"Safety at work has been a field of strong interest for many decades. Despite this, each year there are 374 million nonfatal work-related accidents/illnesses and over 2.78 million workplace fatalities (ILO, 2018). The construction sector is particularly at risk. 1 in 5 (20.9%) fatal accidents at work in the EU-28 in 2015 took place within this sector (Eurostat, 2018). In 2014, the European Commission developed a new strategic framework on safety and health at work to address workplace safety (EC, 2014). The construction industry relies heavily on migrant workers, defined as persons who are engaged or have been engaged in remunerated activity in a State of which they are not national (UN, 1990). During their first year in a new country, male migrants are predominantly employed in the construction sector, and are 1.4 times more likely to work in construction than native-born men (Eurostat, 2011). A recent report from the UK’s Office for National Statistics estimates around 10% of all construction workers in the UK between 2014 and 2016 were non-nationals (ONS, 2018). Migrant workers, with low levels of skill, are particularly vulnerable, with higher reported rates of accidents and fatalities compared with native workers (e.g., Dong et al., 2013).To address these issues, the project a) reviewed and identified barriers and facilitators effective VET training in a vulnerable group; low-skilled & migrant workers in construction, b) developed and evaluated migrant safety training, c) developed a certification system to facilitate mobility and d) developed guidelines to support safety in construction.Key activities of the project were undertaken in 3 main phases:1 Preparing the background for the development of the Safety Training Package (STP) and the Safety Training Evaluation Device (STED) by compiling the Safety Knowledge Base (O1)2 developing and piloting the STP, a mix of face-to-face and online teaching (O3) and developing and testing STED, a mixed methods evaluation framework (O4)3 following learning from O3 and O4, we developed a Certificate System (O5) that allowed for the cross-national recognition of STP. We also developed Guidelines (O6) for effective training and training transfer, and the publication of training tools and materials (all freely available on the Interactive Platform (O2) and partners' websites).Methodology. The project applied the design cycle methodology, composed of 6 steps: 1) “Definition” of the goals and functions of the project by studying the target groups’ views and needs; 2) “Analysis” with the aim to develop the Knowledge Base; 3) ""Synthesis”, which represented the definition of the Knowledge Base necessary to develop the STP and STED; 4) “Simulation”, in which STP and STED were concurrently implemented and tested; 5) “Evaluation”, of STP and STED where usefulness was evaluated by the stakeholders; 6) “Decision making”, to disseminate the STP, STED, Guidelines, and the Certificate System.Participants. During the project we trained 22 trainers and 119 low-skilled workers in construction (of which 45 migrant workers). 107 completed the training. Before and after evaluation revealed significant increases in learning technical skills, but not safety outcomes. Interviews revealed changes in safety compliance, assertiveness and safety climate. In addition, 18 supervisors of trained workers were interviewed. Furthermore, 19, 22, and 28 people participated in focus groups, and 10, 10 and 27 in interviews (in Spain, Italy and the UK, respectively). Moreover, the total number of participants in the Multiplier events were 297. Results and impact: The number of visits to the ESTEEM website was 20593 and 463 supplementary documents were uploaded to the website.The evaluation of the training confirmed that trained workers benefited from pilot training. They increased their knowledge about safety and transferred this knowledge into construction site, resulting in technical and non-technical safety behaviours and a good safety climate. Supervisors and trained workers reported that supervisors supported training transfer.Longer-term benefits: Medium-term: decrease in the number of injuries and accidents which in turn means healthier workers and lower costs for EU countries. Further, we have developed a certificate acknowledging the completion of the training that may facilitate mobility across different EU countries, however, it should not be seen as a formal qualification. Long-term: Valora Prevencion in the first 3 months of 2021 will train all occupational practitioners (N~200) in the ESTEEM methodology and integrate the STP into their training portfolio. In Italy, Formedil, the national joint association for training in the construction sector suspended face-to-face training due to the pandemic and IIPLE has made the training materials on our platform available to them. All partners will continue to disseminate the ESTEEM methodology and results in practitioner and academic fora."

Climate change is one of the most urgent problems facing mankind. Implementation of the Paris climate agreement relies on robust scientific evidence. Yet, the uncertainty of non-greenhouse gas forcing associated with aerosol-cloud interactions limits our constraints on climate sensitivity. Radically new ideas are required. While the majority of forcing estimates are model based, model uncertainties remain too large to achieve the required uncertainty reductions. The quantification of aerosol cloud climate interactions in Earth Observations is thus one of the major challenges of climate science. Progress has been hampered by the difficulty to disentangle aerosol effects on clouds and climate from their covariability with confounding factors, limitations in remote sensing, very low signal-to-noise ratios as well as computationally, due to the scale of the big (>100Tb) datasets and their heterogeneity. Such big data challenges are not unique to climate science but occur across a wide range of data science applications. Innovative techniques developed by the AI and machine learning community show huge potential but have not yet found their way into climate sciences – and climate scientists are currently not trained to capitalise on these advances. The central hypothesis of IMIRACLI is that merging machine learning and climate science will provide a breakthrough in the exploration of existing datasets, and hence advance our understanding of aerosol-cloud forcing and climate sensitivity. Its innovative training plan will match each ESR with supervisors from climate and data sciences as well as a non-academic advisor and secondment and provide them with state-of-the-art data and climate science training. Partners from the non-academic sector will be closely involved in each of the projects and provide training in a commercial context. This ETN will produce a new generation of climate data scientists, ideally trained for employment in the academic and commercial sectors.

The INSEAI project aims to create an international network for knowledge and comparative socioeconomic analysis of informality and policies to be implemented for its formalisation in the EU and Latin America. The interdisciplinary and intersectoral approach involves academic (nine from UE and seven from LA), non-academic (three from UE and four from LA), and four non-eligible funding entities. Training activities and debate events will be organised throughout secondments, and specific tools (to detect, prevent and avoid informality) will be developed with the network members and people from their environment's societal collaboration. INSEAI Network faces at least seven critical challenges currently claimed by stakeholders at HEI in Europe and LA: 1) Raising the level of research organisation in the region in the informal issues covering the current state-of-the-art knowledge and formalisation governance lacks. 2) Multiplying the effect of research results opens the possibility of catching public policy interest. 3) Driving the PhD students' attention to informality as an endemic issue deeply rooted in the globalised dynamics changing people's lives and stratifying world peripheral capitalist positions. 4) Developing Open Science, promoting gender equality, and consolidating the network continuity. 5) Developing training tasks, exchanging knowledge and methodologies, and trying to innovate in analysis and quantification tools with the support of research and dissemination technologies. 6) Managing external databases and those generated by the network to offer tools (using big data, algorithms, apps) for public use in favour of informality knowledge and estimation and the formalisation processes governance. 7) Bringing together research and innovation interests from academic and civil society entities to understand the convergences and divergences in structuring labour markets and informality dynamics in regions with different degrees of development.

The iHERE project- Digital HEalth liteRacy Education for vulnerable groups - derives from the premises as set generally in a) the European Parliament reports and recommendations on the importance of providing healthcare to vulnerable groups, as health professionals report difficulties in communicating effectively with these populations about risk-taking behaviors and barriers to accessing information, b) the 'eHealth Action Plan 2012-2020' which identifies the lack of awareness of eHealth opportunities as one of the barriers to a wider uptake of eHealth solutions and, proposes activities support aiming at increasing citizens’ digital health literacy; what is important here is that ICT for health and wellbeing is becoming increasingly important to deliver top-quality care to all citizens currently living in EU.The project includes 8 partners (EhB, PROLEPSIS, RESET, UVEG, AKADEMIE KLAUSENHOF, TUCEP, XPCSA, CSI) from 6 European countries (Belgium, Germany, Spain, Italy, Greece, Cyprus) and it targets disadvantaged and vulnerable social groups, such as immigrants & refugees, poor health and low income people, jobless and marginalized social groups under the risk of exclusion and/or experiencing poverty. These groups often face particular health challenges due to their lower socioeconomic status and lack of adequate social support, they are vulnerable to a number of threats to their physical and mental health, experiencing additional barriers such as the structure of the overall health care system, underdeveloped health literacy, absence or limitation of learning opportunities; their specific health needs are poorly understood, communication with health care providers remains poor, health systems are not prepared to respond adequately, access in health and other basic services is hard. Additionally, apart from legal restrictions on entitlements to health care, they may be particularly affected by user fees, as well as by impeded access to health insurance. In this context, the project addresses the objectives: a) to promote inclusive training by addressing diversity and reducing disparities for learners with disadvantaged backgrounds, through innovative integrated approach, b) to digitize the quality learning content and use ICT as a driver for systemic change to increase the quality and relevance of health care training of vulnerable groups; give access to education and digital training tools to those facing particular vulnerability due to educational, economic, cultural and social obstacles, c) to empower adult educators and particularly educators in the relative fields with innovative training tools and resources (such as curriculum, digital tools, methodological guidelines) concerning the adult education, the Health Literacy and Care, the vulnerable populations training and inclusive practices as well, d) to design and implement outputs and project products for the vulnerable groups concerning their training to face the challenges of Health Care and Literacy, the potential or/and existing barriers arising from the low level of health information, knowledge, practical access in health resources (human, institutions, etc), the health threats, e) to create and form tailored needs toolboxes/resources regarding the diversity and the synthesis of the participants profile, f) to establish the necessary context for a shift in the way the vulnerable groups should be addressed for their effective Health Care and Literacy, g) to provide the essential context in EU, for health promotion, health care & prosperity, wellbeing attitudes, EU security in health systems delivery. The activities include respective intellectual outputs, training/learning activities and multipliers events (National Seminars/Workshops, Final Conference) and the iHERE IOs comprise of the Curriculum and Resources Toolbox, the Digital Context and Components, the Methodological Framework Guidelines. The participants are adult trainers and lifelong educators, training centers leaders, health sector members, public bodies – social affairs representatives, public servants, policy makers, community leaders, community members, NGOs leaders, representatives, associations and organizations with the focus on the marginalized groups and mainly disadvantaged individuals experiencing poverty and/or inclusion, individuals belonging in the vulnerable social groups as the end-users. Last, concerning the overall local, regional, national & EU impact, it is expected that the eHealth empowerment of the vulnerable social groups will lead to a positive change and quality in their life and health conditions, to practical non-discrimination and inclusive strategies with good health factors and wellbeing; the project also sets the essential context in EU, for health promotion, health care & prosperity attitudes, EU security in health systems delivery.