CARMINE’s overarching goal is to help the metropolitan communities become more climate resilient, by co-producing knowledge-based tools, strategies and plans for enhanced adaptation and mitigation actions addressing the Charter of the EU Mission on Adaptation to Climate Change by 2030.

To achieve this goal, focusing on a 2030-2035 timeframe and with longer perspectives up to 2050, CARMINE aims to:

✅ Co-create and co-develop decision-support services and guidelines for enhanced resilience and adaptive capacity, including early warning and disaster risk management systems;

✅ Cooperate closely with local to regional communities (stakeholders and users), decision and policy-makers (local authorities) to co-develop cross-sectoral frameworks for adaptation and mitigation actions;

✅ Deliver science-based R&I roadmaps for multi-level climate governance supporting local adaptation assessments and plans.

Obj. 1. Review the available resources, tools, practices, policies, and methodologies, and identify the gaps, challenges and barriers that hamper the successful advance of the resilience pathways in the Metropolitan Regions of Europe.

Obj. 2. Develop high-resolution risk assessment models linking climate, earth system processes, and socio-economic drivers, for enriched data fusion and effectiveness of adaptation and mitigation actions in the Metropolitan Regions of Europe.

Obj. 3. Co-produce a climate adaptation and resilience framework combining Living Labs and Digital Twins approaches that supports decision making processes for resilience and disaster risk management in the Metropolitan Regions of Europe, including Nature-Based Solutions.

Obj. 4 Provide state-of-the-art Impact-based Decision Support Services blending climate and environmental data into socioeconomic impact and risk assessments, for user-friendly access to high spatially resolved modelling outputs in support of local adaptation assessments and plans.

Obj. 5 Conduct the participatory development of better coordinated and impactful modelling and risk assessment, in support of roadmaps of R&I priorities on adaptation, informed policies, and cross-sectoral plans towards the 2030-2035 timeframe and beyond (i.e., 2050).

CARMINE establishes synergies and complementarities with ongoing projects funded under the calls HORIZON-MISS-2021-CLIMA-02-03: ICARIA, MIRA CA, and R ISKADAPT, and HO RIZON-MISS-2021-CLIMA-02-01: CLIMAAX. 

The study represents the Commission’s commitment, outlined in its 2023 Communication on the functioning of the Common Fisheries Policy (CFP), to address emerging challenges in the sector. It aligns with the Commission's definition of foresight as “the discipline of exploring, anticipating, and shaping the future to inform today’s decision-making.” This participatory study places fishers at its core, integrating their perspectives into the development of future scenarios and fisher profiles to inform strategic policymaking for a sustainable, competitive and resilient EU fishing sector, as part of the wider blue economy. It does not present policy proposals, which was never the intention, rather it serves to stimulate further the important debate on securing and giving a perspective on the future of EU fishers.

European Commission: European Climate, Infrastructure and Environment Executive Agency, F&S, IPSOS, POSEIDON, Tetra Tech, Davies, M., Macfadyen, G., Brugere, C., Chiarelli, N., Dale, F.Caillart, B., Foresight study on fishers of the future – Final report , Publications Office of the European Union, 2024;

After an extensive synthesis of the OECD’s existing work on the teaching profession over the years, the need to explore professional roles and identity became obvious. The roles and responsibilities of teachers have seen significant changes over the past decade. Education, childhood, labour markets and society as a whole have experienced considerable changes, prompting the need to think about the effects of changes on the teaching profession. The OECD Centre for Educational Research and Innovation (CERI) project on New Professionalism and the Future of Teaching project researched how professionalism has evolved, including the importance of working with others to confront increasingly complex contexts, so called “connective professionalism”. Based on the evidence base and ideas for next practice, the project developed a methodology to help diverse stakeholders in education to construct a shared vision on what the teaching profession could look like in the future.

This study in Wales (United Kingdom) is the second in a series of three education system studies conducted in 2023 and 2024. Various stakeholders, including teachers, school leaders, researchers, teacher educators, teacher unions, and professionals (potentially) supporting teachers and schools provided feedback on their ambitions for the future of teaching in Wales. Choosing among a set of ambitions to better connect teachers with other professionals within the school community, other education providers (such as universities and teacher education colleges) and broader society, they shared their judgements of what would be high priority and also how big a change this would be from the current context. Would it be an ambition for transformation over a period of many years? Or would it be possible to build on existing mechanisms or initiatives? Or could this ambition be achieved by improvements over the short term?

Different perspectives were gathered in two main ways. First, via an online survey. Second, via two stakeholder workshops in Bangor and Cardiff where a total of six working groups collectively constructed scenarios for the future of teaching. Each working group comprised individuals with different roles and responsibilities in or around schools. They worked with the results of the survey and selected priority ambitions to support their vision on the future of teaching. These provided stimulus for their discussions, but their specific visions grew out of a mutual exchange of professional experiences from different perspectives within and surrounding teaching in Wales.

Of course, this study in no way aims to be representative or comprehensive. It draws on the work of a group of willing professionals with a stake in Wales education who offered to share their expertise. This initial effort to anticipate and increase deeper, structured thinking about medium- and long-term scenarios for teacher professionalism and empowerment offers input on how to strengthen the teaching profession in Wales. Potential benefits for the system include long-term strategic thinking regarding the Welsh teacher workforce and finding solutions to issues that transcend the short term.

While constructing their scenarios for the future of teaching, stakeholders reflected on four research questions set for this study by the team at Welsh Government in consultation with the OECD.

How do we develop teacher professional identity and a more collaborative profession? The set of future scenarios envisage a focus on collective professional identity at a school level. There would be particular focuses on peer-to-peer interactions as well as school-to-school exchanges. Time and space would be provided to support a variety of exploration that involves building innovations, following passions and interests, engaging in shared learning, working with colleagues, communities and other partners.

How could a career development perspective for all staff in schools contribute to a vibrant and thriving workforce? Career development would be an integral focus to support the workforce. This would include visible and diverse career pathways that follow and invest in career journeys. Teachers would be supported to engage in their own professional growth journey and collaborations that enrich their professional work. Career pathways would allow for flexibility and lifelong learning opportunities that support a dynamic workforce.

How can all who work in schools encourage innovation and the examination of professional roles in schools as learning organisations? Valuing innovative practices requires alignment at all levels to define what innovation looks like at a school level. This includes strengthening collaborative practices that support reflection, experimentation, partnering and sharing. Support includes time and space to work as part of a professional community. It is important to build connections across innovations to reduce duplication of effort and to maximise shared learning.

And how could investment in the professional identity of teachers, especially in secondary schools, make the profession in those settings more attractive? Teachers should be able to align their intrinsic motivation to their teaching, keeping their practice closer to their professional interests and qualities, and having a sense of autonomy in their work. Investing in continuous, bespoke support and professional development enhances teacher well-being, strengthens their professional identity, and makes the teaching profession more attractive and rewarding. Meaningful development opportunities, recognition, and leadership roles enhances the profession’s appeal and fosters long-term commitment.

The OECD identified seven key elements that feature across a set of four preferred future scenarios for the future of teaching in Wales. Arguably, all would be important to the future of teaching and many are common to several of the scenarios. In particular, diverse professional roles and careers, healthy working environment, school leadership, community support/ partnerships, school-university partnerships, innovation and communication feature to some extent across all four scenarios. Governance and accountability were explicitly featured in three scenarios.

The study also underlines the importance of thinking in more nuanced ways about the existing teacher workforce and potential new recruits. There is a rich diversity of professionals working within schools in Wales, with different motivations, life phases, passions, ambitions and professional development needs. An evidence-informed set of seven Welsh teacher personas provides input to stress test the set of future scenarios. What would different teachers find attractive in the future scenarios that were developed? Would it be particularly attractive to experienced teachers? Would newer recruits hold some reservations? Would it match what younger people will be looking for in their working lives? Overall, the Welsh teacher personas responded positively to the suggested scenarios for the teaching profession in Wales.

This report presents results of the initial reflection and provides tools to extend the exercise going forward.

Source: OECD - Publications  

The CROSSEU project was launched in response to growing societal needs for effective climate action and stronger socio-economic resilience. As climate change continues to impact our world, it becomes crucial to understand and manage its complex effects. 

Objective(s)
CROSSEU aims to respond to increasing societal needs to reduce climate-damaging actions, adapt to the expected consequences, and increase socio-economic resilience.

The main ambition of the project is to provide a science based and ready to use decision support system built on enhanced understanding of the biogeophysical risks from climate change, and their socioeconomic impacts in Europe, fully co-produced and implemented with practice stakeholders to ensure its uptake, and support effective coping with sectoral and cross sectoral climate risks within the context of the European green transition.

It will do this by delivering a climate-sensitive framework, including a ready-to-use decision support system platform and technical recommendations, to inform investment decisions, cost-effective adaptation and mitigation options and policy response to climate change.

The project will contribute to advancing the understanding of the socio-economic risks and response options associated with climate change impact in Europe in different timeframes, including the post-COVID-19 societal-environmental transformation, and derive practical recommendations for political and societal action.

The solutions proposed are based on an extensive assessment of the socio-economic risks of climate change in a cross-sectoral hierarchical approach, based on storylines addressing key categories of climate hazards in different socio-economic sectors and climate change-sensitive areas across countries and European regions.

The project will offer a ready-to-use solution that integrates complex information from available climate risk data sets and non-climatic sectoral data collected during the project implementation and derived through modelling based on demand-driven climate-socio-economic pathways.

CROSSEU is designed to bridge the science-based information about the economic impacts of climate change, and the unique contributions of the project will be:

1. the quantification of costs of existent and emergent socio-economic risks and opportunities at NUTS3 level
2. an improved representation of adaptation within biogeophysical climate change risk
3. a better consideration of modelling uncertainties by identifying their nature, assessing their characteristics in a systematic way to determine a better informed and robust decision-making. 

The project's foresight component is crucial for projecting how various climate impacts will unfold under different global pathways (RCP-SSP). By examining future scenarios, it allows decision-makers to anticipate and plan for the most critical challenges, helping societies prepare for the compounded effects of climate change across sectors. The focus on cross-sectoral linkages emphasizes the need for integrated, multi-dimensional strategies to address both immediate and long-term climate risks, while ensuring social equity and resilience.
Future scenarios involve identifying and evaluating highly vulnerable areas across Europe in terms of their exposure to climate change, sensitivity to its impacts, and adaptive capacity. It focuses on key sectors—such as biodiversity, health, agriculture, forests, and water—and examines how these areas are likely to experience intense climate changes, particularly extreme events, in the future (2030, 2050, 2100).

Outputs

• Enhance the modelling of mitigation and adaptation strategies in relation to projected bio-geo-physical processes and socioeconomic risks to different sectors for different time horizons (i.e. 2030, 2050 and 2100) considering both the individual characteristics and interactions between the various sectors
• Co-assess synergies conflicts and trade-offs between mitigation and adaptation strategies across different sectors regions
• Co-produce ready to use tools integrated in a science based decision support system for assessing the social and economic impacts of climate change, and support mitigation and adaptation options towards a climate resilient Europe
• Consolidate the European union's response to climate change challenges and social and economic impacts in the context of the transformation related to the post COVID-19 crisis and geopolitical challenges

Expected outcomes
1. The project delivers a science based and ready to use decision support system built on enhanced understanding of the biogeophysical risks from climate change, and their socioeconomic impacts in Europe, fully co-produced and implemented with practice stakeholders to ensure its uptake.
2. The project consistently contributes to enhancing the overall impact of the destination climate across the EU
3. The project facilitates an improved understanding of the nature and extent of physical risks climate change driven hazards and their socio economic impacts at different levels of warming with or without adaptation
4. CrossEU integrates social sciences and humanities perspectives and insights throughout its entire workflow, engaging stakeholders including representatives of communities or citizen groups, sectoral policymakers, businesses, the scientific community, and civil society, through the entire project cycle.

CROSSEU is an EU funded project, with UK partners funded by UKRI.