"Connection and transition from school/training to work constitute the main step for the insertion of young people, for improving their employability, and acquiring the skills adequate to the requests coming from the labour market. All the European countries are currently facing severe problems of skill gap for the young people just out of their training life. As far as the transition from school to work is concerned, a key reference at European level is presented by the “dual learning” system: many countries are rethinking / reorganizing their school schemes and training courses, moving to the direction of dual learning.At the same time, those countries where the dual system was developed are facing unexpected problems, particularly in the relationship between the school/training system and the process school/work, that often are not properly connected to each other.SWORD intends to proceed with a reflection on the model of dual learning, leading to an innovative shared European approach. Its results will allow countries that are already using the model to deal with the existing problems, while countries wishing to adopt the model will overcome the critical issues emerged from the previous tests. In addition, the project seeks to identify a model of dual learning in which the transition can also be managed in different countries, thus promoting processes of transnational mobility.The development of innovative solutions concerns the Autonomous Province of Trento, the Autonomous Province of Bolzano, Friuli Venezia Giulia and the area of Gdansk, where TNOiK participate in the ongoing process of national revision of the model of VET.Among the partners of the countries where the dual learning is already in operation, Arbeit und Leben-Hamburg, as well as BFI OOE, already started a common reflection with other local actor on the existing problems, especially in the transition from school to work (highlighted by the reduction of young people who choose this model).SWORD will proceed to identify an innovative model of transition, attentive to the balance between classroom and in-company training, with the objective to develop skills responding to the different working environments.For the implementation of the project three intellectual outputs were identified:- O1: comparative analysis of regional contexts, including two steps: collecting documents and information in partner regions, and preparation of the comparative analysis report;- O2: model, mechanism and tools for transition from school to work, where three activities are planned: i) creation of a shared ""approach"" to transition, aimed at defining a model; ii) fine tuning of the model, i.e. design and localisation of transition mechanisms in different contexts; iii) testing the model in the partner areas;- O3: manual with the ""rules of the game"", presenting recommendations and guidelines. Here two activities are planned: definition of the structure of manual, and development of the manual.The SWORD project also plans:- 5 multiplier events for disseminating the model of transition from school to work, and one final conference;- study visits to Germany and Austria for teachers/operators of educational and training system;- periods of short-term mobility in other countries for young people, who are going to come out or are just out of their educational life.The approach followed by the project provides several pathways for supporting insertion in the labour market, providing tools and support for planning and managing the activities at local level.In this way it should be possible overcome the existing problems, providing solutions at various levels:- local governance, with an impact on institutional partners, through guidelines and recommendations for policy options, able to strengthen the link between education, training and work;- vocational education systems, involving educators/teachers in the design and development of blended solutions with a close collaboration between schools, training systems and enterprises, leading to a unitary process of learning;- school system, giving students the opportunity of combining education, training and experience in an enterprise, aimed at increasing the skills needed for job insertion and provide further learning opportunities;- business system (also at the level of business associations), providing guidelines and recommendations to define learning paths between school, training and work environments, able to answer the requests of qualification expressed by companies.A further impact is given by the model of dual learning envisaged by the project, where transition among education, training and work can be managed at transnational level, thus promoting new models of transnational mobility."

The North Adriatic Hydrogen Valley – NAHV project builds on the LoI signed in March 2022 by representatives of the Slovenian Ministry of Infrastructure, Croatian Ministry of Economy and Sustainable Development and Friuli Venezia Giulia (FVG) Autonomous Region in Italy, contributing to the European Green Deal and European Hydrogen Strategy goals. The project’s high-level objective is the creation of a hydrogen-based economic, social and industrial ecosystem based on the capacity of the quadruple helix actors. This will drive economic growth, generating new job opportunities in the framework of both the green and digital transitions and, by creating the conditions for wider EU replicability, it will contribute to the creation of a European Hydrogen Economy, To fulfil these objectives the NAHV project involves a well-rooted partnership of 36 organizations (of which 2 in Hydrogen Europe, 3 in Hydrogen Europe Research), covering the transnational Central European area of 3 territories - Slovenia, Croatia and FVG Region, demonstrating cross-border integration of hydrogen production, distribution and consumption, and exchange of over 20% of NAHV annual hydrogen production of over 5000 tons. The project will activate 17 testbed applications in their related ecosystems, clustered in 3 main pillars - hard to abate, energy and transport sectors. These will act as real-life cases for piloting global hydrogen markets, moving from TRL 6 at the beginning to TRL 8 at the end of the project. Four fuel cell applications in the energy and transport sectors will be demonstrated. Testbeds will then be scaled up at industrial level as a replicable model, contributing to the decarbonisation of the 3 territories by harnessing renewables to improve system resilience, security of supply and energy independence. Replicability will also be ensured for the whole NAHV model, with the uptake of at least 5 additional hydrogen valleys in Europe, particularly in Central and South Eastern Europe.

"Adults with a low level of soft skills is an issue nowadays and it has great importance at a time when relevant international bodies and the scientific community stress the importance of enhancing and developing human capital, identifying in the personal skills significant predictors of economics and social outcomes. The problem of low skilled citizens is dramatically present in all the countries that participated in the first PIAAC survey. In three partners’ countries (Italy, Spain and France), the percentage of low skilled is very high, while it is lower in the other two partners’ countries (Ireland and Finland). To tackle the problem, the objective of the OECD Skill Strategy is ""mutually reinforcing the skills system"" through four pillars: 1. develop relevant skills, 2. activate the supply of skills, 3. use skills effectively, 4. strengthen the skills system so that appropriate skills can lead to better jobs and better living conditions, both at a personal and at a social level.The general objectives of the project, therefore, are to identify the best practices for the process of certification and validation of key competences, in particular ""Personal, social and learning to learn competence"" and to promote the adoption of best practices in the network of partners and stakeholders concerned.The specific objectives consist in the elaboration of a White Paper on the best practices for the implementation of a process of certification and validation of non-formal competences, with particular reference to ""Personal, social and learning to learn competence"". It will guide the operators in the identification, collection and evaluation of the competences possessed by low skilled people and therefore support them in the choices of training offers consistent with their expectations and competences possessed. Moreover, the specific objectives are also to identify a shared path as a ""first step"" towards the validation of competence in the non-formal field, and to disseminate the project results on the Internet and in adult education centres.The project is addressed to trainers and teachers of education and training institutions, as direct users, and to low skilled people, but also to social partners and enterprises involved in adult education, as indirect users. In order to achieve the planned objectives, the project activities will develop as follows: -research phase of methodologies for the collection of non-formal learning outcomes in relation to the key competence ""Personal, social and learning to learn competence""-comparison and evaluation of the methodology to be applied on the research carried out-1st training activity for trainers aimed at the acquisition of the methodology for the collection of learning outcomes-evaluation of the training activity and research on the certification and validation process of competences-2nd training activity for trainers aimed at the acquisition of the methodology for the evaluation of the key competence and the certification process-evaluation of the second training activity-experimentation of the process-realization of a white paper.The expected results for training and education centres are:-Promote innovation in adult education by using methodologies for the development of a competence validation process.The expected results for the low skilled are:- Possibility of rediscovering and developing skills they possess, but they do not know they have- Improvement in the rate of socio-work integration and/or integration into qualification pathways in relation to the validation process of ""Personal, social and learning to learn competence""The project will have an impact on direct participants, partner organisations, end-users and stakeholders in terms of:-improving and updating methodologies, -raising general service standards, increasing effectiveness in the management of pathways to accompany the process of validation and validation of ""Personal, social and learning to learn competence"" acquired in non-formal contexts, -contributing to the improvement of awareness of their competences by low skilled people."

Europe is facing unprecedented challenges, such as the health, migration, economic, climate, energy, and political crises, leading to a sharp increase in emergency public spending and relaxation of due diligence checks. This has resulted in a rise in corruption and fraudulent activities, which have significant negative impacts on the European economy, society, environment, and democracy. Despite emerging technology’s potential to become a powerful tool in the fight against corruption and fraud, the public sector has been slow to adopt digitalization, resulting in data NOT being shared, harmonized, or properly analysed, making evidence-based decision-making almost impossible. Governments are slowly adopting new approaches to ensure a more data-driven, transparent, and accountable public governance, but several fundamental data-related issues remain unresolved. With a team of 9 excellent research institutions and universities, 12 technology, business, and standards, developing companies, 7 public end users, and 3 domain-relevant, industry-exposed NGOs, CEDAR will: (1) Identify, collect, fuse, harmonise, and protect complex data sources to generate and share 10+ high-quality, high-value datasets relevant for a more transparent and accountable public governance in Europe. (2) Develop interoperable and secure connectors and APIs to utilise and enrich 6+ Common European Data Spaces. (3) Develop innovative and scalable technologies for effective big data management and Machine Learning (ML) operations. (4) Deliver robust big data analytics and ML to facilitate human-centric and evidence-based decision-making in public administration. (4) Validate the new datasets and technologies (TRL5) in the context of fighting corruption, thus aligning with the EU strategic priorities: digitalisation, economy, democracy. (5) Actively promote results across Europe to ensure their adoption and longevity, and to generate positive, direct, tangible, and immediate impacts.

Mountains cover 30% of the land area and are home to 17% of the EU´s population, meaning that every 6th EU citizen lives in mountainous areas. While we often associate mountains with breathtaking landscapes that offer perfect sites for relaxation, in truth, mountains are much more than that. In fact, mountains play a crucial role in our daily lives by providing vital resources and key community systems to the global population. Mountains like other areas face unprecedented challenges in terms of climate change (CC), however mountain ecosystems are more sensitive to CC. The harmful conditions provoked by CC are exacerbated by the significant deficits in adaptation responses mountainous areas have, stemming from several existing gaps, including shortcomings in CCA options, deficits in the uptake and the lack of coherence. MountResilience has been formulated to increase the adaptation capacity of mountainous regions and communities so as to strengthen climate resilience within the European mountainous biogeographical region (Alpine biogeographical region). The project aims to accelerate the climate resilient transformation of 10 of the most relevant communities and regions located in the mountains in 9 European countries. 6 of the regions will develop and test transformative CCA solutions (technological and social innovations with nature-based solutions at their core). These solutions will address policy, governance, societal needs and behaviours, technological requirements, public and financing targets, and CC risks typical of mountainous areas. Regional quadruple-helix partnerships will use open innovation, participatory decision-making, stakeholder engagement approaches, and effective communication to mobilise, engage, and reach out to key communities. The remaining 4 regions will serve as "replicator" regions, repurposing CCA solutions and lessons learned from the demo regions in their regions through special initiatives to improve their adaptive capacity.