The overall objective of the project is to stimulate the inclusion of diverse groups of migrant children by adopting a child-centred approach to their integration at the educational and policy level. Stemming from the need to revisit the integration policies on the one hand and consistent with the specific focus of the call on the other hand, the research project aims at comprehensive examination of contemporary integration processes of migrant children in order to empower them. The project starts from the fact that European countries and their education systems encounter manifold challenges due to growing ethnic, cultural, linguistic diversity and thereby aims at: 1) Identifying existing measures for the integration of migrant children at the regional and local level through secondary data analysis; 2) Analysis of the social impacts of these integration programmes through case studies in ten countries applying qualitative and quantitative child-centred research; 3) Development of integration measures and identification of social investment particularly in educational policies and school systems that aim to empower children. The project is problem-driven and exploratory at the same time. Its exploratory part mainly concerns a child-centred approach to understanding integration challenges, migrants’ needs and their well-being. However, the findings of the open-ended exploratory research will be used in an explicitly problem-driven way – with an aim to stimulate migrant inclusion, to empower migrant children and build their skills already within the (participatory) research. This will be done through the activities of the Integration Lab and Policy Lab, where children’s voices, fieldwork and desk research findings will be translated into practices and measures for educational professionals and practitioners as well as into a child-centred migrant integration policy framework to stimulate social inclusion and successful management of cultural diversity.

WP1.1 Kick-off meeting (Bucharest, January 20-21, 2016). Project presentation, work plan, budget, financial regulations, templates for reporting. WP1.2 EU guidelines translation. Each partner translated the EU guidelines for Dual Career in their own language. Translations are freely available on Project portal. Hundreds of hard copies were distributed.WP1.3 National status of DC in participating countries. Reports issued by each partner were integrated in a comprehensive project report, published on www.dc4ac.eu.WP1.5 Questionnaire of needs and expectations regarding DC. The Questionnaire was applied to up to 300 athletes per country. Results analysis is available on the project site and was communicated in different dissemination events.WP1.4 Best practices identification. Based on the reports of the partners, a Handbook of Best Practices in Dual Career of Athletes was integrated by Hungarian partner and published on project web site.WP1.7 Partners meeting (Budapest, June 20-21). Comparative benchmarks, discussions on enforcing the application of EU guidelines, evaluating good practices at national level and possible implementation of these measures in other participant countries.WP2.1 Gaps and weaknesses in the national public laws and regulations: sport, education and employment. An analysis made from National reports on actual status of DC in each participant country.WP2.2 International Conference on Dual Career in Sport (Bucharest, October 20, 2016). The conference was accompanied by an Educational and Job Fair, designed to attract talented and elite athletes to the event and to deliver educational and labor offers.WP2.2 Partners meeting (Bucharest, October 21, 2016). The debates focused on finalizing the gaps and weaknesses in the national public laws and regulations analysis. WP2.3 Policy proposal on improving the national legal frameworks for DC. Based on the findings of the partners as well as on two studies implicating issues of DC for athletes, a first draft of the Handbook of policy and advocacy was discussed.WP2.4 Round tables with sport stakeholders. Such round tables were organized locally by partners in order to build a database of ideas, experiences and good practices in each participating country. WP2.5 Partners’ round table (Milan, March 23-24, 2017). This event implicated both an international conference on March 23, 2017, in the premises of Universita Catolica di Milano and a partners’ meeting.WP3.1 to WP3.3 Pilot formatting program using the facilities of the e-learning platform. The program comprised an initial number of 29 female elite athletes, rowers of the Romanian Rowing Federation. 18 of the student-athletes passed the final exam and received diplomas.WP3.4 Evaluation of the pilot project. The evaluation was made in common by leaders of the Romanian Rowing Federation, DC4AC project leader INCS and experts from INVENIO. WP4.1 Creating the image of the project. Logo was used, with EU logo, on all materials and documents issued/published by partners.WP4.2 Web site development & update. Each partner had to elaborate his own web site of the project as dc4ac.country. Official Project Web Portal developed by the Greek team, as www.dc4ac.eu. WP4.3 & WP4.4 Local promoting activities. Project partners created various dissemination materials using them for local meetings and events. All dissemination actions are published on the project web site in form of a Final Dissemination Report.WP4.5 Final conference, June2-3, Nafplio. Partners discussed the final results of the project, draw conclusions and shared the opinion that this work should not stop once the project is finalized. A memorandum to this purpose was signed by all partners.WP5.1 to WP5.3 Risk analysis and mitigation. Quality control of implementation and outputs. Reporting. Partners agreed to send intermediate reports to the leader every 6 months. Due to this system, no major corrective measures were needed.

Progress toward the European Green Deal, the Mission Restore Our Ocean and Waters, and related EU climate, biodiversity, and pollution targets is hindered by governance barriers such as mistrust among decision-makers, lack of public support, and modest policy action. Building on creative participatory methods, the INSPIRI project will contribute to overcoming these challenges. The inclusive INSPIRI consortium will innovate by engaging with a wide range of stakeholders to imagine aspirational futures for EU waters using the Nature Futures Framework. Through case studies across the four Mission Lighthouse regions, we will co-create visions of desirable futures for ocean and water systems with stakeholders. Aligned with key EU strategic objectives and targets, these will then become goals for back-casting and modelling regional scenarios. The outputs from both visioning and modelling exercises will serve as inputs into regional Transformation Labs that bring together decision and policy-makers, experts and other stakeholders from the Lighthouse regions to chart actions towards implementing sustainable futures for EU waters. We will develop innovative scientific and artistic visualizations in each case study as well as at the pan-European level for both 2030 and 2050 time-horizons. Finally, through a creative, multi-layered communication, dissemination, and exploitation strategy, leveraging the full potential of art-science collaboration for motivating change, we will inspire key target groups to take meaningful action. Our consortium, collaborating closely with the Mission Lighthouses and governance structures, brings together world-class expertise in stakeholder engagement, visioning, modelling, policy analysis, and art-science collaborations to ensure we can deliver on the ambitious work plan. All our data will contribute to the European Digital Twin of the Ocean. Overall, INSPIRI will support action to achieve an ambitious EU vision for its waters by 2050.

The aspiration to secure the wellbeing of children and young people is explicit in Grand Challenges such as the UN’s Sustainable Development Goals. The EU has similarly highlighted the importance of securing the future of children and young people. It has become accepted that inequalities must be thought of longitudinally and not regarded as static events unrelated to prior events and future likelihoods. Policy makers must ensure that they base their policy interventions and adjustments on the best evidence available and this must include, inter alia, cohort survey data. COORDINATE will begin to fill the serious and extensive gaps in the availability of robust and suitable data for the monitoring and evaluation of child wellbeing in Europe. The COORDINATE project brings together 22 partners from 14 countries who will initiate the community of researchers and organisations that will drive forwards the coordinated development of comparative birth cohort panel survey research in Europe. COORDINATE will: • Facilitate improved access to international birth cohort panel and cross-sectional survey data • Extend the consortium network to maximise EU and European coverage for a future Europe wide accelerated birth cohort survey • Undertake joint research in the form of a large-scale cohort pilot survey using a harmonised instrument and research design in key European countries The infrastructural community initiated by COORDINATE will benefit from enhanced access to current infrastructural data platforms, and will promote the harmonisation of and improve access to international cohort panel survey data in the study of children as they grow up. COORDINATE continues the research initiated in the FP7 Measuring Youth Well Being project (GA613368) and the H2020 European Cohort Development Project (GA777449) to prepare the next phases of Europe’s first cross-national accelerated birth cohort survey: EuroCohort - Growing Up in Digital Europe (GUIDE).

The project aimed to develop curricula for 15 physical education (PE) hours that meets >50% MVPA. By this we aimed to contribute to diminishing physical inactivity (PI) of children and teenagers (age 12 to 15) that is urged regularly by important organisations, e.g. World Health Organisation Physical Activity reports (2018). Several organisations accepted a direct guideline to counteract in the field of PE classes (e.g. EU Physical Activity Guidelines, 2008) to increase time spent in moderate to vigorous physical activity intensity (MVPA). Our project developed curricula for PE classes and through local public campaigns encourage target groups to become active members of various local sport clubs in order to reach recommended levels of daily physical activities. After our previous we reported that 45-minute PE class, lasted no more than 36 minutes, with only 9-13 minutes of MVPA and more than 16 minutes of physical inactivity (PI). This clearly demonstrated that during PE class children and young people fails to reach 50% MVPA (=22.5 minutes). Our finding was in line with rare other studies, reported in USA and Netherlands. An Institute for Kinesiology Research at Science and Research Centre Koper (a research coordinator of the project) accepted at the very beginning of the project “Recommendations for achieving medium- and high-intensity physical / sport activity in physical education to improve the health and learning of children and adolescents” to be used as the project message throughout professionals working in this field.Methods being used were of high quality, using objective methods and a valid research design that will allow many scientific reports. Five athletics sport clubs, from 5 countries, were included in the project. Their aim was to organize a demo team of ten 12-15-year old children (their members), with 2 coaches and PE teacher(s) and develop specific curricula of three (per club) PE classes with educational activities from their expertise (athletics). Athletics was used as it represents the base of child motor development. Altogether 15 PE curricula, were developed locally and presented in 3 camps (5 curricula per camp) in front of international council of all partners with physical activity measurements to further develop and optimize the PE class. During the camp several activities were performed to further increase the quality and intensity of a PE class to come out with a final version that was video recorded and evaluated with a means of accelerometers – a valid method to assess physical activity phenotypes (physical inactivity, light, moderate and vigorous intensity of physical activity).At the and we were successful to develop all 15 PE classes with more than 50% MVPA. We have reached 27.4±3.5 minutes of MVPA (21.9% more than recommended = 22.5 minutes) and 107% more than existing reported data of three studies. Furthermore, PI was diminished by 63.1%, being only 7.1±3 minutes. The average heart rate during 15 PE classes was 157±10.5 beats per minute indicating moderate aerobic physical activity. Furthermore the Borg scale of effort was 6.6±0.9 (out of 10), indicating hard (but not very hard) effort.Based on a children opinion, effort assessment, professional evaluations of PE teachers, those PE classes were suitable for majority of 12-15-year old children and could be employed in a primary schools. Our results were so far presented in a BSc and MSc diplomas, scientific conferences, workshops and will be further presented in PhD thesis as well as in scientific journals.