Special Projects Unit

chief special events

A7 Organization and Establishment Special Project Officer [ A7 O&E SPO | A1 Organization and Establishment Special Project Officer | A1 O&E SPO ]

Appointments and Special Projects Officer

A4 Construction Engineering Special Project Officer [ A4 CE Spec Proj O | A4 Airfield Engineering Special Project Officer | A4 AE SPO ]

National Accounts and Special Projects Branch

special project relief

act for special-interest groups' constituents | act for special-interest groups' members | represent special-interest groups' members | speak on behalf of special-interest groups' members

A partnership involving 8 regions led by Noord-Brabant (NL), Flanders (BE) and Norte (PT) will develop joint projects in the field of 3D printing; A group of 9 regions led by Flanders (BE) will work together in the bio-economy sector; Bretagne (FR), together with 3 regions and Estonia, will focus on cybersecurity; Lombardia (IT) and 7 other regions have chosen the circular economy, and more specifically de- and re-manufacturing, as their speciality; Toscana (IT), 21 other regions and Estonia will dedicate common efforts to develop new solutions in high-tech farming; Scot ...[+++]land (UK) and País Vasco (ES) are coordinating a group of 16 regions for joint projects in the field of marine renewable energy. The Norwegian region of Sogn og Fjordane is also associated. Andalucía (ES) and 5 other regions have defined sustainable buildings as their thematic priority; Andalucía (ES) and Emilia-Romagna (IT) lead a group of 9 regions who will come up with innovative projects in the fields of traceability and big data in agri-food.

13. Notes that the high proportion of early school-leavers in some regions is significantly above the target of 10 % and that early school-leavers must receive an offer of education, training or work that meets their needs; refers, in this context, to the importance of the Youth Guarantee for early school-leavers; stresses that in order to reduce the number of early school-leavers it is important that the education system is inclusive, offering equal chances to all young people; stresses that a solution must therefore be found to the problem of integrating poorly-trained young people into the labour market, by providing barrier-free, accessible and quality vocational and in-work training to help them acquire skills, taking into account t ...[+++]he fact that a lack of qualifications can increase the risk of unemployment, which in turn increases the poverty risk and involves a multitude of social challenges linked to exclusion, alienation and failed efforts to build an independent life; points out that, to this end, the ESF’s contribution is crucial in helping more young people to stay at school and acquire the appropriate qualifications needed for a job and career and in ensuring wider access to high-quality education with special projects for children from disadvantaged groups and minorities, including disabled people; calls on Member States to encourage appropriate vocational and on-the-job training for those who will benefit from it;

5. Notes that the high proportion of early school-leavers in some regions is significantly above the target of 10 % and that early school-leavers must receive an offer of education, training or work that meets their needs; refers, in this context, to the importance of the Youth Guarantee for early school-leavers; stresses that in order to reduce the number of early school-leavers it is important that the education system is inclusive, offering equal chances to all young people; stresses that a solution must therefore be found to the problem of integrating poorly-trained young people into the labour market, by providing barrier-free, accessible and quality vocational and in-work training to help them acquire skills, taking into account th ...[+++]e fact that a lack of qualifications can increase the risk of unemployment, which in turn increases the poverty risk and involves a multitude of social challenges linked to exclusion, alienation and failed efforts to build an independent life; points out that, to this end, the ESF’s contribution is crucial in helping more young people to stay at school and acquire the appropriate qualifications needed for a job and career and in ensuring wider access to high-quality education with special projects for children from disadvantaged groups and minorities, including disabled people; calls on Member States to encourage appropriate vocational and on-the-job training for those who will benefit from it;

Support for LEADER local development from the EAFRD should also cover inter-territorial co-operation projects between groups within a Member State or transnational co-operation projects between groups in several Member States or co-operation projects between groups in Member States and in third countries.