced; and needs to apply techniques from Automated Reasoning in order to test and verify the algorithms and the programs, possibly using specialized software tools.The main objective of the project is to improve the education of Computer Science students in fields related to Computational Logic, by creating innovative and advanced learning material that uses Automated Reasoning and by training a large number of academic staff in using this in a modern way. Consequently, this will increase the knowledge and skills of Computer Science graduates in Computational Logic, and this will have a positive impact on the safety and reliability of software. Thus indirectly the project objectives include the effects of increased software reliability: virus elimination, online safety, better detection of negative online phenomena (fake news, cyberbullying, etc.), and other.This goal will be achieved by the following activities:A1: ARC Book production as intellectual output containing the novel learning material (to address problems from real life, based on novel principles of problem based learning, and relevant to the labour market, to include current and future research directions, to develop advanced software tools and to make use of them),A2: Training of academic staff in teaching using the book, by 5 Training Events,A3: Training of students using the learning material, at the partner institutions (in approximative 21 courses over 4 semesters, more than 5000 students) and at ARC Summer School (20 students),A4: Evaluation of the learning material using the experience from the student courses and from the ARC Summer School,A5: Dissemination by the International Symposium on ARC (multiplier event), the ARC Page on the WWW, and the ARC Interest Group,A6: Management by the ARC Project Management Team and auxiliary personnel.Because of all these elements of innovation stated above and because experts in the field will develop the ARC book and the necessary tools, this project will revolutionize the process of teaching Computational Logic topics. Also, since the material will be open source and largely disseminated, we expect to have a significant national and international impact.Since Timisoara will be the capital of culture in 2021 and some of the activities of the project will be integrated in this event, our project will contribute to attract more academic staff to this event and will contribute to increase the visibility of the Erasmus+ activities for the general European public.

Climate Labs seeks to strengthen the applied research and innovation capacities of ten partner universities from Mexico, Brazil and Colombia through the design and implementation of Social Innovation Labs for mitigation and adaptation to Climate Change. In a network with Universities from Spain, France, and Italy, plus Ashoka as a non-academic expert partner, the project seeks to build interdisciplinary and multi-stakeholder labs that will institutionalize the applied research and innovation for climate change in the territories the partners are inserted. In a term of three years, the project expects to train scholars, students and staff members in Latin America, who will form changemaker leader teams, design and implement labs according to the needs, strengths, challenges and characteristics of the institutions and territories they serve. In this period, each university will also implement a pilot project, get connected with international relevant networks as well as other national institutions, build the physical and virtual infrastructure of the lab, and develop strategies for the sustainability and scalability of the project. The project seeks, ultimately, to build strong and connected areas of innovation and applied research within universities impacting in the overall capacities and strategies of the partner countries to mitigate and adapt to climate change.