The majority of databases are unfit for deploying advanced analytical tools by humans and machines, causing forgone opportunities arising from advanced ICT solutions. It adds to the problem that the transition towards low carbon and sustainable energy systems requires the integration of interdisciplinary and complex data. It means that it is not sufficient to only account for physical and technical attributes, but also socio-economic and environmental ones. Otherwise, society is misinformed about the consequences of upcoming fundamental systemic changes, affecting acceptance building and the creation of ownership for the energy transition. Transparent and integrated management of energy data with useful metadata information and quality assurance provides the basis for society to choose, monitor, and implement sustainable transition pathways; and for the industry to be innovative. Therefore, databases need to adhere to the principles of open and FAIR data (findability, accessibility, interoperability, re-usability). However, the concepts and infrastructures for FAIR and open data management are currently not existing in low carbon energy research. The overall objective of EERAdata is to develop, explore, and test a FAIR and open data ecosystem. This new data infrastructure is established through the broad involvement of the energy research community in a series of workshops and is applied in four selected use cases, covering essential aspects of data-driven low carbon energy research. EERAdata also implements an open platform for uniform and seamless access to energy data and establishes a pool of experts and data stewards to facilitate a mental shift in the community towards FAIR and open data practices. A key element is the active linking of EERAdata to national initiatives, the European Open Science Cloud, the Research Data Alliance, and others. In this way, the project builds a critical mass to explore the prospects of large-scale FAIR and open energy data.

The project mainly addresses one of the common problems in our century which is increasing especially after the COVID-19 outbreak 'women unemployment-gender inequality'' and tackling this problem with ''creativity, creative economy and art''. Social connection and employability can come in the form of participation in the arts and transferring those learned new skills into the employment markets. Creativity has high currency as an aspect of contemporary life. It is becoming an essential feature of LLL as education is called upon to prepare people for a world that now is changing more rapidly than ever before.The main aim of the project is to increase the capacity of low skilled, low qualified women and women with fewer opportunities by enhancing their employability and entrepreneurship through CREATIVE economy strategies and missions by supporting them as they enter the labor market in order to;-prevent social exclusion and poverty, -promote art and creativity as a life skill-provide guidance and access to employment opportunities through art and creativity.-promote the development of skills and competences, especially the ones are on creativity and digital -support gender equalityThe most important results to be expected during the project and on its completion are the following:1- E-learning Platform2- Training Course For Creative Women3-Creativity Training Toolkit For Trainers4- Two training events, one for women and one for organisations staff members will be organised during the project, as well as a pilot trainings for the main targetgroups, in order to fully engage them in the planned activities.The main target groups of the project are low-skilled and low-qualified women and the women who have fewer opportunities as well as trainers/mentors etc. who has a crucial role in their life.

Worldwide statistics are clear, where it is estimated that approximately 70% of family-owned business do not survive into the 2nd generation and 90% no longer controlled by the 3rd generation of the family. Succession between generations in family businesses is less straightforward than it used to be. Today’s generation is growing up in a commercial culture which is radically different from that in which earlier family members took on responsibility. Family-owned businesses play a vital role in the economic development of a country. Most successful companies around the globe started as family owned businesses. The young entrepreneurs of the G20 hold the key to solving our youth unemployment problem, but we must help them to achieve their potential 66% of the young entrepreneurs say they need say entrepreneurial skills need to be specifically taught. Thus, the role of family businesses in the European economy is paramount to the success of the countries that comprise the biggest economic region in the world.The @theEUAGORA project aims to create an online training and knowledge platform particularly addressing young entrepreneurs who are about to inherit or are in the first couple of years of running a family business in the retail sector. All training material will be OERs available for e-learning and m-devices supporting ICT-based training, social learning models, a gamified approach, using specific authoring software and translated in all partner languages, accessible through the platform. Guest access will be available and connection with other OER databases will be made. This target group of young people is in need of particular and specific knowledge, not too generic but practical and according to their needs, and skills in using existing, empirical knowledge turning it into competitive advantage. These young entrepreneurs need to have business skills and knowledge, either informal or formal education and training period (external and/or internal to the firm), in order to offer two intertwined effects on the family firm. Their skills, experience and capabilities in leading organizations are important conditions to gain credibility and legitimacy (Barach Ganitsky, 1995; & Chrisman et al., 1998). Besides, the expertise and stock of knowledge of these people determines the absorptive capacity (Cohen and Levithal, 1990, p. 128) that avoids delays and fosters the ability to exploit the new knowledge. Early exposure to the family business (Fairlie and Robb, 2005, Ward, 1987; and Barach et al., 1988), outside work experience (Barach and Ganitsky, 1995), formal education (Jon C. Carr, 2007 and Goldberg, 1996; and Morris et al., 1997) and training programs (Asia-Pacific Entrepreneurship Development Institute, 2014 and Churchill and Hatten, 1987) are considered factors positively correlated with a smooth succession for the future generation.The project aims through the platform and project activities, to provide young family business entrepreneurs in the urban retail sector, the necessary skills, competences and knowledge to achieve a professional, advanced and excellent management to become leading, modern and established entrepreneurs. The target group is aged between 18-30 years old with real needs of keeping family businesses alive and competing with global actors in Europe today facing economic difficulties. Advanced OER training material will be designed and developed using gamification elements and learning outcomes design, thus conforming to ECVET, training material accessible through multiple devices, user friendly system allowing for cross-country collaboration and exchange of knowledge and skills. Highly interactive, the infrastructure and project activities will be dedicated to retail shop owners training them on subjects such as innovation management, social media marketing, international competition, local markets and national markets etc. Expert interviews, good practices and collaboration circles will be created for the enhancement of skills and testing of knowledge acquired. The project aims to contribute to the specific objective of improving the level of key competences and skills and strengthening the link between youth entrepreneurial spirit to the labour market.

The EU and its member states promote inclusion and participation, non-discrimination, equality and equity, transparency and accountability in education ensuring that no-one is left behind, wherever people live and regardless of ethnicity, gender, age, disability, religion or beliefs, sexual orientation and gender identity. When compared to the last 50 years, it is possible to see the change from monocultural to multicultural educational environments, which leads to some barriers both for instructors, students and institutions in terms of organizational and curricular issues. Classrooms of higher education are now filled with students, with different identities, which force the teachers to be more tolerant to new perspectives.JoinMe2 Project aims at equipping Higher Education (HE) instructors with the necessary competence in equality and diversity so that they promote a learning environment that is conducive to learning. If a student feels uncomfortable, unsafe, or not respected, then their chances of success dramatically decrease. As a result, this situation hinders students' ability to fully participate in society as independent and responsible citizens. The project consortium consists of countries that have various concerns about the general topic diversity. It is a known fact that each participant country regarding their cultural heritage, economic situation and educational background, experience diversity in different degrees and levels, which makes this project more relevant. Our project will not only explore different attitudes and solutions, but also aim to apply existing solutions from one country to the problems in another. It is therefore important that this project is carried out across national borders by focusing on the issues of ethnic/racial diversity, gender, sexual orientation, cultural diversity and disabilities. Based on this, 7 institutions from six different countries (Turkey, Belgium, Greece, UK, Poland, Germany) form the consortium of JoinMe2.JoinMe2 will carry out the following project activities between 2020-2023 to achieve its main objective, which is designing and disseminating the Inclusive Education Training Portal.Output 1: Inclusive Education: descriptive and comparative analysis The empirical surveys will help us identify existing attitudes and beliefs towards the concept. The country-specific study texts derived from the collected data will reveal the situation in all partner counties. Thus, the combination of the first two activities will form the basis of the literature portal, which will be the first dissemination platform supporting the realization of the Knowledge Portal.Output 2: Inclusive Education PortalAll the activities conducted in Output 2 serve the aim of designing/creating the educational material for the courses to be offered in the training portal. This requires project activities such as literature review and material development based on a common checklist/guideline shared by all partner institutions. It further aims at ensuring and increasing the reliability and validity of the educational material. As one of the aims of the project is to disseminate a free, but high qualityinclusive education training, this stage is of crucial importance to the success and planned results of the project.Output 3: TrainingThe activities carried out at this stage form the core of the whole project, which is implementing the inclusive education training by the use of an experimental set-up. Since pre-tests and post-tests will be given to training participants before and after the training, it will serve as a measurement of the effectiveness of the training.Output 4: Knowledge PortalThe development of this portal will be the main means for reaching the expected results of the project as this will be the platform in which all the information, documents, reports, project results and further studies on inclusive education will be shared.Inclusive education and the issue of diversity are not topics that are limited to the six countries involved in the project. Neither are they limited to HE. Therefore, the inclusive education training portal will be of most use to teaching and learning practitioners at all levels of education, to teacher candidates, teacher trainers, the programme leaders, heads of schools, directors of Teaching and Learning Centers and/or Centers of Excellence worldwide. Thus, it is expected to have both a national and international impact on the curricular issues in education.

Cultural diversity is an essential feature of the European school landscape(s). This can be primarily seen at the level of pupils, whereas the teaching staff is often not as culturally diverse. The professional re-integration of international teachers (including refugee teachers) is fraught with many challenges. Despite these difficulties, international teachers have been increasingly employed in schools in recent years. Their professional and pedagogical background as well as their language of origin can be highly beneficial for the schools – as it is shown by the first re-qualification programs at universities in Europe, that prepare for the professional re-entry.International Teachers for Tomorrow's Schools (ITTS) builds on these experiences. The main objective is to support the professional re-integration of international teachers, who already work in schools in their new countries, in a strength-oriented manner. By using diversity-sensitive approaches, ITTS aims to enable schools to integrate the new colleagues in the sense of an intercultural opening of schools. In addition, the project wants to strengthen system change as well as intercultural awareness in teacher training and continuing education at universities.The project primarily focuses on newly immigrated teachers with a university degree and work experience. Their professional integration is usually accompanied by many formal and content-related challenges, and they are often confronted with explicitly and implicitly prevailing ideas of normality at the schools. This often leads to irritation and (one-sided) pressure to justify and to adapt to the system. ITTS wants to support international teachers and their new schools to critically reflect on these irritations and processes of othering and to collect examples and material to show the strengths of the new colleagues. In addition, the project will develop materials to address specific challenges associated with, for example, system change. This includes professional language skills, reflection and counselling. This way, ITTS aims to strengthen the new colleagues as well as their school mentors and aims to promote a diversity-sensitive opening of schools.All in all, ITTS wants all participants to reflect on the challenges of system change as well as on their ideas of normality in order to provide them with alternative patterns of interpretation. It aims to strengthen newly immigrated teachers in the sense of empowerment and to enable a racism-critical integration or inclusion of teachers in order to take into account the requirements of schools in the migration society.The project's activities address several levels and target groups systematically that interact with each other: newly immigrated teachers themselves; school management and control groups for school development; mentors who accompany the new colleagues in professional practice; and target groups of university teacher training and further education. The following results are expected for the target groups of the projects: • Refugee and international teachers are strengthened by resource-oriented (professional language, patterns of perception) approaches.• All those involved (from international teachers to mentors and school administrators) are able to reflect critically on their ideas of school normality and are able to derive changes for everyday practices.• Processes of school integration or inclusion and intercultural school development are supported.• The thematic concerns of the project (experiences with system change, reflecting on school normality, intercultural awareness) are embedded in the formats of teacher training and continuing education of the project partners.In order to achieve a sustainable effect, the relationships and networks established during the project period as well as the developed concepts, materials and implementation methods will be integrated into existing curricula and/or working environments. This will be supported by products such as a transnational stocktaking and project documentation, the development of a portal (ITTS-Portal), the development of reflection and counselling materials as well as the integration of these contents into the universities' curricula.The overall aim of ITTS is to support the professional re-entry of newly immigrated teachers in the participating countries (Belgium, Germany, Greece, Iceland, Poland, Slovenia, and Turkey) by means of a comprehensive approach at all relevant levels and to make corresponding impulses valuable for both schools and teacher training.