LOWINFOOD supports the reduction of food loss and waste in European Union by demonstrating innovative solutions following a multi-actor approach that involves actors along the entire value chains. The main objective of the project is to co-design, together with actors of the food chain, low-waste value chains by supporting the demonstration of a portfolio of innovations in the fruits & vegetables, bakery products and fish value chains, as well as in a-home and out-of-home consumption. Proposed solutions are already tested as prototype in lab or in relevant environment but are waiting to be validated and demonstrated to TRL 7/8. The impact of the innovations will be evaluated by providing evidence of (i) their efficacy in reducing food loss and waste in different food value chains, (ii) improving the socio-economic performance of these value chains, and (iii) reducing the environmental impact of the value chains concerned. LOWINFOOD comprises seven interrelated work packages, among which four deal with the demonstration and market replication of the innovations addressed by the project (WP2-5), one to be started before the demonstration of innovations, and seeking to implement a multi-actor approach to support the evaluation of the innovations and including the identification of the methodology, the definition of the Key Performance Indicators (KPIs) and the actual evaluation (WP1), one to communication, dissemination and market replication (WP6) and one for project coordination management (WP7). The LOWINFOOD consortium includes universities, research institutes, start-ups, foundations, associations and companies working in the food sector with expertise in all relevant scientific and technical areas covered by the project: innovation, demonstration, knowledge transfer, dissemination, policy advice and marketing strategy.

Today, RW is mostly conceived as an arrangement enabling flexible work organization. However, REMAKING contends that RW can be more than that. If the multiple effects induced by RW on individuals, business models and the socio-economic sphere are properly understood and addressed by policymakers, it might become a lever contributing to shaping ongoing social, economic, and spatial structural changes. At the basis of REMAKING there is a profound consideration of the ongoing megatrends (i.e., digital transformation, flexibilization of production models) that have initiated RW and of the recent shocks (i.e., the pandemic and Russia’s war in Ukraine) that have consolidated the diffusion of different forms of RW. Through this angle, the multiple effects induced by RW call for rigorous analyses to support decision-makers in balancing opportunities and problems linked to RW for a potential rethinking of territories, namely in rural areas. REMAKING aims at delivering a policy-oriented framework reflecting the new and multi-faceted realities of RW, facilitating policymakers to adopt place-based policies balancing the opportunities and risks of RW and sharing practices to foster mutual learning on RW in the novel scenario of megatrends and shocks. These objectives will be achieved through participatory research activities across 4 case studies, each addressing a different form of RW (digital nomadism, post-pandemic, high-skilled in hi-tech sectors and enforced remote workers). The 4 case studies encompass overall 7 countries(Italy, Greece, Portugal, Germany, Czech Republic, Ukraine, Ireland): for each country, 1 second-tier city and 1 rural area will be studied. REMAKING generates an impact on socio-spatial transformation processes across second-tier cities and rural areas in terms of improved planning, design and implementation of multi-level policy, promotion of territorial socio-economic resilience and development, and advanced understanding of RW multiple impacts.

The overall objective of PLOTINA is to enable the development, implementation and assessment of self-tailored Gender Equality Plans (GEPs) with innovative and sustainable strategies for the Research Performing Organizations (RPOs) involved. This objective will be achieved by: i) Stimulating a gender-aware culture change; ii) Promoting career-development of both female and male researchers to prevent the waste of talent, particularly for women; iii) Ensuring diversification of views and methodologies (in this case by taking into account the gender/sex dimension and analysis) in research and teaching. PLOTINA is a partnership of RPOs, Professional Associations and Partners with specific expertise in monitoring the progress of the project and in the dissemination. The consortium represents the diversity of European RPOs as well as the diversity of European social and cultural environments. The workplan will proceed in four overall stages: i) Assess the current situation in all Partner RPOs; ii) Design GEPs for each RPO, iii) Design, implement and evaluate Actions in the Partner RPOs to address the targets of the GEPs, iv) Create a platform of resources that can be used by RPOs across Europe to implement their own GEPs suited to their own situations. The GEPs Actions will support systemic and sustainable changes at the institutional and departmental of the PLOTINA’s RPOs. The end results will be a set of modular and adaptable resources for other RPOs at the starting stage in the setting up of GEPs, in particular: Tools, GEPs Library of Actions, research and teaching Case Studies and Good Practices. Strongly aligned with a European Research Area (ERA) objectives on gender equality, PLOTINA will contribute to increase the number of female researcher, promote their careers and integrate of the gender dimension into the design, evaluation and implementation of research, to enhance its quality and relevance foster excellence and the social value of innovations.

"Both within scientific literature and on the work floor of educational institutions, education is often evaluated in terms of learning outcome, mostly interpreted as an increase in content knowledge. In the case of STEM teaching, the effectiveness of the teaching process is then judged in terms of the content learning outcome. Within this consortium we feel that the focus on content knowledge transfer, while very important, should not be the only variable to be taken into account. So we asked ourselves the question: what are innate values of the teaching process apart from actual knowledge transfer? And how can these sometimes elusive factors be made quantitative and measurable? We hypothesize that the way knowledge is acquired and transferred can have a major impact on students - apart from the actual subject knowledge being acquired. We refer to, e.g., Inquiry Based Learning (IBL), instilling in students the true spirit of discovery: hypothesizing, observing, experimenting, failing, succeeding, and critical thinking. But we also consider group processes and emotions (such as thrill, excitement, or boredom) accompanying the learning process as major factor. What do these factors demand from a new generation of STEM teachers? What does this imply for the nature of teacher education? The partners of this European consortium are experts in the field of innovative teacher training. We believe that sharing our experiences in this field will enable us to get a grasp on the above questions and define ground-breaking research. The program therefore will organize 4 events (international meetings) per year over a period of three years. Examples of these events are: "" Interdisciplinary School in France "" Boswell Beta Physics teachers conference in Netherlands "" Science fair in Bilbao "" Summer Science Factory in Croatia "" Final Dissemination Event in Bidart (France) Objectives Mobilize European STEM teachers, facilitating them in the exchange of their good practices and the identification of common factors, making them knowledgeable in the field of IBL Create a network of ""sharers"", centers of excellence that disseminate these good practices. The ""sharers"" will label, name, list, organize, apply, evaluate, analyze and synthesize the created content, contextualizing them for their audience of European teachers and teacher trainers. SPOON will disseminate the practices using an open license (Creative Commons Attribution-NonCommercial 4.0 International - CC BY-NC 4.0) and an a free and open-source content management system (Wordpress or similar) with photo and video input (embedded Flickr and Youtube files). Website visits will be monitored by software (Google analytics). Improve the awareness of scientific literacy by exchanging best practices in promoting scientific literacy in the classroom and within teacher training programs. Increase reflexivity and critical thinking within teachers by facilitating contact with trainers and peers. Assess the impact of these innovative practices in STEM education from the perspective of both teachers and other actors involved (e.g. researchers, trainers…). Translate recommendations from scientific literature into classroom materials shared among teachers in workshops. These meetings and evaluations lead to an assessment report and an online white book with recommendations, tools and innovative ideas about STEM education. Impact: For teachers : (using concrete and shared tools) Improve the way STEM teachers are trained, including working with IBL. Improving confidence when teaching STEM by non-traditional methods teaching Increase the pleasure in STEM teaching Increase creativity in STEM teaching situations and investigations Improving their knowledge in science methods, history and instruments Improve their communication and collaboration skills to make them being able to work with researchers Improve their critical thinking and reflectivity on the scientific and research practice"

Aligned with the priorities of the European Green Deal, and the Farm-to- Fork strategy, combating food waste stands as a cornerstone for fostering a fair, healthy and environmentally friendly food system. WASTEWISE has been conceived to design realistic pathways of food waste prevention and reduction to deliver co-benefits for climate change mitigation , biodiversity and circularity WASTEWISE employs a holistic, multi-actor approach across the food supply chain, to measure environmental impact of food waste prevention and reduction propose evident-based measures and drive systemic shifts for sustainable food consumption, poverty alleviation, and environmental sustainability in prioritized supply chains. The ambition of WASTEWISE is to deepen the existing knowledge concerning the real extent of environmental impacts that can be achieved through food waste prevention and reduction efforts, and how they can accelerate the progress towards EU’s climate targets. In doing so, WASTEWISE will analyse food waste data, develop reliable methods to assess environmental impacts, and conduct policy analysis, to inform evidence-based and realistic scenarios for food waste prevention and reduction. By these evidence-based insights and pragmatic scenarios, WASTEWISE equips policy makers with key information and recommendation and the instruments to accelerate progress towards climate targets. The WASTEWISE consortium comprises all relevant scientific and technical expertise spanning FW quantification, environmental impact assessment, innovation and policy advice. Supported by stakeholders through Multi-Actors Platforms (ministries, companies, associations, NGOs), it ensures inclusive engagement and dissemination of results, fostering broad uptake across cultural and socio-economic contexts.