General aim of the AgriNext project is to create learning environment that responds to the skill demand on the job market in the field of Multifunctional Agriculture. In order to achieve this aim, the specific project objectives include: 1.Flexibilization of learning environments and curriculums in I-VET and C-VET, on EQF levels 3-6, in order to facilitate fast responses to job market demands 2.Teacher empowerment (continuous professional and pedagogical) for a fast response to the job market demands, 3.Established system of continuous exchange between employers, teacher/trainers/guidance service providers, in order to respond to the skills needed 4.To develop students/learners who are highly skilled, motivated, entrepreneurial and aware of the importance of C-VET and lifelong learning 5.Creating physical and virtual environment that enables: -Interaction between teachers, trainers, mentors from companies, students, and researchers; -Individualisation of the learning process; -Demonstration & try-outs of new technologies -Development of entrepreneurial activities 6.Promoting rural development & vitality by demonstrating and highlighting opportunities of Multifunctional Agriculture.7.Increasing digital competencies among students and teachersThe main expected results are: -Online training for guidance service providers for the use of new guidance service model-Online training for VET teachers for flexible learning processes-Proposals of flexibilization of VET -Green job = dream job video trailers-Established Incubators (business – education partnership) -AgriNext IT Platform for Rural Excellence Activities has been divided in to 5 implementation Work Packages:WP1–Guidance services to foster lifelong learning and development of VET skills in multifunctional agriculturalWP2–Flexibilization of school systemsWP3–Green job=dream jobWP4–Business incubator for rural excellenceWP5- AgriNext IT platform

Plastics have become indispensable in various industries today, but their widespread use has resulted in a severe environmental crisisplastic waste accumulation. Traditional methods of plastic waste management are insufficient and recycling faces quality and degradation challenges. Enter upcycling, a process gaining prominence in converting plastic waste into valuable chemicals and materials in an eco-friendly manner. TwInn4MicroUp presents an innovative approach to plastic waste upcycling, employing green bio/mechano/chemical technologies to recover plastic monomers. Modern molecular techniques will be utilized to create microbial cell factories capable of producing bioactive compounds from these plastic-derived feedstocks, revolutionizing industries related to bio-colorants, biotherapeutics, bio-nutraceuticals, biosurfactants, and biomaterials. TwInn4MicroUp is on a visionary mission to create the MicroUp HUB, an advanced Research and Innovation Hub in Synthetic Microbial Biotechnology. In our pursuit of maximal impact, we aim to establish strategic partnerships, strengthen NTUA's capabilities, enhance scientific excellence, and promote entrepreneurship and innovation. Our overarching goal is to establish NTUA at the core of the MicroUp HUB, leaving a lasting legacy by advancing scientific knowledge, environmental protection, public awareness, economic development, and global collaboration. Together, we are steering toward a sustainable and responsible future.

<< Background >>The project Digital Storytelling on Sharing Economy, short DISSE, aims at reconsidering the concepts of ‘property’ and ‘sharing’ across Europe. Our society is facing quick and technology-driven changes. New technologies have been finding their way into all our living environments and the development of online platforms have made sharing easier than ever. Throughout Europe, many new business models on sharing have emerged, sharing and swapping has become a billion Euro market.As an economic factor, the sharing economy will likely become more and more important within the next few years. Hence, this relatively recent cooperative sharing economy needs to be included into the list of school topics. Pupils need to get a realistic view on the Sharing Economy and all its aspects and many facets.<< Objectives >>Therefore, 7 European educational organisations coming from 6 European countries will actively and closely work together with their network of mainly secondary schools and teachers to develop a methodology to introduce the Sharing Economy. They will do this by applying an encouraging approach for teachers and pupils alike, the digital storytelling method.<< Implementation >>Hence, the partners will develop a DISSE framework, a guide that helps (prospective) teachers and teacher trainers include the topic of sharing economy by telling digital stories into their lessons. In a first step, the partners will do some fundamental research on the status, the background, advantages, and disadvantages etc. on the Sharing Economy in their own countries. They will search for information on the Internet, will get in contact with practitioners in sharing, both profit and non-profit organisations, but also individuals. They will conduct explorative interviews and collect any information acting as reference for teachers on the sharing economy. The results will be published on the project website and available for everyone.In a next step and, among others, based on the research, the partners will develop a) a Teacher’s Manual providing detailed information about the concept, special features and methodology of Digital Storytelling together with step-by-step explanations on how to proceed, b) a Sharing Guide including teaching material on how to use existing digital stories on sharing as teaching material as well as resources to stimulate pupils’ stories on sharing. The Teacher’s Manual will be linked to a collection of easy-to-use and low-cost software, a descriptive collection of various types of digital stories (audios, photo narratives, explanatory videos, etc.) and a list of topics to help initiate stories on sharing. The Sharing Guide will be linked to a project video channel which will hold all digital stories produced during the life cycle of the project. These stories will be the basis for teachers using the Sharing Guide as teaching material on how to use existing digital stories on sharing and how to exploit them further.<< Results >>DISSE will generate results in accordance with four main project phases and two cross cutting Intellectual Outputs whose development will continue along these phases.The four phases are called: Fundamentals (M1-M7), Competence (M8-M14), Use (M14-M22) and Exploitation (M23-M24)The 1st phase mainly deals with preparing the conceptual and methodological basis of the project and will be concerned with the discursive establishment of the conceptual framework and building and intensifying networks.The 2nd phase mainly deals with building up competences within and around the target group, project staff and the closer network.The 3rd phase focusses on testing and using the DISSE framework in Classroom Workshops. The 4th phase focusses on extensive exploitation activities.The two Intellectual Outputs are called: (1) Best Practices on Sharing Stories(2) Digital Storytelling Classrooms ToolkitThe main functions of the two IOs is (1) to create digital stories on Sharing Economy to be provided on the website and (2) to create concepts, materials etc. for classroom usage including building up a pertinent network of schools.1st Fundamental phase results:a) dissemination material and tools, such as leaflet, flyer, project website, DISSE video channel, newsletters, etc.b) first results from topical analyses of sharing economy contexts with details of the current situation in partners’ countries regarding Sharing Economy c) explorative interviews with people active in the sharing economy, such as NGOs, teachers, student teachers, etc. sharing edcuational resources, etc. c) list of topics related to sharing in a school context that can be used to initiate and giving ideas on more digital stories on Sharing Economy, d) list of descriptive types for digital stories (explanatory videos, narrative photo series, audios, etc.)e) list of easy-to-use technology to produce digital stories.d) teacher workshops for the target group (LTTA) to train how to do digital storytelling on sharing economy within the DISSE framework.2nd Competence phase results:e) A Sharing Guide based on the partners’ and target group’s experience, expertise and knowledge gained from the topical analysis and explorative interviews as well as the Teacher Workshops (C1+C2) within the DISSE framework to give instructions on how to use the DISSE videos for external and school use. f) Collection of DISSE digital stories produced during Teacher Workshops (C1+C2) uploaded to DISSE video channel to be used during the Classroom Workshops.g) Teacher's Manual on how to use the digital storytelling method based on the partners’ and target group’s experience, expertise and knowledge gained from the topical analysis and explorative interviews as well as the teacher workshops. This tutorial can also be used independently on any other subject/topic.3rd Use phase results:h) Classroom Workshop: Implementation of DISSE framework in classroom scenarios at schools to test and refine the DISSE framework (where necessary) which can be regarded as the core activity of the project. i) Production and collection of a broad set of more digital stories on the sharing economy to be uploaded to the DISSE video channel for further use and exploitation activities (fourth phase).j) Finalised topical analysis report j) Refined and translated DISSE framework according to teachers’ feedback and experience gained from the Classroom Workshops.4th Exploitation phase results:k) School partnerships: The partners will present a strategy to support schools that have been involved in the project activities to build links with other schools, especially at transnational level and thus fostering the development of quality education, EU-shared values among the young people and promoting a better understanding of the EU. m) Intensive exploitation of DISSE framework during and after its implementation in the school context at appropriate conferences, seminars, meetings, workshops, etc.

REMARKABLE will support local leaders to deliver a step change in progress towards carbon neutrality by 2050 in 7 regions across Europe. REMARKABLE will establish, by 2024, a network of 320 Current and Emerging Climate Leaders who, through their actions and inspiration, will drive their municipalities, public authorities, communities and regions to transform their approaches from ones focused on energy efficiency/renewables to ones focused on the strategic goal of climate neutrality by 2050. REMARKABLE will build new leadership capacity in 120 actors from 7 countries in Europe though a Climate Leadership Programme (CLP). The CLP will be inspired by ethnographic research and will be designed with and for leaders across public authorities. The REMARKABLE CLP will also facilitate the creation of 60 Roadmaps for public authorities aiming at Climate Neutrality by 2050. These Roadmaps will allow our Climate Leaders to translate strategic aspirations and policy ambitions into concrete and disruptive far reaching measures stimulating €300m investment by 2030. A Climate and Energy Check Tool will be developed and tested along with a Climate Neutrality Roadmap Guide. The 7 Regional Energy Agencies involved in REMARKABLE will develop 14 new services to expand their roles as change agents in the Clean Energy Transition and Climate Neutrality challenges. Climate Neutrality Training, Climate One Stop Shops, Financing Solutions are targeted as potential services. REMARKABLE will exploit its outcomes and results through the creation of an EU Climate Leaders Circle, reaching up to 320 members by 2024 including 30 from 7 Observer Regions/Countries. An innovative Climate Neutrality Challenge will be organised for Young Climate Leaders. The REMARKABLE Circle will create synergies with existing networks and initiatives e.g. COMO, ManagEnergy to support and enhance their impacts with the ambition of mobilising 10,000 stakeholders by 2030 (2,000 by 2024)