For society migrant entrepreneurship is a powerful driver of economic growth and job creation since it creates new companies and jobs, opens up new markets, and nurtures new skills and capabilities. For each migrant and refugee, having the possibility to achieve self-employment have an impact on all aspects of daily life, including an income, gives identity and gives life a meaning and purpose. Recent research and statistics show that integration of migrants is slowing down, not only in partner countries, but in most European countries that have received refugees in recent years. This fact is an opportunity to rethink the strategy and find new ways to succeed. To stimulate, train and follow up more migrants to become entrepreneurs will therefore provide major results for individuals, families, communities and society as a whole. Therefore the partner organisation wants to establish this project, which is a systemic approach to increase self-employment among migrants by entrepreneurial training and follow up. The project will develop and share methods and tools for successful training and follow up activities, including how to motivate and build self-confidence for entrepreneurship. The project will develop a curriculum for tailored entrepreneurship and language training for migrants, supported with new training methods as well as an online platform, which not only allows for an exchange between tutors, trainers and participants, but includes training modules so that tutors and trainers can develop their methods online. Furthermore the project will develop a customized “Digital business simulator “, tailored for migrants to score their idea. This tool will helpful for both the migrant and tutors, trainers and other person supporting the development of the migrant’s business idea. The methodology involves aspects of traditional and creative formal education methods as well as informal education methods. The experience will be summarized in a “best practice handbook”. Each partner will conduct a pilot among motivated migrants, where the developed methods and guidelines within tailored language training and/or entrepreneurship training will be tested in all countries. As a result of the project, some participant migrants will be self-employed and many more will have an increased awareness of the opportunities that exist to such tailor training. The positive effects of training will likely motivate local and regional authorities to give this opportunity so even more migrants can undertake training. For trainers and tutors the project will help them to improve their methods in planning and working with entrepreneurship training and follow up activities. In order to achieve longer term benefits, the project’s methodology is centered around a close cooperation with all stakeholders, such as governmental education and employment institutions, innovation institutions and migrant organizations. The professional network of the project partners aims to create a network where one reaches as many potential participants as possible in a given region, and show how it is possible to work together in order to be self-employed.

REEFLEX aims to generate niches of opportunities for new cross-sector energy services provided by SMEs and start-ups in demand side flexibility markets and to increase participation of energy consumers in demand side flexibility markets. The project develops a central interoperability platform and a catalogue of services with the capability of maximising distributed energy resources' flexibility while respecting the different end user profiles and needs along with the physical limitations of existing infrastructures. Additionally, the generation of a common operation market model together with AI-driven intelligence services and automation systems, enabled through the utilization of distributed ledger technologies for enhancing transparency and trust, will reduce market entry barriers and costs and achieve a higher participation from energy consumers. They will benefit from new revenues obtained through data and flexibility transactions, while enjoying innovative, personalized, data (intelligence)-driven services for smart, human-centric control of their assets in the frame of demand response or self-consumption. REEFLEX solutions, they will be demonstrated and cross-tested in 4 main demonstrators (Spain, Greece, Switzerland, Bulgaria) with different characteristics, allowing evaluation of their impact under alternative scenarios and integrating a variety of sectors, such as residential buildings, mobility, commercial establishments, industrial sites or data centres, among others. In addition, the services catalogue will be further replicated in three additional replicators across Europe to achieve wider coverage (Turkey, Portugal, Denmark) and adaptation, ending-up in a total of 7 countries for the whole project execution. These cross-tested demonstrators and additional replication campaigns are structured around 8 different use cases that cover a comprehensive set of consumer groups to participate in up to 12 demand side flexibility services.

The Online Observatory develops digital teaching material and an entirely new offer, where primary schools can digitally book either the astronomical instruments or one of the science communicators by using Google Hangout or Skype, already used by teachers throughout Europe. Thus, with support to any class working with astronomy by scientific communicators, and the teachers will have the possibility of expanding the learning environment beyond the classroom – without the use of extra resources and time. The innovative dimension in the project is to connect astronomical instruments in the partner countries to a digital platform. The platform will create a virtual laboratory as a stepping-stone to developing a unique and relevant educational tool, which, based on the wonderful world and instruments of astronomy, makes the secrets of the universe a tangible, fun and educational experience – on location, online or in the classroom. Hereby OO will increase the knowledge of astronomy in particular, and science and technology in general, by developing and establishing a relevant educational range in collaboration with teachers and students – and inspiring children and teenagers to continue their studies, by giving them insight into how astronomy contributes to drive the technological development. The goal of the project is the development and implementation of the virtual observatory and the development of an associated digital dissemination offer based on the activities for primary and secondary schools and visitors. We combine the physical instruments and the locations with a digital educational and inspirational tool that can be used by everybody, and be targeted at primary schools in particular. The technology will be simple – both to use and to implement, and we will use the platforms, that we already have. Furthermore, we want to include digital teaching material, which will be available to all teachers in Europe, to motivate and give guidance on how the astronomical instruments can be utilized in various school projects. During the lifetime of OO a range of teaching and training modules will be developed in a collaboration between the partners. The impact in numbers will be evaluated by registering the number of developed educational and training courses. The qualitative impact will be estimated by measuring how many teachers have participated in the teacher training and how many classes, and hereby pupils, have been participating on the courses done in OO. One other important impact indicator is, how many pupils OO will be able to attract to the long-term activities in the Online Observatory events, which will be available after the teachers and pupils have participated in the teaching and training activities. In OO we will be highly aware of the progress in the Online Observatory activities, as these are the main guarantee for securing the sustainable long-term interest for natural sciences for the pupils. Concerning the dissemination strategy, the partners in OO has a solid network to local and regional schools, who benefits from collaborating with the observatories. However, the digital concept and the pedagogical principles of the before, during and after concept is new. The concept demand extended involvement from the teachers and the schools. To begin with, we will invite ‘first mover schools’ to work with, and test, the new concepts. Hereafter, schools with less ambitions are invited into the projects educational modules. Another dimension is the digital target group of schools. Here we will enter new arenas, and the dissemination strategy The dissemination strategy for the dissemination towards this target group will be decided midterm in the project lifetime. The focus of the project is to maintain and disseminate the knowledge of the various activities and possibilities. This is the reason why it is a 2-year project, leaving time for development, testing and implementation.