Through the Value Plus Project, the partners worked to build a common path to offer low qualified workers in the home care sector the possibility to have their non-formal and informal learning recognised and converted into ECVET credits. Value Plus has indeed met the need to validate and recognise the knowledge and skills acquired within informal/non formal context by home carers from Spain, Italy and Romania, ensuring the conversion of certified Learning Outcomes into ECVET credits (according to the ECVET Recommendation) that can be spent in all project countries with a view to transnational labour mobility.There is a growing demand for qualified workforce all over Europe. This demand is closely linked to the progressive aging of population. The phenomenon assumes different characteristics in different European countries. In fact, while in northern and center European areas both private and public social and health services are organised and structured to satisfy the rising demand for care services, in the countries of the Mediterranean area this demand is only marginally covered by institutional services and the workforce is immigrant (mainly from East Europe) and low qualified. The project has led to the starting of an important process of renewal of the Italian, Spanish and Romanian VET organisations (learning validation, vocational training and placement). By implementing the project the following steps have been taken: -adapting models, tools and procedures for validation of learning used in France to the contexts of the project partners’ countries (Italy/Abruzzo region, Spain/Catalunya region and Romania/Bacău county; -innovation of the VET systems in all the countries involved in the partnership which, thanks to the project, have known and started their first trials for the validation of learning, the certification of competences and the conversion of certified Learning Outcomes into ECVET credits.The main issues addressed have been the following: 1. The increasing demand for occupational profiles in the field of home care services; 2. The massive presence of unskilled workers without skills and competence certification fostering the illegal labour market; 3. The difficulty that carers experience in having recognised skills and competences acquired through work experience and non-formal and informal learning; 4. The difficulty faced by carers in having recognised/certified by other European countries the learning outcomes they gained in their own countries.objectives achieved by the Value Plus project :1) a comparative analysis of the training paths leading to the qualification of family carers in the partners'; contexts through the drafting of Output 1: Analysis of qualifications in the home care sector in the regional and national contexts of the Value Plus partners; 2) the comparison of Learning Outcomes recognition and certification system for individuals who work and/or intend to work in the home care sector in the countries involved by Value+ , through the development of Output 2: White labour and Transparent skills/Guide for the recognition and comparison of competences in the home care sector within the European panorama; 3) the shared adoption of tools and procedures for the validation and certification of Learning Outcomes and for their conversion into ECVET credits which led to the development of Output 3: TOOLKIT for transparent skills in the home - care service sector;4) the professional development of 24 VET professionals from Spain, Romania and Italy who have been trained to the use of the identifies tools and procedures 5) the testing with 200 final Beneficiaries (100 Italians, 50 Spanish and 50 Romanians); of the shared tools and procedures for the certification of competences 6) the transformation of certified Learning Outcomes into ECVET credits; 7) greater awareness among tested beneficries of their competences 8) better chance of regular placement in the Labour market of home carers in the countries participating in the project also thanks to ECVET credits;9) raising the quality of services provided to households and partially/totally dependent individuals in Europe; 10) dissemination of outputs produced (O1, O2 and O3) at EU level.The partners, although diversified and with very different professional languages, always cooperated in the pursuit of the project purpose. An approach to the development of innovation and community empowerment has been adopted in the project management. Institutional actors and VET organisations from 4 different countries (France, Spain, Italy and Romania) were involved. A European complementarity has been identified in the actions carried out in different geographical contexts for the sharing of methods and tools, validation of learning and conversion into ECVET credits. The experimentation with final beneficiaries, has made it possible to enhance non-formal and informal learning experiences of those working in the home care sector without professional qualifications. The conditions have been created for the widespread adoption of shared learning validation systems in the home care sector, for the certification of competences and for their conversion into ECVET credits.

"""THE WORKSHOP OF CREATIVITY: LEARNING FOR A SUSTAINABLE FUTURE IN 3.0 CLASS"" is a project which involves five European High schools - I.T.S. ""Tito Acerbo"" of Pescara (Italy), I.E.S. Bezmiliana of Rincon de la Victoria (Spain), INSTITUTO DE EDUCAÇÃO AND FORMAÇÃO DO SORRAIA, LDA of Salvaterra de Magos (Portugal), ""GEL NIKAIAS"" by Nikaia Larisas (Greece), I.E.S. ""AGORA"" of Caceres (Spain) and the Abruzzi Region. The project began due to the necessity to review the reference models of schools to develop those skills considered crucial in order to facilitate innovation, leaving behind past attitudes, adequate in the recent past. But no longer relevant in schools where foreign students are in a situation of social, economic and cultural disadvantage.The partnership has provided adequate responses and introduced the following changes:• teaching innovation and development of digital culture• hindering early school leaving and any form of disadvantage• improvement of basic and transversal skills in a lifelong learning perspective.In order to make a real transformation it was important to focus on the professional growth of the teacher by sharing the communicative dimension of the new generations by using their own virtual spaces and with immediate actions that would allow everyone to achieve positive results.The real aim of this partnership was to invest in the digital identity of each person, thus realising a Virtual Energy Museum, a technological model able to support the pedagogical system of the learning, collaborative and remote system, created according to the needs of the trainees.The 3.0 Classroom has replaced the traditional classroom giving life to a new learning environment, which is flexible and promotes creativity, collaboration and active teaching.Students aged between 16 and 20 years old have been involved in active and supportive group work and concrete actions have:•strengthened the dynamism and creativity of research in the energy field, promoted innovation through the use of digital skills and the use of active teaching - learning by doing - to encourage learning even in less gifted individuals and the integration of young people in a situation of social, economic and cultural disadvantage• encouraged an integrated knowledge, transversal and inspired by a cognitive-collaborative model that has activated and managed educational processes aimed at developing a new approach to the environment and sustainability that have produced important and responsible choices •involved local areas, seen as a cultural entity of reference, in view of an educational-territorial project by introducing specific tasks and responsibilities.Everyone has been able to experience and acquire awareness in different ways, of the uneasiness, cultural diversity and social exclusion in the environment where he/she lives. Moreover, to acquire the necessary competences to face the difficulties independently, respecting the people and cultures involved, through commitment and personal generosity.The defining characteristics have been the relationship with the local areas and the use of an interdisciplinary teaching. A very important phase of our experience was the collaboration with the local area. The student has had the opportunity to be enriched from an analytical and synthetic point of view, “the vision of the world” thanks to a constant interpersonal contact of a moral, social and logical nature which has been emotionally relevant.The interdisciplinary approach has contributed enormously in order to define the complexity of our project.The teaching methodologies and strategies used by the teachers have allowed for a more adequate youth training compared to the demands of the labor world, willingness to cooperate and respect for the behavioral rules, of oneself and others, positive effects in the fight against exclusion, an improvement in the basic and transversal skills of young people, especially linguistic, digital, relational, entrepreneurial ones, autonomy and spirit of initiative.There will be new opportunities for collaboration and we hope to see an improvement in the relationship between the labor supply and demand thanks to the training experience that has allowed students to respond to the needs of local companies that need versatile, dynamic and flexible workers."

Road networks are the largest publicly owned assets and they play a fundamental role in socio-economic development and competitiveness. At the same time, roads have huge environmental impacts and maintenance costs. Passenger cars account for 73.7% of total intra-EU passenger transport, with an average car occupancy rate well below 2 passengers per car. The resulting traffic accounts for about 12% of CO2 emissions. Delayed maintenance impairs road safety and increases cost of intervention, vehicle operating costs, and emissions. The CROWD4ROADS project combines trip sharing and crowd sensing initiatives to harness collective intelligence to contribute to the solution of the sustainability issues of road passenger transport, by increasing the car occupancy rate and by engaging drivers and passengers in road monitoring. BlaBlaCar (http://blablacar.com/) is the largest trusted ride sharing community worldwide, with more than 10.000.000 members in 14 countries, while SmartRoadSense (http://smartroadsense.it/) is a crowd sensing system which makes use of the accelerometers of car-mounted smartphones to estimate the roughness of the road surface. The CROWD4ROADS platform establishes a synergistic relationship between BlaBlaCar and SmartRoadSense, exploiting the network effect which is inherent in both the initiatives, to provide a sizeable impact in terms of car occupancy rate, road monitoring, and end-user engagement in road maintenance and transport sustainability. Scalability issues will be addressed during the project both from a technical and from a social point of view. The approach will be validated on representative large scale pilots, involving more than 1 million people and covering more than 1 million km of roads. Impacts will be measures in terms of road coverage, car occupancy rates, and open data volume.

The building sector is one of the major consumers of energy in Europe, responsible for 40% of energy consumption and 36% of CO2 emissions. Furthermore, Social Housing (SH) buildings show a critical state due to the lack of constant resources to upkeep and refurbish the existing stock and a long-term sound energy strategy (having to deal with emergencies). TIGER intends to improve the efficiency of SH by addressing the issues of the lack of funding and also contribute to tackling energy poverty which is a growing issue in Europe. Between 50 and 125M Europeans are unable to afford thermal comfort. The main aim of TIGER is the implementation of energy renovation interventions in SH buildings, expecting an investment over 16M€ through Energy Performance Contracting (EPC), with a simple payback period of 4 years. TIGER will engage over 1500 families living in 126 SH buildings, located in 58 municipalities in Abruzzo Region saving 8,7GWh/y of primary energy and reducing CO2 emissions of 1760tCO2/y, contributing to decarbonising the building stock. Further TIGER addresses energy poverty by improving energy efficiency, reducing energy consumptions and achieving adequate comfort levels. TIGER will develop an innovative model to be replicated and taken-up in different SH contexts. For the first time there will be a fully regional geographic approach- all 5 local SH operators will be engaged. Also the funding mechanism is innovative combining EPC with other financial instruments (ERDF, tax deductions, incentives, soft loan) in order to trigger investments by ESCOs. To properly deliver the setting-up of the investment scheme and the engagement and consensus of tenants, TIGER will appoint a PDA team including all technical and non-technical competencies and experiences (financial, technical and legal) and a capacity building programme for tenants will be set up to encourage vulnerable consumers to change their energy related behaviour.

Faced with the challenge of climate change, Europe aims to implement a decarbonised economy by 2050, using a renewable and sustainable energy system. Hydrogen as a means to store wind-powered and solar electricity is an essential part of this energy transition, and the use of these clean and carbon-free technologies is rapidly growing. However, to support the development of a hydrogen economy, a conjunction of factors needs to happen: 1/ technological advancements, 2/ bringing technology to market, 3/ public awareness and education. Over 30 months, HySchools has focused on giving young people and their educators across Europe the knowledge and tools to understand the challenges ahead and get involved in finding the energy solutions of the future.HySchools aimed at: -Increasing teachers’ confidence in teaching Hydrogen and Fuel Cell Technology (HFCT) by providing a range of accessible and practical educational resources-Aligning HFCT education and industry needs through mixed stakeholders input to ensure that the new curriculum developed meets the skills required in the clean energy industry-Increasing general understanding of how HFCE can benefit Europe in achieving its carbon reduction targets The project focused on the following target groups:-Teachers and students from secondary schools and colleges-Teacher training providers -Industry -Policy-makersProject activities and results obtainedTo help the development of educational resources that would match teachers’ needs, HySchools carried out an extensive survey in which 590 teachers were involved, to identify the type of content, methods and activities they require to confidently teach HFCT. In parallel, partners developed a state-of-play of each partner country’s education system (including where HFCT is/could be taught) and its HFCT industry. Analysis of the findings led to the production of a research report, articulating a set of recommendations that informed the development of educational resources.The HySchools resources are a range of practical and free educational resources accessible online, aimed at secondary schools and colleges, organised in 11 topics relevant to HFCT, including topics beyond traditional science subjects. Each topic comprises of a teacher guide, PowerPoint presentations for students, additional resources and subject knowledge for teachers, insights from energy and technology companies, specially selected videos via the HySchools YouTube channel and a range of student activities including Kahoot quizzes.Alongside an extensive content, HySchools partners have developed an innovative teaching method which allows the co-production of learning sessions, and the development of transversal competencies for students, to increase their autonomy and resilience in their learning and their lives.262 teachers from 100 schools across the 6 partner countries have used the HySchools resources either in teacher training settings or in their classroom (to a total of 1332 students). An extensive evaluation was carried out, which highlighted that teachers’ confidence in teaching HFCT increased by 36% in average after using the HySchools resources; 97% said the resources enabled them to differentiate according to age and ability; and 65% said they were likely or very likely to use the resources in future lessons. A range of dissemination activities took place throughout the project, to increase engagement in the project, disseminate the project results, influence curriculum change and local/regional/national strategies focused on clean energy skills, jobs, and growth, and to support general HFCT awareness. It is estimated that dissemination activities reached approximately 29,000 people, ranging from schools, businesses, academics, policy-makers or general public. Two multiplier events were organised, to share the project results, in Italy in March 2019 and the UK in February 2020, attended by a range of target groups representatives. HySchools will continue its legacy, as the resources are available on online, therefore accessible worldwide. Also, a proposal has been submitted in April 2020, to follow on HySchools and create Europe-wide schools competitions on hydrogen and fuel cell education.