PROGRAMA IMPULSO JOVENS STEAM E IMPULSO ADULTOS

PROGRAMA IMPULSO JOVENS STEAM E IMPULSO ADULTOS

CONTRATO-PROGRAMA DE FINANCIAMENTO no âmbito do Plano de Recuperação e Resiliência (PRR) para 2021-2026

ENTRE:

A Direção Geral do Ensino superior - DGES, com sede em Lisboa, representada neste ato pela diretora geral Xxxxx xx Xxxxxxxxx Xxxxxxx xx Xxxxx Xxxxx Xxxxx, portadora do Cartão de Cidadão nº 04464043, válido até 05/03/2022, que outorga na qualidade de Diretora-geral, cargo para o qual foi nomeada pelo despacho 7754/2021 de 9 de agosto, do Ministro da Ciência, Tecnologia e Ensino Superior, adiante designada por “Beneficiário Intermediário" ou "Primeiro Outorgante";

E

A Universidade de Coimbra, com sede em Paço das Escolas, 0000-000 Xxxxxxx, número de identificação fiscal 501 617 582, neste ato representada por Amílcar Celta Xxxxxx Xxxxx Xxxxxxxx, na qualidade de Reitor, portador do cartão de cidadão nº 00000000 0XX0, válido até 03/08/2031, que outorga na qualidade de Beneficiário Final, adiante também designado por “Beneficiário Final”, ou "Segundo Outorgante".

E, CONJUNTAMENTE, DESIGNADOS POR "Partes".

Considerando o apoio financeiro para a realização do projeto Living the Future Academy, aprovado nos termos do Aviso 01/PRR/2021 e do Convite para Proposta de Contrato-programa (Aviso N.º 002/C06-i03.03/2021 e N.º 002/C06-i04.01/2021), aprovado pelo Beneficiário Intermediário em 07 de dezembro de 2021.

É acordado e reciprocamente aceite o presente contrato de financiamento para a realização do projeto designado por Living the Future Academy, enquadrado no Convite nº N.º 002/C06- i03.03/2021 e N.º 002/C06-i04.01/2021, que se rege pela legislação nacional e comunitária aplicável, assim como pelas seguintes cláusulas:

Cláusula 1ª (OBJETO DO CONTRATO)

1. O presente contrato tem por objeto a concessão de um apoio financeiro destinado a financiar a realização do projeto coordenado pela Universidade de Coimbra, designado por Living the Future Academy, enquadrado no Convite nº 002/C06-i03.03/2021 e N.º 002/C06-i04.01/2021, em que o Segundo Outorgante é o Beneficiário Final, entidade líder da candidatura aprovada e globalmente responsável pela execução do projeto de investimento ora contratualizado.

2. Fazem parte integrante do presente contrato os seguintes cinco anexos:

a) Projeto para a realização de um contrato-programa com a DGES para o Projeto Living the Future Academy coordenado pela Universidade de Coimbra, no sequencia e nos termos da avaliação da manifestação de interesse submetida aos programas: i) Investimento RE-C06-i03

- Incentivo Adultos; e ii) Investimento RE-C06-i04 - Impulso Jovens STEAM (até 30 páginas).

b) Plano de Financiamento e Cronograma do Projeto;

c) Principais Indicadores e Metas do Projeto;

d) Súmula do projeto, com breve descrição das principais iniciativas, para divulgação pública;

e) Declaração de Conformidade do “Painel de Alto Nível de Avaliação” sobre o projeto

apresentado.

CLÁUSULA 2.ª (OBJETIVOS DO INVESTIMENTO)

1. Os objetivos do projeto de investimento contratualizado a que se refere a cláusula primeira estão descritos na Proposta anexa ao presente contrato, visando contribuir para a formação e qualificação de Jovens de Adultos e a concretização dos indicadores e metas constantes da Proposta.

2. A concretização e a operacionalização do projeto são da responsabilidade do Segundo Outorgante, na qualidade de Beneficiário Final, em tudo o que essa qualidade e função obriga nos termos da regulamentação comunitário e nacional aplicável

CLÁUSULA 3.ª

(CUSTO TOTAL DO INVESTIMENTO E O SEU FINANCIAMENTO)

1. Pela execução do contrato, o Segundo Outorgante, enquanto líder da candidatura aprovada, receberá um montante de 7,968 milhões de euros (sete milhões e novecentos e sessenta e oito mil

euros), correspondente ao Impulso Jovens STEAM e 8,499 milhões de euros (oito milhões e quatrocentos e noventa e nove mil euros), correspondente ao Impulso Adultos;

2. Os pagamentos serão efetuados ao Segundo Outorgante, nos termos do previsto no Convite nº 002/C06-i03.03/2021 e N.º 002/C06-i04.01/2021 e em função de:

a) Concretização dos indicadores e metas anuais que constam no anexo c) deste Contrato, e que são reproduzidos na Cláusula 5ª deste Contrato.

b) Validação, pela DGES, das condições legais e processuais da despesa realizada, de acordo com o previsto da Proposta em anexo.

c) Disponibilidade financeira por parte da DGES e cumprimento de todos os requisitos e procedimentos legais necessários à transferência de verbas para o Segundo Outorgante.

CLÁUSULA 4.ª

(PRAZO E CRONOGRAMA DE EXECUÇÃO)

O projeto de investimento tem como data limite de conclusão 30 de junho de 2026, obrigando-se o Segundo Outorgante ao seu integral cumprimento nos termos do cronograma incluído no anexo b) do presente contrato, que dele faz parte integrante.

As despesas a realizar podem ser contratualizadas até final de 2025, com exceção da tipologia de despesa “Construção, recuperação, modernização de infraestruturas, instalações”, cujas despesas terão de ser contratualizadas até final de 2023.

CLÁUSULA 5.ª (INDICADORES E RESULTADOS)

Constitui obrigação do Segundo Outorgante tomar as medidas que se revelem necessárias para assegurar o cumprimento dos resultados a alcançar no âmbito do projeto, nos termos dos indicadores e das metas incluídas no anexo c) do presente contrato, que dele faz parte integrante.

CLÁUSULA 6.ª (PAGAMENTOS AO SEGUNDO OUTORGANTE)

1. O processamento de pagamentos é feito a título de reembolso de despesas incorridas com a realização dos investimentos, na sequência da confirmação da realização dos indicadores anuais de

resultado previstos nos contratos de financiamento a assinar entre os promotores e a DGES e da informação relativa à execução financeira das operações. Os pedidos de pagamento deverão ser feitos pelo Segundo Outorgante, através da plataforma PAS (em caso de indisponibilidade a PAS, a DGES indicará procedimento alternativo a seguir).

2. Nas candidaturas onde há IES copromotoras, cabe ao Segundo Outorgante, enquanto líder da candidatura, garantir que as verbas que lhe são transferidas são executadas pelos copromotores de acordo com o projeto aprovado, e que é parte integrante do presente contrato;

3. No caso de haver IES com Unidades Orgânicas com autonomia financeira, a realização das despesas poderá ser realizada pelas mesmas, desde que estejam previstas na candidatura aprovada.

4. Os apoios a conceder no âmbito destas medidas revestem a forma de incentivo não reembolsável, com pagamento a 100% das despesas ocorridas, nas seguintes condições:

1. Após assinatura do contrato:

a. Adiantamento de um montante até 12,3% correspondente ao Impulso Jovens STEAM e até 9,2% correspondente ao Impulso Adultos, do total do financiamento contratualizado entre o promotor da candidatura e a DGES;

b. Este adiantamento será efetuado após a assinatura do contrato entre a DGES e a entidade promotora da candidatura aprovada, desde que cumpridos todos os requisitos legais e processuais necessários a este adiantamento.

c. Este adiantamento, bem como todos os pagamentos a realizar pela DGES, será feito exclusivamente através de transferência bancária, para o IBAN XX00000000000000000000000 indicado pelo Segundo Outorgante.

a. O adiantamento recebido será regularizado através da dedução, em cada pedido de pagamento a título de reembolso (PTR), de um valor calculado pela percentagem resultante do rácio entre o valor apurado dos PTR e o total do financiamento contratado.

2. Entre 2022-2026:

a. O promotor da candidatura deve enviar para a DGES, para efeito de pedido de pagamento, os comprovativos de realização de despesa efetuada relacionada com a execução do programa contratualizado (faturas ou documentos equivalentes) relativas à realização do investimento, instruídos dos respetivos procedimentos que deram origem a essas despesas.

b. Este envio deverá ser feito duas vezes por ano: entre 2022 e 2025, até 1 de junho e até 1 de novembro; em 2026, o último pedido de pagamento deverá ser feito até 1 de junho.

c. No prazo de 40 dias úteis, a contar da data da receção do pedido de pagamento (reembolso), a DGES analisa o pedido, delibera e emite a correspondente ordem de pagamento ou comunica os motivos da recusa, salvo quando a DGES solicite esclarecimentos adicionais relativos ao pedido de reembolso em análise, caso em que se suspende aquele prazo;

d. Após a verificação e validação da despesa realizada, a DGES seguirá os procedimentos estabelecidos com a Estrutura de Missão Recuperar Portugal para que os pagamentos das despesas validadas ocorram com celeridade.

e. Os pagamentos aos promotores são processados na medida das disponibilidades da DGES, sendo efetuados até ao limite de 95 % do montante da decisão de financiamento, ficando o pagamento do respetivo saldo (5 %) condicionado pela apresentação pelos promotores do pedido de pagamento de saldo final e relatório final, confirmando a execução da operação nos termos aprovados.

f. No final de cada ano civil, será verificado pela DGES o cumprimento dos indicadores de execução anuais contratualizados (KPI); caso haja incumprimentos dos KPI, serão averiguadas pela DGES as razões desse incumprimento junto do promotor da candidatura podendo, em caso de não justificação adequada ou de colocação em risco da execução global do programa contratado, condicionar ou impedir os pagamentos seguintes.

g. Os pedidos de pagamento poderão ser objeto de verificação administrativa e/ou verificação no local.

CLÁUSULA 7.ª

(OBRIGAÇÕES DO SEGUNDO OUTORGANTE)

O Segundo Outorgante, na qualidade de responsável global pela implementação física e financeira do projeto de investimento identificado na Cláusula 1.ª, obriga-se perante o Primeiro Outorgante a:

a) Executar as operações nos termos e condições aprovadas, previstos no presente Convite e contratualizadas com a DGES;

b) Permitir o acesso aos locais de realização das operações e àqueles onde se encontrem os elementos e documentos necessários ao acompanhamento e controlo do projeto aprovado;

c) Conservar a totalidade dos dados relativos à realização do Investimento, em suporte digital, durante o prazo fixado na legislação nacional e comunitária aplicáveis;

d) Proceder à publicitação dos apoios, em conformidade com o disposto na legislação europeia e nacional aplicável;

e) Manter as condições legais necessárias ao exercício da atividade;

f) Repor os montantes indevidamente recebidos e cumprir as sanções administrativas aplicadas;

g) Xxxxxx a sua situação tributária e contributiva regularizada perante, respetivamente, a administração fiscal e a segurança social;

h) Adotar comportamentos que respeitem os princípios da transparência, da concorrência e da boa gestão dos dinheiros públicos, de modo a prevenir situações suscetíveis de configurar conflito de interesses, designadamente nas relações estabelecidas entre os beneficiários e os seus fornecedores ou prestadores de serviços;

i) Disponibilizar, nos prazos estabelecidos, os elementos que lhe forem solicitados pelas entidades com competências para o acompanhamento, avaliação de resultados, controlo e auditoria;

j) Comunicar as alterações ou ocorrências relevantes que ponham em causa os pressupostos relativos à aprovação do projeto;

k) Não afetar a outras finalidades, locar, alienar ou por qualquer outro modo onerar, os bens e serviços adquiridos no âmbito dos projetos apoiados, sem prévia autorização do Beneficiário Intermediário (DGES);

l) Apresentar os relatórios de progresso desenvolvidos em modelo a definir pelo Primeiro Outorgante, com uma periodicidade anual ou sempre que tal seja solicitado pelo Primeiro Outorgante;

m) Quando aplicável, cumprir os normativos em matéria de contratação pública relativamente à execução do projeto;

n) Com a assinatura do presente termo de aceitação, os titulares dos órgãos de direção, de administração ou de gestão e outras pessoas que exerçam funções de administração ou de gestão, ficam subsidiariamente responsáveis pelo cumprimento das obrigações referidas na presente Cláusula.

CLÁUSULA 8.ª

(Acompanhamento e Controlo)

1. O acompanhamento e a verificação dos projetos são efetuados nos seguintes termos:

a. O promotor deve enviar, até 30 de novembro de cada ano, o relatório de progresso físico e financeiro do projeto, englobando a execução global e a execução anual do projeto, mediante template a disponibilizar pela DGES;

b. O relatório mencionado na alínea anterior (a.) deve incluir, entre outros: a identificação (nome; NIF; contacto) de todos os participantes nas ações de formação apoiadas pelo PRR; a evidência do cumprimento dos procedimentos legais adotados para a realização das despesas elegíveis;

c. Verificações administrativas relativamente à documentação do projeto, aos relatórios de progresso físicos e financeiros e a cada pedido de pagamento apresentado pelos promotores;

d. Verificação dos projetos no local, visando garantir a confirmação real do investimento.

2. As verificações referidas podem ser efetuadas em qualquer fase de execução dos projetos, bem como após a respetiva conclusão da operação.

3. A DGES poderá recorrer ao apoio do “Painel de Alto Nível de seleção e acompanhamento dos programas Impulso Jovens STEAM e Impulso Adultos” para as ações de acompanhamento e monitorização que considerar convenientes.

CLÁUSULA 9.ª (RECUPERAÇÃO DO APOIO FINANCEIRO)

1. Os montantes indevidamente recebidos pelo beneficiário final, nomeadamente por incumprimento das obrigações legais ou contratuais, pela ocorrência de qualquer irregularidade, bem como pela inexistência ou perda de qualquer requisito de concessão do apoio, constituem-se como dívida, sendo recuperados pela DGES.

2. A responsabilidade subsidiária pela reposição dos montantes por parte do Beneficiário Final, cabe aos titulares dos órgãos de direção, de administração ou de gestão e outras pessoas que exerçam funções de administração ou de gestão, em exercício de funções à data da prática dos factos que a determinem.

CLÁUSULA 10.ª (REGRAS DE COMUNICAÇÃO)

1. As obrigações de informação e comunicação dos financiamentos PRR seguem as orientações previstas na legislação da UE e nacional e devem ser cumpridas pelos promotores das candidaturas após assinatura do contrato.

2. O incumprimento das obrigações, em matéria de comunicação e transparência dos projetos ou iniciativas apoiadas pelo PRR, poderá suscitar a aplicação de medidas penalizadoras no acesso aos fundos para a operação em causa.

3. O conceito de comunicação externa abrange todos os materiais informativos produzidos entre os parceiros e todos os materiais utilizados como suporte de comunicação com os cidadãos, seja em ações diretas ou através dos media.

4. Todas as ações de informação e comunicação realizadas pelos promotores devem reconhecer o apoio dos fundos, apresentando a insígnia da UE com uma referência por extenso à União Europeia e ao mecanismo de referência (Next Generation EU).

5. Tanto, o símbolo do PRR como o símbolo da UE devem ser utilizados de preferência a cores e de forma bem visível nos documentos ou materiais utilizados, não devendo nunca ter uma dimensão inferior em relação a outros logotipos. Esta orientação aplica-se aos logotipos que compõem a barra de cofinanciamento (marca PRR e insígnia UE) e a todos os outros cujo envolvimento no projeto ou ação determinem a sua presença.

6. Os promotores devem garantir que os participantes nos projetos ou nas ações financiadas são informados dos apoios da UE, quer pela utilização de barras de cofinanciamento em documentos e outros suportes quer pela aposição de cartazes e painéis no local onde decorrem as atividades.

7. Nos casos em que as ações se tenham desenvolvido, total ou parcialmente, antes da assinatura do presente contrato, recomenda-se como boa prática que os promotores assegurem, de forma diferida, sempre que possível, a informação/comunicação dos apoios.

8. Na página da Estrutura de Missão “Recuperar Portugal” (xxxxx://xxxxxxxxxxxxxxxxx.xxx.xx/xxxxxxxxxxx/) encontra-se disponível a seguinte informação, de apoio à comunicação das várias iniciativas:

a. Manual de Normas do PRR (xxxxx://xxxxxxxxxxxxxxxxx.xxx.xx/xx- content/uploads/2021/10/PRR_manual-de-normas-graficas_completo.pdf)

b. Guia de Comunicação (xxxxx://xxxxxxxxxxxxxxxxx.xxx.xx/xx- content/uploads/2021/10/GuiaComunicacao.pdf)

c. Logotipos (xxxxx://xxxxxxxxxxxxxxxxx.xxx.xx/xx- content/uploads/2021/10/logotipos.zip)

CLÁUSULA 11.ª (VIGÊNCIA)

O presente contrato produz efeitos a partir da data da sua assinatura e mantém-se em vigor até ao integral cumprimento de todas as obrigações dele emergentes.

CLÁUSULA 12.ª (DISPOSIÇÕES FINAIS)

1. Em tudo o que não esteja expressamente regulado no presente contrato, são aplicadas as disposições legais europeias e nacionais vigentes.

2. O presente contrato será assinado em dois exemplares, a entregar a cada um dos Outorgantes, valendo ambos como originais.

O Beneficiário Intermediário (Primeiro Outorgante)

Assinado de forma digital por Xxxxx xx Xxxxxxxxx

Xxxxx xx Xxxxxxxxx Xxxxx Xxxxx

Dados: 2021.12.13 21:40:11 Z

O Beneficiário Final (Segundo Outorgante)

Assinado por: AMÍLCAR CELTA XXXXXX XXXXX XXXXXXXX

Num. de Identificação: 06559182 Data: 2021.12.13 22:37:51+00'00'

Certificado por: Diário da República Eletrónico.

Coimbra.

Atributos certificados: Reitor - Universidade de

(assinaturas reconhecidas na qualidade e com poderes para o ato ou através do Cartão do Cidadão (CC) ou Chave Móvel Digital (CDM), com recurso ao Sistema de Certificação de Atributos Profissionais (SCAP).

ANEXO A

AVISO DE ABERTURA DE CONCURSO

INVESTIMENTO RE-C06-I03.03 - INCENTIVO ADULTOS; E INVESTIMENTO RE-C06-I04.01 - IMPULSO JOVENS STEAM N.º 002/C06-I03.03/2021 N.º 002/C06-I04.01/2021

CONVITE À SUBMISSÃO DE PROPOSTAS DE PROJETO PARA A REALIZAÇÃO CONTRATOS-PROGRAMA COM A DGES, NA SEQUÊNCIA E NOS TERMOS DA AVALIAÇÃO DA MANIFESTAÇÃO DE INTERESSE SUBMETIDA AOS PROGRAMAS IMPULSO JOVENS STEAM E INCENTIVO ADULTOS

Project Description

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15 de novembro de 2021

GENERAL CONTENTS

1.PROJECT DESCRIPTION P. 2

1.1. Organization and Institutional Strategy P. 3

1.2. Structure and Training Plan P. 7

1.3. Strategic Initiatives for Smart Decision Processes P. 18

1.4. Innovation and Strategy P. 20

1.5. Capacity Installed P. 22

2. PROJECT INSTALLATION AND EXECUTION CONDITIONS: Budget and Financial Execution P. 25

3. RELATIVE CONTRIBUTION OF THE PROJECT: Regional and National Targets and Impact P. 26

4. RELATIVE INVOLVEMENT OF PARTNERS: National, Regional and Local P. 28

5. ABILITY TO ARTICULATE AND LEVERAGE OTHER FINANTING SOURCES P. 29

Portuguese Version of the Project p.31

1. PROJECT DESCRIPTION

Name of the application	LIVING THE FUTURE ACADEMY (LFA)
HEI Leader of the project/application	UNIVERSITY OF COIMBRA

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Budget summary / Resumo do Investimento

Total budget requested: 16.467.000,00 € of which:
“Impulso Jovens” Budget	7.968.000,00 €
“Impulso Adultos” Budget	8.499.000,00 €
Budget by project promoters (only IES):
IES/HEI Leader - UC	14.647.000,00 €
IES/HEI Copromoter 1 - ESEnfC	1.070.000,00 €
IES/HEI Copromoter 2 - UAc	250.000,00 €
IES/HEI Copromoter 3 - IPG	250.000,00 €
IES/HEI Copromoter 3 - IPV	250.000,00 €

KPI Summary / Resumo dos Indicadores

Nº students (valores acumulados)
Graduates Youth STEAM (Nº Jovens STEAM Diplomados em cada ano civil)				Adults (Nº participantes em formações curtas e pós-graduação de âmbito superior)
Q4 2022	Q4 2023	Q4 2024	Q4 2025	Q3 2023	Q3 2025
270	810	0000	0000	0000	4600

Students benefit every year from the modernization of infrastructure and equipment (Estudantes beneficiados todos os anos pela modernização de infraestruturas e de equipamentos)
Q4 2022	Q4 2023	Q4 2024	Q4 2025
27910	28189	28470	28756

Note: The modernization of infrastructure and equipment benefits all students who attend UC and ESEnfC.

Nº “schools” and / or “alliances” for postgraduate training in collaboration with employers, for short postgraduate courses – Q3 2023 / Nº “escolas” e/ou “alianças” para a formação pós-graduada em colaboração com empregadores, para cursos de curta duração de pós-graduação, até 3ºT de 2023

Total: 8 Academies for short postgraduate training In the “interior” of the country: (1) Software and

Lean Management Technical Training Alliance (UC, IPG & IPV)

1.1. ORGANIZATION AND INSTITUTIONAL STRATEGY

1.1.1. Project’s Summary

The Living the Future Academy (LFA) Project, resulting from a consortium led by the University of Coimbra and involving the participation of four Higher Education Institutions as co- promoters - the University of the Azores, the Nursing School of Coimbra, the Polytechnic Institute of Guarda and the Polytechnic Institute of Viseu – assumes, as a strategic purpose and legacy for the future, the preparation of people, organizations and territories for the implementation of intelligent decisions, in a sustainable and strategic manner, inspiring the paradigm shift necessary for cooperative leadership and transition for a Society 5.0.

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The strategic purposes of the project are: a) to create cooperative training opportunities of STEAM youngsters and professionals, by promoting innovative programmes and training courses, adapted to different population segments and in coordination with employers and relevant socio-economic organisations; b) to promote a close coordination between empowerment, research and knowledge sharing, building more modernised, innovative, and customer/user-oriented services; c) to build processes of proximity and coordination between the Academia, the labour market, the territories and the populations, in order to encourage and create scalable innovation processes and learning ecosystems anchored in the digital and green transitions, sustainability, modernisation, humanisation, and context-driven action and research. To this end, partnerships are established with various socioeconomic organizations integrated in different business and intervention clusters, and with municipalities, incubators, laboratories, schools, business associations and Intermunicipal Communities.

In a single application, the LFA brings together a set of initiatives and goals integrated in the two investment plans – “Impulso Jovens STEAM” and “Impulso Adultos”. Globally the project integrates 8 different thematic “academies”, with specific training programmes associating different socioeconomic stakeholders (businesses, organisations, networks, incubators) and the scientific structure of the co-promoters (Laboratories, R&D Centres, “Ciência Viva” Centres). Specifically, in each of the investment programmes, the LFA encompasses:

A. “Impulso Jovens STEAM”: the proposal of 2 new interdisciplinary Bachelor’s degree courses in STEAM fields; 2 thematic “academies”, aimed to complementary training in STEAM areas; 2 “academies” associated with training in soft skills and entrepreneurship for students and newly graduated in the fields of engineering, mathematics, sciences, and technology; at least 8 boost measures/initiatives to combat school dropout, stimulate scientific initiation, and promote technological/social innovation among university and pre-university students, and a strategic initiative to promote equity and inclusion and combat discrimination in STEAM areas.

B. “Impulso Adultos”: the proposal of 7 new Master’s degree courses, in coordination with the labour market; 4 thematic “academies” including 87 non-degree pre structured training courses, added by customised and on-demand training possibilities.

C. Transversal Initiatives: the proposal of 2 strategic initiatives for smart decision processes in the domains of: a) sustainable and cohesive territorial development, in partnership with 5 Inter-Municipal Communities (IMC); and b) pedagogical innovation and cooperative learning, in association with national and international partners.

The LFA includes 102 training courses (added by on-demand and customised offers): 94 in STEAM areas (15 included in “Jovens STEAM” investment, and 79 included in “Adultos” investment) and 8 short courses corresponding to teacher’s training. About 90 per cent of the proposed courses include the awarding of micro credits, enabling a continuous and stackable lifelong training. The project assumes the target, concerning the number of participants in short higher education training courses, between 4.600 and 6.000 graduates (until 2025), with an average number of graduated trainees, until 2023, between 1290 and 1620 “Adultos”, and between 810 and 1080 “Jovens STEAM”.

1.1.2. Consortium Governance Structure

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The Project’s Governance Model is based on professional management, with well-defined tasks, continuous feedback, and clear communication between partners and co-promoters (benefiting from the experience of the UC and co-promoters in managing highly complex projects). The LFA Coordination Team will assure the monitoring and efficient implementation of the project in terms of goals, progress, financial distribution to the co- promoters and quality assurance, namely ensuring assessment of activities’ progress in accordance to scheduling, monitoring reports and financial statements, and preparing meetings with relevant stakeholders and the advisory committee. Each co-promoting HEI indicate a contact person who will assume the local coordination of the project and report periodically to the UC coordination team the data concerning the local implementation of the project’s activities. A roadmap of the LFA management and a strategic planning 2022-2025 will be designed with the participation of all the co-promotors to pro assigning clear roles in the pursuit of the same goals and assure transparent communication pathways and quick reporting mechanisms.

The management structure is made up of: a) a General Coordination and an Executive Board that includes representatives of the co-promoting HEIs; b) a Permanent Advisory Committee, and c) a Forum of Partners that allows for the alignment and customization of training offers and the relative participation of each associated partner, as well as, in an inter-learning mindset, to discuss issues common to the various partners and exchange experiences. Along with this Forum, the strategic definition of the LFA and its aspiration to be societally relevant imply a continuous work with the territories and associated partners to define action plans and customized initiatives.

The Permanent Advisory Committee is coordinated by an external consultant of the project. It will ensure the monitoring of compliance with the defined action plans and propose the necessary adjustments for the proper fulfillment of the goals and risk mitigation in terms of budget execution and effectiveness in the management of the consortium. The use of formative assessment systems (learning evaluation) seeks to reinforce positive action, by analyzing the quality of the execution and impact, and continuously assess any disparities between the intended goals and the results, as well as define processes to overtake unforeseen barriers or threats (of both internal and external origin) and potentiate opportunities.

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All management bodies are articulated, feeding each other permanently. The operation is based on “Change MAP” and “Learning Evaluation Model” processes. The various procedures, communication and work plan is clearly explained in the “Quality Assurance Plan” drawn up with all co-promoters. The Project’s Management Model is explained in the following table:

Structure/Goal	Composition	Tasks/responsabilities	Operation
COORDINATION	a) UC Rector and Vice-Rector	a) General coordination - structural	Monthly meetings (in the 1st
	(in conjunction with the heads of	decision-making and articulation	year) with the general
Coordination	the other HEIs)	between the various management	coordination
Team	b) Main Technical Manager	bodies;	Technical managers and
& Executive	c)Technical Coordinators of the	b) Project financial management	coordinators work
Board	programs (2) in conjunction with	(UC Projects Department); liaison	permanently as a team
The global	local coordinators in the co- promoters’ organizations	with co-promoters (distribution/ funds management) and with DGES;
coordination is		c) 1 coordinator for management of
assumed by the		the Impulso Jovens STEAM; 1
UC (Cost Center)		coordinator of the Impulso Adultos;
		d) Local coordinators appointed by
		the co-promoting HEIs for the local
		management of the tasks
		undertaken in the project and
		articulation with the general
		coordinators (UC)
MONITORING (internal and external) Permanent Advisory Committee	a) Main Technical Manager and coordinators; b) Representatives of the co- promoters; c) External consultancy company for monitoring and training teams.	a) b) Monitoring of Action Plans and identification of deviations; c) Preparation of risk mitigation plans and reports; c) Consulting and training teams (coordinator and executive) throughout the project.	-Preparation of semester reports presented to the coordination -Work sessions (based on the Learning Evaluation Model)
Aims to generate adequate information for ongoing decision making
PARTICIPATION Forum of Partners	a) Vice-Rector (General coordination) & representatives of partner XXXx; b) Project partners; c)Coordinators and consultants	a) Definition of the Action Plan; Forum coordination b) Exchange of experiences, reflection, and expectations with a view to improving the project and customize initiatives.	3 Sessions in each IMC in the 1st year; 2 sessions in the following years.

1.1.3. Project Organization Model

The various activities and procedures of the LFA Project are organized into two dimensions:

a) one of a more functional nature – the SMART Campus – which brings together a set of services and functionalities essential for a good project performance and for the realization of its strategic purposes (so that courses and initiatives fulfill the objectives in the best way, they need to be well designed, well communicated and with good certification management); b) another of a more organic nature – the WISE1 Hub (aggregating platform) – which includes the training proposals (“Impulso Jovens STEAM” and “Impulso Adultos”) structured within 8 Thematic Academies, as well as transversal strategic initiatives, and boost measures to stimulate the access and retention in higher education. The Smart Campus brings together the following goals, services, and functionalities:

SMART CAMPUS
Pedagogical Innovation Design Centre	-Design solutions for innovation in higher education pedagogy and assess implementation -Conceive new ideas and models enabling better results in the work with new audiences in higher education and in connection with social and economic stakeholders. -Encourage the creation of cutting-edge technological tools, models, and frameworks to help professors, students, and key stakeholders in sustaining learner-centric innovation and adapted apprenticeship (pedagogical and technological innovation). -Monitor and test new pedagogical ideas enabling rearrangements and promoting the exchange of good practices and resources. -Create a virtual library file system of reports, case studies, podcasts, and good practices on pedagogical innovation.
Skills & Credits Management System	-Create a digital management platform to promote and accelerate the stackable micro credits system: to facilitate the process of flexible, stackable, and recognised knowledge acquisition and the choice of the skills that are relevant to career paths of each learner in the labour market, both nationally and internationally (Skills Passport; Career Plan Certificate). -Implement and improve digital tools (on the European level as well) to progressively eliminate or minimise administrative and technical barriers for institutions to share, repurpose and integrate courses and content using micro credits.
Monitoring, Communication and Quality Assurance System	-Promote the basis for quality assurance system adapted to SAMS and in coordination with the European context on this topic. -Define communication and accountability procedures (internal, of the consortium, and external) and follow-up the project implementation and milestones.

The realization of the LFA vision advocates the involvement of Territories (synergetic proximity and cooperative leadership between the Academy and the local/regional territories2) and the improvement of a Digital Campus which includes the creation or uplift of technical conditions for: a) an increased quality of distance learning and at-work distance follow-up, and

b) the continuing of UC digital transition, namely adapting or resizing technological classrooms, including virtual laboratories, studios and simulation spaces.

1.1.4. Co-promoters: Identification and Contribution

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The strategic vision underlying the LFA project calls for the development of a set of quite different objectives, recipients, and action processes. The 4 co-promoting HEIs (University of Azores, UAc; Nursing School of Coimbra, ESEnfC; Polytechnic Institute of Guarda, IPG; Polytechnic Institute of Viseu, IPV), together with the UC, contribute to the achievement of the specific goals of the project and its strategic vision: a) articulation with territories with different characteristics (including low density territories) and local fixation of qualified population; b) proximity to real contexts and localized companies, designing adapted solutions; c) possibility of ensuring technical training (level 4 and 5 courses) and other levels of training, attracting students to higher education; d) development of interprofessional training essential to the

1 WISE - Work, Innovation, Share, Education.

2 The LFA partnership with 5 Intermunicipal Communities (Coimbra Region, Middle Tejo, West, Viseu Dão Lafões, and Beiras and Serra da Estrela) brings together 73 municipalities and the territory of the Azores in a co-development strategy.

quality of services. The contribution of the co-promoting HEIs was thus weighted according to 3 essential factors: 1. training complement (in areas that the UC does not have, in the case of nursing); 2. relationship with companies of the regions, and 3. technical training. The Uac (with which the UC already collaborates in medical training - Preparatory Course), through the Superior School of Health (381 students), and the ESEnfC (2112 students) join courses for nurses and interprofessional courses for health and social sector professionals (Impulso Adultos), as well as health care literacy workshops and communities of practice. The Polytechnic Institutes (PI) of Guarda (2900 students) and Viseu (4607 students) team up with the UC to train professionals (Impulso Adultos) in technical areas, namely procurement and manufacturing systems, robotics, and automation of industrial systems, in articulation with the companies and resources of the regions (Viseu Dão Lafões; Beiras and Serra da Estrela), constituting a Software and Lean Management Technical Training Alliance in the interior of the country. The involvement of the PIs is very relevant for the promotion and monitoring of regional development initiatives (IMCs).

Associated with the strategic vision of the LFA, the presence of HEIs in their respective territories allows them to implement, in accordance with the principle of proximity and citizen- driven research and action, strategic initiatives for the intelligent and multidimensional development of the regions. The constitution of a differentiated and complementary scientific ecosystem also creates synergies and capacities of different teaching and research subsystems and, above all, allow sharing experiences, dissemination of good practices and designing the sustainability pillars of the project’s legacy, with a view beyond 2025.

1.2. STRUCTURE AND TRAINING PLAN

1.2.1. “Impulso Adultos”

In Portugal, the participation rate of adults in education and training is still below (0.8 pp) the average rate of the EU/283, which represents a relevant factor in terms of loss of economic competitiveness and low levels of innovation. Considering the goals and targets associated with the “Impulso Adultos” investment, the LFA frames a set of proposals for the reconversion and/or updating of professional competences based on the assumption that the future of work no longer implies the definition of a predetermined and rigid plan of career and basic training, but rather on the building of a "tree of competences" and the possibility of flexible micro- careers. The LFA's portfolio of training proposals4 includes 87 short and postgraduation courses (79 in STEAM areas and 8 in teacher’s training courses), to be complemented via on- demand and customised courses.

1.2.1.1. Degree Granting Courses: Short Master’s Degree

The LFA proposal includes 7 short master’s degree stemming from an analysis of market needs and embodying the most recent research developed at UC and elsewhere. The masters (60 ECTS) are designed in articulation with companies and organizations. All the new courses include flexible teaching (with several curricular options and b-learning), innovative structure with modules that can be made autonomous (with micro-credits), and active pedagogical methodologies, such as: problem-based learning, connections with businesses and studio projects.

3 European Innovation Scoreboard, 2021.

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4 With different features, according to the goals to be achieved, duration and ECTS, and the target groups: a) Specialisation Courses - SC (60 ECTS credits); b) Post-Graduations - PG (15-30 ECTS credits); c) Short Courses - StC (from 4 to 15 ECTS credits); d) Nano-Courses - NC (from 1 to 4 ECTS credits). Along with these training courses pre-structured following the assessment of different socio-economic organisations and customised to the scientific and academic capacity of the partner HEIs, there are on-demand training courses tailored to the emergent and specific needs of the organisations, territories and professionals.

In the area of technology, engineering, and sciences, the LFA includes 4 new short-term Master courses: 1. Software Engineering Processes5; 2. Wood Construction; 3. Concrete Structures: From Design to Rehabilitation; 4. Plastics and Sustainability – in cooperation with economic and technological organisations.

In the health domain the Project includes 3 professional master’s degree courses: 1. Master in Cannabis; 2. Master in Herbal Medicines and Food Supplements; 3. Master in New Technologies for Digital Transition in Dentistry - resulting not only from the research that has been produced around new technological and pharmacological solutions and applications, but also from the relevance of responding to market needs of greater specialisation in certain fields of medical-pharmaceutical innovation.

1.2.1.2. Thematic Academies under the “Impulso Adultos” Investment

1. BUSINESS 4.0 AND SOFTWARE ACADEMY (BSA)

Framework and Goals: The World Economic Forum Report on 2022 Employment Trends draws attention to the structural changes in the labour market and reveals that in 2025 only 48 per cent of economic activities will be performed by humans. Portugal has low-skilled human resources in the digital domain (below the EU28 average). Therefore, priority should be assigned to advancing the training of professionals in this domain as a crucial factor for economic competitiveness and the attainment of a society 5.0. The BSA intends to contribute to this empowerment effort, by means of an upskilling and reskilling processes, both in the field of digital skills and within the scope of new management and business processes in today's global and competitive context and new labour market requirements. To this end, an intensive learning ecosystem is proposed with an at-work component which seeks to ensure the greatest empowerment of the professionals within the framework of economy 4.0, closely coordinated with the purpose of training for the digital transition and intelligent economy.

Training Plan: The training programme in digital competences and new economy includes 31 non-degree courses, either reskilling courses6 or upskilling, one CTESP, and complementary courses. The BSA training plan includes the following courses (added by on-demand and customised proposals):

COURSE/ PROGRAMME	ECTS
DESIGN, COMMUNICATION AND WEB DEVELOPMENT (reskilling)	60
PYTHON PROGRAMMING FOR DATA ANALYSIS (reskilling)	60
WEB DESIGN AND FRONT-END DEVELOPMENT	30
INTERACTIVE MULTIMEDIA	30
DATA SCIENCE	30
ENGINEER OF BIG DATA	30
COMMUNICATION SERVICES AND TECHNOLOGIES	30
DEVELOPMENT OF DEPENDABLE SOFTWARE AND SERVICES	30
STRATEGIC MANAGEMENT OF INFORMATION SYSTEMS	30
COMPUTATIONAL STATISTICS AND DATA ANALYSIS	30
DEVELOPMENT OF SECURE SOFTWARE	30
GEOGRAPHICAL INFORMATION SYSTEM AND GEOESPACIAL ANALYSIS	5
HUMAN-CENTERED ARTIFICIAL INTELLIGENCE	30
STRATEGIC THOUGHT FOR INTELLIGENT DIGITAL TRANSITION WITHIN ORGANIZATIONS AND TERRITORIES	30
DATA SCIENCE FOR QUALITY IMPROVEMENT	4
TECHNOLOGIES OF INTERNET OF THINGS	4

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5 A re-adjusted proposal of an already existing course, and whose reformulation is the result of an assessment of the relevancy of the proposal with respect to the labour market.

6 The reskilling courses include an intensive training followed by a paid internship in protocolised businesses. These programmes benefit from the success and experience acquired at the UC (Department of Computer Engineering of the Faculty of Sciences and Technology) with the “Acertar o Rumo” Programme (Programming in Java), which from now on is also decentralised in Viseu with the partnership of Critical Software.

INTRODUCTION TO DIGITAL NETWORK ANALYSIS	4
ROBOTICS AND INTERACTION FOR INDUSTRY 4.0	4
DESIGN AND IMPLEMENTATION OF INTELLIGENT SYSTEMS	30
INTRODUCTION TO MICROPROCESSORS	4
TECHNICAL SKILLS IN AUTOMATION AND ROBOTICS	4
INSTRUMENTATION USING LABVIEW	2,5
COMMUNICATIONS IN SMART GRIDS	5
AUTOMATION, MECHATRONICS, AND INDUSTRIAL INFORMATICS (CTESP)	120
LOGISTICS AND INDUSTRIAL MANAGEMENT	30
INDUSTRIAL INSTRUMENTATION	2,5
INDUSTRY CONTROL	2,5
INDUSTRIAL COMMUNICATION SYSTEMS	2,5
INTRODUCTION TO ROBOTICS	2,5
AUTOMATION OF INDUSTRIAL SISTEMS	2,5
PROGRAMMING CYBERPHYSICAL AND HIGH-PERFORMANCE COMPUTING SYSTEMS	4

The different proposals are brought together according to a single goal: the intensive professional capability for the challenges of economy and the digital transition, providing, to this purpose, adequate conditions (b-learning; in-loco training) for the reconciliation of issues pertaining to work, family, and training.

1. HEALTH AND LONGEVITY ACADEMY (HLA)

Framework and Goals: The provision of quality, integrity and proximity healthcare is a central axis in the creation of more resilient and socio-economically sustainable societies. The socio- economic impacts of disease and morbidity, both on the labour market and on social and family cohesion, are widely known, and increasingly require, as the pandemic has proved, innovative and sustainable processes of care provision and resource management. The main goal is to increase the equality in the access to health and intelligible information, but also the effectiveness and efficiency of the care system without jeopardising its quality and the humanisation of the services. To this matter, the increase in longevity and the promotion of active and healthy aging, ensuring quality services and real opportunities for civic participation for the elderly is one of the greatest challenges to be faced today. In coherence with the LFA vision, the HLA endeavours to contribute to the empowerment of health and social care- professionals to access innovative, technological, and relational processes and tools to provide quality, innovation, proximity, integrity and interprofessional care, and to manage services of excellence and carry out contingency planning for more resilient organizations.

Training Plan: The HLA includes 46 non-degree courses, with different ranges and goals, aimed at different health (including the training of intern doctors) and social sector caregivers (namely within social responses for the elderly and continuous care network). Seven of the post-graduation courses proposed are designed as interprofessional (nursing, medicine, pharmacy, psychology, economics, biomedical engineering) and are co-promoted with UC, the ESEnfC and the UAc/ School of Health (SH).

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The HLA training plan includes the following courses (added by on-demand proposals):

COURSE/ PROGRAMME	ECTS
HEALTH AND DIGITAL INNOVATION (interprofessional)	30
INNOVATION IN HEALTH (INNOVATION AND TECHNOLOGICAL ENTREPRENEURSHIP)	5
INNOVATION IN MEDICAL AND HOSPITAL INSTRUMENTATION	5
CLINICAL TRIALS	5
INNOVATIVE THERAPEUTIC SOLUTIONS IN AGING	5
QUALITY AND GOVERNANCE IN HEALTH	10
COMMUNICATION ON HEALTH. NEW PATHWAYS FOR HEALTH PROMOTION (interprofessional)	30
PROMOTION OF SELF-CARE IN HEALTH PROFESSIONALS	5
COMMUNITY COMMUNICATION RELATED TO HEALTH	5

PERSON-CENTERED CLINICAL COMMUNICATION: ESTABLISHING & STRENGTHENING THERAPEUTIC RELATIONSHIP	5
EVALUATION OF THE EFFECTIVENESS OF COMMUNICATION IN HEALTH	3
EMOTIONAL REGULATION, INTERPERSONAL NEUROBIOLOGY AND EMPATHY IN COMMUNICATION PROCESSES	5
APPLICATION OF MINDFULNESS PRINCIPLES TO THE COMMUNICATION PROCESS	3
EMPATHIC COMMUNICATION TRAINING PROGRAMS	3
COMMUNICATION WITH CHALLENGING PATIENTS	3
SHARED CLINICAL DECISION MAKING	3
GLOBAL HEALTH, CULTURAL COMPETENCE, AND SUSTAINABLE DEVELOPMENT (interprofessional)	30
GLOBAL HEALTH AND VULNERABLE POPULATIONS	5
RESEARCH, DEVELOPMENT, INNOVATION AND TECHNOLOGY FOR GLOBAL HEALTH	5
PREVENTION AND TREATMENT OF WOUNDS AND TISSUE VIABILITY: MANAGEMENT OF HEALING PROCESSES	10
EVIDENCE-BASED CLINICAL PRACTICE (interprofessional)	30
PERSON-CENTERED INTEGRATED CARE (interprofessional)	30
INTEGRATION IN PERSON-CENTERED HEALTH CARE: ETHICS AND QUALITY STANDARDS	4
MODELS FOR IMPLEMENTING PERSON-CENTERED CARE	4
HEALTH ECONOMICS AND MANAGEMENT	5
LEADERSHIP AND DEVELOPMENT OF INTERPROFESSIONAL TEAMS	4
INTERPROFESSIONAL COMMUNICATION AND EMOTIONAL INTELLIGENCE IN HEALTH TEAMS	4
CLINICAL NURSING SUPERVISION	30
EARLY CHILDHOOD INTERVENTION	30
TRAINING OF BREASTFEEDING COUNSELLORS	2,5
DOCTOR-PATIENT COMMUNICATION. KNOW HOW TO LISTEN, KNOW HOW TO TALK!	30
BIOINFORMATICS IN CLINICAL DATA	15
CLINICAL SIMULATION (COMPUTER GRAPHICS AND AUGMENTED REALITY)	4
NEUROTRANSLATIONS: DISCIPLINARY INTERFACES BETWEEN BRAIN, MIND AND BEHAVIOR	6
SOFT-SKILLS FOR HEALTH PROFESSIONALS	4
CAREGIVING FOR OLDER PEOPLE AT THE END OF LIFE	30
GERIATRIC PALLIATIVE CARE	30
HEALTH TECHNOLOGY ASSESSMENT: DRUG ACCESS TO MARKET	60
INTERVENTION IN CONTEXTS OF EMERGENCY AND DISASTER	30
PHARMACOVIGILANCE AND MONITORING THE BENEFIT/RISK OF MEDICINES	10
CLINICAL INFORMATICS AND TELE-HEALTH SYSTEMS	4
PAEDIATRIC PALLIATIVE CARE	30
CLINICAL COMMUNICATION AND HEALTHCARE-RELATED PSYCHOSOCIAL RISK MANAGEMENT	4
MENTAL HEALTH IN THE DIGITAL TRANSFORMATION OF THE WORKPLACE: CAPACITY BUILDING THROUGH LITERACY	2,5
BASIC LIFE SUPPORT	2,5
REGULATION IN THE PHARMACEUTICAL INDUSTRY	15

The HLA brings together numerous training proposals structured in domains identified as complementary to the training courses that the health organisations already provide. It also advocates the possibility of customised training courses according to specific needs and on- demand with the participation of the co-promoters. This suitability of the proposals is enhanced by the innovation territories in which the LFA is rooted and enables the implementation of different levels of impact: a) Local (with the participation of the main health institutions in the regions); b) Regional, via the partnership with the ARSC, the Regional Council of Medical Internship (CRIM), and with the IMCs; c) National, namely via the support of the Social Security Institute and Professional Societies (Medicine, Pharmacy, Nursing); d) International (with several international collaborative partners).

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In the field of health care training and practice, the associated HEI are part of numerous networks and carry out research that is recognised worldwide. Aligned with the strategic vision of the LFA, the HLA intends to assume a relevant role in the training of various professionals, to increase the quality of healthcare services, prepare managers and social caregivers for contingency planning, minimise medical errors, ameliorate health literacy and prepare health staff with non-technical essential soft skills. At this level the interprofessional training is recognised as a central element for the excellence and humanisation of healthcare7. The HLA

7Frenk, J. et al. (2010). Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet Commissions, 376/ 9756, pp. 1923-1958; Health Professions Accreditors Collaborative. (2019). Guidance on developing quality interprofessional education for the health professions. Chicago, IL: Health Professions Accreditors Collaborative.

also includes the development of: a) a virtual community of practice allowing for inter- profession sharing of good practices, citizen-health information, webinars and evidences (in partnership with international organizations, like Xxxx’x Hopkins University, among others), and b) applied research (case-studies), namely: 1) design of a service model of effective and efficient relationship between local health & social services; 2) definition and modelling of national indicators for age-friendly8 health organisations (coordinated by the Hospital of Cantanhede – Arcebispo Xxxx Xxxxxxxxxx, and replicable in other contexts).

3. SMART TERRITORIES ACADEMY: SUSTAINABILITY AND CIRCULAR ECONOMY (STA)

Framework and Goals: The synergies of the HEI co-promoters within its regional and local territories comprises an important strategic dimension for the implementation of the LFA vision and goals. It is not a mere relocation, but rather an opportunity for continuous feedback based on mutual trust, recognition and enhancement of talent and adequacy of the co-constructed responses and solutions to the specificity of the contexts, constituting them as integral parts of value chains. This place-based approach, bringing the university closer to the territories, enables generating inclusive innovation, dynamizing local spaces, and generating and absorbing new knowledge in a synergistic perspective. The STA thus intends to promote: a) a set of training courses and initiatives aimed at both young people and adults, which correspond to specific interests of the territories and are directed towards a dimension of sustainability and territorial cohesion; b) processes of co-working (university in-situ) and citizen-driven research.

Training Plan: In favour of the integral empowerment of people and territories, the STA intends to implement, on an ongoing basis and on-demand, diverse training courses and an annual action plan permanently coordinated with businesses and organizations within local territories. In the first moment of the project, based on a preliminary local assessment and in articulation with companies and business associations, are proposed 10 structured training short courses adapted to the specific needs and characteristics of each territory:

COURSE/ PROGRAMME	ECTS
PROMOTING ACTIVE AND SUSTAINABLE LIFESTYLES IN LOW-DENSITY TERRITORY	30
FOOD HERITAGE AND TERRITORIAL DEVELOPMENT	60
CONSERVATION AND BIODIVERSITY MANAGEMENT (with a workshop on Evidence-based Environmental Prevention through Science Literacy)	6
BIOTECHNOLOGY	6
FORESTS AND CLIMATE CHANGE	6
CORRUPTION AND INTEGRITY IN PUBLIC CONTRACTING	4
MEMORY, DEMOCRACY AND DEVELOPMENT POLICIES	10
ECO LITERACY	3
CIRCULAR ECONOMY: TECHNOSOLS WITH WASTE RECOVERY	6
INTERSECTIONS OF KNOWLEDGE: SCIENTISTS AND TRADITIONAL FISHING COMMUNITIES MAKING SENSE OF CLIMATE CHANGE	6

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The STA is aligned with the strategic territorial initiatives and intends, above all, to generate dynamics that can persist over time and that materialise the concern of a place-responsive academy, osmotic by reference to ecosystems, networks, endogenous resources, and specificities of the territories. In line with the philosophy underlying the LFA and with the conception of the Territories as living laboratories of value-driven research, openness to the populations and promotion of awareness-raising and social, political, and environmental literacy, the STA also frames several proposals of applied research and relationship with the local populations. For example: the Figueira da Foz Living Lab for Sustainable Development (co-designed with local population); the Ocean Literacy Saber+@MAREFOZ

8Age-Friendly Health Systems-xxxxx://xxx.xxxxxxxxxxxxx.xxx/xxxxxx-xxxxxxxx/xxxxxxx-xxxxxxxxxx/xxx-xxxxxxxx/xxx-xxxxxxxx-xxxxxx- systems-initiative

(for teachers); the UC Biological Station and several environmental awareness-raising workshops on evidence-based environmental management decisions; Caregivers’ Workshops (in the Social Intervention Unit at the IPG); actions at the CESUCA9 and the Centre for Environmental Education and Interpretation and Promotion of Culture in Alcobaça; Social Forums of Literacy and Positive Mental Health of Informal Caregivers in Azores, among many other local projects. Additionally, several scientific and cultural initiatives will be promoted in intimate connection with the territories. Among them it is worth highlighting the “Corridors of Culture” to be promoted in Alcobaça and bringing together the 4 sites (Coimbra, Alcobaça, Batalha and Tomar) of the Centro World Heritage Sites Network - Culture 2.0. Also, UC has a strong experience of working on projects that seek to value cooperation with low-density regions and strategic cross-border collaboration. Within this framework, the Center for Iberian Studies (CEI)10 was created over 20 years ago, involving the municipality of Guarda, the University of Salamanca and the UC. Over its two decades of existence, it has promoted cultural and scientific initiatives, also involving the IPG and many other national and international institutions, which make the CEI a benchmark for closer Iberian relations.

4. TEACHING ACADEMY (TA)

Framework and Goals: Considering that the transformation of educational systems (basic, secondary, and higher education) is nowadays an inescapable component in the efforts to promote school success, reduce early school dropout and attract young people and new audiences, the TA intends to empower teachers (from different levels of education) to implement the schools of the future - more technological11 and based in cooperative and problem-centred learning processes. The TA aims to prepare teachers for a new profile of students and to the new challenges associated with sociocultural changes, as well as to promote the adaptation of the school environment and curricula in terms of the agenda for digitalisation.

Training Plan: The TA includes 8 training courses (added by on-demand ones), with a differentiated range12, and is aimed at teachers from different levels of education (basic, secondary, vocational, and higher education) and training systems (including adult education). The TA training plan already includes the following courses:

COURSE/ PROGRAMME	ECTS
TRAINING PROGRAMME IN LEARNING AND TEACHING PORTUGUESE AS A NON-NATIVE LANGUAGE	20
DIGITAL ECOSYSTEMS FOR TEACHING AND LEARNING	3
MONITORING AND EVALUATION STRATEGIES THROUGH DIGITAL RESOURCES AND METHODS	3
STRATEGIES FOR PROMOTING DIGITAL SKILLS IN LEARNING	3
SPECIAL EDUCATION AND INCLUSIVE SOCIETY	20
ADULT GUIDANCE AND QUALIFICATION: MODELS AND PRACTICES	20
NEW COMPETENCES, FOR A NEW SCHOOL/UNIVERSITY	30
LEARNING CELLS: REPRODUCTIVE BIOLOGY AND STEM CELLS	2,5

The digital transition in schools and higher education envisions an understanding of the necessary transformations, not only in the classroom environment and in terms of access to new virtual pedagogical resources (for example for librarians), but also in terms of what is

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9 CESUCA - The Center for Higher Studies of the University of Coimbra at Alcobaça (CESUCA) is a center of strategic extension of the UC, articulating the versatility of the UC universe with the needs of the Western Region. Founded 20 years ago, CESUCA operates, above all, in the areas of Environment, Culture and Heritage, based on the alignment defined with the 2030 Agenda and an intense investment in the skills provided to communities, with emphasis on the areas of libraries, teacher training , environment and agri-food industry - xxxxx://xxx.xx.xx/xxxxxx

10xxxxx://xxx.xxx.xx/

11“Software and social robots that are fed constant streams of data have the greatest disruption potential for teaching and learning: it’s not just technology, it’s teachology” (OECD, 2021. Digital Education Outlook 2021. Pushing the frontiers with Artificial Intelligence, Blockchain and Robots).

12 Three training courses are recognised with the INCoDe2030 seal (Digital Competences of Portuguese Teachers).

taught and how it is taught, be it in primary education (at this level the LFA has a relevant partnership with Sharkcoders and Altice/Meo), secondary education, higher education or professional training (partnership with ANESPO).The digital transition in schools is, at its core, a cultural transition. The TA invests not only in teaching training in specialised competences and innovative methodologies, but also in the adaptation of the curriculum for the school/university of the future – one that is more digital but also problem-centred, more connected to contexts, and more transversal with respect to areas of knowledge.

1.2.2. “Impulso Jovens STEAM”

To implement the goals associated with “Impulso Jovens STEAM”, namely the goal to increase the participation of young people in higher education and the reduction of early school dropout, the LFA frames not only new possibilities for initial training, but also a set of programmes of transition to the labour market and strengthening of initial training in STEAM fields. It also promotes measures that aim to create bridges and greater chances for success in the transition between education systems (including vocational education) and encourage active citizenship and projects by means of curiosity-driven research (also including international students).

1.2.2.1. Initial Training: Bachelor’s Degree Courses in STEAM fields

The two Bachelor’s degree courses to be created respond to new labour market needs and encourage higher education training in STEAM fields:

1. Engineering and Management of Sustainable and Smart Cities: intend to train highly qualified professionals, able to systematically use the new technologies as tools to support the management of large cities, converting them into smart cities and to use information and communication technologies (ICT) and big data to effectively and sustainably manage their various aspects in real time, as well as to promote solutions for soft mobility;

2. Sciences and Technologies of Earth Observation: aims to train specialists in the production and application of Earth Observation data for the national and international market, providing solid training in the physical principles and operation of sensors in remote sensing, image analysis techniques and their applications, and production of decision-making support information by means of geographic information systems. Both proposals intersect critical areas such as ecology, engineering, architecture, geology, data science and social sciences.

1.2.2.2. Thematic Academies under the “Impulso Jovens STEAM” Investment

Within the framework of actions to reinforce training in STEAM fields and the support to the transition to the labour market, the LFA includes 4 thematic “academies” and proposes 15 training programmes.

1. UC FACTORY-ACADEMIES (FA)

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Framework and Goals: The adequacy and compatibility of competences of what is academically acquired training and what is demanded by the labour market does not always occur13. Recent data show that employment in the industrial sector reached more than 830 thousand jobs (almost 20% of all available jobs in Portugal). However, the economic growth and the development of a more sustainable industry are under pressure from three main aspects: i) lack of qualified STEAM workforce; ii) mismatch between the industry needs and the level of qualification of the available workforce; iii) limited awareness of the importance of effective technical education. Therefore production-related skills are needed to respond to

13 Matching skills and jobs in Europe (Cedefop, 2015).

future challenges of the society and are essential to ensure long-term competitiveness. Adopting alternative models to the traditional training and teaching model will reduce the gap between the available qualifications and today’s industrial needs.

Training Plan: The FA comprise a high-level training programme, aimed at students and recent UC graduates (with Bachelor’s or Master’s degrees) in Engineering and technological areas, and is based on the establishment of a close relationships between companies and the Academia. The programme is inspired by relevant international experiences, especially the Tec21 Model of the Monterrey Institute of Technology14 and the CBL Model (Challenge-Based Learning) of the Apple Academy15. The structure of the programme is common to the various factory-academies. However, the associated competences and processes involved are tailored to the needs, expectations, and organisational culture of the business partners. The continuous academic learning process16 during Phases 2 and 3 is associated with the following training courses: Smart Manufacturing Advanced Studies; Process Improvement Management; Data Science for Quality Improvement; Project-Based Learning in Smart Manufacturing. The practical training during phase 1 is inscribed in the UC Factory Lab.

The Lab is an innovative proposal in Portugal and corresponds to a Learning Factory capable of offering an environment of excellence for training, education, and R&D for the next generations17. The Factory Lab is a fully functional manufacturing facility, where individuals incorporate a learning experience with high-tech elements of Industry 4.0 as they build real, in-demand products. The Factory Lab will be an at-scale, fully functional, cyber-physical production system designed to foster collaboration between multiple disciplines and entities. The Factory Lab provides the means that the manufacturing and process industries need to quickly adapt to any fast-changing conditions. It will also aim at moving away from the dominant silo logic of managing critical industrial functions separately, such as quality, process, and maintenance, by developing integrated approaches through shared databases, advanced data analysis, AI and optimization, which are tested and validated in realistic pilot scale industrial environments. The Factory-Lab is also open to high schools in the frame of scientific early stimulus and project development in technological and engineering areas, namely promoting the girls’ interest for STEAM areas.

According to the enterprise partnerships already established the FA includes 7 training/transition programmes:

COURSE/ PROGRAMME	ETCS
LEAN MANAGEMENT AND AUTOMOBILE PRODUCTION	10
ENGINEERING OF MATERIALS AND SUSTAINABILITY	10
ROBOTICS AND AUTOMATION (Alliance for Technical Training School – UC/IPG/IPV)	10
METALLURGY	10
WOOD COMMERCE	10
AGRO-FOOD	10
PLASTICS AND MOLDS	10

14 Integrated in the training courses for teachers.

15 xxxxx://xxx.xxxxxxxxxxxxxxxxxxxxxx.xxx/xx/

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16 The Programme has 3 transversal Phases: Phase 1. (Discovery) - still within the scope of the university in which the students are able to address real challenges and the overcoming of increasingly complex problem-solving levels, namely in the context of the UC Factory Lab; Phase 2 (Engagement) - correspond to the beginning of at-work learning in a business environment, accompanied by a specialised mentor, an academic advisor, and a peer mentor; Phase 3 (In Deep) - corresponds to the sedimentation of knowledge in the business context, the progressive autonomy and the exploration of new guiding questions (CBL Model).

17Aligned with the research and innovation priorities of the initiative Industry 4.0, the FA has an active participation of INESC COIMBRA and IPN research institutes and of CEMMPRE, CISUC, and GEPSI research centres, which are focused on developing innovative concepts, methodologies, and tools for designing and running intelligent production systems.

2. SOFT SKILLS ACADEMY FOR FUTURE STEAM PROFESSIONALS (SSA)

Framework and Goals: Particularly in the fields of engineering, science, technology, and mathematics, the SSA intends to complement the initial university training with social and emotional competences and knowledge - normally absent from initial training but essential to a professional performance that is, not only technical, but connected with social and relational challenges and with processes of self-overcoming - creativity and learning by error.

Training Plan: The “academy” includes a set of training proposals (2 per year) in soft skills associated with adapted and humanistic communication, creativity, cooperative leadership, resilience and risk management, teamwork, context analysis, emotional intelligence, and social intelligence. The training course, which has the partnership of the Academic Association of Coimbra and of Randstad, will be suggested to all graduating students from STEAM Bachelor’s and master’s degree courses and will be awarded micro-credits:

COURSE/ PROGRAMME	ETCS
SOFT SKILLS FOR SCIENTISTS AND ENGINEERS	2,5

Students will receive the Skills Passport for the Future. Additionally various transversal modules will be created promoting the association of science, technology, and arts with the collaboration of the Research Laboratory and Artistic Practices (LIPA). Through an articulated set of programs (Curriculum Space, Open Classes, Artist Residencies, Practice as Research), XXXX presents itself as a privileged forum for articulation between Art and Science for the integral formation of the individual, as a professional and as a citizen18.

3. ENTREPRENEURIAL, SUSTAINABILITY AND INNOVATION STEAM ACADEMY (ESISA)

Framework and Goals: The ESISA aims to encourage entrepreneurship competences and the creation of innovative and sustainable solutions and service design, which will allow the technological dimension, science, mathematics, and arts to be put together. Fundamentally, it aims to generate a new mind-set among students and young recent graduates for social change and the digital and climate transition that crosses disciplinary barriers, stressing an integrated and sustainable approach to the world.

Training Plan: The “academy” follows an innovative methodology, replicating good practices at an international level (for example, the Babson College model) and connecting itself to ongoing projects within the scope of the UC Student Hub19 and the UC Open Consultation platform. The training programme includes the following short courses:

COURSE/ PROGRAMME	ECTS
CLIMATE ACTION ACADEMY OBS: Partnership with the 2811 Platform (Climate KIC)	2,5
SKILLS FOR AN ENTREPRENEURIAL ATTITUDE TOWARDS LIFE OBS: Partnership with IPN, Randstad and several Companies. Also aggregating High Schools (73 municipalities) and Professional School’s Students (ANESPO Partnership)	2,5
SOCIAL INNOVATION AND DESIGN THINKING OBS: Partnership with several partner organizations (ISS, IP; ARSC, etc.) Also aggregating High Schools’ Students (73 municipalities)	2,5

18 LIPA has its institutional support at the Faculty of Arts of UC and is the result of the partnership between the Art Studies Courses and the Academic Theater of Xxx Xxxxxxx (xxxxx://xxx.xx.xx/xxx/xxxx).

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19 Project created in the UC (2020) with the aims of: a) Design and application of an innovative model to improve the quality of reception and assistance to students and candidates for higher education; b) Promotion of an efficient policy for recruiting and attracting the pre-university public; c) Talent management through monitoring and advising students and candidates for higher education; d) Encouraging the diversification of skills and valuing the paths of students and candidates to higher education; e) Linking and deepening the relationship with the local, regional and national organizations to increase research and transfer of knowledge.

COOPERATIVE LEADERSHIP IN SOCIETY 5.0 OBS: Partnership with Randstad and several partner organizations Also aggregating High Schools’ Students (73 municipalities)	2,5
CHALLENGES FOR A SUSTAINABLE WORLD Also aggregating High Schools’) & International University and Pre-University Students	2,5

The “academy” will promote a close relationship with the high schools within all the partner IMCs (73 municipalities), also through the co-development of at least one annual project of entrepreneurship, sustainability and innovation duly certified with credits.

4. DIGITAL INTELLIGENCE ACADEMY (DIA)

Framework and Goals: The “academy” intends to prepare UC students and young professionals for a consistent and sustainable role in the development of future societies (“people-oriented «success skills»”) and to train more capable people in digital competences. Above all, it aims to qualify citizens so that they become more competent and aware of their responsibility as agents of development. Within this scope, it aims to be a driver for positive change and to transform mind-sets towards a global, inclusive, conscious, and sustainable development. This implies the appreciation that technical skills training is not enough. Understanding the reasons, the contexts, and the ways to use technology minimising negative externalities and counterproductive impacts on society is essential. Likewise, it is essential to prepare, as early as possible, pre-university students (from primary, secondary, and vocational education) for programming and robotics skills to encourage not only the access to higher education in these areas (especially for girls), but also to build a renewed mindset and essential knowledge to fit into the societies of the future. The idea of Digital Intelligence implies the integration of social, environmental, and technological elements with economic considerations and cognitive abilities to adapt to the challenges of digital life.

Training Plan: The academy training plan includes the following short courses:

COURSE/ PROGRAMME	ECTS
DIGITAL INTELLIGENCE FOR SUSTAINABILITY	3
TRAINING IN PROGRAMMING AND ROBOTICS FOR PRE-UNIVERSITY STUDENTS	2,5

The course Digital Intelligence for Sustainability, with the collaboration of the Microsoft Learn for Educators Institutional Programme (Shared Goals Agreement, 2020), is structured in three parts: 1st) technological modules (Microsoft); 2nd) SDG optional modules involving, in a cross- cutting and cooperative way, all the UC fields of knowledge; 3rd) Practical Project (how to use digital tools to promote 5.0 society and ethical technological solutions?). The course includes thus coherently several scientific domains to build a complex and critical thinking about the uncertain and dynamic forces of technological innovation. The Training in Programming and Robotics for Pre-University Students is assured with the partnership of MEO/ Altice and Sharkcoders. These courses are already recognised by the General Direction of Education and will be articulated with the municipalities and schools of the IMCs associated. A specific offer on programming and robotics, underlying the transition to the labour market, will also be co-designed by UC, Sharkcoders and Altice to be offered to students from the vocational training system.

1.2.3. Measures to Promote the Interest and Access of Pre-University Students to Higher Education

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In addition to training programs, the LFA encompasses a set of initiatives aimed essentially at stimulating the development of transitional skills between higher education and university education, as well as diluting some possible barriers to access, either in terms of basic knowledge, or in terms of discriminatory processes or inequalities. The fundamental objective

is to increase the access of young people to higher education and to minimize the risks of school early leaving.

1.2.3.1. Boost Measures: Building Pathways between University and Pre-University Contexts

Several Boost Measures are proposed aimed at: a) the minimisation of inequalities and constraints in terms of access to higher education; b) the promotion of scientific initiation, and

c) the design of competences for the understanding and complex action in the world. Among others, the LFA includes the following measures:

BRIDGES	Aimed at populations with specific characteristics - vocational school students; gap students (who abandoned school); Portuguese descendants; international pre-university students – who need additional preparation and harmonization of knowledge (Mathematics, Portuguese, Chemistry, Physics, History and Philosophy). Intensive preparatory courses (1 semester).
SDG - Smart Driven Goals	Opportunities for pre-university students to experiment in an early-stage higher education with the attendance of STEAM training fields. Attendance up to four curricular units taught at UC that are common to several courses in the fields of science, engineering, arts (humanities) and mathematics (around 100 common curricular units to be offered)
B A SCIENTIST	Scientific initiation programme for national and international pre-university students: connection with university centres and laboratories; develop research on a chosen object; learning of science communication (writing small papers; Junior Congress; pitches)
SOFT – Scientist of the Future	Short-term training course (1 month/b-learning), with themes and laboratory techniques that are common in Biomedical research, and with soft skills essential for the success and integrity in research. Directed towards pre-university students in coordination with the Ciência Viva Centre.
INOV_GEN	Creation of university students’ associative structures in secondary schools, promoting the proximity of secondary school students with university students originating from these school communities, to jointly create an annual activity plan focused on social impact and sustainability.
ODIN Project	Includes the course "Why Study, How to Study" that offers university and pre-university students, (including those from vocational schools), the tools they need to engage with the demands of study and to achieve academic success and responsible citizenship.
RETURN & FINISH	Creation of new opportunities for former students who prematurely left the training started at UC before its conclusion, encouraging their return to finish their qualification with an adapted study plan and follow-up.
BOOT CAMPS	Saber+@MAREFOZ- Provide contact with fieldwork and experimental protocols in environmental quality assessment studies; Summer internships & Summer Schools (Figueira da Foz): tools for research on aquatic biology and ecology (rivers, estuaries, and coastal ecosystems), especially on sampling, measuring environmental parameters and laboratory work.

1.2.3.2. Initiative for the Promotion of Equity and Non-Discrimination

In line with the global objective of inclusiveness and integrality20, the LFA includes a set of concrete measures to mitigate structural inequalities, both in economic and gender parameters in the STEAM areas. Such measures focus on 2 pillars: a) raising the participation rates of girls and women in the field of IT; b) increasing the chances of success in the access of young people from socioeconomically disadvantaged backgrounds to higher education:

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Measures to increase the participation of girls/ women in technological and engineering fields: a) development of the X.XXXX initiative in UC and in the Polytechnic Institutes co- promoters - Women in Science and Technology - including lectures and the presentation of laboratory experiments promoted by women in engineering, science, and technology (Girls in Science Day); b) definition of a percentage of at least 30% women and scholarships in at least half of the training courses included in BSA; c) organisation of annual STEAM weeks for girls and women, in partnership with technology centres and incubators; d) cooperation with the Microsoft Strategy of Diversity and Inclusion – DigiGirlz – promoting joint activities and shared goals. Additionally, UC is already a partner of the “Engenheiras por um Dia” (“Women

20According to the recommendations defined in: Estratégia para a Igualdade e a Não Discriminação 2018-2030 “Portugal + Igual”;

Plano Nacional contra o Racismo e a Discriminação 2021-2025 “Portugal contra o racismo”.

Engineer for a Day”) initiative and has numerous ongoing initiatives to promote gender equality in science (xxxxx://xxx.xx.xx/xxxxxxxx/xxxxxx).

Measures to support and integrate students from disadvantaged territories and migrants: a) grant scholarships for a percentage of students from disadvantaged territories included in the BRIDGES Boost measure; b) promote territorial connection with TEIP schools and professional schools (IMCs partnerships), developing scientific thought, motivation and social innovation projects with pre-university students, as well as (certified) training in entrepreneurship specifically for these populations, within the framework of the STEAM Entrepreneurial, Sustainability and Innovation Academy; c) develop a Mentorship University Program (within the UCTransforma Volunteering programme), in partnership with the Academic Association and the Justice and Peace Institute, oriented for the support and integration of migrant students before and after entering in the University.

1.3. STRATEGIC INITIATIVES FOR SMART DECISION PROCESSES

The strategic vision of LFA advocates the ability to influence the future by settling solutions that can have catalytic effects in terms of a broad-spectrum of change at local, regional, and national levels. In this regard, the proposal of short training courses and ad hoc measures is not enough. A consistent and perennial change also presupposes the capacity to intervene in several interconnected domains, influencing systemic effects and necessarily adopting a 360º vision. In other words, the emphasis is on empowerment for intelligent decision-making, able to understand crossed processes and to realise the connection of the parts with the whole.

In this regard, along with the already identified training offer, the LFA intends to develop broad spectrum Strategic Initiatives, namely in two fields of action: Territories and Education.

1.3.1. Initiative for Smooth and Strategical Digital and Green Transition within Smart Territories The LFA engages the partnership with 5 Intermunicipal Communities (Coimbra Region, Middle Tejo, West, Viseu Dão Lafões, and Beiras and Serra da Estrela) and brings together 73 municipalities and the territory of the Azores (Fig.1) in a co-development strategy.

The Initiative for Smooth and Strategical Digital and Green Transition within Smart Territories aims - in close partnership with the associated IMCs - to empower businesses and public and professional organisations for a digital and green transition truly integrated in the planning and execution of the respective strategic decisions. Based on a closer and more synergistic relationship between the Academia and the local territories (decentralized co-working spaces and at-work apprenticeship processes), the territorial innovation initiatives intend to promote endogenous development processes and contribute to territorial cohesion around major options associated with “smart transition”. The design of development processes, sustainable and territorially coherent needs the identification of common goals in a win-win basis. Assuming that real and consistent digital and green transitions, in organizations and territories, involves understanding the necessary adaptations, including behavioural, as well as the effective preparation of managers, citizens and employees, respecting the organizational culture and the specificities of the territories, the LFA intends to establish itself as an impetus for a strategic planning of the pathways to be taken towards a resilient, consistent and competitive future, “leaving no-one behind”.

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Within this scope it is essential to overcome partial knowledge in favour of a global reflection on the future of the business/organisation and the territory and on how digital tools should be brought together in an intelligent perspective. This implies not only technological addition, but also of mind-set transformation and respect for the endogenous resources and organisational cultures. Similarly, the transition to the "green economy", in line, for example, with the Institutional Pact for the Valorisation of the Circular Economy in the Central Region of Portugal,

is decisive for the socio-economic affirmation of the Regions, by requiring the understanding of the necessary adaptations, not only in the production processes, but also in terms of the communication (internal and external to businesses and organisations) and the reskilling of functions.

Fig. 1. LFA Strategic Territories

Therefore, in addition to training and consultancy on lean management and strategy processes (also directed towards SMEs and social economy organisations, with adapted and scalable models), aimed mainly at senior leaders of businesses and organisations, a vision of short, medium and long term development for the territories of the associated IMCs will be designed, between the Academia (for example, the Centre for Digitalisation of the Economy of the UC) and the territorial agents, which, in line with their specificities, enables their affirmation and growth, countering the trends of population loss and consequent weakening of economic and social cohesion. An annual action plan with milestones will be designed, not as a set of intentions but rather a living and continuous plan of research-training-action (understand, involve, root, intervene, assess and replicate) capable of enhancing the integral and sustainable development of the territories integrated in the 5 IMCs.

The transfer of science is also very relevant. The Exploratório (Ciência Viva), for example, aims to make science available for everyone not only at the science centre, with a lot of different programs and activities for target audiences, but also beyond the science centre and the city of Coimbra, through outreach programs that brings science and scientific knowledge to other localities where it is not usually available. Promoting an active citizenship by involving people directly, supporting an active role in the participation in scientific and educational initiatives is an important achievement that is only possible by working with people in the field.

1.3.2. International Initiative for Pedagogical Innovation and Cooperative Learning

This International Initiative aims to contribute to the creation of an ecosystem of teacher training for building the school of the future. The availability of technological resources in schools is neither sufficient nor effective if it is not accompanied by teachers training and awareness-raising of the paradigmatic change that this transition advocates.

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The Initiative is thus structured around an educational transition pipeline anchored in the following axes: a) digital transition in pre-university education (in coordination with IMCs/municipalities and schools), which will contribute to the definition of training contents adapted to the school's digital transition and to the consequent empowerment of the teachers of basic, secondary and vocational education; b) digital transition and empowerment in higher education, particularly, but not exclusively, in the initial training of teachers; c) processes of

coordination and osmosis between different education systems, which will promote cross- learning apprenticeship. An important piece in this osmosis and in the preparation for a new mind-set in higher education is the sharing of good practices and the definition of models that, on an ongoing basis, can enhance the reflection carried out and be subject to continuous updating.

This initiative, with an annual programme including several dimensions - joint research, sharing of good pedagogical and innovation practices (Immersive Pedagogical Laboratories: observe, learn, adapt, and disseminate), and recommendations concerning education public policy - will be carried out in partnership with the Monterrey Institute of Technology and the Arizona State University, in the STHEM21 Network.

1.4. INNOVATION AND STRATEGY

1.4.1. Experimental, Inter/transdisciplinary Projects, in line with Best International Practices

The implementation of the strategic vision of the LFA is inspired by the various projects, networks and partnerships in which the UC is integrated, both in the field of sustainability (an internationally recognised strategic axis of the UC22) and within the scope of teaching, research, and innovation. Inspiring examples are: a) the territorial approach and social innovation: inspired by the practices of large international universities. We highlight the example of Arizona State University (with which the UC maintains a close relationship), which, for several consecutive years, was considered the most innovative public university in the USA promoting a profound relationship between technological innovation and social impact; b) teachers’ training and innovative pedagogical perspectives: inspired by the work of the STHEM Network/Brazil23 and the Monterrey Institute of Technology. The Tec21 model is, within this scope, internationally recognised as a good pedagogical practice to be adapted and replicated at the UC, along with active training dynamics such as those developed at Babson College, for example; c) innovative practical learning models and transition to the labour market: the UC Factory-Academy model is inspired on already tested and replicable learning processes, either at Toyota (PDCA model) or at Apple Academy (CBL-Challenge-based learning), or on the North American tradition of training in engineering and technology at renowned universities that collaborate with the UC (for example, Carnegie Mellon or MIT). The interdisciplinary Factory Lab is also inspired in several experiences around the world, namely24 in the Purdue University Polytechnic Learning Factory; TU Wien Pilot Factory; Center für industrielle Produktivität (Prozesslernfabrik), and Model Factory@SIMTech (Singapore). These inspirational examples underscore a fundamental strategic element for the paradigmatic change that is intended with the LFA: the dynamics of co-learning, synergistic openness to the community and active collaboration contribute to the enhancement of the UC as a value-driven research university.

21 xxxxx://xxx.xxxxxxxxxxx.xxx/

22 According to THE Impact Rankings global ranking, UC is the best Portuguese institution and the only one in the top 30 worldwide, occupying the 21st position, assuming itself as the most sustainable institution in Portugal. xxxxx://xxx.xx.xx/xxxxxxxxxxxxxxxx

23 xxxxx://xxx.xxxxxxxxxxx.xxx/

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24Examples around the world: Purdue University Polytechnic Learning Factory xxxxx://xxxxxxxxxxx.xxxxxx.xxx/xxxxxxxxxxx- learning-factory; TU Wien Pilot Factory xxxxx://xxx.xxxxxxxxxxx.xx/xxxxxxxxx/xxxxxxx/0000/00/XxxxXxxxx.xx0; Lernfrabrik4.0, Karlsrue (CBS+HHS), xxxxx://xxx.xxxxxxxxxx.xxxxxxxxx.xx xxxxx://xxxxx.xx/xX00xxXX0xX; TU Graz xxxxx://xxx.xxxxxx.xx/xx/xxxxxxxxxx/xxx/xxxxxxxxxx/xxxxxxxxxxx/ xxxxx://xxxxx.xx/XXX0XxxxXXX; Center für industrielle Produktivität

(Prozesslernfabrik), xxxxx://xxxxxxxxxxxxxxxxx.xx/xxxxxxxxxx; Model Factory@SIMTech, Singapore

xxxxx://xxx.xxxxx.xxx.xx/xxxxxxx/xxxxx-xxxxxxx@xxxxxxx

1.4.2. Micro-Accreditation Strategy

The access and accumulation/combination of micro-credits is an element to enhance the access of new audiences to higher education and to value competences in a rapidly developing and competitive job market. Within the scope of the non-degree training courses proposed in the LFA (Impulso Adultos and Impulso Jovens STEAM) about 90 per cent give access to micro-credits, some of which may be awarded credits subsequently, in cases of continuation of studies in courses leading to a degree. This awarding of credits is included in development plans of professional pathways, anchored in the UC’s internal reflection on its training offer and the "competence trees" they comprise, and which are coordinated in a coherent puzzle of lifelong empowerment, whether by means of courses leading to a degree or short-term courses.

Badges, nanocredits (1-3 ECTS credits), micromodules (3-15 ECTS credits), and micromasters (15-30 ECTS credits) are awarded according to the duration and ECTS credits of the planned training courses. The Skills and Credits Management System (Smart Campus), will enable not only the management of the process of awarding micro-credits and their combination and certification, but will also coordinate European recognition processes, namely within the scope of the Alliance - European Campus of City-Universities (EC2U), in which the UC is integrated.

1.4.3. Articulation Strategy with Secondary and Professional Schools

The UC has more than a one hundred informal partnerships established with basic and secondary schools, both for internships and within the scope of the “UC Atrativa” project and the EdUCa Project - Training Action for Teachers "Knowing and Experimenting to Learn". In addition, with the "UC à Frente" Award, given to the best students who choose the UC as their first option, their high school of origin receives due recognition and access to training advantages at the UC. Within the scope of the LFA, we intend to increase and consolidate this relationship providing teachers several training courses, namely within the scope of school digitalisation and continuous training and the transformation of curricula (framed in the TA). To this purpose, the partnership with the IMCs, and the municipalities, is particularly relevant, as well as the definition of contents for a more digital school.

The relationship with adult education and vocational schools is also valued within the LFA scope and it is enhanced by the partnership with the National Association of Professional Schools - ANESPO - and the Polytechnic Institutes co-promoters, but also in relation to the training of students from vocational schools in soft skills (boost measures). Still within the scope of cooperative work processes between students from different levels of education and the connection with higher education, the LFA continues the work of the Academica Start UC, a very successful UC and Academic Association project, and promotes innovative measures such as INOV_Gen (relationship of UC students with their own school to encourage social innovation), the ODIN project (learning the importance of studying and how to do it), among other Boost Measures. The partnership with the Sharkcoders company promotes the connection with schools both in the training of young people in programming and robotics, and teacher’s preparation. The company has already partnerships established with municipalities.

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Within the scope of the Impulso Jovens STEAM and the relationship with schools, the contribution of the UC Centro Ciência Viva Rómulo is very relevant. Rómulo was the first Ciência Viva Centre (13 years of activity) to be created in a university context. The UC also has several initiatives to promote STEAM fields, organised and aimed at students, such as the Delphi Schools, Quark, Molecular Chemistry, etc., as well as several “Olympiads” promoted in the fields of Chemistry, Biology, Mathematics, among others. The Exploratório (Ciência Viva) promotes various initiatives that aim to make science available for everyone. The Mobile Science Laboratory is a bus converted into a science lab that was created and

developed by Exploratório to bring science to schools, particularly those far from large urban centres. It promotes innovative and diverse educational activities and it is equipped with all the resources needed to develop activities of experimental sciences, robotics and programming, engineering, human health, climate change and astronomy, but it can easily be adapted to other contexts. Exploratório has been actively investing in strategies that promote experimental sciences in programmes and activities that develop and reinforce skills in STEAM areas. One example is the new interactive space in the science centre, Family Lab, that stimulates creativity and curiosity with challenging constructions. Particularly for students from basic and secondary levels, Exploratório works closely with local and regional school systems and has been partner of several Ciência Viva Science Clubs, creating personalised projects and programmes in their fields of interest. Concerning the younger students, Exploratório is preparing for 2022 the first Ciência Viva Science Schools that will be specially dedicated for children from 3 to 5 years old.

1.4.4. Strategy for the Organization of Research and Training Spaces in the Territory

One of the fundamental elements of the LFA strategic vision is the connection with local territories under the assumption that the knowledge produced is truly useful and consequent in responding to the needs and concrete problems of the communities, enabling, in addition, to cross-cut solutions and determine new lines of action and resource management. Consequently, this will ensure a more empowered population, a socio-economic community that is more qualified to manage contingencies and risk, a greater settlement of the young population, and a better capacity for regional affirmation based on what is common and what is diverse, not as antagonistic poles, but as mutually reinforcing axes. The LFA associated Territories enable the development of citizen-driven research and the implementation of the UC's mission and responsibility in responding to societal challenges. To this purpose, co- working spaces, in situ training, stakeholder forums, and needs assessment are integrated in the referenced Territories (with the possibility of expanding to others, in coordination with the partner IMCs), as well as feedback initiatives and public presentation of research results relevant to the context, research-action, open citizen accountability and design of solutions and scalable models. As an example, the case-study to be developed of two scalable intervention models in the field of health, engaging local territories: Model for Efficient Relationships Between Local Health Services; Definition of Indicators for Age-Friendly Health Services.

Aligned with its strategic goals the LFA intends to requalify facilities and promote "hackable spaces" (spaces that promote change and creativity), inspiring the connection to students, trainees, citizens, and territories, namely: the Student Hub, a UC space with a renewed conception of integrated services, cooperation and design thinking; the site for the Digital Campus and the Pedagogical Innovation Design Centre; the co-working spaces disseminated in the territories, in coordination with municipalities, and the requalification of different university spaces, such as classrooms, laboratories, connection spaces and services.

1.5. CAPACITY INSTALLED

1.5.1. Scientific Capacity and Coordination with R&D Units

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The implementation of the LFA training proposals and the initiatives of applied research and knowledge transfer presuppose a close coordination with the numerous laboratories/ research centres of the UC and the HEI co-promoters. The UC is recognized in the regional, national, and international panorama as an unavoidable reference in various fields of knowledge and technological and scientific innovation. The initiatives associated with the LFA are closely articulated with the UC's strategic areas of aggregation between research, teaching and socio-

economic knowledge transfer (Health; Climate Energy and Mobility; Natural Resources, Agri- food, and Environment; Digital Industry and Space; Heritage, Culture and Inclusive Society). The strategic areas are inclusive and representative of the scientific ecosystem of the UC (potentiated by the LFA co-promotors) and are aligned with societal challenges and European valued areas of research. It is particularly noteworthy the work developed in the field of sustainability, climate change and circular economy, as well as in the areas of culture and heritage, and longevity and well-being (Coimbra is a European reference region).

UC’s Research activities are spread across 38 Research Centres that promote multidisciplinary approaches. Since 2014, UC has gathered over 207 M euros for R&D activities and infrastructures. Horizon 2020 funded over 42 M euros regarding UC’s teams in collaborative projects, both innovation and research projects, Xxxxx Xxxxxxxxx Xxxxx Actions, Infrastructure projects. Biomedicine, Bioengineering, Computer Science and Mechanics Engineering were the most competitive scientific areas with significant results. Matching with these collaborative projects, numerous consortia were organised with European universities, relevant companies, and specialised associations, pushing science and knowledge forward. Also, within H2020, the UC hosts 4 European Research Council Grants25. The University’s relationship with companies and industry is also very relevant. Over the last 7 years, 27,5 M euros have been invested in team working with large and small/medium enterprises. Engineering teams were the most requested. Chemistry and Biomedicine also enjoyed significant collaborations. Several interdisciplinary initiatives promote the connection of STEAM areas. It is worth noting the Initiatives Energy for Sustainability and UC-Space26.

The various LFA training proposals and strategic initiatives are closely coordinated with various R&D units of the UC. As they are relevant given their association with Innovation Territories, we highlight the MAREFOZ (F. Foz) and the SerQ (Sertã); incubators (IPN) and Science and Technology Parks, such as Biocant (Cantanhede), and R&D units of great relevance: CeBER - Centre for Business and Economics Research; CEMMPRE - Centre for Mechanical Engineering, Materials and Processes; CISUC - Centre for Informatics and Systems; CIEPQPF - Chemical Processes and Forest Products Engineering Research Centre; ISR - Institute of Systems and Robotics; ICBR - Coimbra Institute for Clinical and Biomedical Research; CNC - Center for Neuroscience and Cell Biology; Centre for Innovative Biomedicine and Biotechnology, among others. The scientific networks and projects, namely in the field of health and longevity, are also particularly relevant for the fulfilment of the goals of the LFA. We highlight, in the UC, the participation in the EITHealth network, the leadership of the Ageing@Coimbra consortium, European Innovation Partnership on Active and Healthy Ageing (EIP-AHA) Reference Site, the project Enhancing Research in Ageing at the University of Coimbra (ERA@UC) to promote excellence in science research, as well as the Healthy Aging 2020 and the MIA Portugal - Multidisciplinary Institute of Ageing, a Centre of Excellence in Ageing Research.

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The co-promoter ESEnfC also develops high quality research, namely in biomaterials, within its R&D unit UICISA (The Health Sciences Research Unit: Nursing), as well as experience acquired within the scope of the WHO Collaborating Centre for Nursing Practice and Research, the only collaborating centre in the Iberian Peninsula for Nursing and one of the four centres in Europe. The ESEnfC also undertakes the transcontinental coordination of RESM-LP (Women’s Health Nursing Network of Portuguese-speaking countries), and has a Centre of the Xxxxxx Xxxxxx Institute - Centre for Evidence Based Practice: A JBI Centre of Excellence. The UAc develops research in the Center of e-Health, the Interdisciplinary Center

25ContentMap - Contentotopic mapping: the topographical organization of object knowledge in the brain (GA 802553); GREEN - Generating Energy from Electroactive Algae (GA 947897); ReSEED - Rescuing seeds’ heritage: engaging in a new framework of agriculture innovation since the 18th century (GA 760090) and EOLinPLACE - Choice of where we die: a classification reform to discern diversity in individual end of life pathways (GA 948609).

00xxx.xx.xx/xxx/xxxxx_xxxxxx ; xxx.xx.xx/xxx/xxxxxxx

for Children and Adolescents, NURSE'IN, CINTESIS, CrAdLiSa – Azores, and has projects with several institutions, namely with the University of Massachusetts, Dartmouth.

1.5.2. Internationalization: Attractiveness of International Students and Involvement in European Networks

The UC’s belonging to several European networks - namely the Coimbra Group (41 partner universities), the Utrecht Network (30 partner universities), the Tordesillas Group (54 partner universities) and FORGES association (Forum of Higher Education’s Management in Portuguese Speaking Countries and Regions) - enhance the dynamics of the exchange of experiences and good practices, as well as the design of joint training and mobility processes (students and staff). The UC, with around 21% international students (from 115 different nationalities), and the HEI co-promotors have jointly around 2500 international protocols associated with Erasmus + mobility, double degrees, and research cooperation. Erasmus mobility and partnerships were funded through the European Programme Erasmus+ with an investment of 13 M euros. The global approach is also expressed in several UC UNESCO initiatives: UNESCO Chair on Biodiversity Safeguard for Sustainable Development (2013), UNESCO Chair on Intercultural Dialogue on Heritages of Portuguese Influence (2018) and collaboration with the UNESCO Chair - UNITWIN “Culture, Tourism, Development” of Paris I, from Panthéon–Sorbonne. The UC is also member of the SYLFF Network (69 partner universities) and of ERA-More - European Network of Mobility Centres (190 centres in 32 countries). Both support researchers’ mobility boosting the R&D diplomacy and networking. A central element to promote the strategic vision of the future of the LFA.

The European Campus EC2U is a multi-cultural Alliance engaging 7 education and research- led universities, including UC. It represents a community of 160 000 students and 20 000 staff, in direct reach to more than 0 000 000 citizens, and has the ambition of developing an innovative open space allowing mobility to flow freely between the seven universities and associated cities. The Alliance enhances the strategic axes of co-learning and openness of the UC to innovation territories, also of international scope. Similarly, the UC develop a set of initiatives aimed at non-European contexts (China, India, CPLP, Canada, USA, etc.), which aim to create connections with other spaces, transfer knowledge and generate joint science, as well as attract international students. The project “Universities Portugal – Connecting Knowledge” (COMPETE2020), which the UC integrates, also aims to reinforce the visibility of the training offer, to increase the recruitment of students and to contribute to increasing exports of services in education, promoting the “XxxxxxxxxxxxXxxxxxxx.xxx” brand.

The EIT Health Ageing PhD School is the only one with EIT Label. The central goal lies in the idea that the challenges of Europe’s ageing population require a new kind of health specialist. For this reason, this PhD School involves universities and non-academic partners in producing new ageing scientists and entrepreneurs, as well as gerontology experts with innovation skills. The implementation of the PhD School is ongoing, and the University of Coimbra is the lead partner of a consortium which includes important European academies. Students that complete the programme are eligible to receive EIT Labelling Certificate as a supplement to the PhD Diploma. In 2019, the project implemented activities supporting the preparatory year of a European network of PhD Programmes on ‘Innovation and Entrepreneurship in Healthy Living and Active Ageing’. Needs-Led Innovation Fellowships (NLIF) is a network that encompasses industry, academia, clinics and hospitals, patients, the public sector and funders

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- allowing learners unrivalled access to mentorship and support needed for the development and delivery of market-ready health technologies focused on improving patient outcomes and lives. NLIF intends to create a new generation of professionals trained in the Needs-led Innovation methodology, which includes user/patient-centred design and the creation of successful start-up companies. UC has been leading one of the NLIF Programs (Starship) since 2016, which has enjoyed significant success. Within the scope of the LFA, having 2025

as a target date, we intend to employ these various networks to expand the number of training offers aimed at the international context and enhance the attraction of foreign students with new training offers in English. In the first phase (until 2023) the LFA already includes attraction measures (for example, the B a Scientist Boost measure and the Challenge for Sustainability) and training offers also directed towards an international audience: Caregiving for older people at the end of life, and Intervention in Contexts of Emergency and Disaster (PALOP). The teaching in a b-learning system, reinforced with the creation of the UC Digital Campus, will progressively enable the design of new dynamics of internationalisation that will persist into the future.

1.5.3. Articulation with Collaborative Innovation Centers, Networks and Business Incubators

The LFA training initiatives are enhanced within the scope of the Collaborative Innovation Centers and Networks. Examples of this are the Digital Innovation Hubs (DIH) in which the UC is a consortium member, namely: PTCentroDiH (with intelligent systems and machine learning (IA), construction of consortia and identification of financing; the ATTRACT DIH with High Performance skills Applied Computing and Artificial Intelligence; Azores DIH with Sustainable Tourism, advanced cybersecurity and cloud computing solutions; DSAI-PMC with Engineering and Data Science; CONNECT5 with implementation, experimentation and testing of 5G and Cloud technologies, IT services systems, The Fog / MEC and Cloud and specialized training in digital skills in the areas of IHL.

The resources and synergies needed to implement the LFA training programmes are also boosted by the membership and leadership of various collaborative networks of innovation and entrepreneurship, such as the InovC program, aimed at strengthening the technology transfer capacity of HEIs and technological interface centers for the enterprises. The University’s relationship with companies and industry is very relevant. In this matter, over the last 7 years, 27,5 M euros have been invested in team working with large and small/medium enterprises. Engineering teams were the most requested. Chemistry and Biomedicine also enjoyed significant collaborations. Additionally, the UC is a member of approximately 135 Private Non-Profit Associations and participates in 14 competitiveness clusters. Within the national collaboration networks, the UC is part of 6 Collaborative Laboratories aimed at sharing and transferring knowledge between HEIs and companies. Aiming to reinforce support for technology-based entrepreneurship, UC actively participates in the incubators of Instituto Xxxxx Xxxxx, Biocant, Sea&Industry Incubator, BLC3 and SerQ, each with its own specificities in terms of the region covered and area of specialization. This positioning of UC at a national level is unique, both for the intelligent specialization of the incubators and for the territory covered.

International networks, such as RedEmpreendia, are also an example of consortia that internationally bring together Universities, Incubators and Technological Centres from Ibero- American countries to enhance the exchange of knowledge between them and which, as such, are important axes in attracting international students and graduates. Likewise, the AICEP Portugal Global Network, present in 54 countries, promotes the dissemination of nationally produced knowledge, and is therefore aligned with the LFA training programs.

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2. PROJECT INSTALLATION AND EXECUTION CONDITIONS: BUDGET AND FINANCIAL EXECUTION PLAN

Having in mind the rules of the present call we propose the following budget distributed by the four foreseen headings: i) construction, infrastructures, installations and equipment; ii) hiring

of human resources; iii) other expenses; iv) support for students, in the form of grants, merit grants and / or others.

As it can be seen, the amount allocated to (i) is much lower than the 60% allowed (we bet in equipment and re-qualification of infrastructures just to reach our objectives); the amount to

(ii) is very significant because we want to promote the scientific employability; the amount to

(iii) is in line with the extra expenses, among others, to promote an appropriate territorial cover (namely in what concerns to the high schools); the amount (iv) is 70% above the baseline (10%), because we want to push the qualification and capacitation of our target population.

The Execution plan is structured under the following assumptions:

• 40% of construction, infrastructures and equipment to be capitalised in 2022, 40% in 2023, and the remaining 20% in 2024 and 2025;

• Human resources to be hired over the 4-year period (mean 25% per year);

• Other expenses to be capitalised proportionally over the 4-year period (2022-2025);

• Support for students in the form in the form of grants to be moderately distributed over the 4-year period (15%, 30%, 30% and 25%).

It should also be noted that all eligible expenses respect the “Principle of Additionality”, in terms of the absolute need to represent an “additional” to the current functioning of all consortium institutions and don´t include the replacement of expenses already financed by national or other European funds. In this regard it should be stressed that the LFA project is an innovative approach vis-à-vis the programs already ongoing within the different participating entities.

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3. RELATIVE CONTRIBUTIONS OF THE PROJECT: REGIONAL AND NATIONAL TARGETS AND IMPACT

The relative contribution of the LFA Project to the national and regional targets is:

a) 60% of 20-year-olds participating in higher education by 2030:

The project foresees the creation of 2 new bachelor degrees in STEAM areas with a number of 30 students placed by the National Access Aplication, as well as 4 thematic academies with non-degree training courses to promote skills and encouragement in the STEAM areas. The training offers that integrate two of these academies - STEAM Academy of Entrepreneurship, Sustainability and Innovation and the Academy of Digital Intelligence - are also made available to pre-university education students, stimulating interest and access to higher education namely through the attribution of microcredits. In addition, the project includes several impulse measures aimed at: a) minimizing inequalities and constraints in terms of access to higher education; b) the promotion of scientific initiation; and c) the design of skills for complex understanding and action in the world, which will contribute to the goal of having 60% of 20- year-olds attending higher education by 2030

b) 50% of higher education graduates among the population aged 30-34 up to 2030: The project includes 7 new short masters (60 ECTS), in articulation with the labor market, comprising an average of 25 students per course. These new master's degrees advocate a set of proposals for the reconversion and/or updating of professional skills. The LFA project also includes the Return & Finish measure (creating new opportunities for former students who prematurely abandoned the training started at the UC before its completion, encouraging their return to finish the qualification with an adapted study plan and follow-up), which will contribute to the achievement of the intended target.

c) Increase the number of adults in training by five times over the course of the life in all HEIs, in conjunction with employers, until 2030:

The LFA Project includes, in addition to the 7 Masters, 87 proposals for short and postgraduate training aimed at adults, distributed by 4 Thematic Academies.

d) At least 25 higher education programs in STEAM areas (2nd quarter of 2025):

The LFA proposes 9 new Bachelor’s (2) and Master’s courses (7) specifically in STEAM areas and 94 non-degree/ short courses in STEAM areas (“Impulso Adultos” and “Impulso Jovens STEAM”). The project includes 7 programs / academies with training exclusively framed in the STEAM areas (excluding the Teaching Academy).

e) At least 10,000 additional annual diplomas in higher education courses/cycles of study exclusively in STEAM areas

In courses exclusively integrated in STEAM areas the LFA will annually assure an average of:

i) 700-900 non-degree course diplomas in the framework of the “Impulso Adultos”, considering the total of 2800-3600 diplomas by 2025; ii) 450-600 diplomas in the framework of “Impulso Jovens STEAM”, considering the total of 1800-2400 diplomas by 2025. With the approval of the 9 new study cycles the UC will engage potentially at least newer 580 Bachelor’s and Master’s students until 2026.

f) At least 23 thousand participants in short courses at higher, initial and postgraduate level (3rd quarter of 2025)

Between 4.600 and 6.000 graduates (until 2025), with an average number of graduated trainees, until 2023, between 1290 and 1620 “Adultos”, and between 810 and 1080 “Jovens STEAM”.

e) Installation of a network of at least 10 schools/alliances for postgraduate training in collaboration with employers (postgraduate courses of short duration)

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LFA proposes 8 academies/alliances for postgraduate training in collaboration with employers and socioeconomic organizations. The UC Factory-Academy integrate 7 Learning Alliances with employers, implying the possibility of employability of trainees. The Software and Lean Management Technical Training Alliance is developed in low density territories in the interior of the country (Guarda and Viseu) in coordination with the enterprises of the region (namely Stellantis) (UC/ IPG / IPV Alliance).

4. RELATIVE INVOLVEMENT OF PARTNERS: NATIONAL, REGIONAL & LOCAL

The achievement of the LFA's objectives presupposes the partnership with numerous business organizations, from different fields of activity, public administration organizations, incubators, associations, and clusters. This involvement in the various dimensions envisaged

- co-definition and co-design of training programs; availability of human resources for specialized training; attraction of students (especially adults), and in some cases employability conditions of trainees and co-funding of activities – allows continuous adaptation of training (also in an on-demand and customized logic) and ensures greater capability of the socio- economic tissue of the central region of Portugal and Azores, dynamics of employability of new graduates and reskilled professionals, at-work training programs for recent graduates and STEAM students (UC Factory-Academies) and, above all, major articulation between the Academia and potential employers or public policy-makers in a perspective of intelligent development of regions and people. In this context, micro, small and medium-sized companies, which mostly characterize the Portuguese economic tissue, are not forgotten. Within the scope of the Intermunicipal Communities (IMC) partners, the LFA advocates proximity work (co-working spaces) with organizations in the region, including SMEs, schools, municipalities, health organizations and social organizations, aiming at training for strategic thinking and the competitive affirmation of the regions in the digital and green transition, but above all in the construction of active citizenship with and for local populations and organizations. To this end, annual action plans will be drawn up with the IMCs, anchored in a strategic vision and in the legacy for the future that the PRR impulse helps to achieve.

The UC and the HEIs co-promoters have hundreds of partnerships established with public and private entities to carry out their respective missions, namely internships and transition to the labor market, research, provision of services, training, etc. However, to achieve the objectives of the LFA, were contacted public and private entities with the greatest potential and suitability for the proposed training processes for young people and adults. For this purpose, we sought to ensure the representativeness of organizations associated with different sectors of activity and in line with the challenges and strategic areas defined in the various academies. To the partners proposed in this first phase of the project, others will be added depending on the evolution, needs and potential of the work being carried out. The investment in clusters of companies makes it possible to enhance the impact of training proposals and the possibility of customizing offers according to common needs and potentialities. In this sense, the LFA already has the manifest support of 9 clusters, involving more than 400 entities, as well as Intermunicipal Communities, involving 73 municipalities and other territorialized organizations, associations, and national operational centers, with several members, business groups with various member companies and organizations with levels of coverage at local, regional, national, and international levels.

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Among the list of partners (104) there are 45 private companies (regional, national and global presence), 4 business associations (national/regional level, representative of more than 300 private and public entities from different sectors), 5 clusters (representative of around 400 private and public entities from different sectors - construction, space, aeronautics & defense, digital, and mobility) and 12 commercial and industrial associations (regional and local), 8 health public organizations, 6 private organizations (health and education), 4 professional societies (from different areas - pharmacy; nursing; engineers; medical), 3 incubators (technology & biotechnology), 15 entities form the public administration (10 municipality's, 5 IMCs representative of 73 municipality's) and 2 other public entities – municipality investor cabinet and Portugal infrastructure's.

INTERNATIONAL COLLABORATIONS: The UC and the HEI co-promoters have hundreds of protocols with international entities (universities, research centers, public and private organizations, etc.) that will be involved throughout the project, depending on the objectives of the courses and other initiatives ongoing (e.g. exchange of experiences, good practices, training, conferences, research sharing and promotion, cultural actions, etc.). At this point, we highlight some of the entities that support the proposals that are already included in the project: STHEM/Brazil Network (64 Brazilian Universities and the Arizona State University); Tec of Monterrey; Escola de Cultura de Pau (Barcelona); Johns Hopkins School of Nursing; Centre for Global Initiatives Xxxxxx Xxxxxx Institute; Faculty of Health and Medical Sciences – University of Adelaide, South Australia; University Rovuma – Mozambique; Carnegie Mellon University, among others.

5. ABILITY TO ARTICULATE AND LEVERAGE OTHER FINANCING SOURCES

Enabling synergies between European Structural and Investment Funds (ESIF), Horizon 2020 and other research, innovation and competitiveness-related Union programmes is of utmost importance. In this regard, UC, as project leader, have identified synergies between the different Union funds as instrumental to amplifying the LFA investments and their impact. As such, UC anticipates that by combining PRR LFA funding with ESIF, Horizon 2020 and other EU instruments in a strategic and cohesion-oriented manner, it will speed up LFA project results and impact. UC’s capacity in terms of investment and leverage of numerous sources of funding for the proper fulfillment of its mission has been increasing in recent years, allowing to deepen administrative and technological modernization dynamics in its various areas of intervention, as well as increasing its presence and relevance in important innovation and research ecosystems. In recent years UC has gathered special funds for institutional reorganization and digital transition starting-initiatives (PT2020 – SAMA, ca. 3 M euros) and since 2014, UC gathered over 207 M euros for R&D activities and infrastructures. The engagement in representative communities such as Knowledge Innovation Community EIT Health (H2020, ca. 3000 M€, with 150 partner organizations), have been pushing the innovation ecosystem to more competitive level and promote many educational initiatives since 2016. Horizon 2020 funded over 42 M euros regarding UC’s teams in collaborative projects, both innovation and research projects, Xxxxx Xxxxxxxxx Xxxxx Actions, and Infrastructure projects. Matching with these collaborative projects, numerous consortia were organized with European universities, relevant companies, specialized associations, pushing science and knowledge forward. The relation of the University with companies and industry is also very important and, in this matter, on the last 7 years, 27,5 M euros were invested in team working with large and small medium enterprises. The ability to carry out the allocated funds demonstrates the quality of the investment plans and the solidity of the monitoring and planning of UC’s structure.

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Several investment possibilities within the framework of the PRR are planned and under preparation in close articulation with various business organizations. These proposals will mutually enhance the networks and objectives inherent to the various projects. Within the scope of PRR, UC is currently involved in the following initiatives in different components (C): C5 - Capitalization and Business Innovation: Mobilizing Agendas/Alliances for Business Innovation, which aim at implementing projects that make it possible to transform the specialization profile of the Portuguese economy, thus encouraging activities with greater added value and knowledge intensive, oriented towards international markets and the creation of qualified jobs. In this regard UC is involved in several initiatives (e.g. Space, Ports, Construction, Water, Health, Mobility, among others); Interface Mission – Despite important

investments already made in recent years, there is still a need to continue strengthening and empowering the R&D system, and, in particular, to promote its articulation with the industry, in order to ensure an effective transfer of technology and economic and social development. In this regard UC is already shaping several projects focused on the renewal of the scientific and technological support network, namely the setting-up of new state-of-the-art Tech Interface Centers in connection with training on Impulse Programs (e.g., CIT Star; CIT Abimota). C8 – Forest: In the scope of two specific investment projects (Landscape Transformation of Vulnerable Forest Territories and MAIS Forest Program), UC will be involved in increasing the resilience of vulnerable territories to the risks associated with climate change and carrying out information and awareness-raising actions for the prevention of risky behavior in the population. C10 – Sea: UC is involved in setting up a reference R&D infrastructure in the scope of the Blue Hub Program, which intends to integrate a set of investments in national infrastructure hubs (new and existing) with access to water, laboratories and testing areas, sites for prototyping, pre- and industrial scale-up and incubation space and leveraging companies by creating a physical and virtual networking platform to boost the blue bioeconomy and other emerging areas of the decarbonizing sea economy in Portugal and Europe. C16 – Business 4.0: UC is committed to contribute to the digital transition of businesses and will engage in a catalyzing program that aims to reduce the use of paper through the dematerialization of billing, create a safer and more reliable digital business environment.

All the Agendas are coherently articulated with the LFA goals/ targets.

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Last but not the least it should be emphasized that the European Commission strongly encourages synergies through bringing together Horizon2020 and ESIF investment in the same project, or through successive projects that build on mutually, or parallel projects/roadmaps that complement each other. That is exactly what UC as leading entity in the LFA project will enforce in the coming years (2022-2025) in an up-stream manner.

VERSÃO EM LÍNGUA PORTUGUESA

AVISO DE ABERTURA DE CONCURSO

INVESTIMENTO RE-C06-I03.03 - INCENTIVO ADULTOS; E INVESTIMENTO RE-C06-I04.01 - IMPULSO JOVENS STEAM N.º 002/C06-I03.03/2021 N.º 002/C06-I04.01/2021

CONVITE À SUBMISSÃO DE PROPOSTAS DE PROJETO PARA A REALIZAÇÃO CONTRATOS-PROGRAMA COM A DGES, NA SEQUÊNCIA E NOS TERMOS DA AVALIAÇÃO DA MANIFESTAÇÃO DE INTERESSE SUBMETIDA AOS PROGRAMAS IMPULSO JOVENS STEAM E INCENTIVO ADULTOS

Memória Descritiva

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15 de novembro de 2021

ÍNDICE GERAL
1. DESCRIÇÃO DO PROJETO	P. 32
1.1. Organização e Estratégia Institucional	P. 33
1.2. Estrutura e Plano de Formação	P. 37
1.3. Iniciativas Estratégicas para Processos de Decisão Inteligente	P. 49
1.4. Inovação e Estratégia	P. 51
1.5. Capacidade Instalada	P. 53
2. CONDIÇÕES DE INSTALAÇÃO E EXECUÇÃO DO PROJETO: Orçamento e Execução Financeira	P. 56
3.CONTRIBUIÇÃO RELATIVA DO PROJETO: Metas e Impactos Regionais e Nacionais	P. 57
4.ENVOLVIMENTO RELATIVO DOS PARCEIROS: Nacional, Regional e Local	P. 59
5.CAPACIDADE DE ARTICULAR E APROVEITAR OUTRAS FONTES DE FINANCIAMENTO	P. 60

1. DESCRIÇÃO DO PROJETO

Nome do Projeto	LIVING THE FUTURE ACADEMY (LFA)
IES Líder do Projeto	UNIVERSIDADE DE COIMBRA

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Resumo do Investimento

Total do Orçamento: 16.467.000,00 € Do qual :
Orçamento “Impulso Jovens STEAM”		7.968.000,00 €
Orçamento “Impulso Adultos”		8.499.000,00 €
Orçamento por Co-Promotores IES)	(só
IES/Lider do projeto - UC		14.647.000,00 €
IES/ Copromotor 1 - ESEenfC		1.070.000,00 €
IES/Copromotor 2 - UAç		250.000,00 €
IES/Copromotor 3 - IPG		250.000,00 €
IES/Copromotor 4 - IPV		250.000,00 €