Technisches Projektmanagement des 5G Playground Carinthia im Lakeside Park. Entspricht der Fortsetzung der Projekte 5GPLAYG2 und 5GPLAYG3.

Project territory and common challenge: TransAC's project territory comprises 7 regions: Carinthia in Austria, Zenica-Doboj Canton in Bosnia and Herzegovina, Karlovacka County in Croatia, Northern Bavaria in Germany, the West Region in Romania, Vojadina in Serbia, and the Kharkiv Region in Ukraine. The objective of TransAC is to tackle the issue of brain drain in these rural and crisis-stricken regions.  According to Eurostat, rural regions are non-urban areas. Crisis regions are areas that have been cut off from the global flow of goods due to factors such as war.  In the project area, limited job opportunities make life less attractive, prompting many young people to relocate. The population in the project area is ageing, which exacerbates the problem of brain drain and social stress. This is a common challenge.

Overall objective and expected change: The TransAC project aims to address the negative impacts of brain drain and social stress in rural and crisis regions. It will focus on young learners, who are most likely to migrate, as well as vulnerable learners, including the unemployed, early school leavers, women, older people, and workers in carbon-related industries, who are most affected by social stress. Both groups will receive training to improve their future prospects. The project focuses on training for additive manufacturing due to its economic potential for the project territory, as well as the high demand for trainees in this field. To fully realize the potential of the labor and training markets, relevant stakeholders, such as industry/SMEs, policymakers, and schools, will be involved in the development process and throughout the project. The expected change is to enhance the project territory as a good place for learning and living by providing opportunities for learners. We are also committed to look how TransAC can improve the situation of Roma people.
Main outputs and beneficiaries: There are 3 main outputs that reinforce each other. Output 1.2 is the pilot training centre, which serves as TransAC's innovation space for developing training services. This includes the development of course content, laboratory equipment, co-teaching formats, FabLabs, and micro-credentials. Testing will be conducted in all seven project regions before the training services are transferred to the Training Academy. Output 1.3 relates to the Training Academy, which aims to capitalize and commercialize the training services developed in the pilot training center. Stakeholders from industry, education, and policy will be involved to address labor and training market needs. Finally, Output 2.1 focuses on the 572 learners directly reached by TransAC, including 192 school children, 228 university students, and 152 vulnerable individuals. Learners will provide input through interviews and questionnaires on entry points, training formats, content, and methodology. Special attention will be given to the correct handling of vulnerable learners with the assistance of interdisciplinary teams comprising teachers, technical researchers, and social workers.
The main beneficiaries of the outputs will be the learners and stakeholders, ultimately benefiting the project territory and the Danube region.
Approach: The TransAC approach employs a co-creation format using a triple-helix innovation method.  The project unites educational institutions, industry, policy makers, and facilitators to establish an effective framework for education and training. It is suggested that this project should not be limited to a national basis, as it may attract the most talented individuals from other regions. A national project may improve one region, but at the expense of neighbouring regions and nations. If another region were to undertake a similar project, it could attract talent from the first region, resulting in a migration of talent within countries rather than continuous development for the benefit of all. To prevent unhealthy competition between already disadvantaged regions, the TransAC project has adopted a transnational approach.
Innovation: The approach employed by TransAC is innovative and unique. It uses a multidisciplinary approach to additive manufacturing training, integrating expertise in social work, education, and technical research. This approach facilitates the development of high-quality training services and provides learning opportunities for disadvantaged learners. The training academy utilises advanced educational methods, including virtual labs, remote labs, mobile labs, and FabLabs, to provide an interactive learning experience. At TransAC, the Coding School and FabLab are integrated with traditional educational methods to establish a mutually beneficial relationship. Learners have the freedom to set their own goals through models such as micro-credentials. The training academy helps learners improve their skills while managing their work and personal commitments through part-time or distance learning programmes.

Technisches Projektmanagement des 5G Playground Carinthia im Lakeside Park. Entspricht der Fortsetzung der Projekte 5GPLAYG2 und 5GPLAYG3.

Project territory and common challenge: TransAC's project territory comprises 7 regions: Carinthia in Austria, Zenica-Doboj Canton in Bosnia and Herzegovina, Karlovacka County in Croatia, Northern Bavaria in Germany, the West Region in Romania, Vojadina in Serbia, and the Kharkiv Region in Ukraine. The objective of TransAC is to tackle the issue of brain drain in these rural and crisis-stricken regions.  According to Eurostat, rural regions are non-urban areas. Crisis regions are areas that have been cut off from the global flow of goods due to factors such as war.  In the project area, limited job opportunities make life less attractive, prompting many young people to relocate. The population in the project area is ageing, which exacerbates the problem of brain drain and social stress. This is a common challenge.

Overall objective and expected change: The TransAC project aims to address the negative impacts of brain drain and social stress in rural and crisis regions. It will focus on young learners, who are most likely to migrate, as well as vulnerable learners, including the unemployed, early school leavers, women, older people, and workers in carbon-related industries, who are most affected by social stress. Both groups will receive training to improve their future prospects. The project focuses on training for additive manufacturing due to its economic potential for the project territory, as well as the high demand for trainees in this field. To fully realize the potential of the labor and training markets, relevant stakeholders, such as industry/SMEs, policymakers, and schools, will be involved in the development process and throughout the project. The expected change is to enhance the project territory as a good place for learning and living by providing opportunities for learners. We are also committed to look how TransAC can improve the situation of Roma people.
Main outputs and beneficiaries: There are 3 main outputs that reinforce each other. Output 1.2 is the pilot training centre, which serves as TransAC's innovation space for developing training services. This includes the development of course content, laboratory equipment, co-teaching formats, FabLabs, and micro-credentials. Testing will be conducted in all seven project regions before the training services are transferred to the Training Academy. Output 1.3 relates to the Training Academy, which aims to capitalize and commercialize the training services developed in the pilot training center. Stakeholders from industry, education, and policy will be involved to address labor and training market needs. Finally, Output 2.1 focuses on the 572 learners directly reached by TransAC, including 192 school children, 228 university students, and 152 vulnerable individuals. Learners will provide input through interviews and questionnaires on entry points, training formats, content, and methodology. Special attention will be given to the correct handling of vulnerable learners with the assistance of interdisciplinary teams comprising teachers, technical researchers, and social workers.
The main beneficiaries of the outputs will be the learners and stakeholders, ultimately benefiting the project territory and the Danube region.
Approach: The TransAC approach employs a co-creation format using a triple-helix innovation method.  The project unites educational institutions, industry, policy makers, and facilitators to establish an effective framework for education and training. It is suggested that this project should not be limited to a national basis, as it may attract the most talented individuals from other regions. A national project may improve one region, but at the expense of neighbouring regions and nations. If another region were to undertake a similar project, it could attract talent from the first region, resulting in a migration of talent within countries rather than continuous development for the benefit of all. To prevent unhealthy competition between already disadvantaged regions, the TransAC project has adopted a transnational approach.
Innovation: The approach employed by TransAC is innovative and unique. It uses a multidisciplinary approach to additive manufacturing training, integrating expertise in social work, education, and technical research. This approach facilitates the development of high-quality training services and provides learning opportunities for disadvantaged learners. The training academy utilises advanced educational methods, including virtual labs, remote labs, mobile labs, and FabLabs, to provide an interactive learning experience. At TransAC, the Coding School and FabLab are integrated with traditional educational methods to establish a mutually beneficial relationship. Learners have the freedom to set their own goals through models such as micro-credentials. The training academy helps learners improve their skills while managing their work and personal commitments through part-time or distance learning programmes.

Technisches Projektmanagement des 5G Playground Carinthia im Lakeside Park. Entspricht der Fortsetzung der Projekte 5GPLAYG2 und 5GPLAYG3.

Project territory and common challenge: TransAC's project territory comprises 7 regions: Carinthia in Austria, Zenica-Doboj Canton in Bosnia and Herzegovina, Karlovacka County in Croatia, Northern Bavaria in Germany, the West Region in Romania, Vojadina in Serbia, and the Kharkiv Region in Ukraine. The objective of TransAC is to tackle the issue of brain drain in these rural and crisis-stricken regions.  According to Eurostat, rural regions are non-urban areas. Crisis regions are areas that have been cut off from the global flow of goods due to factors such as war.  In the project area, limited job opportunities make life less attractive, prompting many young people to relocate. The population in the project area is ageing, which exacerbates the problem of brain drain and social stress. This is a common challenge.

Overall objective and expected change: The TransAC project aims to address the negative impacts of brain drain and social stress in rural and crisis regions. It will focus on young learners, who are most likely to migrate, as well as vulnerable learners, including the unemployed, early school leavers, women, older people, and workers in carbon-related industries, who are most affected by social stress. Both groups will receive training to improve their future prospects. The project focuses on training for additive manufacturing due to its economic potential for the project territory, as well as the high demand for trainees in this field. To fully realize the potential of the labor and training markets, relevant stakeholders, such as industry/SMEs, policymakers, and schools, will be involved in the development process and throughout the project. The expected change is to enhance the project territory as a good place for learning and living by providing opportunities for learners. We are also committed to look how TransAC can improve the situation of Roma people.
Main outputs and beneficiaries: There are 3 main outputs that reinforce each other. Output 1.2 is the pilot training centre, which serves as TransAC's innovation space for developing training services. This includes the development of course content, laboratory equipment, co-teaching formats, FabLabs, and micro-credentials. Testing will be conducted in all seven project regions before the training services are transferred to the Training Academy. Output 1.3 relates to the Training Academy, which aims to capitalize and commercialize the training services developed in the pilot training center. Stakeholders from industry, education, and policy will be involved to address labor and training market needs. Finally, Output 2.1 focuses on the 572 learners directly reached by TransAC, including 192 school children, 228 university students, and 152 vulnerable individuals. Learners will provide input through interviews and questionnaires on entry points, training formats, content, and methodology. Special attention will be given to the correct handling of vulnerable learners with the assistance of interdisciplinary teams comprising teachers, technical researchers, and social workers.
The main beneficiaries of the outputs will be the learners and stakeholders, ultimately benefiting the project territory and the Danube region.
Approach: The TransAC approach employs a co-creation format using a triple-helix innovation method.  The project unites educational institutions, industry, policy makers, and facilitators to establish an effective framework for education and training. It is suggested that this project should not be limited to a national basis, as it may attract the most talented individuals from other regions. A national project may improve one region, but at the expense of neighbouring regions and nations. If another region were to undertake a similar project, it could attract talent from the first region, resulting in a migration of talent within countries rather than continuous development for the benefit of all. To prevent unhealthy competition between already disadvantaged regions, the TransAC project has adopted a transnational approach.
Innovation: The approach employed by TransAC is innovative and unique. It uses a multidisciplinary approach to additive manufacturing training, integrating expertise in social work, education, and technical research. This approach facilitates the development of high-quality training services and provides learning opportunities for disadvantaged learners. The training academy utilises advanced educational methods, including virtual labs, remote labs, mobile labs, and FabLabs, to provide an interactive learning experience. At TransAC, the Coding School and FabLab are integrated with traditional educational methods to establish a mutually beneficial relationship. Learners have the freedom to set their own goals through models such as micro-credentials. The training academy helps learners improve their skills while managing their work and personal commitments through part-time or distance learning programmes.

Technisches Projektmanagement des 5G Playground Carinthia im Lakeside Park. Entspricht der Fortsetzung der Projekte 5GPLAYG2 und 5GPLAYG3.

Das Projekt beschäftigt sich mit der möglichst effizienten Platzierung von containerisierten Applikationsbestandteilen in einer 5G-basierten Edge-Cloud-Infrastruktur. Dafür wird anfangs ein Benchmarking der Komponenten durchgeführt und basierend darauf werden die Applikationsbestandteile an den besten Orten gestartet (orchestriert). Außerdem wird ein permanentes Monitoring durchgeführt und die Performance analysiert. Dies wird unter anderem am Beispiel einer Smart-City-Applikation demonstriert.

Dieses Forschungsprojekt möchte die großen Fragen anhand eines kleinen Forschungsobjekts exemplarisch behandeln: Die Alpenpflanze Valeriana celtica ssp. norica (im Volksmund „Speik“ genannt). Seit dem Mittelalter gibt es in der Region des heutigen Biosphärenparks in den Kärntner Nockbergen Regeln für den Umgang mit den natürlichen Ressourcen, zum Beispiel für die Beweidung der Almen. Am Beispiel des Speiks als Pars pro Toto kann man deren Geschichte exemplarisch nachzeichnen. Der Speik bietet zahlreiche Anknüpfungspunkte zur aktuellen Nachhaltigkeitsdiskussion, da diese Pflanze auch die Basis für zahlreiche regionale Produkte und Dienstleistungen ist. Das SPEIK-Forschungsprojekt leistet regional, national und international einen Beitrag zur Reflexion, Anpassung und Umsetzung der SDGs und deren Beitrag zum integrierten Biosphärenpark-Management. Die Ergebnisse werden: die Diskussion über die Konzepte von Nachhaltigkeit, Gerechtigkeit und SDGs in Biosphärenreservaten anstoßen; das integrierte Management von Biosphärenreservaten bei der Umsetzung der Ziele unterstützen; und den wissenschaftlichen Diskurs über Nachhaltigkeit, Gerechtigkeit und SDGs vorantreiben und in den Kontext der Biosphärenreservate stellen. Das Projekt folgt einem inter- und transdisziplinären Forschungsdesign und wird daher in enger Zusammenarbeit zwischen dem Forschungsteam, den Biosphärenpark-Manager*innen und den Akteur*innen in der Biosphärenpark-Region durchgeführt. Die Ergebnisse dieses Projekts werden einem wissenschaftlichen Resonanzteam aus einem breiten Spektrum von Disziplinen (z. B. Umwelt, Regionalgeschichte, Botanik, Wirtschaft, Nachhaltigkeitsforschung) vorgestellt.

Finanziert durch: ÖAW - Forschungsprogramm Mensch und Biosphäre (MAB) der Österreichischen Akademie der Wissenschaften

Project territory and common challenge: TransAC's project territory comprises 7 regions: Carinthia in Austria, Zenica-Doboj Canton in Bosnia and Herzegovina, Karlovacka County in Croatia, Northern Bavaria in Germany, the West Region in Romania, Vojadina in Serbia, and the Kharkiv Region in Ukraine. The objective of TransAC is to tackle the issue of brain drain in these rural and crisis-stricken regions.  According to Eurostat, rural regions are non-urban areas. Crisis regions are areas that have been cut off from the global flow of goods due to factors such as war.  In the project area, limited job opportunities make life less attractive, prompting many young people to relocate. The population in the project area is ageing, which exacerbates the problem of brain drain and social stress. This is a common challenge.

Overall objective and expected change: The TransAC project aims to address the negative impacts of brain drain and social stress in rural and crisis regions. It will focus on young learners, who are most likely to migrate, as well as vulnerable learners, including the unemployed, early school leavers, women, older people, and workers in carbon-related industries, who are most affected by social stress. Both groups will receive training to improve their future prospects. The project focuses on training for additive manufacturing due to its economic potential for the project territory, as well as the high demand for trainees in this field. To fully realize the potential of the labor and training markets, relevant stakeholders, such as industry/SMEs, policymakers, and schools, will be involved in the development process and throughout the project. The expected change is to enhance the project territory as a good place for learning and living by providing opportunities for learners. We are also committed to look how TransAC can improve the situation of Roma people.
Main outputs and beneficiaries: There are 3 main outputs that reinforce each other. Output 1.2 is the pilot training centre, which serves as TransAC's innovation space for developing training services. This includes the development of course content, laboratory equipment, co-teaching formats, FabLabs, and micro-credentials. Testing will be conducted in all seven project regions before the training services are transferred to the Training Academy. Output 1.3 relates to the Training Academy, which aims to capitalize and commercialize the training services developed in the pilot training center. Stakeholders from industry, education, and policy will be involved to address labor and training market needs. Finally, Output 2.1 focuses on the 572 learners directly reached by TransAC, including 192 school children, 228 university students, and 152 vulnerable individuals. Learners will provide input through interviews and questionnaires on entry points, training formats, content, and methodology. Special attention will be given to the correct handling of vulnerable learners with the assistance of interdisciplinary teams comprising teachers, technical researchers, and social workers.
The main beneficiaries of the outputs will be the learners and stakeholders, ultimately benefiting the project territory and the Danube region.
Approach: The TransAC approach employs a co-creation format using a triple-helix innovation method.  The project unites educational institutions, industry, policy makers, and facilitators to establish an effective framework for education and training. It is suggested that this project should not be limited to a national basis, as it may attract the most talented individuals from other regions. A national project may improve one region, but at the expense of neighbouring regions and nations. If another region were to undertake a similar project, it could attract talent from the first region, resulting in a migration of talent within countries rather than continuous development for the benefit of all. To prevent unhealthy competition between already disadvantaged regions, the TransAC project has adopted a transnational approach.
Innovation: The approach employed by TransAC is innovative and unique. It uses a multidisciplinary approach to additive manufacturing training, integrating expertise in social work, education, and technical research. This approach facilitates the development of high-quality training services and provides learning opportunities for disadvantaged learners. The training academy utilises advanced educational methods, including virtual labs, remote labs, mobile labs, and FabLabs, to provide an interactive learning experience. At TransAC, the Coding School and FabLab are integrated with traditional educational methods to establish a mutually beneficial relationship. Learners have the freedom to set their own goals through models such as micro-credentials. The training academy helps learners improve their skills while managing their work and personal commitments through part-time or distance learning programmes.

Technisches Projektmanagement des 5G Playground Carinthia im Lakeside Park. Entspricht der Fortsetzung der Projekte 5GPLAYG2 und 5GPLAYG3.

Das Projekt beschäftigt sich mit der möglichst effizienten Platzierung von containerisierten Applikationsbestandteilen in einer 5G-basierten Edge-Cloud-Infrastruktur. Dafür wird anfangs ein Benchmarking der Komponenten durchgeführt und basierend darauf werden die Applikationsbestandteile an den besten Orten gestartet (orchestriert). Außerdem wird ein permanentes Monitoring durchgeführt und die Performance analysiert. Dies wird unter anderem am Beispiel einer Smart-City-Applikation demonstriert.

Dieses Forschungsprojekt möchte die großen Fragen anhand eines kleinen Forschungsobjekts exemplarisch behandeln: Die Alpenpflanze Valeriana celtica ssp. norica (im Volksmund „Speik“ genannt). Seit dem Mittelalter gibt es in der Region des heutigen Biosphärenparks in den Kärntner Nockbergen Regeln für den Umgang mit den natürlichen Ressourcen, zum Beispiel für die Beweidung der Almen. Am Beispiel des Speiks als Pars pro Toto kann man deren Geschichte exemplarisch nachzeichnen. Der Speik bietet zahlreiche Anknüpfungspunkte zur aktuellen Nachhaltigkeitsdiskussion, da diese Pflanze auch die Basis für zahlreiche regionale Produkte und Dienstleistungen ist. Das SPEIK-Forschungsprojekt leistet regional, national und international einen Beitrag zur Reflexion, Anpassung und Umsetzung der SDGs und deren Beitrag zum integrierten Biosphärenpark-Management. Die Ergebnisse werden: die Diskussion über die Konzepte von Nachhaltigkeit, Gerechtigkeit und SDGs in Biosphärenreservaten anstoßen; das integrierte Management von Biosphärenreservaten bei der Umsetzung der Ziele unterstützen; und den wissenschaftlichen Diskurs über Nachhaltigkeit, Gerechtigkeit und SDGs vorantreiben und in den Kontext der Biosphärenreservate stellen. Das Projekt folgt einem inter- und transdisziplinären Forschungsdesign und wird daher in enger Zusammenarbeit zwischen dem Forschungsteam, den Biosphärenpark-Manager*innen und den Akteur*innen in der Biosphärenpark-Region durchgeführt. Die Ergebnisse dieses Projekts werden einem wissenschaftlichen Resonanzteam aus einem breiten Spektrum von Disziplinen (z. B. Umwelt, Regionalgeschichte, Botanik, Wirtschaft, Nachhaltigkeitsforschung) vorgestellt.

Finanziert durch: ÖAW - Forschungsprogramm Mensch und Biosphäre (MAB) der Österreichischen Akademie der Wissenschaften

MATILDE aimed to shed light on the social and economic impacts of migration processes directed towards European rural and mountain areas stemming from the arrival and settling in of Third Country Nationals (TCNs), their upward trend, transformative and redistributive effects. Through local level fieldwork conducted with action-research methods, it aimed to stimulate the engagement of local stakeholders (e.g. migrants, policymakers, civil society, transnational networks) to produce new knowledge about the processes and strategies triggered by migration at the local level.

The project adopted a place-based approach and a mixed methodology and has:

• developed and tested an innovative toolbox for multi-dimensional and multi-scale assessment of the impacts of migration on the social, economic, and spatial dimensions in rural and mountain areas;
• shed light on the nexus between migration and local development and on the impacts of migration on territorial inequalities and regional disparities by assessing the impact of migration on the social and economic dimensions at different territorial scales;
• co-constructed a participatory assessment of the impacts of migration in rural and mountain areas through 13 local case studies in ten countries;
• promoted place-based governance of migration and socially inclusive growth through strategic and operational recommendations targeting national, regional, and local level policymakers and stakeholders;
• enhanced public awareness and stimulated informed debate on the impacts of migration, addressing misperceptions through dissemination and communication strategies targeting diverse groups (academia, stakeholders, citizens, migrants) at different government levels.

Technisches Projektmanagement des 5G Playground Carinthia im Lakeside Park. Entspricht der Fortsetzung der Projekte 5GPLAYG2 und 5GPLAYG3.

Das Projekt beschäftigt sich mit der möglichst effizienten Platzierung von containerisierten Applikationsbestandteilen in einer 5G-basierten Edge-Cloud-Infrastruktur. Dafür wird anfangs ein Benchmarking der Komponenten durchgeführt und basierend darauf werden die Applikationsbestandteile an den besten Orten gestartet (orchestriert). Außerdem wird ein permanentes Monitoring durchgeführt und die Performance analysiert. Dies wird unter anderem am Beispiel einer Smart-City-Applikation demonstriert.

Dieses Forschungsprojekt möchte die großen Fragen anhand eines kleinen Forschungsobjekts exemplarisch behandeln: Die Alpenpflanze Valeriana celtica ssp. norica (im Volksmund „Speik“ genannt). Seit dem Mittelalter gibt es in der Region des heutigen Biosphärenparks in den Kärntner Nockbergen Regeln für den Umgang mit den natürlichen Ressourcen, zum Beispiel für die Beweidung der Almen. Am Beispiel des Speiks als Pars pro Toto kann man deren Geschichte exemplarisch nachzeichnen. Der Speik bietet zahlreiche Anknüpfungspunkte zur aktuellen Nachhaltigkeitsdiskussion, da diese Pflanze auch die Basis für zahlreiche regionale Produkte und Dienstleistungen ist. Das SPEIK-Forschungsprojekt leistet regional, national und international einen Beitrag zur Reflexion, Anpassung und Umsetzung der SDGs und deren Beitrag zum integrierten Biosphärenpark-Management. Die Ergebnisse werden: die Diskussion über die Konzepte von Nachhaltigkeit, Gerechtigkeit und SDGs in Biosphärenreservaten anstoßen; das integrierte Management von Biosphärenreservaten bei der Umsetzung der Ziele unterstützen; und den wissenschaftlichen Diskurs über Nachhaltigkeit, Gerechtigkeit und SDGs vorantreiben und in den Kontext der Biosphärenreservate stellen. Das Projekt folgt einem inter- und transdisziplinären Forschungsdesign und wird daher in enger Zusammenarbeit zwischen dem Forschungsteam, den Biosphärenpark-Manager*innen und den Akteur*innen in der Biosphärenpark-Region durchgeführt. Die Ergebnisse dieses Projekts werden einem wissenschaftlichen Resonanzteam aus einem breiten Spektrum von Disziplinen (z. B. Umwelt, Regionalgeschichte, Botanik, Wirtschaft, Nachhaltigkeitsforschung) vorgestellt.

Finanziert durch: ÖAW - Forschungsprogramm Mensch und Biosphäre (MAB) der Österreichischen Akademie der Wissenschaften