The aim of this supporting action is the planning and the organization of the World Manufacturing Forum 2015 (WMF2015) to be held in the second semester of 2015. Keeping the WMF2015 in Europe is pivotal in order to retain the European leadership in key Manufacturing enabling technologies. The aim of this specific proposal is the planning and the organization of an event that can represent the flagship initiatives for the year 2015. In order to take advantage of the previous successful experience and reputation accomplished, the event will be called World Manufacturing Forum 2015. Strategic objectives of the event are: • To be an open and independent environment where industry leaders and key policy makers from all over the world, together with all relevant stakeholder, will discuss global trends, challenges threats and objectives in Manufacturing to give authorities in policy, science and industries advice for the orientation of innovation perspectives for a global competitive and sustainable development; • To be a platform where the most recent state-of-the-art of the Manufacturing research is spread and disseminated at the same time where the most interesting trends and research needs are identified, discussed and shared among interested parties and involved communities; • To be a platform for the communication of the European Commission strategies and policies to a global audience; • To be an ambitious event to present results of the European cooperative research, to support the Horizon2020 and to discuss about international cooperation in R&D; • To create visibility and better synergies between industrial and social initiatives launched by the Commission and by the Member States in a fair interplay with the other global regions.

Hamburg (DE), London (UK) and Milan (IT) have decided to create CLEVER Cities. Led by Hamburg, a well-balanced, competent partnership will position the EU as global leader in nature-based solution (NBS) innovation. CLEVER Cities applies a city centric approach, starting by key urban regeneration challenges and employing strong local partner clusters, to foster sustainable and socially inclusive urban regeneration locally, in Europe and globally. We will co-create, - implement, and -manage locally tailored NBS to deliver tangible social, environmental and economic improvements for urban regeneration. We are committed to make the interventions in front-runner cities (FR) cases for successful NBS and prepare robust replication roadmaps in fellow cities (FE), that also have NBS experience and expertise to offer. We will ensure long-term sustainability of actions in FR and FE by initiating urban innovation partnerships that will use SMART city principles to engage residents, establish new governance procedures, generate innovative financing and investment strategies. CLEVER Cities will employ partners’ large global networks to generate rapid and durable uptake of NBS by capacitating businesses and a CLEVER Solutions Basket with innovative technological, business, financing and governance solutions, in Europe and globally. The influential and committed FR will serve as role model for FE and global cities in East Asia and South America. All cities will actively engage in replication, thus, help to meet EU and UN sustainability goals and profile the EU as global leader in green innovation. CLEVER Cities materialises in strong local clusters around FR with partners, which can both support local co-creation as well as transversal activities with specific knowledge and expertise. This makes it a distinct, exciting project that will generate lasting results in cities and deliver a CLEVER Cities package with solutions, guidance and open-sourced data EU NBS reference framework.

<< Background >>The project proposal is relevant and connected with priorities and needs/gaps identified in different documents at national and EU level. Within the EU, the issue of literacy is still high on the agenda for Member States. The Digital Economy and Society Index (DESI) shows that 4 out of 10 adults and every third person who works in the EU lacks basic digital skills. The EC has set targets in the EU skills agenda and the digital education action plan to ensure that 70% of adults will have basic digital skills by 2025. These initiatives aim to reduce the level of 13-14 year olds who underperform in computing and digital literacy from 30% (2019) to 15% in 2030. For example, in Bulgaria the share of people with at least basic skills in the field of digital technologies amounts to about 29% of the Bulgarian population aged 16 to 74, while the EU average is 58%. Only 11% of people have above-basic skills, which is one third of the EU average (according to DESI 2020). In 2019, Italy dropped two places and now ranks last in the EU on the Human Capital dimension. Only 42% of people aged 16-74 years have at least basic digital skills (58% in the EU) and only 22% have above basic digital skills (33% in the EU). Finland ranks 1st out of the 28 EU countries in human capital. At least basic digital skills levels remain well above the EU average at 76%, despite the fact that Finland ranks 2nd on that indicator. Finland made significant progress in increasing the proportion of people with above basic digital skills jumping to 50% this year and gaining first position in the EU in this ranking. Also, according to the results of the Media Literacy Index for 2019 (published by the Open Society Institute - Bulgaria) the greatest weight is that of education, as reading literacy has the greatest weight, i.e. the priority is the development of critical thinking. According to the same report, there is a direct link between education and other factors/indicators (media freedom, trust, new forms of participation) that are key to preventing the spread of misinformation. The higher the media literacy index is, the greater the trust in public structures, the less likely it is to spread conspiracy theories and misinformation, and so on. It is believed that the level of education, the state of the media, the level of trust in society and the spread of new forms of participation illustrate the existence of media literacy.The EU's priority is the well-being of its citizens and their active participation in the public, social and cultural life of the union. As focal points, libraries in the Member States are actively working to improve the overall level of literacy and inclusion in lifelong learning through their activities and services. For example, the project Boosting Digital Skills and Competencies for Librarians in Europe aims to increase the competencies of librarians, and the project Get Your Facts Straight! Media Literacy for All main goal is to developed skills for recognizing fake news. In another project: Financial Literacy Through Public Libraries, the aim is to increase the level of financial literacy of older people through public libraries as centres for non-formal education and learning in their life. Libraries are part of our social and cultural life and are addressed around the world in a number of documents, both of the European Union and of international cultural and professional organizations (UNESCO and IFLA), as major vendors of information, identified as a ‘third’ place in the life of citizens, as a place to form and build new skills and knowledge and to improve existing ones. Libraries are also a major partner and centre for non-formal education. In their role of donors of quality and reliable information, libraries are a natural partner of the EC for the implementation of many of its strategic goals: participation in the processes of continuing education, upgrading competencies, etc., including the implementation of the SDG till 2030.<< Objectives >>The project includes for implementation 4 main project results . The first one is related to satisfying the need for dynamic and appropriate change corresponding to students' needs - they are looking for attractiveness and activity in education, and teachers and trainers must satisfy it by ensuring the quality of education. Therefore, the team will explore pedagogical models and frameworks, and in particular the STEM model, and will adapt it to combine the need to teach transliteracy with the attractiveness and practical knowledge and skills traditionally used in the sciences. As a final result of the activities on the first project output, an innovative conceptual model for teaching in higher education will be developed, which is also applicable in non-formal educational institutions, such as libraries. With the implementation of the second stage of the project, the team aims to provide in the hands of teachers and trainers a tool (didactic guide) for teaching transliteracy in an adapted curriculum with elements of STEM. These guidelines will be interactive and will greatly facilitate teachers and librarians in terms of teaching transliteracy in their own courses. As a result of the project output 3 a pilot/conceptual model for game-based learning (game design) in transliteracy will be developed. This project result will meet the criteria for a user-friendly game and the criteria for usability design, playability, etc. as well as the possibility to meet the quality criteria - to evaluate and analyse students’ achievements. The final stage of the project proposal is related to the development of an educational game in transliteracy to be used for the purposes of education in universities and training centres - e.g. libraries. The developed product is directly related to the formation and upgrading of broad range of literacies skills - digital, information, media, visual, data, etc. and is equipped with the necessary tools for adequate and reliable assessment of learning outcomes. In order to facilitate the use of the actual product in the project partner network and within the EU, the game will be translated and freely available through the project website and social profiles in 4 languages ​​- Bulgarian, Italian, Finnish and English. Free access will also be provided to the model on which the game is developed. The experience of the project team will be summarized in a guide designed to facilitate the use of the training model by a wider range of stakeholders, who will accordingly develop and expand it to new target groups.<< Implementation >>The project activities cover the development of 4 main project results: a conceptual model based on an adapted STEM model for game-based transliteracy training for students and adults and a teaching curriculum; a didactic interactive learning tool (online guide); designing a game scenario and tools for learning analytics; essentially developing a learning product (game) for teaching transliteracy, available in 4 languages.Five transnational meetings are planned, directly linked to the implementation of the individual project stages (results 1-4) and are key for their implementation. The competencies of each partner in the project fields and the coordination of the implementation of the individual project stages with each of them is an important and sensitive moment in the working process. In order to produce the highest quality products to be tested during the training sessions, it is necessary for the whole team to comply with the recommendations given by the more competent partner in the individual activities. Therefore, the time and place of the meetings are in accordance with the planned project tasks and the planned training sessions, as the host organizations of the meetings are leading for the respective project result (1-4) or for the training activity.Directly corresponding to the results and the transnational meetings are the training sessions provided by the project for the target groups - students, librarians, teachers. The training sessions will not only upgrade the competencies of the participants in terms of teaching broad range of literacies, the application of innovative practices in training and the development of game-based training, but will also be actively used for quality assessment of the project team at different levels. The constant feedback with the target groups of the project planned to be realized through the training sessions themselves and the qualitative and quantitative surveys of the attitudes - a turning point for the implementation of the planned activities and an indicator for their quality.Dissemination events cover the promotion of the project through parallel seminars/workshops and a closing conference. In addition, the project envisages participation in scientific conferences, where the results of the activities are tested and thus given wide awareness among the scientific community. The EC EPALE and Erasmus + project results platforms will also be used as a tool for sharing good practices. A project website and accounts on the social networks will be created, which will be connected to each other and will facilitate communication with different generations of users. The site will also serve as a tool for sharing the results of project activities, which will be freely available to the public and all interested parties.<< Results >>With the implementation of the project, the partner team believes that will contribute significantly to the integration of new educational approaches in higher education. This will positively impact a number of challenges facing EU Member States, as innovation in education requires a higher level of knowledge and skills possessed by learners. The main project results and activities will significantly support the teaching of literacy, helping at national and European level to increase the digital competences of society, improve the image of higher education institutions and the quality of teaching, the inclusion of more people in different forms of continuing education. All this is among the priorities of the EU for the formation of a competently developed democratic society.. The project implementation will also increase the capacity of the partner consortium, as this will fill significant gaps in terms of pedagogical practices used in universities and/or in terms of teaching literacy in an innovative way. Currently literacy teaching is rather related to the media and information literacy training, and not to the concept of interrelated elements - media, information, visual, digital and other literacies. The partnership provides an opportunity for exchange of good practices in teaching and learning applied in the individual organizations. The project implementation will help expand the partners’ contacts and create preconditions for future research dedicated to other important priorities for the EU. The developed product is expected to have a positive impact on the students’ competencies from partner universities, especially in terms of transliteracy, increasingly important in all spheres of life. In addition, the developed product will be used not only by partner universities, but also by libraries and information centres - non-formal training centres for lifelong learning. In general, the implementation of TLIT4U project is expected to significantly increase the motivation of all target groups - students, librarians, teachers to use innovative approaches in the educational process aimed at improving skills related to different literacies. The impact of the project is related to the long-term positive changes that each EU Member State strives for individually and as a whole, at European level. These long-term positive developments are defined in the EU priorities through various strategic documents, as well as in particular in the priorities for the implementation of the Erasmus + program through the definition of horizontal and sectoral priorities. For the project these are the goals defined in the Digital Competence Framework, Lifelong Learning Program, Digital Economy and Society Index (DESI), the priorities selected as relevant to the project topic etc. As a more general result of the project implementation is the assistance for the implementation of the SDGs and in particular 4, 5, 8 which will ensure the development of an equal, knowledgeable and capable society.

The goal of P-CUBE is to build an educational strategy game (the Policy Game: PG) aimed at teaching to different types of pupils the theory and the practice of public policy making. The theoretical approach, widely accepted in the public policy literature, assumes that an actor wanting to introduce a non-trivial policy innovation (the policy entrepreneur) will be faced with obstacles deriving from the opposition of other actors and/or by the lack of the necessary resources. In order to overcome these obstacles, the policy entrepreneur can use different strategies (altering the distribution of the resources, modifying the content of the decision, transforming the interaction between the actors, choosing the right timing for the decision) in various possible combinations.Because the actors vary from one policy to another and in order to reach a larger audience, the PG will be articulated in four different fields or game sets: 1. Policies in the field of social inclusion, targeting students of social policies and practitioners (both public servants and NGOs) involved in fighting social exclusion.2. Policies in the field of urban innovation. Here the main targets are advanced students of urban planning, local government employees but also NGOs and private firms (e.g. developers) involved in the transformation of cities.3. Policies with a high scientific content, targeting scientists of different disciplines who want to be trained in order to be able to be proactive in promoting policy change.4. European Union policy making, in order to familiarize ordinary citizens as well as undergraduate students with the complexities of EU legislative process, the roles played by the different components of its constitutional structure, as well as the influence the other actors who can influence the legislative and the policy process. The partnership created to develop the project includes 7 members carrying out the following activities:• Fondazione Politecnico di Milano as lead partner because of its familiarity with the Erasmus+ program, its vast experience in developing innovative teaching and the design of the first prototype of the PG, will be in charge of the overall design of the game and the management of the project;• Gamelab TU Delft, a structure whose mission lies in the creation of serious games, will develop the digital version of the game;• Four ‘policy partners’, namely IGOP-Universitat Autònoma de Barcelona, DIG-Politecnico di Milano, Université de Luxembourg and Science for Democracy, as organizations with a deep knowledge of the different policy fields (respectively Social Inclusion, Urban Innovation, EU Policy Making and Science-based Policy Making) will identify the real-world cases to be inserted in the PG as well as prepare the game sets; • ALDA, a 350-member strong network of local authorities, CSOs and NGOs will adapt, through the creation of communities of interest and the realization of pilot to adapt the PG to the needs of a vast audience outside the world of HE. The methodology employed in designing the game is essentially one based on co-creation: a strong and continuous interaction supplemented by a couple of brainstorming session and an effective project management will be the main way of linking the partners’ activities in creating a coherent and integrated output: the Policy Game.As far as the results are concerned the release of the PG will generate at the outcome level the integration of the game into the HE curricula in several disciplinary fields. This is particularly crucial given the push towards online remote teaching stimulated by the COVID-19pandemy: it will allow the use of digital innovation in order to practice active learning also outside face to face interactions. At the impact level, and leveraging the different communities of interest that we will activate since early in the process, the main goal will be fostering civic engagement by helping to correct the widespread misrepresentation of the dynamics of public policy making that discourages participation by the societal actors. It is important to note that, if increasing the awareness of the students, of the organized groups and of the public at large about the sheer complexity of policy making is certainly one of the main goals of the whole exercise, it is not the only one. The message that the game wants to carry is a more optimistic one, namely that change and reform are possible despite – and even exploiting – the complexity of the real world.