EU territorial authorities are tasked with a significant, yet extremely challenging task: to develop and implement successful regional R&I policies that spearhead sustainable development and economic growth, while simultaneously advancing inclusiveness and quality of life (Regional Dilemma). RRI2SCALE has designed a robust methodological approach to assist regional R&I governance systems to effectively and sustainably address the Regional Dilemma. RRI2SCALE sets from the identification of how RRI is currently integrated within regions [Hordaland (NO), Overijssel (NL), Kriti (GR) and Galicia (ES)], what the key constituting elements of territorial R&I ecosystems are, what citizens think of the way RRI and R&I ecosystems interact and what their suggestions for future improvements are. This insight is triangulated with future trends on smart and intelligent cities, transport and energy as key drivers for regional sustainable development and growth (identified via Delphi), to result in techno-moral scenarios depicting potential R&I trajectories and consequent impacts on policy, socioeconomic and environmental level. The scenarios will be “tested” via JRC’s Scenario Exploration System and Regional Dialogues. Their outcomes will form the basis for the elaboration of Regional Agendas and Roadmaps that will describe the concrete steps to be taken towards the integration of RRI principles into territorial R&I design. All activities, outcomes and impacts will be closely monitored by the RRI2SCALE Monitoring and Evaluation Framework, which will include a set of customised indicators for mapping the impact pathways between regional innovation and RRI. All project results, together with a training compendium on how to perform the project activities, will form the RRI2SCALE Toolkit for replication by other territories. A Memorandum of Collaboration will be signed by all regions (participating/interested), to further the sustainability of the project’s outcomes.

"The main objective of RockStar (acronym for ""rockets"" and ""stars"") is to establish an educational collaboration between institutions from Canary Islands (Spain), Nordland (Norway) and Copenhagen, Denmark. This will be based on a coordinated project between high schools from the different countries and three institutions dedicated to education and dissemination of science and research: the Museum of Science and the Cosmos (MCC), the Institute of Astrophysics of the Canary Islands (IAC), both in Tenerife, Spain, and the National Center for Space related Education (NAROM), part of the Andøya Space Center, located in Andøya, Norway. This program focus on astrophysics, space sciences and technology, and priories the development of educational modules that fits with learning objectives of the curricula (upper secondary level) of the different countries . The program will use the educational resources located in Tenerife (MCC and Teide Observatory), and Andøya Space Centre, Andøya. These complement very well, offering a unique frame for developing educational projects based on active-inquiry learning by using the attractive astrophysics and space science fields as hook to get attention into STEM disciplines. The main goal of RockStar is to increase interest towards STEM discipline. The combination of the resources that these institutions offer will certainly awake the enthusiasm and help achieving an effective program. The experience of these institutions in educational projects related to the objectives of RockStar will guarantee a high quality program.All resources developed by the project will be available online for use in classrooms. The transferability enables teachers to bring space related and hand-ons STEM-activities in use."

See above

SeeRRI establishes a foundation for building self-sustaining R&I ecosystems in Europe by developing a framework for integrating RRI approach into regional development policies in 3 European territories: B30 Area (ES), Polymer and Mechatronic Cluster (AU), and Nordland Region (NO). To self-sustain, SeeRRI ecosystem will be “healthy”, i.e. adaptive, resilient, reproducible, continuous learning, and open or closed when needed. With 12 quadruple-helix partners from government authorities, clusters and SMEs, academics, and civil organization, SeeRRI will build an integrated framework based on literature review and co-creation with the relevant stakeholders. By mapping the territorial R&I ecosystem, SeeRRI will understand the supporting conditions for R&I and identify the stakeholders that will be involved to formulate a variety of scenarios for building a self-sustaining ecosystem in their territories. The engaged stakeholders will gain awareness and insights while engaging in creative collaboration using workshops and open-labs, thus will function as multipliers and promote RRI principles in their territories and beyond. The input from stakeholders will contribute to defining and validating a framework for self-sustaining R&I ecosystems developed by the project team, which will generate concrete activities to be implemented. Furthermore, SeeRRI will evaluate the activities carried out in the pilot territories and assess their impact at EU level, thus offering concrete guidelines for policies, suggesting conditions and governance structures for the R&I ecosystems with a roadmap tool identifying RRI openings in Smart Specialisation process. Finally, SeeRRI will establish a Network of Affiliated Territories, i.e. other territories with a composition that could mirror SeeRRI ecosystem, to help contribute, improve, and apply SeeRRI framework. Learning and best practices will be transferred across territories. This will facilitate its scaling-up at European and global level.

The project Improving Language Learning (ILL), derives from an on-going educational exchange program involving eight upper secondary schools from Rogaland County Council and the Academy of Grenoble to promote the acquisition of better oral skills in French and English respectively. Since the initiation of the exchange in 2013, both parties have expressed a desire for didactic enrichment to improve the teaching of oral skills.ILL thus seeks to assist the participating teachers in the motivation and training of learners in improving their oral skills by first identifying specific teacher needs and then organizing in-service-teacher training courses. The aim was that the contents of the training courses should be considered relevant to the teachers, and should be possible to carry out in their every-day work in the classroom. After the training course the teachers should be challenged to leave their comfort-zones in the classroom situation to try out the newly acquired didactic methods. Following a trial period in the classroom, both the training course and the practice period would be evaluated, leading to the final output of the project, namely a sustainable in-service-teacher training course that promotes the acquisition of oral skills in the classroom and which can be used in various situations and for various languages. The long term benefits of ILL are found both in the development of the in-service-teahcer training course and in the promotion of innovative and reflective teaching practices that lead to an improvement in oral skills acquisition.The partners of the project were on the French side: The Rectorat Academie Grenoble, Lycee du Gresivaudan, and the CUEF of Universite Stendhal Grenoble III, now Universite Grenoble-Alpes. The Norwegian partners: Kopervik and Sandnes upper secondary schools (Sandnes replaced by Bergeland upper secondary in the project), the Teacher Training Institute at the University of Stavanger, UiS, and Rogaland County Council's Educational Department as leading partner.The project formed two separate strands after a thorough Start-up workshop where all agreed on the objectives, the work to be carried out, and the methods to be applied: One strand to develop the in-service-teacher training course for teachers of English in the educational region Academie de Grenoble, and the other to do the same for teachers of French from Rogaland. The interim groups heading each strand consisted of representatives from the partners of the project: The English course interim group consisted of one Inspector of English from l'Academie Grenoble, two English teachers from Lycée du Grésivaudan, and two teachers form the Teacher training Institue at the University of Stavanger, UiS. The French course interim group consisted of the leader of the institue for teaching French as a Foreign language, CUEF, at the University of Grenoble, three teachers of French from Rogaland, plus the project manager. The interim groups met to discuss the contents of the training courses, and this process showed very useful for all partners involved. The teachers got a strong ownership to the course, and the university staff got a better conception of what the teachers actually needed. Both training courses were successfully carried out in November 2015, first at the CUEF and the week thereafter at UiS. The participating teachers were inspired to try out the new methods explained in the courses, and the English teachers actually documented their classroom activities in the form of videos. The results of the try-out period was evaluated, and some adjustments of the course contents made accordingly. The course for teachers of French will be repeated in November 2016 with participants also from other Norwegian counties in addition to Rogaland, all with Erasmus+KA101 funding. The course for teachers of English will be repeated in 2017, and will also be subject for the same funding. Both courses will in the future be announced at the European School Education Gateway, and will thus be available for any teacher of French or English as a foreign language in order to pursue the aquisition of oral skills.