The main objective of POWERPOOR is to develop support programmes/schemes for energy poor citizens and encourage the use of alternative financing schemes (e.g. establishing energy communities / cooperatives, crowd funding). POWERPOOR will facilitate experience and knowledge sharing, as well as the implementation of small-scale energy efficiency interventions and the installation of renewable energy sources, increasing the active participation of citizens. Pilot energy poor support programmes/schemes will be designed, developed and implemented in eight countries across Europe, led by a network of certified Energy Supporters and Energy Communities Mentors. The Energy Supporters / Mentors will support (more than 22,000) energy poor households to plan and implement energy efficiency interventions, as well as participate in joint energy initiatives. Energy poor citizens will be engaged through various planned activities, such as Info Days, Local Energy Poverty Offices, and ICT-driven tools (Energy Poverty Mitigation Toolkit). The establishment of the Stakeholders Liaison Groups will also facilitate the engagement and the provision of support to energy poor households. Guidelines on how to tackle energy poverty in Sustainable Energy and Climate Action Plans will also be developed. Based on the experience gained and the lessons learnt from implementing POWERPOOR, EU policy recommendations and 8 National Roadmaps will be elaborated, so that policy makers at all governance levels can learn from the project. The project results will be broadly disseminated, and synergies will be pursued with global and EU initiatives, such as the EU Energy Poverty Observatory and the (EU and Global) Covenant of Mayors on Energy and Climate. The participation of networks in the Consortium will strengthen the dissemination and exploitation of POWERPOOR outputs across Europe during and beyond the project implementation.

"<< Background >>WHY?Project partners have been working both in the field of video education and green industry for the last years, identificating that their organization, similarly to other VET centres, had skill gaps to be cover in order to provide video education.NEED ANALYSIS OF THE MAIN TARGET GROUP (TEACHERS)COVID crisis has accelerated the necessity of a digital transition in every level of the society, which has emerged another reality, in order to promote a digital society first is it necessary to equip teachers with the necessary competences to fully exploit the potential of digital technologies in education, and adequately prepare learners to live and work in a digital society.On the other hand, during the last years, online videos have been growing in day-to-day uses, placing themselves as the main daily used format on mobile phones, rising consumption by 100% per year and consuming more than 70% of internet traffic in 2020. Video format is being pushed by all economic and social sectors as a main tool of communication, with 78% of people watching online videos every week, and 55% every day.OECD Guide for the education response to COVID included several thousand surveys in VET centres, which asked about the “required resources for teachers to learn how to use digital sources”, answered on average that most lacked resources were: a specific programme to promote teachers use of digital sources (36%); a scheduled time for teachers to develop instructions to use digital (44%) and specific documentation about the use of digital sources for pedagogical purposes (46%).In EU, from June to September 2020, EC launched and open public consultation (2700 contributions of VET centres and teachers) on the Digital Education Action Plan 2021-2027. In the results (Resetting education and training for the digital age), majority of respondents affirmed to have sufficient digital skills for online teaching, however, 75% of them wanted to improve their digital skills and competences in the future, being the ""creating digital content"" the answer for 48% of these teachers.On the other hand, when requested about the most important measures to implement in the centres, 71% teachers answered “to ensure that teachers have the relevant digital skills and competences”, with more than 50% of teachers requiring steps to assess their digital skills and competences.Country by country, the results of the teachers surveys show a clear trend to continue using the online training after the COVID crisis, requesting:-Reinforcement of digital skills and assessment, recognition of the competences.-To increase competences in managing existing information (finding and filtering), and creating own digital content.-To receive further uniform guidelines, plans and visions for integrating technologies in education.<< Objectives >>CONCRETE OBJECTIVE OF VIDEOTECH VideoTeach main objective is to develop educators digital competences, and promote the video education as the main tool for digital teaching. In addition to this final objective, VideoTeach has secondary objectives: -To promote video education in rural areas, by providing rural teachers with competences and tools covering digital and video necessities for video education.-To promote the video education in the green industry, supporting the development of methodologies, tools and video contents in the specific industries of renewable energy.-To support rural teachers in the development of their professional career, by facilitating the recognition of existing digital learning outcomes, providing structured training and EU CV.<< Implementation >>VideoTeach includes 8 Group of Tasks: -4 transversals (coordination, quality control, monitoring, dissemination).-TG2 preparation-TG3, TG4 and TG5 as core developers of PRs.This section focuses on TG3, TG4 and TG5 tasks, but as this section is limited, further explanations are included in each Project Result section “the tasks leading to the production of the result”.TG3. DESIGNING EU CV, CP AND METHODOLOGY (CARDET leads, M1 to M16) The objective of TG3 is to design an EU CV for Video Teachers applied to Green industries, based on the DigComp framework, the CP, following EU structures (EQF, ECVET, etc.) and quality principles (EQAVET).TG3 will also create a Methodology for teachers video digitalization following the CV. TASK 3.1. Development of a Competence Framework and EU Qualification Structure (CARDET leads, M1-8)CP will identify the new competences to be acquired by teachers to generate proper video education, based on TG2 results, and the European Digital Competence Framework (DigComp-JRC) main areas and elements, being structured following EU Qualification Structures, quality principles and ESCO.TASK 3.2. Development of EU CV for Video Teachers applied to Green industries (CARDET leads, M6-16)Partners will elaborate the CV using the CP and the TG2 research, with its structure of contents and training units. TASK 3.3. Methodology and tools to move teachers into video education (RV leads, M1-M16)The consortium will create a methodology for teachers, covering: evaluation of teachers capacities; identification of necessities; proposal of improvements.This task includes:a)Methodologyb)Recognition systemc)Online tool for skill evaluation and training proposalMILESTONES TG3:-Competence Profile (CP) and EU CV (M12) – PR1-Methodology and tools to move teachers into video education (M18) – PR2TG4. METHODOLOGY APPLICATION, TEACHERS SELF-ASSESSMENT AND TRAINING COURSE FOR VIDEO EDUCATION (UoM, M6 to M24)TASK 4.1. Methodology application and skills needs identification (RV leads, M18 to M24) The partners will promote the implementation of the methodology in 100 rural teachers, which will assess their digital competences, recognize the current knowledge and identify the skill gaps and the training required to cover the needs identified in the assessment.TASK 4.2. Online self-training course creation and implementation on teachers (UoM M6-M16)UoM will lead the production of video contents to cover the EU CV for Digital Teacher. The contents (more than 10 hours of video teaching) will be uploaded to a learning platform following CV learning units, including questionnaires to evaluate the teachers acquired outcomes. Online and face training.The partners will promote that 100 teachers carrying out the assessment, will complete the total, or part, of the training proposed, including a face-to-face training and validation action with 25 teachers in Malta.MILESTONES TG4:-Video Teacher self-training video course for Green industry (M16) – PR3TG5. CV APPLICATION ON GREEN INDUSTRY TRAINING AND SEARCH PORTAL (TUMTAL, M12 to M30)TASK 5.1. Recording video courses (M12 to M30)Teachers trained following CV contents will implement the new skills and competences in the creation of: PR4. Solar PV self-consumption. Solar PV power plants. Solar Thermal. Aerothermal pumps(detailed in PR)TASK 5.2. Storage of industry knowledge (FundeuTAD M6-M30) and TASK 5.3. Search portal (FundeuTAD M12-M22).Explained in PRs, FundeuTAD will process all PRs videos with a machine learning software, allowing knowledge storage in a data mine, and will create a search portal for advance identification of video resources in any language.TASK 5.4. Video contents quality validation in peer teachers review (M24-M30)Partners will lead workshops for peer quality validation of the videos among teachers.MILESTONES TG5:-More than 10hours videos recorded by trained teachers, processed and stored (M30) - PR4<< Results >>A clear relation has been sought on the links between the target groups needs, the objective of the project, and how the project actions deliver Project Results which achieve the following desired outcomes:-OUTCOME 1. To increase rural educators’ digital competences to support a wider use (on rural environment) of online, blended and distance teaching, safeguarding European standards and quality frameworks.-OUTCOME 2. To promote video education as a key resource for digital education, by providing teachers with the required skills and competences to generate video resources as a complement to their current teaching.-OUTCOME 3. To supply rural areas with more effective, flexible and attractive teaching tools for the green industry sector, which will allow a higher incorporation of rural workers to a sector of increasing demand on skilled employees.-OUTCOME 4. To promote the recognition of competences for digital teachers, through the structuring of training on EU CV, and the definition of recognition schemes for learning outcomes already acquired in formal, non-formal and informal contexts.-OUTCOME 5. To achieve the digitalization and long-term storage of green industrial knowledge, both from teachers and workers, by video digitalization and data processing of audio, through innovative machine intelligence.The logic of the actions is linked to the logic of the PRs delivery, as it is briefly explained:PR1. CP and CV for Video Teacher for Green IndustryThe EU CV, for teachers willing to promote video education in their green industry training, is the first step in the consecution of a structured teaching, with potential to recognize competences at EU level.PR2. Methodology for creation of Video Teachers Green IndustryThe Methodology is the second step in the way to the outcomes, with the definition of method which will guide the teachers on the self-assessment of the current competences, its recognition, and the identification of missing skills from the EU CV.Additionally, PR2 offers specific online evaluation tools, for easier self-assessment, recognition and proposal of missing skills.PR3. Video Teacher self-training video course for Green industryAfter the assessment, recognition, and identification of skill gaps, teachers will be trained in the missing concepts, through video training itself, which will assure covering the EU CV units. Partners will develop themselves the video contents required to fill the learning units of the CV, so teachers can be properly trained.PR4. Video Teaching content for green industry (Solar PV self-consumption; VideoTeach Solar PV power plants; VideoTeach Solar Thermal; VideoTeach Aerothermal pumps)PR4 is the implementation of the competences acquired by teachers, applied to their own current green industrial courses, through the development of video resources on 4 selected topics due to its current demand.Training material will follow less conventional formats, with the use of the video as a ‘narration tool’ (video-based digital ‘storytelling’), and the incorporation of the work-based knowledge through the recording of workers testimonies and explanations, assuring the alignment of the teaching content with the labour market, at the same time that allowing the exploitation of a knowledge which otherwise could be lost.PR4 have 2 objectives, one is the generation of pedagogical content following the guidelines and structure of the EU CV, another important effect is the self-learning process of the teachers which will include self-confrontation, peer review among teachers, training-by-observation of other teachers and experts validation workshops, assuring the quality of the final competences of teachers."

LIGHTNESS will increase the Renewable Energy hosting capacity, to securely achieve the EU target for 2030, by supporting the market uptake of Citizen Energy Communities through a turnkey social engagement, regulatory roadmap, low-cost technological package and innovative business models to unlock the full flexibility potential, reduce the final energy consumption and CO2 emissions and bring economic, social and environmental benefits to the communities and across the energy value chain. LIGHTNESS solution will elaborate and execute ambitious end users engagement plans for the involved sites with continuous iterations and solution adaptation to achieve a direct engagement of +500 households and +30 tertiary buildings and an immediate replication potential to over 70.000 persons. LIGHTNESS solution will create digital twins for holistic assessment of 5 CECs case studies across 5 countries to be then deployed and monitored. Case studies consist in an energy cooperative (ES), a social housing building (PL), a private multi-apartment building (IT), a business park (FR) and 2 CECs to uphold the interaction among them (NL). The different regulatory and policy frameworks will allow to exchange best practices and providing road maps for the authorities. Overall, LIGHTNESS will engage +3000 end users, professionals, policy makers in EU, will consent a minimum 25% increase of renewable hosting capacity by making available up to 20% of flexibility in peak times from residential and tertiary buildings, will reduce up to 30% the Prosumers and CECs energy cost and up to 30% of CAPEX and OPEX costs for DSOs. LIGHTNESS has received the support from 59 organisations from which we can highlight EPEX-Spot, STEDIN, LIANDER, ACCIONA, VEOLIA, BAM, 10 EU cities, 9 energy agencies, 9 energy cooperatives, and 3 extra EU replicators from India, Turkey and Africa/America.The project management structure is gender balanced with two women and two men serving in the positions of responsibility.

DE-RISK aims at supporting the market uptake of renewable energy systems by fostering the adoption of LFMs and unlocking up to 100GW of flexibility in 2030 which will allow a safe and reliable integration of RES in the grid. DE-RISK will achieve this ambitious objective by minimizing the investments and implementation risk through an innovative customer behavior change journey that will increase end users' trust and willingness to participate in the flexibility markets. DE-RISK integrates building, citizen and grids digital twins in its flexibility platform capable of reducing the gap between simulation and real implementation thus mitigating potential technical risks during deployment and operational phase. To maximize DE-RISK impact, innovative multi-sided business models will be developed ensuring multi-benefits, fairness and sustainability for all actors while disruptive financial schemes will be validated for democratizing the access to sustainable investments. Finally, a set of experts will develop regulatory recommendations to support a fair, clear and transparent adoption of LFMs.

CONTEXT: Europe wants to lead the clean energy transition, committed to cut CO2 emissions by at least 40% by 2030. The new regulatory framework includes an energy efficiency target for the EU for 2030 of 32.5% with an upwards revision clause by 2023. A successful clean energy transition requires citizens to take ownership, to benefit from new technologies and to participate actively in the market. In addition, a transition should ensure that vulnerable consumers are protected from energy poverty, a situation that According to the Energy Poverty Observatory, affects more than 50 million households in the EUThe EC wants to help consumers to embrace this transition by helping them with everyday operations like billing and changing suppliers. The EU supports MS to reduce consumers’ energy costs, monitor and report when energy poverty cases are detected. There is a large range of solutions to help consumers to reduce their energy demand, the energy billing, the carbon emissions and thus energy povertyOBJECTIVES: In this context, a group or partners propose to create the Training for Energy Consumers Empowerment (TRECE). This training addresses energy poverty through actively involving citizens and social agents in the design and development of its solutions, as well as by tailoring information to user characteristics, ensuring acceptability, uptake and active participation. The objectives of the project are: - Create a training program to for social agents and public authorities, to be addressed to a vulnerable sector such people in energy poverty situation. - Provide these entities several tools to detect energy poverty cases in the population, such the analysis of consumption patterns- Reduce the energy poverty of the population by improving the understanding of their energy consumption and presenting them with solutions, all thanks to the training that will be given to the intermediate agents who will be able to facilitate these changes in habits.- Change the energy consumers behaviour to increase the energy efficiency of their houses- Empower the final private consumers towards the decision to improve their energy efficiency and to foster the purchase of Renewable Energies via the different energy suppliers - Reduce energy consumption and thus CO2 emissions- Create an attractive training based on a MOOC that social agents and public authorities can easily disseminate through the target groups, taking a approach of training for trainersPARTICIPANTSThe project will be carried out by 5 entities from 5 EU member states- SGS- Spain (Applicant), a multinational group and energy efficiency expert, with long expertise in the development of training programs for VET. - Centre for Renewable Energy Sources and Saving- Greece: Is the official Greek government consultant on matters of RES/RUE/ES national policy, strategy and planning. - ENERO- Romania- An independent non-profit technical consultancy and research centre active in the energy field, whose activity focuses on renewables and energy efficiency promotion- Sofia Energy Agency- Bulgaria: a non-governmental organisation and non-profit legal entity established in 2001 to assists local and national authorities in developing a sustainable energy policy - Local Energy Agency of Gorenjska- Slovenia: founded as a public institution by the City Municipality of Kranj in 2009, they offer consultation with municipalities and companies on energy management and use of Renewable Energy Sources ACTIVITIES and METHODOLOGYConsortium will build this training program through 3 main activities:1- A first assesment of energy consumers and trainers needs’, which will lead to an strategy for the training development2- The development of the training programme: which facilitates the empowerment of energy consumers and behavioural change.3- The development of a Massive Online Open Course (MOOC) for several social agents such NGOs and municipalities to tackle energy povertyFirstly, the partners will define strategies for approaching and engaging the groups that will interact with TRECE training program (social agents, public bodies, and the final beneficiaries (people susceptible of suffering energy poverty, ), with special attention to these groups motivations and barriers to participateThe consortium will develop a training program embedded in a MOOC. The training materials that will be designed in order to be compatible with the most common e-learning environments and to be uploaded on MOOC and OER repositories.RESULTS, IMPACT and LONG TERM BENEFITSThe TRECE project will bring several benefits to society:-New tools for social agents, NGOs, municipalities and energy agencies to detect and tackle energy poverty-Creation of a training program to address energy consumers’ needs-Reduction of the energy bill of these consumers-Detect the main points of energy losses-Improvement of the learning methods through innovative training matter