<< Objectives >>The project aims for knowledge sharing and the development of a Flemish-Dutch network of professionals around dealing with multilingualism in primary schools. The participating teachers experience and discuss new practices and methodologies, and inspiring ideas for dealing with multilingualism. The project partners gain insight into which factors influence the sustainability and effectiveness of different practices. The results are shared widely in the partners' networks.<< Implementation >>Four working visits form the heart of the project, two in the Netherlnads and two in Flanders, with a fixed group of participants, 10 from the Netherlands and 10 from Flanders. Each working visit consists of two school visits, a multilingual experience and a concluding session. Best practices and conclusions are documented in a podcast, a webinar and a brochure, shared via the networks of all participants and partners.<< Results >>The project promotes a comprehensive approach to language learning and teaching. It helps create language aware schools and develop multilingual teaching options. It promotes social inclusion and aims to remove barriers for children with a migrant background.

<< Objectives >>The FEPL project strives to build a network of engaged librarians that meet and translate EU policies into relevant language and activities for adult learners in their community. Librarians across Europe will work to develop a mutual understanding on 3 thematic areas: digital skills, the green transition, and civic participation.<< Implementation >>The project will have 3 camps organised in Aarhus, Ghent, and Lisbon where public librarians will be convened for 2 days to build their knowledge and understanding of a topic. From these camps, a briefing note will be developed that encompasses the messages libraries want to communicate on digital skills, the green transition, and civic participation as well as case studies.<< Results >>A briefing note that empowers librarians to be multipliers of EU policy knowledge. It will contain key messages, language relevant to the library sector and case studies on each of the thematic areas selected. This will be used to develop activities that disseminate the knowledge to adult learners in each community. Long term network of librarians that regularly meet and exchange on EU policy and translate this into their community in relevant language and activities.

Effective investment and financing opportunities for circular economy projects in Europe are still few and far in between. Investors need to gain trust in circular economy projects. Projects need to become less risky and bankable, based on new and re-designed finance solutions and business models. Transaction costs need to be decreased and the private finance community needs to be engaged to address legal, administrative and market challenges. The DEFINITE-CCRI project establishes a deal engine, providing technical, financial and circular economy expertise through local project development assistance in an unprecedented and streamlined process to cities, regions and project developers. The deal engine will be built with investors and finance partners and the goal to launch investments in four circular economy projects of up to EUR 20 million investment volume per project, amounting to a total portfolio volume of up to EUR 80 million. The DEFINITE-CCRI will demonstrate the bankability of high-impact circularity projects and increases maturity and investor trust in circular economy innovation. It closes the gap between project developers in cities and regions on one side, and investors and finance partners on the other. The DEFINITE-CCRI project co-creates and proves an end-to-end PDA process, aggregating risk-mitigation, EU Taxonomy compliance, circularity criteria and technical and financial engineering in a single project development service for the CCRI’s service portfolio. Partners commit to operate the deal-engine sustainably beyond the project lifetime. This will inject the financial, technical and managerial know-how into urban circular transitions and ultimately contribute to lower virgin non-renewable material use, lower GHG emissions and more just and inclusive circular employment in line with the European Green Deal, the Circular Economy Action Plan and the Bioeconomy Strategy.

"“EDINA created tools that schools seem to find very helpful and EDINA provided insight in best practices and research results that every professional working with newcomers will benefit from. Therefore, I think Edina was a great success.”-Answer to EDINA Questionnaire about the projectBACKGROUNDThe project EDINA (EDucation of International Newly Arrived migrant pupils) has brought together policy makers, schools and researchers from Finland (Helsinki), Belgium (Ghent) and The Netherlands (Rotterdam and Utrecht). The main objective of EDINA was to provide support to municipalities, schools and teachers in the reception and the integration into the school system of Newly Arrived Migrant pupilS (NAMS). The high inflow of newcomer students in and within Europe implies that schools are experiencing a constant increase in the numbers of pupils who do not master the official school language. This situation still creates a heavy challenge for the European school system. Against this background, it is difficult to overestimate the importance of successful reception of NAMS at their new schools in order to facilitate optimal integration.OBJECTIVESThe high inflow of newcomers in and within Europe implies that schools are experiencing a constant increase in the numbers of pupils who do not master the official school language. This situation creates a heavy challenge for the European school system. EDINA aims at helping schools, teachers and municipalities with the successful reception of newcomers at their new schools in order to facilitate optimal integration and allowing newcomer students to develop their talents and potential. In order to reach these goals EDINA aimed at:(1) reducing disparities by preventing under or over referral to specialized care, proposing adequate strategies and activities to help teachers, schools and municipalities to support these children, (2) increasing the efficiency of investment in the education of newcomers supporting the development of management programs for this group at city level and, (3) strengthening education and training paths of school staff fostering the collaboration between schools, municipalities, and researchers nationally and internationally.(1)These aims were translated into the following activities, which were EDINA’s main focus during its three year span creation of an online webtool with research based information, good practices, advice and exercises about arrival of newcomer students (including the transition to the mainstream schools of the receiving countries), the background of this vulnerable group of students (in order to improving the reception of these students by the schools), assessment of students (their observation and evaluation), differentiation in divers classrooms, communication with stakeholders (specifically parents and other family members) and intercultural competences of teachers. (2)to spread the content and use of the tools among the teacher community, through the organization of workshops for teachers of the participating schools, through the National Transfer event, and through workshops and presentations given at teacher education institutes and networks (e.g. LOWAN, in the Netherlands). (3)To change attitudes towards the use of the students’ home (and other) languages of teachers and policymakers and aimed at stressing the importance of sufficient funding of newcomer education. This has led to the acceptance by the Dutch parliament of a second year of special funding of newcomer education in the Netherlands. PARTICIPATING ORGANISATIONSThe EDINA project has been carried out by nine project partners from four cities across three European countries, namely Belgium (Ghent), Finland (Helsinki) and The Netherlands (Rotterdam and Utrecht):Netherlands:-University of Utrecht University-Municipality of Rotterdam-Stichting BOORFinland:-University of Helsinki-Municipality of HelsinkiBelgium:-University of Ghent-Municipality of Ghent-Vicariaat Onderwijs Bisdom Gent-Vriendenkring Kleine IcarusImportantly, the project partners represented three different disciplines: schools (represented by school boards), municipalities and universities. UNDERTAKEN MAIN ACTIVITIES AND DELIVERABLES: Taking the goals of the project as a starting point, the EDINA project had 3 targets:(1) to reduce disparities preventing under or over referral to specialized care, proposing adequate strategies and activities to help teachers, schools and municipalities to support these children, (2) to increase the efficiency of investment in the education of newcomers supporting the development of management programs for this group at city level and, (3) to strengthen education and training paths of school staff fostering the collaboration between schools, municipalities, and researchers nationally and internationally..................TO READ THE REST OF THE ANSWER TO THIS QUESTION, PLEASE SEE ANNEX ""EDINA Final Report FULL."""

Implementing ambitious local climate action plans is paramount in the fight against climate change. Moreover, the sheer aggregated investment volume contained in these plans holds the promise of a powerful longlasting economic recovery. Unfortunately, the lack of a comprehensive funding solution undermines the realisation of these plans. FALCO addresses this problem by developing a financing solution for ambitious local climate plans of over 180 Flemish signatories to the Covenant of Mayors (“FLC Solution”). This solution builds on the results of several previous projects, integrates state of the art knowledge on sustainable energy financing, and was tested at the conceptual level. Unlike other solutions, the FLC solution 1) looks at the climate action plans as a whole (potential for piggybacking) instead of adopting a project-per-project view (risk of cherry picking); 2) focuses on lifting financial and non-financial investment barriers; and 3) uses private capital instead of public budgets for its financing operations. In addition, FALCO will develop accompanying (policy) measures that will induce demand for investments. FALCO is designed as a scalable pilot that allows real-life testing of the FLC solution. FALCO will: • Develop the theoretical FLC solution into a fully operational financial solution (WP2); • Develop a project portfolio (ca. 50 mio €) w.r.t. energy efficiency in SMEs and energy renovation of public and private buildings (WP3); • Have an independent party due diligence validate the proposed financial solution and project portfolio (WP4); • Contract investments for at ca. 17.6 mio € resulting in an estimated 27.7 GWh primary energy savings and the creation of 250 sustainable jobs (WP5); • Monitor the investments and document lessons learnt (WP6); • Disseminate the results in Flanders and in the EU, investigate its replication in other EU member states /regions (WP7).