ADMIGOV aims to promote an alternative migration governance model. ADMIGOV takes seriously the principles laid out in the New York Declaration (NYD) and the Sustainable Development Goals (SDGs) to study how alternative approaches to migration governance can be better designed and put into practice. However, rather than proposing a top-down study of existing migration policies, ADMIGOV studies the reality of existing polices and practices on the ground to improve migration governance in line with the principles set out in the NYD and SDGs. This is the unique analytical feature of ADMIGOV. We bring together analyses of migration governance in practice and in key times and spaces and relate these analyses to the key structuring principles of migration governance as laid out in the NYD and SDGs. This is done to better understand the current gaps between principles and practices and in order to provide insights and recommendations for migration governance in the future. ADMIGOV is methodologically unique. We bring analyses from along the migration ‘chain’, from entry through to exit and incorporating key issues such as labour migration, protection needs and development goals. ADMIGOV has chosen several case studies of key times and spaces in migration governance, including the Greek islands, Lebanon, and Turkey, to better understand the most important and most problematic processes at play. Additionally, through the involvement of the Danish Refugee Council, ADMIGOV has access to possibly the largest dataset on migrants on the move today. The 4Mi data of the Danish Refugee Council will give ADMIGOV access to and help us generate more data than a single research team could normally collect. In short, ADMIGOV is designed to combine the analyses of existing policies and practices on the ground in key times and spaces with the wide-ranging 4Mi data to generate new indicators of good migration governance, helping the EU put the NYD and SDGs into practice.

Graph C*-algebras are analytical objects blessed with a tangible structure and classification theory derived from their combinatorial origins. Through the analysis of directed graphs, including higher-rank graphs or quantum graphs, one can visualize and explore them in intuitive ways lacking elsewhere. They serve as strikingly efficient models for key open problems in noncommutative geometry and topology, as well as in C*-dynamical systems. They also provide a focal point for the much-needed extension of the celebrated Elliott classification program to non-simple C*-algebras. The main objective of the project is to achieve a critical mass for a successful attack on these problems by combining the weight of strong research groups inside and outside the EU, using graph algebras as a unifying vehicle for hitherto unconnected areas of mathematics. The synergy of these new and innovative connections should allow us to develop and apply brand new methods unavailable otherwise. Furthermore, researchers using graph C*-algebras for applications in adjacent fields are likely to provide groundbreaking insights making impact way beyond graph algebras themselves. In particular, we expect to develop an interdisciplinary dimension involving quantum computing. We aim to achieve our objective through networking and transfer of knowledge. Between twenty six partners from the EU and North America participating in the network, there are worldwide leading scientific centers. Among about seventy researchers involved in the project, there are famous experts and extremely efficient mentors of young researchers. Combining them with student members of the network yields a top human-resource infrastructure. An important objective is to take advantage of that potential by creating new career opportunities. Another tremendous asset of the network is a unique opportunity it gives to tie new and lasting connections for successful transcontinental scientific collaboration.

Recent years have seen profound societal changes across Europe. The rise of the internet has given students and teachers easier access to information, fundamentally altering the way in which we learn about both current and past events. At the same time, disinformation, fake news and conspiracy theories increasingly find their way into classrooms. Remedying this trend requires a solid judgment on the reliability of sources, for which students often lack the necessary training. With critique, interpretation and contextualisation of sources forming the basis of the discipline’s methodology, history and history educators can play a key role in providing students with the right knowledge and skill sets to counter this worrying trend.The frequent use of history in the public sphere, including in films, games and fiction that youngsters consume similarly provide educators with both opportunities and challenges. While students may arrive at school with preconceived ideas about history that have little root in historical research, there are also opportunities to engage them in topics they care about. Teachers must therefore be up to the task of recognising biases and challenging assumptions, while encouraging their students to critically reflect on what they see, read and hear.New and innovative ways of teaching and learning about the past are also not limited to the internet and the media most frequently consumed by youth. Current discussions on heritage in particular, and what we as a society choose to remember, cherish or commemorate, does not only help students learn about the past, it also forces them to think about the present and the kind of society we wish to live in.European classrooms have over time become increasingly diverse. Still, most history curricula remain centred on traditional, nation-centric narratives that are neither equipped for, nor reflective of, this new diversity present across our continent.This project therefore aims to prepare future history teachers for a critical history education more attuned to the realities of 21st century societies. In order to respond to the aforementioned societal changes and to incorporate these new insights in history didactics, history teachers need to have access to information that is based on the latest research, that is easy to digest and that can make immediate impact in hectic work environments.Future history teachers are the main target audience of this project. These are students currently enrolled in the partner universities’ teacher programmes in Estonia, Germany, Poland and Spain, as well as those reached by EuroClio’s network of both current and aspiring history educators. The project will additionally target more experienced teachers, who will benefit from updating their teaching practice, as well as researchers benefitting from a State of the Field analysis. Ultimately, the project will benefit pupils across Europe who will receive an updated, critical history education responding to 21st century needs.The project will provide future teachers with a ready to use study guide with learning activities and teaching methods and tools on the following topics: Heritage in history education, global dimensions of national history and post-colonial history, public history and history education, and the role and influence of the internet in history education.A State of the Field analysis will ensure that all developed materials are based on the latest scientific insights and current teaching practices. The accompanying literature review will be a reference point for those interested in evidence-based history teaching, including researchers and history didacticians.A visibility campaign will focus on the production of content designed to raise awareness and increase the number of prospective history teachers, teacher trainers, educators, and policymakers using the study guide and State of the Field analysis. The campaign will thus significantly improve the impact of all other project outputs, as will the planned national and thematic seminars.The project’s methodology rests on solid and extensive experience of EU projects by the lead coordinator and a collaborative approach with both internal and external partners. The individual expertise of the different partner organizations are recognised and each Intellectual Output will be developed under one organization’s leadership. The involvement of the partners in all outputs will additionally result in a strengthened awareness of roles and responsibilities in the project’s management leading to a task division compatible to each organization’s capacity.In terms of impact, the project partners have the potential to reach approximately 10,000 prospective and current history teachers. The longer term benefits of the project will have much further repercussions, providing future generations with the critical thinking skills required for active citizenship in democratic and pluralistic societies.

In the realm of renewable energy, the generation of hydrogen via photo- and electrochemical water splitting has emerged as a focal point for energy storage and emissions reduction. However, achieving the desired efficiency remains a formidable challenge, primarily due to constraints in the performance of the anodic reaction involving the endergonic oxidation of water and the subsequent release of oxygen. Despite recent strides, current catalysts are either prohibitively expensive, or suffer from inadequate stability and durability. To address this pressing issue, an interdisciplinary and intersectoral Consortium comprised of seven academic and two industrial teams endeavors to pioneer a breakthrough solution. Our goal is to develop novel materials with enhanced catalytic activity in electrochemical and photochemical water oxidation reactions, coupled with stability under operational conditions. These materials will be rooted in polychelate, macrocyclic, and clathrochelate complexes of 3d-elements. The project will pursue systematic synthetic strategies to obtain the desired water oxidation catalysts, followed by comprehensive characterization employing various analytical, structural, and physico-chemical methods. By elucidating the factors influencing the catalytic efficiency of water oxidation catalysts, the Consortium aims to facilitate the rational design of novel photo- and electrocatalytic systems for hydrogen and oxygen production from water. Furthermore, pathways for leveraging these new substances as highly effective homogeneous and immobilized molecular catalysts for photo- and electrochemical water splitting will be explored, fostering innovative technological solutions for energy conversion and environmental preservation. Through this staff exchange program, we anticipate promoting and enhancing the complementarity of the participating teams, fostering cross-fertilization, and cultivating a hub of synergy in research, innovation and technology.

The Erasmus+ Key Action Strategic Partnership Programme PACI – Professional and Accessible Community Interpreting: A Gateway to Migrant’s Integration. The project involves a unique pioneering approach to providing sustainable training in Public service Interpreting and Translation (PSIT) for Languages of Lesser Diffusion (LLD’s). The project’s primary goal is to develop a didactic model for PSIT training. Based on the concept of blended learning, PACI’s didactic model requires students to combine (independent) online learning with onsite training. The learning objectives and materials in PACI’s PSIT module are in line with market needs related to the provision of PSIT services in the partner countries. Given the great demand for professional training of PSITs in languages of limited diffusion (LLD’s), the three Central European university partners – i.e. the Comenius University in Bratislava (Slovakia), Palacký University Olomouc (the Czech Republic), and the University of Wrocław (Poland) – decided to join forces with the Department of Linguistics & Literary Studies at Vrije Universiteit Brussel (Belgium). VUB has many years of experience in training translation and interpreting students, on the one hand, and in offering courses on terminology and translation/interpreting technologies, on the other hand.Since each partner individually cannot address all aspects and competencies considered necessary for PSIT training in the respective language combinations (Polish – Dutch; Czech – Dutch and Slovak – Dutch), the project benefited from a supranational partnership within the Erasmus+ framework. Each project partner contributes its own expertise to the development of PACI’s didactic model. The Comenius University of Bratislava initiated the PACI partnership. The university has a long tradition of providing translation training to students enrolled in its Dutch studies curriculum.The PACI didactic model – available in Dutch and English – can serve as a template model in PSIT professional training for other language combinations. It is currently offered as a separate PSIT training module within the existing university curricula of the Philology Departments in the two Central European universities in Poland and the Czech Republic, and a professionalization track within the translation studies curriculum of the Comenius University in Bratislava.The intellectual outputs of the project use the latest PSIT techniques in practice, contain innovative digital learning materials such as e-learning courses in 4 areas: translation in public services, interpretation in public services, language technologies in PSIT, and ethical and institutional aspects of PSIT. The courses are directly related to the requirements of the EMT (European Masters in Translation) and reflect the recommendations of process organizations in the field of PSIT (ENPSIT - European Network of Public Service Translators and Interpreters). In addition to basic theoretical knowledge in the field of translation and interpretation relevant to PSIT, students are acquainted with an overview of technologies of computer-assisted translation, machine translation, corpus tools for searching terminology. Role exercises and practical translation studios during the training week support the development of practical translation and interpreting skills and the ability to solve ethical dilemmas. A Didactic handbook: Framework structure PACI - Professional and Accessible Community Interpreting: a Gateway to Migrant Integration. Handbook for users of the training model will make it easier for those interested in using this educational model to implement it in a specific educational institution. Our Monograph - Training of Interpreters and Translators in Public Services: A European Perspective provides an overview of current PSIT research and current studies on the state of PSIT in Central European countries compared to countries with well-developed PSIT systems (Belgium, Spain, Austria) as examples of good practice.