Schools as Learning Communities in Europe aims to establish and scale up a network for the implementation and exchange of Sucessful Educational Actions (SEAs) in Europe. SEAs have demonstrated the improvement of school results, coexistence and social cohesion in all the places where they have been implemented. These actions have been implemented in very diverse contexts (rural and urban, with high and low socioeconomic index, impoverished areas, etc.) in different countries. With this network, schools in Spain, Cyprus, Italy and the United Kingdom will lead an international exchange of Success Educational Actions and will create the basis for deepening and strengthening the scientific knowledge applied to the improvement of education systems in Europe.The basic objectives of the project are:-To promote the development, transfer and implementation of Successful Educational Actions and the transformation of Schools into Learning Communities with the collaboration of universities and regional educational authorities.-Implement Successful Educational Actions in European schools-Establish the first network of schools as Learning Communities in Europe.-Provide a structure, materials and skills in participating countries to implement SEAs in a sustainable way.To this end, it was created a consortium of 9 partners, including 5 schools (belonging to all the participating countries), 2 universities and 2 regional governments.The main activities that have been carried out with the project funds have been:1. Intellectual object. The realization of 10 training modules that are available free and open access on the project web page: http://seas4all.eu/outcomes-2/. These modules are available in English, Italian, Greek and Spanish. They have served for the internal training of the participating schools and for the scale, self-education and sustainability of the project once the financing has finished.2. Multiplier Event. An International Conference has been organized at the end of the project which has brought together more than 700 people from different European countries. This conference has presented the final results of the project and the training modules developed during the project. In addition to face-to-face assistance, the conference has been broadcast live and its videos have had 570 downloads since then.With the management and implementation budget of the project, several activities have been carried out, which we summarize below:Preparation activities:-Creation of the Logo and the web of the project.-Development review and translation of evaluation tools.-Production of Brochure.http: //seas4all.eu/wp-content/uploads/2017/11/SEAs4All-Brochure.pdfImplementation and follow-up activitiesDescribed in section 5 of this report, presentation meetings, training of teaching teams and regional government advisors were carried out in all countries. After this phase all the partners began with the implementation of at least 2 Success Educational Actions or the follow-up of in the case of the universities and the regional governments.Dissemination activitiesDescribed in Section 6 of this report, numerous dissemination events were held in each of the countries.Results and impacts achieved:The project has improved the educational results, coexistence and social cohesion of the 5 schools and their communities involved in the project (as evidenced in section 6 of this report, Annex 6.13). It has created scale capabilities with the 2 Universities, the 2 governments involved and the intellectual object and multiplier event produced. It has extended the SEAs benefit to 14 new schools (2 in Italy, 6 in Cyprus and 6 in the UK). Finally, it has extended the project to a new territory since the Ministry of Portugal has begun to promote the implementation of SEAs in 10 schools.The benefits of the long-term project are the consolidation of the good academic results, coexistence and social cohesion, in schools that are part of the network but above all the presentation of aan​educational intervention that can improve the education system of any country.

M-ERA.NET 2 aims at coordinating the research efforts of the participating EU Member States, Associated States and Regions as well as of selected global partners in materials research and innovation, including materials for low carbon energy technologies and related production technologies. A large network of 43 national and regional funding organisations from 23 EU Members States and Associated States and 5 countries outside Europe will implement joint calls to fund excellent innovative transnational RTD cooperation, including one call for proposals with EU co-funding and additional non-cofunded calls. Continuing the activities started under the predecessor project M-ERA.NET (2/2012-1/2016), the M-ERA.NET 2 consortium will support relevant thematic areas, such as -for example- surfaces, coatings, composites, additive manufacturing or computational materials engineering. Research on materials enabling low carbon energy technologies will be particularly highlighted as a main target of the cofunded call (Call 2016) with a view to implementing relevant parts of the Materials Roadmap Enabling Low Carbon Energy Technologies (SEC(2011)1609), and relevant objectives of the SET-Plan (COM (2009)519). The appropriate scope of the cofunded call and the additional joint calls will be defined in cooperation with relevant stakeholders including national and regional RTD communities, the EC and the EMIRI (Energy Materials Industrial Research Initiative) as well as an external Strategic Experts Group. M-ERA.NET 2 will support the whole innovation chain, clarifying for each topic the appropriate Technology Readiness Levels (TRLs) to be addressed through the transnational RTD projects. The consortium will be aware of the TRLs which are covered by the EC through Horizon 2020 topics as well as by other schemes. Gaps will be identified and M-ERA.NET 2 will aim at offering a complementary support scheme.

In 2006 there was a European recommendation on key competences for citizenship. All EU member states have agreed on a framework of eight key competences for lifelong learning. Digital competence is a key transversal competence that allows acquiring other key competences; it is a relevant and necessary skill to prepare people for the labor market and, in general, they are digitally competent.On the other hand, Europe faces a skills deficit and in a time of economic crisis highly qualified people are more likely to find a job. In the near future it is estimated that 90% of jobs require digital skills. Therefore, it is essential that education and training systems provide people with the required skills (EU2020).In this context, the Pathways for Employ project is included, taking as a reference the DigComp framework to assess the digital competence of citizens and whose main objective is that skills and qualifications can be more easily recognized.The objectives of the project are:-To promote the evaluation of digital competences, specifically for two competences profiles: Entrepreneur and Teleworker- Practically apply the international reference framework DigComp-To facilitate the recognition of digital skills and their qualificationSeven organizations participated in the project: Tecnalia (project leader and consortium), DMG, Guadalinfo, Telecenter-Europe (now All Digital), FIT, IED and Basque Government (through its KZgunea network).The consortium has different profiles that complement each other to achieve the objectives set. Tecnalia is a research and innovation center with a specific line for digital competences; In addition, Tecnalia has been offering a service for the evaluation and certification of IT competencies in the Basque Country for over 15 years, in collaboration with the Basque Government and its network of KZGunea centers.On the other hand, there are organizations with telecentre networks whose main mission is to improve citizens' digital skills and help the digital transformation of society. This is the case of: Telecenter-Europe (now All Digital) at European level, Guadalinfo in southern Spain and KZGunea in northern Spain. In this way, the project guarantees a remarkable impact and diffusion thanks to its power of capillarization.Finally, the project has entities that have a high knowledge of the needs of society's IT skills as well as relationships with private and public educational entities in their countries, such as DMG, FIT and IED.The main activities of the project have been:-Analyse the needs of entrepreneurs and virtual office workers through surveys (83 respondents for the entrepreneurial profile of 11 different countries and 63 respondents from 9 different countries)-Define the competence profiles of these two profiles taking as a reference the DigComp framework, the result of the surveys and the knowledge of the consortium-Analyze and define an Open Badges ecosystem as well as integrate a tool that allows its issuance with the Pathways for Employ platform-Develop a free Web platform that allows the evaluation of digital skills and the recognition of these skills through Badges-Design evaluation modules for the two competences profiles (327 questions of knowledge, skill and attitude)-Pilot the tool in 5 different languages: English, Spanish, Euskera, Latvian and Greek-Diseminar the results at the international and regional levelThe results of the project have been:- Free Web platform (http://pathwaysforemploy.eu) to evaluate the digital competences of two competences profiles (Entrepreneur and Teltrabajador) in 5 different languages: English, Spanish, Basque, Latvian and Greek-Design of an Open Badges ecosystem, integration of an Open Badges issuance tool with the Pathways for Employ platform and identification of the path of improvement to achieve recognition of competencies-Design and implementation of two evaluation modules corresponding to the profiles of Entrepreneur and Virtual Office WorkerThe Pathways for Employ platform has been used by 1,019 users from different countries (Belgium, Latvia, Greece, Ireland, Spain, etc.). These users have been both experts in digital skills and users who have wanted to know their level of digital skills. 88% of these users would most likely recommend this platform, which is an important indicator of the outcome of the project.

The Clean Energy Transition Partnership (CETP) is a transnational initiative on joint RTDI programming to boost and accelerate the energy transition, building upon regional and national RTDI funding programmes. It aims to empower the energy transition and contribute to the EU’s goal of becoming the first climate-neutral continent by 2050, by pooling national and regional RDTI funding for a broad variety of technologies and system solutions required to make the transition. It will foster transnational innovation ecosystems from the very local and regional level, up to the transnational European level, thus overcoming a fragmented European landscape. The CETP is aiming to enable 70 national and regional RDTI programme owners and managers from 32 countries to align their priorities and implement annual joint calls from 2022 to 2027 (original first proposal as published by the EC on CORDIS). Actually 30 countries and 55 programme owners and managers formally participate in this Initial Grant Agreement. They also organise joint accompanying activities to enable a dynamic learning process, extract strategic knowledge (“Knowledge Community”) and maximise the impact (“Impact Network”) to accelerate the upscaling, replication and market diffusion of innovative solutions. This will foster the up-take of cost-effective clean energy technologies. The common vision of the CETP is already manifested in its Strategic Research and Innovation Agenda (SRIA) that has been co-created in a broad engagement process during 2020, together with the involved countries, the EU SET-Plan Implementation Workin Groups and ETIPs, all energy relevant ERA-Nets as well as the EERA joint programmes (over 500 editors, co-authors, commenters and discussants). The SRIA was endorsed together with the European Commission (DG RTD and ENER) in November 2020 . This articulates the common goal of (1) building a transnational transformative Joint Programming Platform, (2) developing and demonstrating technology and solutions for the transition of energy systems, and finally (3) building innovation ecosystems that support capacity building at all levels.