Europe gave birth to the industrial revolution about two centuries ago thanks to the convergence of a series of factors that allowed technology to be closer to society, while creating economic benefits to regional and national economies. With the globalisation, European cities lost a large volume of manufacturing capacity and transitioned to a knowledge economy. The result: a decrease in manufacturing jobs, the lack appreciation for these jobs, and neglected industrial areas subject to decay. Decay of industrial heritage has a major imprint on European city's identities, but also is a source of opportunity. The result, industrial areas with high historical value for Europe being abandoned or exploited by extractive economic activities, with no connection to local knowledge, and with no generation of value at the local level. CENTRINNO aims to develop and demonstrate strategies, approaches and solutions for regeneration of industrial historic sites and areas as creative production and manufacturing hubs, that 1) hold true to the ecological challenges of our time, 2) boost a diverse, inclusive and innovative urban economy, and 3) and use heritage as a catalizer for innovation and social inclusion. We give centre stage to craftsmen, vocationally trained professionals, entrepreneurs, makers, SME’s, Fab Labs, Food Labs and Makerpaces to become key players in the cities supply of local goods and support them to take on a fundamental role in our future cities, thus opposing disengagement and stagnation of local economies. Through a holistic method combining the Fab City Global Initiative approach to productive cities with Emotion Networking, life cycle assessment and spatially-specific material flow analyses, we bring to the fore both complex, layered histories of these sites as well as the cities available resources in terms of urban landscape, materials, current day skills and practice and human capital.

The EXCEED - EXCELLENCE IN GREEN AND DIGITAL MANUFACTURING project aims at establishing a European COVE network of 6 centres in 5 countries, Italy, Spain, Finland, Czech Republic, and Greece to support innovation and sustainable competitiveness of the Advanced Manufacturing (AM) sector. As one of the pillars of the European economy, AM has been strongly impacted by the twin transitions, generating disruptive changes, beside the urgency to foster industry decarbonization. To face those changes and new challenges, citizens, present and future workforce needs new competencies, for life and work. VET providers can play a crucial role preparing the workforce and the society of the future, no one left behind, increasing their responsiveness, operating in strong connection with policy levels. EXCEED assumes the synergic and mutual benefitting application of digital and green, according to the so-called “digital eco-innovation” paradigm and the transition to the circular digital economy as powerful leverages to accelerate innovation in AM. Involving a public-private platform of overall 39 partners, 18 full and 21 associates, EXCEED will work as an alive integrated skills ecosystem, promoting, 1) upskilling and reskilling of low-skilled adults and workers at risk of marginalization through a joint internationalized, flexible and individualized Life Long Learning training offer; 2) strengthening the HIGHER VET (EQF 4 and 5) through design of new curricula and updating of existing ones; 3) adopting joint strategies for Talent Management by the establishment of an International Talent Factory, aware of the fact that talented and skilled individuals have a key role to play in countries’ future prosperity; 4) upskilling and empowerment VET professionals as key profiles translating innovation in education contexts. In 4 years, partners expect to involve at least n. 600 learners and an overall number of 26.000 beneficiaries through an extensive multichannel communication strategy.

"<< Background >>All European countries have signed the UNCRPD (UN Convention on the Rights of Persons with Disabilities) and, as a result, they are challenged to “develop an inclusive education system at all levels” (Art. 24). The Strategic Partnership GovInEd - Governance In(clusive) Education - aims to foster the dialogue between European countries on educational reforms towards inclusion, change-management strategies, the structure and constellations of actors in the governance systems and their role for an inclusive education reform and to increase the quality and coherence of governance in inclusive education reforms in European countries. The activities during the 36 months of the project - the multilevel communities of practice in selected regions, the research, the transnational meetings, the intellectual outputs, the multiplier events - will lead to an improvement of transnational, inter-level and inter-actor cooperation in the field of educational governance of inclusive education reforms. The goal is to empower and professionalize relevant agents and stakeholders in the European education systems, to enact reforms towards an inclusion reform by understanding the means of efficient and effective governance strategies and benefitting from a greater awareness of the challenges and options and underlying obstacles in the governance of the whole system.<< Objectives >>Inclusive education reforms and change processes are complex phenomena on various systemic and policy levels. To ensure true innovation and sustainability, all players, agents and stakeholders need to be actively committed and involved, and updated, on the entirety of ongoing change-processes. The agents and stakeholders in inclusive education reforms are institutions and individuals in education policy and practice - with and without special needs all together - such as school administration, school leaders, teachers, parents, students, as well as tertiary institutions, like training institutions, colleges and universities. The Universities are responsible for the qualification and professionalization of many professionals within the future inclusive education system. From a governance perspective, rights and aims, obstacles and challenges, guidance and different control functions of every subsystem and institution involved need to be considered in change processes.The substantial differences between the 4 participating countries (Austria, Germany, Italy, Spain) in terms of the development-stage of inclusive education, the actor constellations in governance and the strategies for the reform-processes are essential. Yet, these differences represent a significant resource for GovInEd due to the possibility of comparing, discussing, exchanging and reflecting upon examples and experiences in the field of inclusive education governance. The research goals are to explore how and why coordination or implementation does or does not work in all levels of the governance system (multi-level-analyses of governance) and to gain knowledge and expertise that can be shared through professionalization of stakeholders on governance of inclusive education. The consortium consists of higher education institutions and representatives from regional school-authorities/ organizations. Other agents are included through the communities of practice (regional level).<< Implementation >>Project activities: (1) Establishment of “Regional Multi-level Communities of Practice” (institutions and actors involved in the inclusive education reform) to survey the multi-level-system of governance (multi-level-analysis of governance);(2) Development of an advanced “Training and Education Modul”, as well as “Curricula”, including course materials and practical studies (in the governance levels, like policy, school administration) to impact governance of inclusive education systems;(3) Development of a “Web-based Platform with OER”. The platform is designed to provide barrier-free and inclusion-aware access to the research in the four participating countries to all of Europe, even beyond the project period. For this purpose, interactive formats are used (for example: Talk-to-spot). The revised curriculum and module developed within the GovInEd project will be made accessible through the web-based platform with Open Educational Resources for the training and professionalization of the different actors in schools and school administration (or other institutional levels of governance). They will be sustainably developed, evaluated and improved during the 36-month time span. Furthermore, the use and establishment of the barrier-free web-based platform of GovInEd and OER (e.g., examples of inspiring, effective and efficient practices in the field of governance of inclusive education reforms from the four countries) will help foster future international cooperation, communication and mutual learning processes towards better governance models in inclusive educational reforms in other European regions and countries.(4) Organization of Multiplier events, for publicizing and disseminating the results and intellectual outputs of GovInEd. The multiplier events, organised following quality criteria of inclusive event designs focusing accessibility and full participation as well as quality criteria of sustainability-awareness and green-event-elements, will give an audience of respective actors in the governance of inclusive education reforms the opportunity to get an insight into international, inspiring practice of efficient and effective governance and change management.<< Results >>The following project results and outcomes are expected:(O1) Multilevel network analyses of international governance systems, structures and strategies in inclusive education reforms(O2) Curriculum/ Module for training and professionalization ""Governance of inclusive Education/ International""(O3) Barrier-free web-based e-Learning and information platform providing AI-supported access to materials and OER on governance of inclusive educationWe expect furthermore a transfer in experiences and competencies focusing the successful multilevel realization of inclusion considering the special needs of all persons and actors involved at any stage or level: on the level of the project work and collaboration between the partners and in our teams, on the level of our target groups, on the level of our networks and multipliers and dissemination activities, to demonstrate how inclusion-aware project work, research, event-design and open educational resources can be implemented considering a maximum of participation, quality and sustainability."

<< Background >>The OpenDigCompEdu project aims to accelerate the digital competences of educators in school education from Spain, Romania, Croatia, Greece and Norway towards the sustainable adoption of more online and blended approaches in education through the use of open educational technologies and open education principles. This is necessary for individual, organisational, and institutional levels to enhance their digital readiness, resilience and capacity to withstand emergencies such as COVID19. Under this endeavour, the project will accelerate digital transformation and thenecessary adoption of innovative blended approaches, and target the development of key competences to educators within an open education framework. The new OpenDigCompEdu educators will be open, digital enablers of change and innovation in their countries and regions with new profiles of educators that keep in front of digital content, technologies and practices and mix their in-field competencies with pedagogical values adopting open education. The concept of Digital Competences for Educators are very important within European educational policies. Recent definitions of DigCompEdu are provided in a scientifically sound framework describing what it means for educators to be digitally competent (DigCompEdu: European Framework for the Digital Competence of Educators (Punie & all 2017) by JRC Science) and in the EU DEAP defined in Sep 2020. The JRC Science group have researched and published the Policy Approaches to Open Education, Case Studies from 28 EU States (OpenEdu Policies) (Inamorato Dos Santos & all, 2017) and the subsequent Policy recommendations on open education in Europe (OpenEdu Policies, 2018). Going open is a process for all involved: institutions, learners and teachers, as well as technological groups creating open education technologies (Open EdTech). It depends on creating both digital and non-digital opportunities to make education more collaborative, transparent and inclusive. Open education needs support from policies, technological development and pedagogical approaches, via a multi-stakeholder approach, that can act systemically to create the change to further advance it in schools and create an “open education ecosystem”. We will build on the momentum created by the pandemic which showed the importance of both digital competences and existing OERs and OEP that can create this vision with the support of Open EdTech.<< Objectives >>The OpenDigEduComp project will serve as a complementary activity to national initiatives providing the common European perspective to develop a European Digital Education Content Framework and a step forward in defining the criterias of a European Digital Skills Certificate (EDSC), both core priorities of EU DEAP 2020.For this, the project will develop detailed courses, incorporate a micro-credential as to improve and validate their digital competences.The OpenDigCompEdu Project Objectives are: 1. To enhance awareness of the need for a digital education ecosystem in European schools.2. To devise and validate the profiles of digitally competent and confident educators within open education, across countries.3. To enhance uptake of open education, open education practices, resources and open digital tools for delivering competence-based teaching.4. To create and validate an understanding of sustainability in education through open education within the framework for open and digital competences for educators.5. To improve achievement and recognition of digital competences for education through e-portfolio and formal learning by introducing OpenDigCompEdu e-portfolio and OpenDigCompEdu MOOC courses for educators. 6. To introduce microcredentials and open badges in open digital competences for school education in the partner countries.7. To enhance collaboration between educators, learners, school leaders, school institutions with education providers, universities, and companies developing open digital tools.The project seeks to learn from the experience of the previous year, but mainly from the joint experience of universities, school governing bodies, and digital educational technology companies that form the diverse partnership.<< Implementation >>The primary task will be the set up of the Conceptual Framework for the application of open and digital competences for educators. This includes the development of a Design Guide and the formulation of design guidelines for Open Digital Competences. To achieve this we'll monitor how schools can use state-of-the-art DigCompEdu and gather inputs. Data will be collected with the Delphi methodology and results will be analysed using SELFIE. That will allow us to set up a roadmap report on OpenDigCompEdu in schools. Then a compendium of best practices, training and resources will be created, establishing specific criteria for European OpenDigCompEdu validation.The partnership will work with the setup of the OpenDigCompEdu e-portfolio, building the group of experts for the OpenDigCompEdu validation, developing the model and criterias of integration of prior digital education experience and integrate the online digital structure for OpenDigCompEdu validation. In parallel we will work on the courses for the OpenDigCompEdu, defining the curricula, the detailed syllabus for each of the five courses and set up the OpenDigCompEdu training program for the open digital competencies for educators.To assure the validation and sustainability of our project results we will be building the regional capacity. OpenDigCompEdu for Educators courses will be enhanced and aligned to meet national specifics, integrating online the OpenDigCompEdu for Educators and start the training of the OpenDigCompEdu facilitators.Finally, we will work on the OpenDigCompEdu for Educators micro-credentials, setting up the quality validation micro-credentials process and the Open Badges and Certificates. The quality validation process includes the designing of the quality assurance standards and the designing of evaluation instruments and periodical progress reports to guide the implementation of the OpenDigCompEdu for educators micro-credential. The Open Badges and Certificates include the definition and the design of the open badges, the set up of the badges and certificates, the user testing and reporting, as well as actions to ensure OpenDigCompEdu sustainability.During the project the communication and project promotion will be continuous and five multiplier events will take place, in every country of the partners.<< Results >>The main result will be an educational program developed for school education, Open Digital Competence Training for School Educators - OpenDigCompEdu Course as a Massive Open Online Courses (MOOC) with 5 modules, a certified Micro-credential with all 5 courses on 3 different learning paths, OpenDigCompEdu e-portfolio for educators as an online, open-access and free to use mode structure for Digital Competences e-Assessment and the OpenDigCompEdu Open Badges and Open Certificates. All will be available in EN, RO, HR, ES, EL, NW with at least 40 new OERs in DSC; and 2400 adults trained (2000 online and 400 through blended learning).R1. Conceptual Framework for the application of open and digital competences for educatorsR1.1. Develop a Design Guide and formulate design guidelines for Open Digital CompetencesR1.1.1. State-of-the-art of DigCompEdu in schoolsR1.1.2. Analyse of SELFIE resultsR1.1.3. Data Collection with the Delphi methodology (with result 2)R1.1.4. Roadmap report on OpenDigCompEdu in schools (with result 2)R1.2. Supporting European OpenDigCompEdu validation (Creating a compendium of Best practices, training programmes and resources)R1.2.1. Establishing criterias for European OpenDigCompEdu validation R1.2.2. Creating a compendium of Best practices, training programmes and resourcesR1.2.3 First version of the Conceptual Framework for the application of open and digital competences for educators (to be validated in the result 3 )R1.2.4. Final version of the Conceptual Framework for the application of open and digital competences for educatorsR2. The OpenDigCompEdu e-portfolioR.2.1. Building a Experts Group for DigCompEdu validation R.2.2. Developing a model and criterias of integration of prior digital education experienceR.2.3. Integrating the online digital structure for OpendigComp validationR3. The Open Digital Competences for Educators courses R3.1. Open Digital Competences for Educators curriculaR3.2.Open Digital Competences for Educators Syllabus of 5 courses R3.3. OpenEduComp training program Open Digital competences for Educators - 5 coursesR4. Regional Capacity building and formation for school educators MoodleR4.1. Adapting the OpenDigCompEdu for Educators courses for national specificsR4.2. Integrating online OpenDigCompEdu for EducatorsR4.3. Train the facilitators in OpenDigCompEduR5. OpenDigCompEdu for Educators Microcredential UPRCR5.1. Quality validation for OpenDigCompEdu for Educators Micro-credentialR5.1.1.Design of quality assurance standards for OpenDigCompEdu for Educators Micro-credentialR5.1.2. Design of evaluation instruments and periodical progress reports to guide OpenDigCompEdu for Educators Micro-credential implementationR5.2. OpenDigCompEdu Open Badges and CertificatesR5.2.1. Definition and design of the open badges R5.2.2. Set of OpenDigCompEdu Open Badges and CertificatesR5.2.3. OpenDigCompEdu User-Testing and reportR5.3. OpenDigCompEdu sustainabilityFurther tangible outputs will be produced as part of our dissemination and sustainability activities, blending social media with traditional media promotion and see Key Performance Indicators.

EDURegio project is a strategic association among regional educational authorities and European Schoolnet aiming for a permanent network that stems from the need to: Foster digital competences and digital citizenship at the regional levelShare good practice and networking among regional educational authorities useful for long-term exploitation, continuous improvement and scale-up.Implement and develop Digital Education Action Plan (DEAP) actions atregional level; highlight the core objectives of DEAP by illustrating howvarious regions face common challenges and assist in establishing a solid European education policy.Our focus is to empower schools, students and teachers in using digital technologies, encouraging them to be proactive and innovative, and to implement the development of main EU Commission priorities related to digital citizenship and skills building, as well as its deployment on actions addressed to K-12 school education according to Digital Education Action Plan (DEAP) at the regional level. Cooperation among regions has clear European added value: helping to solve common problems, facilitating the sharing of ideas and assets, and encouraging strategic work towards common goals. The document Addressing brain drain: The local and regional dimension released by the Commission for Social Policy, Education, Employment, Research and Culture (SEDEC) of the European Committee of the Regions (CoR) outlines digital skills as a factor leading to economic growth to avoid flight of rural population, so we expect early digital skills to lead to smoother transition from education to employment.Digital technologies may help to create new opportunities but also generate unprecedent risks, especially focused on younger Europeans. All of them are attending compulsory education in European regions with many different levels of digital technology integration in classrooms, and regional education authorities must be involved to build digital skills. Innovation in school education depend on supportive school leadership, teacher’s preparedness, commitment and capacity, engaged educational community and coherent policy foundations for innovation-friendly learning systems and innovative school cultures, so a bottom-up approach is core in EduRegio project. Partner regional Councils of Education and European Schoolnet expect mutual exchanges and knowledge transfer coming from strategic seminars, study visits and the educational resources generated in a joint EduHackathon (sprint-like events to co-create innovative, concrete solutions on education) to their educational communities and advisory staff. We expect also participants to transfer knowledge directly to their schools to improve the use of ICT in classrooms and teacher training systems. Learnings and recommendations will be implemented both in regional policies and schools.