The EU Chips Act aims to increase Europe‘s global production share of semiconductors to 20% by 2030, leading to a need for a skilled workforce to support this growth. Additionally, the EU‘s Green Deal initiative focuses on a transition to sustainable and energy efficient technologies, further emphasizing the need for expertise in sustainable chip development and green applications. There is an EU wide shortage of skilled workers in microelectronics. Addressing this shortage will be crucial in meeting the goals of both the EU Chips Act and the Green Deal. Furthermore, the next generation of students is largely interested in contributing to a sustainable environment. Providing them with the opportunity to gain deeper expertise in this field will align their skills with the industry‘s future needs. The proposed project „Green Chips-EDU“ supports the aforementioned goals by addressing the needs and challenges of a green and digital transition in the microelectronics industry. The consortium, made up of 15 key players from 7 EU countries, aims to build an attractive education ecosystem in green microelectronics by integrating the knowledge triangle of excellent education, industries needs and research challenges. The consortium includes 6 Unite! partners working on a harmonized curriculum focusing on energy efficiency and the development of sustainable integrated circuits. The project addresses all objectives from the call by offering a wide range of degree programs including mutual recognition as well as self-standing modules, implementing staff and student mobility, digital learning formats and upgrading infrastructure. About 600 students are planned to receive degrees or certificates in green electronics. In addition, summer schools, sustainability hackathons, learn-repair cafés as well as expert lectures by the partner companies and research institutions are organized to attract and train students to counteract the skills shortage in microelectronics in the EU.

The EU Chips Act aims to increase Europe‘s global production share of semiconductors to 20% by 2030, leading to a need for a skilled workforce to support this growth. Additionally, the EU‘s Green Deal initiative focuses on a transition to sustainable and energy efficient technologies, further emphasizing the need for expertise in sustainable chip development and green applications. There is an EU wide shortage of skilled workers in microelectronics. Addressing this shortage will be crucial in meeting the goals of both the EU Chips Act and the Green Deal. Furthermore, the next generation of students is largely interested in contributing to a sustainable environment. Providing them with the opportunity to gain deeper expertise in this field will align their skills with the industry‘s future needs. The proposed project „Green Chips-EDU“ supports the aforementioned goals by addressing the needs and challenges of a green and digital transition in the microelectronics industry. The consortium, made up of 15 key players from 7 EU countries, aims to build an attractive education ecosystem in green microelectronics by integrating the knowledge triangle of excellent education, industries needs and research challenges. The consortium includes 6 Unite! partners working on a harmonized curriculum focusing on energy efficiency and the development of sustainable integrated circuits. The project addresses all objectives from the call by offering a wide range of degree programs including mutual recognition as well as self-standing modules, implementing staff and student mobility, digital learning formats and upgrading infrastructure. About 600 students are planned to receive degrees or certificates in green electronics. In addition, summer schools, sustainability hackathons, learn-repair cafés as well as expert lectures by the partner companies and research institutions are organized to attract and train students to counteract the skills shortage in microelectronics in the EU.

The goal of the proposed project is to narrow the existing gap between the rapid pace of digital transformation, and the training of specialists from different fields, especially those that are not related to IT. At present the specialists are not sufficiently skilled to efficiently work with digital technologies and tools, and to understand possible pitfalls in their use, including mental health issues and legal matters.

Among the objectives of the NEXT project are the following:
1) introducing informal extracurricular education on digital skills, soft skills, mental health, and digitalization‘s legal aspects to students;
2) training academic staff of HEIs in order to support learners with qualified coaches who can assist them in their informal studies;
3) developing innovative learning resources in line with the newest trends in digital technologies;
4) enhancing students’ teamwork and digital skills through student projects contest;
5) establishing advanced laboratories in Ukrainian universities for Metaverse-like communications.

To meet the above-mentioned objectives, within the NEXT project a range of different activities will be carried out, project meetings, training for coaches, student projects contest, students’ conference. To the outputs of the proposed project belong: the NEXT-Study learning environment, which will contribute to creating a common repository of various learning resources, which any student can use to enhance knowledge in a specific field; learning resources, which will cover different topics on digital skills and digital literacy; the NEXT-Collaboration virtual platform, to improve communication skills in a virtual workspace; and the NEXT-Network to ensure the sustainability of the project results implementation.
Thus, the proposed project will significantly contribute to the process of the alignment of future specialists’ digital and soft skills with the modern-day requirements of the ‘digital’ labour market in Ukraine.

EDU-CIRC ist eine Sensibilisierungs-/Schulungsmaßnahme zur Forcierung des langfristigen Potenzials der Kreislaufwirtschaft und Dekarbonisierung in Produktionsunternehmen. Ziel ist es, Jugendliche aus Berufs- und Oberschulen, Hochschüler*innen, Lehrkräfte sowie Fachkräfte aus Industrie und Handwerk in Grundprinzipien, Methoden, Instrumenten und Best Practice Anwendungen zu qualifizieren und somit grenz- wie auch generationsübergreifend die aktuell vorhandene Bildungslücke zu schließen und damit den Wandel in Richtung einer zirkulären und CO2-neutralen Produktion zu beschleunigen.

Die im Projekt entwickelten Lehrunterlagen, Lehrmethoden und Aus-/Weiterbildungsmaßnahmen weisen dabei eine hohe Praxisrelevanz auf, da sie auf 3 für den Alpenraum bedeutenden Wertschöpfungsketten basieren:
1. Holzverarbeitung,
2. Bauwesen und
3. Automotive.

Nach einer anfänglichen Analyse und Kartierung der Beschaffung, Verwendung und Wieder-/Weiterverwendung von Materialien aus den Unternehmen werden zielgruppenspezifische Lehrunterlagen erstellt und auf dem EDU-CIRC- Portal offen zur Verfügung gestellt. Die Entwicklung und Umsetzung von Aus- und Weiterbildungsangeboten, Circular Factory Tours sowie grenzübergreifende Circularity-Hackathons runden die Initiative ab.

Kofinanziert durch den Europäischen Fonds für regionale Entwicklung

The EU Chips Act aims to increase Europe‘s global production share of semiconductors to 20% by 2030, leading to a need for a skilled workforce to support this growth. Additionally, the EU‘s Green Deal initiative focuses on a transition to sustainable and energy efficient technologies, further emphasizing the need for expertise in sustainable chip development and green applications. There is an EU wide shortage of skilled workers in microelectronics. Addressing this shortage will be crucial in meeting the goals of both the EU Chips Act and the Green Deal. Furthermore, the next generation of students is largely interested in contributing to a sustainable environment. Providing them with the opportunity to gain deeper expertise in this field will align their skills with the industry‘s future needs. The proposed project „Green Chips-EDU“ supports the aforementioned goals by addressing the needs and challenges of a green and digital transition in the microelectronics industry. The consortium, made up of 15 key players from 7 EU countries, aims to build an attractive education ecosystem in green microelectronics by integrating the knowledge triangle of excellent education, industries needs and research challenges. The consortium includes 6 Unite! partners working on a harmonized curriculum focusing on energy efficiency and the development of sustainable integrated circuits. The project addresses all objectives from the call by offering a wide range of degree programs including mutual recognition as well as self-standing modules, implementing staff and student mobility, digital learning formats and upgrading infrastructure. About 600 students are planned to receive degrees or certificates in green electronics. In addition, summer schools, sustainability hackathons, learn-repair cafés as well as expert lectures by the partner companies and research institutions are organized to attract and train students to counteract the skills shortage in microelectronics in the EU.

The goal of the proposed project is to narrow the existing gap between the rapid pace of digital transformation, and the training of specialists from different fields, especially those that are not related to IT. At present the specialists are not sufficiently skilled to efficiently work with digital technologies and tools, and to understand possible pitfalls in their use, including mental health issues and legal matters.

Among the objectives of the NEXT project are the following:
1) introducing informal extracurricular education on digital skills, soft skills, mental health, and digitalization‘s legal aspects to students;
2) training academic staff of HEIs in order to support learners with qualified coaches who can assist them in their informal studies;
3) developing innovative learning resources in line with the newest trends in digital technologies;
4) enhancing students’ teamwork and digital skills through student projects contest;
5) establishing advanced laboratories in Ukrainian universities for Metaverse-like communications.

To meet the above-mentioned objectives, within the NEXT project a range of different activities will be carried out, project meetings, training for coaches, student projects contest, students’ conference. To the outputs of the proposed project belong: the NEXT-Study learning environment, which will contribute to creating a common repository of various learning resources, which any student can use to enhance knowledge in a specific field; learning resources, which will cover different topics on digital skills and digital literacy; the NEXT-Collaboration virtual platform, to improve communication skills in a virtual workspace; and the NEXT-Network to ensure the sustainability of the project results implementation.
Thus, the proposed project will significantly contribute to the process of the alignment of future specialists’ digital and soft skills with the modern-day requirements of the ‘digital’ labour market in Ukraine.

EDU-CIRC ist eine Sensibilisierungs-/Schulungsmaßnahme zur Forcierung des langfristigen Potenzials der Kreislaufwirtschaft und Dekarbonisierung in Produktionsunternehmen. Ziel ist es, Jugendliche aus Berufs- und Oberschulen, Hochschüler*innen, Lehrkräfte sowie Fachkräfte aus Industrie und Handwerk in Grundprinzipien, Methoden, Instrumenten und Best Practice Anwendungen zu qualifizieren und somit grenz- wie auch generationsübergreifend die aktuell vorhandene Bildungslücke zu schließen und damit den Wandel in Richtung einer zirkulären und CO2-neutralen Produktion zu beschleunigen.

Die im Projekt entwickelten Lehrunterlagen, Lehrmethoden und Aus-/Weiterbildungsmaßnahmen weisen dabei eine hohe Praxisrelevanz auf, da sie auf 3 für den Alpenraum bedeutenden Wertschöpfungsketten basieren:
1. Holzverarbeitung,
2. Bauwesen und
3. Automotive.

Nach einer anfänglichen Analyse und Kartierung der Beschaffung, Verwendung und Wieder-/Weiterverwendung von Materialien aus den Unternehmen werden zielgruppenspezifische Lehrunterlagen erstellt und auf dem EDU-CIRC- Portal offen zur Verfügung gestellt. Die Entwicklung und Umsetzung von Aus- und Weiterbildungsangeboten, Circular Factory Tours sowie grenzübergreifende Circularity-Hackathons runden die Initiative ab.

Kofinanziert durch den Europäischen Fonds für regionale Entwicklung

The EU Chips Act aims to increase Europe‘s global production share of semiconductors to 20% by 2030, leading to a need for a skilled workforce to support this growth. Additionally, the EU‘s Green Deal initiative focuses on a transition to sustainable and energy efficient technologies, further emphasizing the need for expertise in sustainable chip development and green applications. There is an EU wide shortage of skilled workers in microelectronics. Addressing this shortage will be crucial in meeting the goals of both the EU Chips Act and the Green Deal. Furthermore, the next generation of students is largely interested in contributing to a sustainable environment. Providing them with the opportunity to gain deeper expertise in this field will align their skills with the industry‘s future needs. The proposed project „Green Chips-EDU“ supports the aforementioned goals by addressing the needs and challenges of a green and digital transition in the microelectronics industry. The consortium, made up of 15 key players from 7 EU countries, aims to build an attractive education ecosystem in green microelectronics by integrating the knowledge triangle of excellent education, industries needs and research challenges. The consortium includes 6 Unite! partners working on a harmonized curriculum focusing on energy efficiency and the development of sustainable integrated circuits. The project addresses all objectives from the call by offering a wide range of degree programs including mutual recognition as well as self-standing modules, implementing staff and student mobility, digital learning formats and upgrading infrastructure. About 600 students are planned to receive degrees or certificates in green electronics. In addition, summer schools, sustainability hackathons, learn-repair cafés as well as expert lectures by the partner companies and research institutions are organized to attract and train students to counteract the skills shortage in microelectronics in the EU.

The goal of the proposed project is to narrow the existing gap between the rapid pace of digital transformation, and the training of specialists from different fields, especially those that are not related to IT. At present the specialists are not sufficiently skilled to efficiently work with digital technologies and tools, and to understand possible pitfalls in their use, including mental health issues and legal matters.

Among the objectives of the NEXT project are the following:
1) introducing informal extracurricular education on digital skills, soft skills, mental health, and digitalization‘s legal aspects to students;
2) training academic staff of HEIs in order to support learners with qualified coaches who can assist them in their informal studies;
3) developing innovative learning resources in line with the newest trends in digital technologies;
4) enhancing students’ teamwork and digital skills through student projects contest;
5) establishing advanced laboratories in Ukrainian universities for Metaverse-like communications.

To meet the above-mentioned objectives, within the NEXT project a range of different activities will be carried out, project meetings, training for coaches, student projects contest, students’ conference. To the outputs of the proposed project belong: the NEXT-Study learning environment, which will contribute to creating a common repository of various learning resources, which any student can use to enhance knowledge in a specific field; learning resources, which will cover different topics on digital skills and digital literacy; the NEXT-Collaboration virtual platform, to improve communication skills in a virtual workspace; and the NEXT-Network to ensure the sustainability of the project results implementation.
Thus, the proposed project will significantly contribute to the process of the alignment of future specialists’ digital and soft skills with the modern-day requirements of the ‘digital’ labour market in Ukraine.

EDU-CIRC ist eine Sensibilisierungs-/Schulungsmaßnahme zur Forcierung des langfristigen Potenzials der Kreislaufwirtschaft und Dekarbonisierung in Produktionsunternehmen. Ziel ist es, Jugendliche aus Berufs- und Oberschulen, Hochschüler*innen, Lehrkräfte sowie Fachkräfte aus Industrie und Handwerk in Grundprinzipien, Methoden, Instrumenten und Best Practice Anwendungen zu qualifizieren und somit grenz- wie auch generationsübergreifend die aktuell vorhandene Bildungslücke zu schließen und damit den Wandel in Richtung einer zirkulären und CO2-neutralen Produktion zu beschleunigen.

Die im Projekt entwickelten Lehrunterlagen, Lehrmethoden und Aus-/Weiterbildungsmaßnahmen weisen dabei eine hohe Praxisrelevanz auf, da sie auf 3 für den Alpenraum bedeutenden Wertschöpfungsketten basieren:
1. Holzverarbeitung,
2. Bauwesen und
3. Automotive.

Nach einer anfänglichen Analyse und Kartierung der Beschaffung, Verwendung und Wieder-/Weiterverwendung von Materialien aus den Unternehmen werden zielgruppenspezifische Lehrunterlagen erstellt und auf dem EDU-CIRC- Portal offen zur Verfügung gestellt. Die Entwicklung und Umsetzung von Aus- und Weiterbildungsangeboten, Circular Factory Tours sowie grenzübergreifende Circularity-Hackathons runden die Initiative ab.

Kofinanziert durch den Europäischen Fonds für regionale Entwicklung

An essential basis for the implementation of the EEC project was the availability of highly qualified professionals who could develop, operate, and maintain the relevant production, manufacturing, and logistics technologies. The ETAT project aimed to create exemplary Education & Training Centers in the field of engineering education at selected EEC universities that were suitable education hubs in the region to support industry-related education and training for engineers and young specialists. It aimed to achieve the following objectives: modernization of higher education in Thailand based on the experience of EU countries; increasing the employment rate of university graduates and implementing the concept of LLL with the help of training in Automation 4.0; development of partnerships with enterprises; improving the quality and relevance of higher education in Thailand in Automation 4.0; establishment of 6 certified ETAT Training Centers at Thai universities, which were equipped with 24 special training places (4 ETAT Smart Labs per university); Establishment of a platform for distance learning and cooperation for providing e-learning and for the exchange of didactical documents and information. ETAT Training Centers were provided with teaching materials and certified courses for different target groups (students, employees, post-graduates) as well as with the Thai trainers trained by EU partners. Carinthia University of Applied Sciences was the coordinator of this project.

Electronic Based Systems (EBS) sind Komponenten, Geräte und Systeme mit Mikro- und Nanoelektronik sowie die dazugehörige eingebettete Software. Sie sind eine Schlüsseltechnologie (KET – key enabling technology) und bilden die Basis für eine Vielzahl an digitalisierten Produkten und Prozessen, wie autonome Fahrzeuge, personalisierte Medizin, Internet of Things oder intelligente Maschinen. Das Qualifizierungsprogramm Inno-EBS wurde dazu komplementär aufgesetzt, indem zum Teil vorhandene Netzwerke der Partner in Steiermark, Kärnten und Oberösterreich genutzt wurden und ein attraktives Konsortium aus 5 wissenschaftlichen und 15 Unternehmenspartnern entlang der Wertschöpfungskette EBS zusammengestellt wurde. Inno-EBS schloss eine Lücke im Angebot auf dem Markt und konzentrierte sich auf die Vermittlung von State-of-the-Art-Querschnittskompetenzen in Hardware, Embedded Software und Systemen. Das Programm adressierte Zielgruppen aus diesen Bereichen, aber auch Generalisten im Innovationsmanagement. Im Rahmen von vier zielgruppenspezifischen Tracks wurde auf die brennendsten Themen der Unternehmen in EBS eingegangen. Es wurden 67 Teilnehmer*innen mit aktuellen didaktischen Methoden wie Blended-Learning-Formaten zu zertifizierten EBS-Spezialist*innen ausgebildet.

Das Projekt FIRELab setze sich zum Ziel, in einem Konsortium aus der Landesfeuerwehrschule Kärnten (LFS), der Fachhochschule Kärnten (FHK), der Messfeld GmbH sowie den Kleinunternehmen BHT Solutions und ZT-Büro Dipl.-Ing. Werner Schwab ein „Löschlabor“ für eine Vertiefung der praktischen Feuerwehrausbildung zu entwickeln, das sowohl vor Ort als auch ferngesteuert über eine Internetverbindung genutzt werden kann. Ein Löschroboter der Firma LUF wird dazu verwendet, um den effizienten Einsatz des Löschangriffs zu trainieren. Parameter, wie Durchflussmenge, Strahlstreuung, oder Tröpfchengröße, könnten ferngesteuert werden. Die Effizienz der Maßnahmen kann durch Parameter wie den Wasserrückfluss, Temperatur oder verstrichene Zeit beurteilt werden. Eine derartige Übungsmöglichkeit für die Feuerwehrausbildung war davor nicht bekannt. Es wurde daher angestrebt, das Löschlabor zunächst in Österreich für die bundesweite Ausbildung anzubieten, aber auch an anderen Standorten (österreichweit, aber auch international) ähnliche Labore zu errichten und somit das „Produkt Löschlabor“ zu vermarkten.

The EU Chips Act aims to increase Europe‘s global production share of semiconductors to 20% by 2030, leading to a need for a skilled workforce to support this growth. Additionally, the EU‘s Green Deal initiative focuses on a transition to sustainable and energy efficient technologies, further emphasizing the need for expertise in sustainable chip development and green applications. There is an EU wide shortage of skilled workers in microelectronics. Addressing this shortage will be crucial in meeting the goals of both the EU Chips Act and the Green Deal. Furthermore, the next generation of students is largely interested in contributing to a sustainable environment. Providing them with the opportunity to gain deeper expertise in this field will align their skills with the industry‘s future needs. The proposed project „Green Chips-EDU“ supports the aforementioned goals by addressing the needs and challenges of a green and digital transition in the microelectronics industry. The consortium, made up of 15 key players from 7 EU countries, aims to build an attractive education ecosystem in green microelectronics by integrating the knowledge triangle of excellent education, industries needs and research challenges. The consortium includes 6 Unite! partners working on a harmonized curriculum focusing on energy efficiency and the development of sustainable integrated circuits. The project addresses all objectives from the call by offering a wide range of degree programs including mutual recognition as well as self-standing modules, implementing staff and student mobility, digital learning formats and upgrading infrastructure. About 600 students are planned to receive degrees or certificates in green electronics. In addition, summer schools, sustainability hackathons, learn-repair cafés as well as expert lectures by the partner companies and research institutions are organized to attract and train students to counteract the skills shortage in microelectronics in the EU.

The goal of the proposed project is to narrow the existing gap between the rapid pace of digital transformation, and the training of specialists from different fields, especially those that are not related to IT. At present the specialists are not sufficiently skilled to efficiently work with digital technologies and tools, and to understand possible pitfalls in their use, including mental health issues and legal matters.

Among the objectives of the NEXT project are the following:
1) introducing informal extracurricular education on digital skills, soft skills, mental health, and digitalization‘s legal aspects to students;
2) training academic staff of HEIs in order to support learners with qualified coaches who can assist them in their informal studies;
3) developing innovative learning resources in line with the newest trends in digital technologies;
4) enhancing students’ teamwork and digital skills through student projects contest;
5) establishing advanced laboratories in Ukrainian universities for Metaverse-like communications.

To meet the above-mentioned objectives, within the NEXT project a range of different activities will be carried out, project meetings, training for coaches, student projects contest, students’ conference. To the outputs of the proposed project belong: the NEXT-Study learning environment, which will contribute to creating a common repository of various learning resources, which any student can use to enhance knowledge in a specific field; learning resources, which will cover different topics on digital skills and digital literacy; the NEXT-Collaboration virtual platform, to improve communication skills in a virtual workspace; and the NEXT-Network to ensure the sustainability of the project results implementation.
Thus, the proposed project will significantly contribute to the process of the alignment of future specialists’ digital and soft skills with the modern-day requirements of the ‘digital’ labour market in Ukraine.

The purpose of this project was to improve the Digital Competence (DC) development situation in Ukraine (UA) to harmonize it with the European mainstream by adapting the Digital Competence Framework for Citizens and for Educators, as well as the creation of the Ukrainian National Digital Coalition (UNDC); reforming in-service training for teachers and providing „best practice“ experiences of how DC could be further developed in general and adapted to the challenges of the higher education sector within society at large. The motivation for this came from the goal set by the European Commission in Digital Skills and Jobs Coalition, DigComp frameworks, and the Digital Agenda for Europe (DAE). The project aimed to establish an effective UNDC network amongst UA educational institutions, associations, public authorities, and business representatives; to design and implement UA DC frameworks; to make recommendations for modifying the DC studies curriculum according to the DAE and modern labor market requirements; to create DC training for teachers and for citizens and to provide high-quality DC training for various social strata of society.

An essential basis for the implementation of the EEC project was the availability of highly qualified professionals who could develop, operate, and maintain the relevant production, manufacturing, and logistics technologies. The ETAT project aimed to create exemplary Education & Training Centers in the field of engineering education at selected EEC universities that were suitable education hubs in the region to support industry-related education and training for engineers and young specialists. It aimed to achieve the following objectives: modernization of higher education in Thailand based on the experience of EU countries; increasing the employment rate of university graduates and implementing the concept of LLL with the help of training in Automation 4.0; development of partnerships with enterprises; improving the quality and relevance of higher education in Thailand in Automation 4.0; establishment of 6 certified ETAT Training Centers at Thai universities, which were equipped with 24 special training places (4 ETAT Smart Labs per university); Establishment of a platform for distance learning and cooperation for providing e-learning and for the exchange of didactical documents and information. ETAT Training Centers were provided with teaching materials and certified courses for different target groups (students, employees, post-graduates) as well as with the Thai trainers trained by EU partners. Carinthia University of Applied Sciences was the coordinator of this project.

Das übergeordnete Projektziel war die Stärkung von grenzübergreifendem Wettbewerb, Forschung und Innovationdurch die Einrichtung einer gemeinsamen AM-Technologieplattform. Im ProjektASAM wurde die Kooperation der beiden Hochtechnologiestandorte Region Ljubljana und Technologiepark Villach im Schwerpunktbereich „Additive Manufacturing AM“ auf ein professionelles Niveau angehoben und es wurde eine gemeinsamegrenzübergreifende AM-Plattform etabliert. Mittelfristige Zielsetzung war es, die Makroregion (Slowenien, Österreich, Norditalien, Kroatien) zu einer europäischen Leaderregion für AM-Technologien zu entwickeln.

Kofinanziert durch den Europäischen Fonds für regionale Entwicklung

The overarching project objective was to strengthen cross-border competition, research and innovation by establishing a joint AM technology platform. In the ASAM project, cooperation between the two high-techlocations Ljubljana Region and Villach Technology Park in the key area of`Additive Manufacturing AM´ was raised to a professional level and a joint cross-border AM platform was established. The medium-term objective was to develop the macro-region (Slovenia, Austria, northern Italy, Croatia) into a European regional leader for AM technologies.

Co-financed by the European Regional Development Fond

Electronic Based Systems (EBS) sind Komponenten, Geräte und Systeme mit Mikro- und Nanoelektronik sowie die dazugehörige eingebettete Software. Sie sind eine Schlüsseltechnologie (KET – key enabling technology) und bilden die Basis für eine Vielzahl an digitalisierten Produkten und Prozessen, wie autonome Fahrzeuge, personalisierte Medizin, Internet of Things oder intelligente Maschinen. Das Qualifizierungsprogramm Inno-EBS wurde dazu komplementär aufgesetzt, indem zum Teil vorhandene Netzwerke der Partner in Steiermark, Kärnten und Oberösterreich genutzt wurden und ein attraktives Konsortium aus 5 wissenschaftlichen und 15 Unternehmenspartnern entlang der Wertschöpfungskette EBS zusammengestellt wurde. Inno-EBS schloss eine Lücke im Angebot auf dem Markt und konzentrierte sich auf die Vermittlung von State-of-the-Art-Querschnittskompetenzen in Hardware, Embedded Software und Systemen. Das Programm adressierte Zielgruppen aus diesen Bereichen, aber auch Generalisten im Innovationsmanagement. Im Rahmen von vier zielgruppenspezifischen Tracks wurde auf die brennendsten Themen der Unternehmen in EBS eingegangen. Es wurden 67 Teilnehmer*innen mit aktuellen didaktischen Methoden wie Blended-Learning-Formaten zu zertifizierten EBS-Spezialist*innen ausgebildet.

Das Projekt FIRELab setze sich zum Ziel, in einem Konsortium aus der Landesfeuerwehrschule Kärnten (LFS), der Fachhochschule Kärnten (FHK), der Messfeld GmbH sowie den Kleinunternehmen BHT Solutions und ZT-Büro Dipl.-Ing. Werner Schwab ein „Löschlabor“ für eine Vertiefung der praktischen Feuerwehrausbildung zu entwickeln, das sowohl vor Ort als auch ferngesteuert über eine Internetverbindung genutzt werden kann. Ein Löschroboter der Firma LUF wird dazu verwendet, um den effizienten Einsatz des Löschangriffs zu trainieren. Parameter, wie Durchflussmenge, Strahlstreuung, oder Tröpfchengröße, könnten ferngesteuert werden. Die Effizienz der Maßnahmen kann durch Parameter wie den Wasserrückfluss, Temperatur oder verstrichene Zeit beurteilt werden. Eine derartige Übungsmöglichkeit für die Feuerwehrausbildung war davor nicht bekannt. Es wurde daher angestrebt, das Löschlabor zunächst in Österreich für die bundesweite Ausbildung anzubieten, aber auch an anderen Standorten (österreichweit, aber auch international) ähnliche Labore zu errichten und somit das „Produkt Löschlabor“ zu vermarkten.

Das WTZ Süd besteht aus fünf Kooperationsvorhaben (KV I-V) und der Koordination.KV I (Transferimpulse):Das KV trägt zur Professionalisierung des Umgangs mit geistigem Eigentum (Intellectual Property, IP) bei undsetzt konkrete Maßnahmen, um den Wissens- und Technologietransfer an teilnehmendenForschungsinstitutionen, unter besonderer Berücksichtigung der Geistes- Sozial- und Kulturwissenschaften,zu optimieren.KV II (Verwertungswege 2.0 - Exploitation beyond inventions and publications): Es wird ein breites Spektruman Verwertungswegen in den unterschiedlichsten Wissenschaftsdisziplinen analysiert und es wird eineumfassende Expertise zu möglichen Verwertungsalternativen für Universitäten und Fachhochschulen aufgebaut.KV III (Enterpreneurial ValueChain4Universities):Zur Kommerzialisierung von Technologien und zur Unterstützung von Start-ups werden in diesem KV zweiKomponenten entwickelt und miteinander kombiniert:- GründerInnen-Persönlichkeiten an den Institutionen- Technologien, Projektinhalte und GründungsinhalteKV IV (MINT4School – Strukturierte und nachhaltige Begeisterungsinitiative für Technologie):In diesem KV werden von den beteiligten Hochschulen Informations- / Schulungsblöcke vonzukunftsweisenden Technologiebereichen zur Veranschaulichung angeboten.KV V (Connecting.Ideas4Research - partizipative, inter- und transdisziplinäre Wissenstransferprozessezwischen Forschung und Communities of Practise):In diesem KV wird die partizipative Entwicklung neuer Forschungsthemen bzw. das Hereintragen vonForschungsbedarfen aus der Gesellschaft aber auch aus der unternehmerischen Praxis untersucht.

PILAR partnership will enhance the learning, teaching and practical training at university and high school levels, by allowing to develop many different electronic practices through a newer and richer level of digital integration. The possibility of real practices at almost real time for many different student profiles will help to develop basic and transversal skills all through the involved countries and, as a second step, all through any interested country. This new VISIR labs federation will also help to address low achievement in basic skills through more effective teaching methods, in a totally new dimension. Only with a federation of existing VISIR nodes will be possible to serve the large student population that may benefit from this technology-enhanced educational tool. This larger impact will also increase the efficiency of public expenditure and the investment in education and training, which could be identified as yet another horizontal or sectoral priority addressed by PILAR. STEM needs of improvement and practical competences that must be addressed in schools, high schools and colleges, as well as might be used in industry for the capacitance and relocation of personal might be obtained through the proposed federation of remote laboratories resources allowing a self-sustainable environment and incrementing the synergies as well as empowering the level of sharing open resources for the whole community.PILAR (Platform Integration of Laboratories based on the Architecture of VISIR) is a project that addresses the following needs:1- Need of real, extensive and intensive, online, cheap practices for building and interacting with electrical and electronics circuits in engineering subjects of university level, and also as a lifelong learning activity (industry oriented) and at a school and high school level.2- Need of reliable, highly available, remote laboratory services offered through Internet by a robust remote labs service provider, which will enhance a stronger digital integration for learning and teaching3- Need of having these practices available at any time and from anywhere, in a timely and controlled manner, helping to increase the number of graduates at the university that cannot easily access these practicesThe main objectives pursued by PILAR are:a. Based in the different implementations of VISIR in several of the partners in the project (BTH, CUAS, UDEUSTO, IPP, UNED), the first objective is building a reliable, highly available, unique international VISIR platform federation, that integrates all the different resources used by VISIR in each of the partners.b. Once established, this federation will be completely opened to other partners in Europe, through easy gateways to the federation, allowing to extend the capabilities of PILAR to much more interested educational institutions.c. Building a set of remote practices, based in this new platform, for electrical and electronics circuits, at school, grade and master level, and also as a lifelong learning activity, that will be offered as remote lab services, to students in all the partners institutions and, as a second step, to anyone interested. The results will bring added value at EU level because the activities cannot be attained in a single country.d. Those new remote lab VISIR Internet services must allow, in a transparent way, the use of the best set of remote learning services of each partner in each moment.Four different aspects can be faced using a federation of the existing VISIR nodes:1. Scalability. The VISIR system is designed to support around 50 users at the same time because the hardware is multiplexed. But if a huge amount of user is expected we need to scale the VISIR using a federation. If the circuits are replicated in different VISIR nodes, more users can access the platform and experiment through the federation. 2. Reliability and availability. Redundancy. If one node is not available for any reason, its effort can be supported by other nodes. That is: if one user is accessing the VISIR in his institution but it is down he will be automatically redirected to another available VISIR node (in other institution). This process will be transparent for the user. In this case, the federation mechanism must know what circuits are available in what VISIR nodes.3. Set of experiments. VISIR is a REAL remote lab, it is like in the classical lab. There you can construct any circuit, but it is not true because in the lab we do not have all the components, we have a set of them (some resistors, some capacitors, some…). In VISIR is the same, we can offer any circuit, but not all of them at the same time. In this situation the federation is very interesting because each VISIR node can implement a set of circuits (DC circuits, AC circuits, Operational Amplifiers circuits, etc.) but the user will not access only to the set of experiments of his institution, but also to the total set of experiments of all the VISIR nodes. 4. Tracking system. The federation must be able to know how many users are accessing each VISIR node, to balance the use of the VISIR federation. The federation software layer must have a system to assure the balance of the nodes and to control the accessing priorities of the different usersAt the end of the project a portfolio of remote VISIR services offered publically will be available, maintained by the partners.The nature of the services will guarantee that students could access the courses from their countries, i.e. it insures virtual mobility without additional financing. Also the services will be easily changeable and upgrade-able allowing the building of new and tuned electrical and electronics real remote practices.IAOE especially with its already existing Special Interest Group (SIG) VISIR will ensure the continuation of the project's results after the period of the project. The VISIR SIG, with more than 45 members, is organized for people who are interested in Online Engineering especially in opening university laboratories for remote access 24/7. VISIR SIG is a group for sharing ideas, equipment and learning material as well as discussing the further development of the VISIR Open Lab Platform. One of its main goals is standardized online workbenches located at universities around the globe constituting grid laboratories available for lab sessions for students on campus and off campus.For that (in analogy to the iLab Alliance) a VISIR Alliance will be founded. Core members of the VISIR Alliance will be some of the consortium members.

Der Verein me2c - [micro] electronic cluster befindet sich in Liquidation und hat gemäß Vereinsgesetz in seiner letzten Generalversammlung beschlossen, die überschüssigen liquiden Vereinsmittel der FH Kärnten für die Aus- und Weiterbildung auf dem Gebiet der Digitalisierung zukommen zu lassen. Vereinbart wurde der Aufbau eines Clustercomputers aus bis zu 100 Single-Board Computer Raspberry Pi, um die Verfahren und Algorithmen für die Parallelisierung von Rechenaufgaben ausbilden zu können und in weiteren Projekten einzusetzen.

The project targets the broad area of Electrical Engineering, and, within it, the subject of circuit theory and practice. It aims to define, develop and evaluate a set of educational modules comprising hands-on, virtual and remote experiments, the later supported by a remote lab named Virtual Instruments System in Reality (VISIR). The nature of each experiments has an impact on the students' perception of circuits' behavior, being therefore mandatory to understand how these different learning objects can be arranged together in order to scaffold their understanding in increase their laboratory-based skills. This is concern of the underpinning teaching and learning methodology. favoring in particular the students' autonomy for discovering how circuits work, through an inquiry-based approach.VISIR+ brings together the power of the best remote lab for experiments with electrical and electronics circuits and the long history of collaboration among the consortium partners.

Several hundred SMEs in Slovenia + Carinthia are active in the field metal working and as automotive suppliers (=regional strength). These SMEs urgently need modern education in flexible automation and robotics, to secure their economic competitiveness in the future.The School of Zrece (Slov), as well as HTL in Wolfsberg and FH Kärnten in Villach (both in Carinthia) have existing educational programs in machinery and automation and can modernize their workshop infrastructure with reasonable financial effort, in order to systematically 1) educate students and employees and 2) support SMEs in their innovation projects.

The concrete project objectives are: The implementation of the innovative virtual laboratory for practical work with the professional training of mechatronics: the transfer of innovative virtual laboratory into the Slovenian environment, translation of the user interface, its adjustment for the needs of the e-course, and the specifically set target groups of users. The production of multimedia, interactive e-learning contents for the professional training of mechatronics.With the already prepared e-learning contents and the implementation of the virtual laboratory for practical work, an innovative, 40-hour e-course is going to be prepared and it is going to be carried out entirely via the Internet. The project purpose and objectives are directly oriented into the solving of the current imbalance between the offer and demand for the suitably qualified professionals in the field of mechatronics which was established in the preceding surveys. With the introduction of the e-course of mechatronics, which is going to assure an entirely new way of education of this profile, we are going to additionally educate (to gain the qualification or prequalification) in an innovative and efficient manner the employed and unemployed who have already completed their formal education, but experience their knowledge as not being sufficient enough due to the technological changes. Due to the fact that our education method enables the time and place independence with which it minimalizes the disturbances of the work processes in companies, it fulfils the demands that were stated in the surveys by the companies.

Das COFCOM-Forschungsteam entwickelt ein neues Systemin-Package CoDesign Flow Framework für die Integration vonmodularen und flexiblen Kommunikationssystemen. Das"Schlüsselelement" dieses Frameworks - ein Werkzeug welcheses erlaubt die gegenseitige Interaktion von verschiedenenIC-Blöcken, passiven Komponenten (elektr. Verbindungen) undanderen Komponenten (Gehäuse usw.) auf der Systemebenezu analysieren, zu modellieren und zu simulieren - ist zurzeitam Markt nicht verfügbar. Das Ziel des Projektes ist es, unterEinsatz einer umfassenden Menge von Methoden auf verschiedenenAbstraktionsebenen die Integration und die Verifikationeines "Zoos" von Komponenten zu optimieren.Die Kooperation zwischen Infineon und der FachhochschuleTechnikum Kärnten erweist sich als sehr vortelilhaft, da dasakademische Wissen der Profesoren und der Studenten umdie praktischen Aspekte der realen Anwendung erweitert wird.Der internationale Erfolg von Infineon mit Digital SubscriberLine Access Multiplexer (DSLAM) - Produkten hilft der Fachhochschuleihren Studenten eine Ausbildung auf weltweitführendem Niveau aunzubieten und macht diese somit auchattraktv für andere Industriepartner.Die Herstellungskosten eines Systems sind direkt abhängigvon der Anzahl der Layer im Package. Das primäre Ziel ist somitdie Anzahl der Layer zu reduzieren. Das ist nur durch genaueSimulation des Gesamtsystems möglich.Der System-in-Package Entwicklungsprozess ist ein interativerProzess. Der COFCOM erlaubt es, die Anzahl der Interationsschrittesignifikant zu reduzieren. Ein verifiziertes, robustesSystem-in-Package CoDesign Flow-Framework ermöglicht es,kosten-und zeitintensive Re-Designs zu vermeiden.Im Zuge des COFCOM Projektes wurden Methoden entwickelt,um Simulationsergebnisse von Feldsimulatoren experimentellzu verifizieren. Fundamentale Effekte wurden untersuchtum die Resultate von Programmen zur Simulation vonElektromagnetischen Feldern auf Robustheit und Genauigkeitzu untersuchen. Eine wichtige Hilfe dabei war der Feldsimulator"EleFAnT" der an der Technischen Universität Graz entwickeltwurde. Dieser Feldsimulator, der eigentlich für Forschungszweckeentwickelt wurde, liefert so gute Übereinstimmungmit den Messdaten, dass er als Referenz zum Vergleichvon anderen, kommerziell erhältlichen Simulatoren eingesetztwerden kann.Die Kooperation zwischen Infineon und der Fachhochschule Technikum Kärnten erweist sich als sehr vortelilhaft, da das akademische Wissen der Profesoren und der Studenten um die praktischen Aspekte der realen Anwendung erweitert wird. Der internationale Erfolg von Infineon mit DSLAM Produkten hilft der Fachhochschule ihren Studenten eine Ausbildung auf weltweit führendem Niveau aunzubieten und macht diese somit auch attraktv für andere Industriepartner. Die Herstellungskosten eines Systems sind direkt abhängig von der Anzahl der Layer im Package. Das primäre Ziel ist somit die Anzahl der Layer zu reduzieren. Das ist nur durch genaue Simulation des Gesamtsystems möglich. Der System-in-Package Entwicklungsprozess ist ein interativer Prozess. Der COFCOM erlaubt es, die Anzahl der Interationsschritte signifikant zu reduzieren. Ein verifiziertes, robustes System-in-Package CoDesign Flow-Framework erlaubt es, kosten-und zeitintensive Re-Designs zu vermeiden. Im Zuge des COFCOM Projektes wuden Methoden entwickelt, um Simulationsergebnisse von Feldsimulatoren experimentell zu verifizieren. Fundamentale Effekte wurden untersucht um die Resultate von Programmen zur Simulation von Elektromagnetischen Feldern auf Robustheit und Genauigkeit zu untersuchen.

Ziel des im Rahmen des Programms FEMtech laufenden Projektes ist, den Frauenanteil in technischen Studiengängen zu erhöhen und ein Bewusstsein für gender-relevante Themen zu schaffen. Die Ursachen für die ungleicheVerteilung von Männern und Frauen in den Studiengängen sollen herausgefunden werden. Zu den entwickelten Maßnahmen gehören geschlechtssensibler Physikunterricht in der 4. Klasse der Unterstufe, die Lehrveranstaltung „Technik undGeschlecht“ an den technischen Studiengängen, Genderbriefings für Studierende (besonders vor Informationsveranstaltungen), Gendertraining zur Sensibilisierung für das Thema Geschlecht für alle Angehörigen der Studiengänge der Projektpartner. Parallel dazu setzt ErFra Maßnahmen zur Öffentlichkeitsarbeit um. Im letzten Teil des Projekts erfolgt eine Evaluierung der Wirksamkeit der Maßnahmen. Aus den darausgewonnenen Ergebnissen wird ein Katalog übertragbarer Maßnahmen zur Erhöhung des Frauenanteils in technischen Studiengängen in Form einer Handreichung erstellt. In einem ersten Schritt wurden die geschlechtstypisch-unterschiedlichen Anforderungen, die Studierende an ihr jeweils gewähltes Studium stellen, herausgearbeitet. Auf Basis der gewonnenen Ergebnisse wurden anschließend Maßnahmen formuliert, um die Anzahl der Frauen an den technischen Studiengängen am Standort Villach zu erhöhen. Die Studienrichtungen sollen in weiterer Folge so modifiziert werden, dass die technischen Studiengänge in Curricula, Verwaltung und Organisation für Frauen passender gestaltet undihre Bedürfnisse berücksichtigt werden.

Die zentrale Aufgabenstellung des einjährigen IN-MICRO Projektes war es, neue Anwendungen für den mikrooptischen Reflexions-/Remissionssensor MORES zu finden. Das besondere Merkmal dieses Sensors besteht zum einen in der kompakten Integration von Lichtquelle und Fotodioden auf einer Fläche ab 16 mm2 und zum anderen in der Verwendung von fotosensitivem Glas zur optischen Entkopplung zwischen Sender und Empfänger. Infolgedessen zeichnet sich der MORES Sensor auf Grund seiner Funktionsweise und seiner Größe besonders für die Farberkennung im Allgemeinen und der Inspektion von Innenräumen im Speziellen aus.Es wurden zwei Aufgabenstellungen untersucht: Aufbau eines kompakten, tragbaren und kostengünstigen Farberkennungssystem für Blinde und Vorstudien über das Potential für den medizinischen Einsatz zur Erkennung von Erkrankungen des menschlichen Auges.Auf dem Weg zum Prototypen eines Farberkennungssystem für Blinde mussten mehrere Teilaufgaben bewältigt werden: der Aufbau eines Labordemonstrators zur Inbetriebnahme des MORES vom Partner CiS, Kalibration des Sensors an Farbstandards, Untersuchung und Optimierung der Bedingungen zur Erkennung von Farben von Kleidungsstücken und anderen Gegenständen des Alltags, und die schrittweise Integration der Komponenten mit dem Ziel eines kompakten, batteriebetrieben Farberkennungssystems mit Sprachausgabe. Der mit Projektende vorliegende Demonstrator konnte 20 Farben bzw. Farbschattierungen unterscheiden und dass mit einer Genauigkeit vergleichbar mit der einer hochwertigen Digitalkamera.Gemeinsam mit der Haukeland Universitätsklinik wurde in mehreren Studien die Tauglichkeit des MORES Sensors zur Erkennung krankhafter Veränderungen im Bereich der Adernhaut des menschlichen Auges untersucht. Insbesondere zu klären war: inwiefern mit Hilfe des Sensors tiefer liegende Schichten des Auges untersucht werden können und die Optimierung eines Instrumentes zur klinischen Untersuchung im Bereich der Augenhöhle.