The vision of ASCLEPIOS is to maximize and fortify the trust of users on cloud-based healthcare services by developing mechanisms for protecting both corporate and personal sensitive data. The core idea of the project is derived from two observations. The first is based on an extensive analysis of the market on currently available cloud-based health services that aim to preserve users’ privacy without sacrificing functionality. From this study, we observed the following: “Once data is placed on the cloud in an unencrypted form or encrypted with a key that is known to the cloud service provider, data privacy becomes an illusion”. The second observation is based on the consideration of the latest advancements in cryptography. More precisely, one of the saddest but at the same time most fascinating things about cryptography is how little cryptography we actually use. While researchers have developed many theoretical models that could enhance the security level of healthcare services, only a rudimentary set of techniques are currently in use. ASCLEPIOS is addressing these limitations by utilizing several modern cryptographic approaches to build a cloud-based eHealth framework that protects users’ privacy and prevents both internal and external attacks. ASCLEPIOS also offers the ability to users to verify the integrity of their medical devices prior using them while at the same time receiving certain guarantees about the trustworthiness of their cloud service provider. Furthermore, ASCLEPIOS offers a novel solution through which healthcare practitioners and medical researchers are able to calculate statistics on medical data in a privacy-preserving way. Finally, a list of activities with the aim to raise security awareness within the healthcare industry will be organized by project. All these results will be showcased by three real-life near production quality demonstrators provided by ASCLEPIOS healthcare partners, involving three leading European hospitals.

SolMates aims to provide a novel industrial, scalable technology for producing flexible, durable, made-to-measure, two-terminal CIGSe/perovskite multijunction thin-film PV modules. By optimized matching of narrow bandgap CIGS bottom cells on flexible substrates (steel, polyimide and flexible glass) with high bandgap perovskite top cells, a conversion efficiency higher than 30% (1cm²) will be reached. The focus on roll-to-roll compatible large-area high-rate deposition techniques for both layer systems in combination with the development of in-line quality control units for defect detection will lead to a minimized cell-to-module gap and full industrial scale-up after the project ends. SolMates will demonstrate a 100 cm² flexible, lightweight, durable, encapsulated monolithic interconnected tandem thin-film module with more than 25%. Due to a unique serial interconnection the made-to-measure production of highly-efficient PV modules in respect to shape, size and output voltage based on multijunction solar cells will become a reality. The developed technologies boost the power output of flexible thin-film PV, paving the way for the uptake of long awaited applications such as integrated PV. By exploiting already existing surfaces for solar energy generation, land-use conflicts will be minimized and the total costs for PV can be reduced. The involved, innovation driven SMEs will cooperate with the research partners to facilitate a pathway to mass production, low-cost, roll-to-roll fabrication of SoleMates’ PV technology and strenghten the EU PV value chain. The environmental footprint of the technology, which is inherently low for thin film devices with thin, flexible, lightweight substrates and encapsulation, will be carefully assessed with respect to SolMates' recycling strategy. Possible end-use applications will be reviewed and a long-term vision, focusing on the environmental, social and economic benefits of utilising PV in our daily lives will be developed.

BACKGROUND: Starting point for our project “Learning e-Mobility Plus” were the increasing requirements on vocational training in handling new technologies. The digital change and the entry of innovative technologies like electromobility (e-mobility) require new competences from the professionals, which now go clearly beyond the traditional content of VET professions - such as diagnosis and repairing of computer-aided integrated motor vehicle technology. At the same time, vocational training should become more appealing for young people. Thus, vocational schools must respond with new ways of learning and learning content. Main PROJECT GOAL was to show, how innovative technologies could be included in vocational education and how to build up practicable learning environments, by using the example of e-mobility. Further, the project shall show, how to interlock vocational training more closely with higher education/research, to promote mutual learning, to strengthen cooperation of vocational training schools, academia and entrepreneurial practice and to bring forward internationalization - as a contribution to strengthen quality, job market orientation and future viability of vocational education (“new skills for new jobs”).Our project had three TARGET GROUPS:* Trainees (but also students) as learners - they shall use the newly acquired competences in their future working life * Teachers and trainers that shall pass on the new contents* Companies as future employers, decision-makers from politics and economy as well as social partners as supporters for strengthening of innovations and permeability in the education systems9 partners from Germany, Poland and Italy cooperate in our STRATEGIC PARTNERSHIP - vocational training institutions, higher education institutions and business associations. With the “knowledge partnership” vocational training-higher education-companies, the central actors were represented in the project, in order to develop and implement a practicable learning environment for vocational training schools and EU-wide applicable cooperation models for the future technology e-mobility.PROJECT ACTIVITIES Key element of the joint work was the development, testing and use of an innovative learning environment for vocational schools. For this, we developed the following products: * Concept and quality indicators for innovative teaching systems and learning environments in the technology sector* Learning models for 3 topics: “Power split in hybrid drives” (Berlin), “Switching from the conventional to electro drives” (Poznan), “Gears in hybrid and differences in technical performance” (Vicenza) - with functional requirement sheets, product specification sheets, multimedia documentations and operable prototypes (e-karts)* Guidelines for using the models in the education* Recommendations for actors from politics, education and economy with regard to the integration of the learning environments as well as their EU-wide transfer and use The development and the testing of the learning environments took place in joint working groups with active participation of the learners.Intensive networking with stakeholders and PR/dissemination accompanied the work on the products. Further, we executed 12 multiplier events in order to make available the project results to a larger group of users and to gain supporters for transfer and implementation. By this, we reached 500 people.With a view on a sustainable anchorage in vocational education practice, stable networks were build up in all three countries. As a RESULT, there is a tested innovative learning environment for vocational training in the area of high-technology that brings together the needs of learners, job market demands and academic know-how and at the same time strengthens permeability between vocational training and academic education. This covers the practical use of new learning models for technology issues in vocational schools that are easy to transfer and to use, qualified teachers, a greatly strengthened cooperation between vocational training schools, higher education and companies as well as an improved transfer of knowledge in the international context. The trainees as end users own new competences in the innovative technology area e-mobility. OUTCOMES: Our project has an effect beyond these results. The inclusion of new technology, praxis-oriented learning models and participative learning forms make vocational education more attractive. The international cooperation with higher education institutions strengthens vocational schools in handling technologic innovations. The new competences improve the employability for young professionals. At the same time they strengthen the competitiveness of SMEs. With these offers, vocational education is enhanced by educational policy-makers. In the medium-term we further expect effects on the job market and in economy (improved service quality for and demand for E-vehicles).

INNOVATIVE & OPEN FOR JOB-RELATED LEARNINGHow do you bring together what does not fit together?The shift in ICT technology is fundamentally changing the economy and society. Software has become the primary driver of the economy’s growth. In the automotive sector, both the entire industry and individual automotive companies are affected. Autonomous driving, alternative drive systems and connected cars characterise the sector. A trend leading to an increasing demand for skilled workers and engineers with ICT skills. The EU education systems (VET & HE) are expected to offer training in new technologies and impart practical digital competences for new technology fields.The aim of Car2Lab was to demonstrate (the automotive sector as use case) how to close gaps in training that emerged with the rapid technological development, and how to enhance vocational training and their orientation towards the future in Europe. The project’s target groups were trainees in automotive professions as users of the new learning models, teachers from VET & HE as well as authorities and regulatory bodies as users of our conclusions and recommendations. An important feature was the particularly close cooperation between VET with science and industry. To achieve this goal, BGZ bundled the expertise of ten partners: scientific institutes, VET schools and companies from four EU countries.They have implemented a set of consecutive activities forming working groups, involving learners in the implementation of the project, development of a digital learning tool for vehicle telematics with a modular curriculum and learning units for use in VET & HE, testing the model with learners, development of recommendations and a concept for permeability between VET & HE. These activities were accompanied by workshops with multipliers & PR actions with the aim to attract supporters (chambers, administrations, companies) in each country and engage with them in regular discussions.A great success of the close collaboration is a learning model for telematics applications in motor vehicles. With innovative teaching and learning tools such as the unique Telematics Box, the project successfully exemplified how a transition from hardware to software could work. We demonstrated how to communicate the basic knowledge areas in telematics and how to design modern capacity building measures. As a parallel outcome, the actions provided instructions for practical implementation. They offer a high applicability since both practical & theoretical aspects have been taken into consideration.The learning model enables practical learning for both trainees & bachelor students. At the same time, the teaching materials ensure the practical application of the technical and didactic instruments for teaching digital competences in VET & continuing education.Car2Lab unfolds its sustainable impact. The project partnership benefitted in particular from the innovative thrust that enhanced the performance of the instructors/specialist teachers as well as the structures and technical equipment of the educational institutions. Since 09/2017 ZSS Poznan has been operating as an industry school; the PSSG vocational school in Vicenza has widely modernised its structures; the automotive engineering bachelor's programme at HTW will place a stronger focus on electrical, electronic and programmable systems in the near future. Car2lab made it possible for learners to discover automotive systems & digitisation for themselves. The demand for training and study courses in the field of new technologies is growing continuously.Car2Lab clearly proves that with the right technical solutions and teaching strategy, good learning performances can be achieved even in the field of complex technologies, without overburdening learners.The teaching tools & the new competencies of the teaching staff proved that teaching digital skills to the learners of the automotive sector is a feasible approach. The Telematics Kit and other project results are in great demand and are already being used at national level (DE; DK; IT; PL) both in training and at university level. They are highly suitable instruments to improving the quality of VET.All outputs are practical & easily adaptable to the EU level (also for related professions). The intensive collaboration between VET, HE and industry has had a positive effect on the improvement of the professional competencies of all participants.Digital change in economy and work environments have a substantial impact on the modernisation of European VET systems. As a result, the demand for innovative learning concepts, such as Car2Lab, is continuously increasing.The longterm benefits are: increased competitiveness of the automotive industry, attractive employment opportunities for young skilled workers, better service quality for consumers, and widespread application of digital solutions, for example to strengthen environmental protection (optimised transport).

"Context: INTENSE – INTernational ENtrepreneurship Skills Europe is a transnational project of five European Higher Education Institutions (HEI). INTENSE responds to the needs for internationalisation of Small and Medium Sized Enterprises (SME), the needs of students to gain international, entrepreneurial, and innovation competences and HEIs’ needs to stimulate these competencies by creating a holistic and joint teaching approach. The project was funded by the EU programme Erasmus+ from September 2016 to September 2019.Objectives: INTENSE promotes the internationalisation, entrepreneurial, and innovation skills of students, HEI staff, and European SMEs and established a network between these stakeholders. It established an innovative and complex teaching module, which stimulates entrepreneurial behaviour and the internationalisation of students, HEI staff, and SMEs. This contributes to the employability of students and HEI staff.Participating organisations:INTENSE was implemented by five HEIs (Hochschule für Technik und Wirtschaft Berlin (HTW), Germany; Hogeschool Utrecht, the Netherlands; University Colleges Leuven-Limburg, Belgium; Turku University of Applied Sciences, Finland; J. Strossmayer University of Osijek, Croatia). The consortium is a mix of universities and universities of applied sciences with different backgrounds. All partners set up national steering structures with students, SMEs, and other relevant stakeholders. During the project, five additional HEIs joined the team and started to implement the INTENSE teaching approach.Main activities:INTENSE developed an interactive and transnational teaching module on SME internationalisation. This 15 ECTS teaching module includes material on international entrepreneurship, SME internationalisation, project management, and practical skills; additional teaching material of 5 ECTS was also created.Several rounds of the transnational student consultancy project, in which student teams act as real entrepreneurs supporting the SMEs’ internationalisation, were conducted. Student teams do not just consult their local SME, but also cooperate with student teams in the target market of the SME and gain insight into several SME projects while broadening their international competences and network.Furthermore, a toolkit was developed prioritising the entrepreneur’s perspective to support its quest to internationalise. INTENSE also re-developed and tested an instrument to measure innovation competences among students, entrepreneurs, and HEI staff members, and developed policy recommendations.Results and impact:More than 950 students benefitted from the INTENSE teaching material and were trained in analysing the internationalisation potential of SMEs in the last 1,5 years of the project. 290 students worked on real-life SME cases and developed individual situation analyses for the SMEs during transnational student consultancy projects. These students cooperated transnationally to solve their SMEs’ challenge and presented their work at multiplier events to potential future employers. Several students per country were offered a job from participating SMEs.The INTENSE teaching material is openly available on the INTENSE platform. Staff from participating HEIs were trained in this new learning module and in the innovation measurement instrument, in total 44 HEI staff benefited from international experiences during the project. A teaching manual plus a module description ensures the transferability of the project outputs to additional HEIs. Awareness for this module was raised by international multiplier events and by publications in relevant journals.Besides the tailor-made support that 49 SMEs received during the transnational student consultancy, INTENSE gathered relevant information on internationalisation on the SME toolkit, openly available to all SMEs. INTENSE lessons learned and recommendations on how to stimulate the internationalisation of SMEs, modernisation of HEIs, and employability of students was elaborated in a public conference with relevant stakeholders.Longer-term benefits:INTENSE contributes to the reforms of the 2011 EU Modernisation Agenda. It improves the quality and relevance of teaching & learning (KP2) of the participating and further joining HEIs. The fact that five additional HEIs already implemented the teaching approach emphasizes the quality and relevance of the teaching approach. Due to the design of the transnational student consultancy, INTENSE promotes the mobility of students & staff (KP3), extending beyond the funding period, and strengthens the “knowledge triangle"" of education, research, and innovation (KP4) through the close cooperation in the steering group.INTENSE supports the implementation of the 2013 Communication on Opening Up Education, as all teaching material is openly available.INTENSE increases the employability of students and HEI staff, through the acquired entrepreneurial and transversal competences."