TitleAll taxonomy termsGoalsTargetOrganizationDirectorateBodyKeywordsWebsiteProject/ProgramTypeStatusESA contactOther contactTerms of useSocio economic impactNotesPost dateLink to contentRegions
Lessons from space4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, Completed, Education, ESA, Event, Global, HRE, SDG4 Quality Education, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, ProsperityProsperity, SDG4 Quality Education4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for allESAHREE-learning sessions broadcasted from the ISS An e-learning session was scheduled as an "Earth-based" lecture during which a live link-up was made with ESA astronaut Thomas Reiter on the International Space Station. The lecture was presented to European university students following the EuMAS Masters Programme in Aeronautics and Space by Dr. Hubertus Thomas of the Max-Planck-Institute in Garching, Germany. The lecture was about plasma crystals and complex plasmas, with reference to the PK-3+ plasma crystal experiment that was performed during Astrolab. Thomas demonstrated the PK-3+ hardware and the students put questions to Thomas Reiter. EducationTitle - URLE-LearningEventCompletedThursday, 8 March, 2018 - 19:40viewGlobal
AgeSpot11.1 Ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums, 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 7.1 Ensure universal access to affordable, reliable and modern energy services, Aviation, Demonstration Project, ESA, Finance, Global, Infrastructure, Logistics, Ongoing, Safety, Security, Smart Cities, Sport, TIA, Transport, 11.2 Provide access to safe, affordable, accessible and sustainable transport systems for all ..., 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., SDG1 No poverty, SDG7 Affordable and Clean Energy, SDG3 Good Health and Well-being, SDG4 Quality Education, 3.8 Universal health coverage, including financial risk protection, access to quality health-care and access to safe, effective, ..., affordable essential medicines and vaccines, SDG11 Sustainable cities and communities, People, Prosperity, PlanetPeople, SDG1 No poverty, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality Education, SDG11 Sustainable cities and communities, Planet, SDG7 Affordable and Clean Energy1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 3.8 Universal health coverage, including financial risk protection, access to quality health-care and access to safe, effective, ..., affordable essential medicines and vaccines, 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 7.1 Ensure universal access to affordable, reliable and modern energy services, 11.1 Ensure access for all to adequate, safe and affordable housing and basic services and upgrade slums, 11.2 Provide access to safe, affordable, accessible and sustainable transport systems for all ...ESATIAKnowing where potential consumers can be found now and in the future The AgeSpot service aims at providing location-based information on the current and future distribution of the population by age group. As information derived from EO data significantly improves existing census data through a modelling approach based on land cover and land use information, AgeSpot links EO derived population density with state-of-the art demographic models. This approach provides spatially explicit demographic data along with information on health and income, and allows long-term forecasting at different levels of granularity. The service provides a technical solution covering all sectors, including stakeholders such as from health and care, independent living, safety and security, social, leisure and education. It meets the information needs of both the private and public sectors in fields such as market research, business location analysis, risk assessment and urban and regional planning. Aviation, Finance, Infrastructure, Logistics, Safety, Security, Smart Cities, Sport, TransportTitle - URLDemonstration ProjectOngoingbusiness@esa.intGeoville Information Systems GMBH https://www.geoville.com/Thursday, 7 May, 2020 - 15:05viewGlobal
AlcantaraCapacity building, Education, ESA, GSP, Ongoing, Partnerships, Project, SDG17 Partnerships for the goals, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG1 No poverty, 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., SDG4 Quality Education, 17.9 Enhance international support for implementing ... capacity-building in developing countries to support national plans to implement all the SDGs ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., 17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships, Prosperity, PartnershipsSDG1 No poverty, Prosperity, SDG4 Quality Education, Partnerships, SDG17 Partnerships for the goals1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 17.9 Enhance international support for implementing ... capacity-building in developing countries to support national plans to implement all the SDGs ..., 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., 17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnershipsESAGSPA bridge to international research partners Science is a universal language that can serve as a bridge between cultures and extends beyond national limits. Researchers all over the world work together in their quest for fundamental knowledge e.g. on our origins, the evolution of our environment and all aspects affecting our quality of life. They also investigate the technology that will help us shape our future. Space is also a world-wide enterprise with a global reach. At the European Space Agency, a 20-country multinational organisation, the thrill of people of all backgrounds and nationalities working together is a usual element in every project that is undertaken. ESA has built its success on such multinational environment in the last four decades. The Agency enables its member countries to work as partners, for them to develop programmes of interest to all of them. Beyond its member states, ESA also interfaces with international partners in order to carry out joint space missions, instrument collaborations, joint operations and data analysis. ESA extends this cultural exchange to space R&D work by supporting cooperation between research groups in Europe and those based elsewhere, in study areas of mutual benefit. A number of ESA programmes participate and provide opportunities for such cooperation. The need for this facilitation has motivated the creation of ESA's Alcantara (القنطرة,"bridge" in arabic) initiative: a dedicated instrument to support research promotion that recognises the critical role in such effort of leading academic institutions inside and outside Europe. The initiative acknowledges the constraints and challenges that these entities often face in terms of e.g. administrative resources, and builds on previous successful ESA experiences. Alcantara is implemented within the ESA General Studies Programme (GSP) (http://www.esa.int/gsp) and provides access to partnership opportunities within ESA's scientific and application programmes. Earth observation and satellite navigation were the first programmes within ESA to particpate. The Earth observation programme has a long tradition of research partnerships e.g., through its TIGER initiative for water resource management, and the satellite navigation programme, already has research partners from all over the world, especially from regions of interest to study the propagation of satellite signals (e.g. the equatorial regions). The GSP main role in this domain is to carry out preparatory analyses, as it does routinely to help lay the groundwork for the Agency's future activities. The assessment studies undertaken by the GSP provide ESA and its member states with the necessary information on which to base their decisions about the implementation of new programmes and the future direction of space activities. Capacity building, Education, PartnershipsTitle - URLAlcantaraProjectOngoingAndres Galvez; Ian CarnelliThursday, 8 March, 2018 - 19:40viewEurope
Class@crossDemonstration Project, Education, ESA, Global, Ongoing, TIA, 4.2 Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, SDG4 Quality Education, ProsperityProsperity, SDG4 Quality Education4.2 Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityESATIAEducation Outreach Platform The Class@cross project intends to develop a Satcom solution integrated with 5G technology aiming at offering an Education Outreach platform accessible from any ICT device in order to enrich the educational opportunities with special regard to the social factors and cultural and scientific contents. Thanks to both the satellite and 5G technology, end users – located at their own home/schools – can access these contents in a “live” way going beyond the virtual tour already available on the market and living an effective experience almost as the user was physically present. The users targeted by the Class@cross service are school principals, students, teachers, families.   EducationTitle - URLDemonstration ProjectOngoingFrancesco FelicianiOpenet http://www.openet.itTuesday, 13 April, 2021 - 12:17viewGlobal
CliniTouch Vie IIAir pollution, Air quality, Demonstration Project, ESA, Global, Health, Medical, Ongoing, TIA, 3.4 Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being, SDG3 Good Health and Well-being, SDG4 Quality Education, 3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality Education3.4 Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being, 3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risksESATIAPersonalised healthcare and wellbeing interventions through satellite-enabled advice and education The CliniTouch Vie II activity intends to develop a digitally connected health care platform with satellite-based air quality data and modelling tailored to clinical interventions and education to patients with Chronic Obstructive Pulmonary Disease (COPD) and other chronic conditions. The service intends to make use of satellite Earth observation and navigation assets in order to improve the benefits for the users.  Air pollution, Air quality, Health, MedicalTitle - URLDemonstration ProjectOngoingArnaud RungeSpirit Digital Ltd https://www.spirit-health.co.uk/digitalWednesday, 5 May, 2021 - 17:09viewGlobal
Cloudfree Mosaic Platform PathfinderCompleted, Data, Digital Platform Services, EOP, ESA, Global, Institutions, Platform, SDG16 Peace, Justice and Strong Institutions, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 16.10. Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements, 17.18 Enhance capacity-building support to developing countries ... to increase ... availability of high-quality, timely and reliable data disaggregated by income, gender, age ...SDG4 Quality Education, SDG16 Peace, Justice and Strong Institutions4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 16.10. Ensure public access to information and protect fundamental freedoms, in accordance with national legislation and international agreements, 17.18 Enhance capacity-building support to developing countries ... to increase ... availability of high-quality, timely and reliable data disaggregated by income, gender, age ...ESAEOPA worldwide cloudfree Sentinel-2 Mosaic Endless sunshine, eternal summer - the Sentinel-2 cloudless layer combines trillions of pixels collected during differing weather conditions during the whole year of 2019 and merges them into a sunny homogeneous map, almost free from atmospheric impacts - generating a worldwide cloudfree Sentinel-2 mosaic at full resolution. Data, Institutions, PlatformTitle - URLEO4SocietyDigital Platform ServicesCompletedeo4society@esa.intEOX IT SERVICES GMBH (AT)Monday, 4 May, 2020 - 17:14viewGlobal
COMBO-SBBApplication, Completed, ESA, Global, Infrastructure, Smart Cities, TIA, SDG4 Quality Education, 11.a Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planning, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, SDG9 Industry, Innovation and Infrastructure, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, SDG11 Sustainable cities and communitiesSDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure, SDG11 Sustainable cities and communities4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 11.a Support positive economic, social and environmental links between urban, peri-urban and rural areas by strengthening national and regional development planningESATIACOMBINED CONNECTION SAT and DSL for SMART BALANCING and BACK UP The Internet is becoming of paramount importance for society and for the economy. The Internet market is continuously booming and expanding. This project has finalised a solution where satellite and xDSL connection are combined. The solution developed in this project will boost the performance of an existing xDSL connection adding also a hot redundant feature between the two lines. The COMBO SBB project has focused on the optimization of satellite Telecommunication channels of IP based HTS satellites. In particular in the COMBO-SBB project Eutelsat Ka-Sat has been selected. Infrastructure, Smart CitiesTitle - URLApplicationCompletedbusiness@esa.intOPENSKYhttp://www.opensky.itThursday, 7 May, 2020 - 15:05viewGlobal
CROCUS4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Completed, Connectivity, Digital divide, Education, Education, ESA, ICT, Integrated Applications Project, Migration, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 1.5 build resilience of the poor and vulnerable, reduce exposure and vulnerability to climate-related, economic, social and environmental shocks ..., SDG1 No poverty, 4.6 Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women, SDG5 Gender Equality, SDG10 Reduced inequalities, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., SDG9 Industry, Innovation and Infrastructure, People, ProsperityPeople, SDG1 No poverty, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG5 Gender Equality, SDG9 Industry, Innovation and Infrastructure1.5 build resilience of the poor and vulnerable, reduce exposure and vulnerability to climate-related, economic, social and environmental shocks ..., 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.6 Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women, 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other statusESATIACross-Cultural Satellite services for immigrant communities in Europe The objective of the Crocus project (CROss-CUltural Satellite services for immigrant communities in Europe) was to disseminate multimedia and interactive didactic units for first and second language learning and intercultural education via satellite to schools, cultural centres, libraries, training agencies and associations of immigrants. This technology would guarantee the necessary flexibility to follow complex curricula in the best way, ensuring continuity in teaching, training, affection and emotional care for immigrant or refugee families children, both at Italian and European level. Connectivity, Digital divide, Education, Education, ICT, MigrationTitle - URLCROCUSIntegrated Applications ProjectCompletedThursday, 8 March, 2018 - 19:40viewEurope
DreamCoder 2.0Demonstration Project, Education, ESA, Global, ICT, Ongoing, TIA, Training, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 8.6 Substantially reduce the proportion of youth not in employment, education or training, SDG4 Quality Education, SDG8 Decent work and Economic Growth, ProsperityProsperity, SDG4 Quality Education, SDG8 Decent work and Economic Growth4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 8.6 Substantially reduce the proportion of youth not in employment, education or trainingESATIADreamcoder 2.0 By 2025, an estimated 1.67 million vacancies for ICT professionals will be unfilled in Europe. Using ESA-backed Dreamcoder 2.0 students learn how to code and execute experiments in a space environment, paving the way for a career in ICT. Source: World Economic Forum Dreamcoder 2.0 is a tele-education service, which helps students learn to code. Students/Virtual participants learn, practice, and refine real-world engineering design skills by programming and analyzing experiments in an out-of-this-world laboratory, the International Space Station (ISS). The service involves a virtual classroom on Earth, an electronic board on the ISS, and a relay between the electronic board and a web platform. Education, ICT, TrainingTitle - URLDemonstration ProjectOngoingLiz BarrowNanoracks Space Outpost Europe Srl https://www.nanoracks.com/Wednesday, 5 May, 2021 - 18:10viewGlobal
Earth RiderCompleted, Environment, ESA, Feasibility Study, Global, Natural resources, TIA, Wildlife, 13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning, SDG13 Climate action, SDG4 Quality Education, 12.8 Ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, SDG12 Responsible consumption and productionSDG4 Quality Education, SDG12 Responsible consumption and production, SDG13 Climate action4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 12.8 Ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature, 13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warningESATIAInspiring programme of space education and space awareness services  The Earth Rider vision is to establish an inspiring programme of space education and space awareness services that brings the experience of space exploration closer to the general public and to schoolchildren in particular. Earth Rider will create an immersive experience for the wider public by re-creating key aspects of the Overview Effect. This experience will generate awareness and interest in space exploration and the benefits of space technology, inspiring children to take up studies in Science Technology Education Arts and Mathematics "STEAM" subjects. The objective of this feasibility study is to demonstrate the sustainability of the series of services (set out below): Immersive, interactive experience delivered via innovative multimedia delivery devices that will be investigated in the Earth Rider Feasibility Study; An online brand development and online merchandising platform; A series of planetarium shows that build on our immersive and online experiences; Bespoke educational content designed to complement the immersive, online and planetarium experiences (initially for inclusion in the UK and the Northern Ireland school curricula). The Earth Rider multi media content is built from the following space assets: Human Spaceflight experience and "the Overview Effect" ( working with ESA Human Spaceflight Office and the Overview Institute); Earth Observation and climate change awareness (working with astronaut narratives, EO expertise and the ICARUS programme); Microgravity research - working with ISS on the ICARUS and NightPod Projects. Environment, Natural resources, WildlifeTitle - URLFeasibility StudyCompletedbusiness@esa.intSPACE SYNAPSE SYSTEMS LTDhttp://www.spacesynapse.comThursday, 7 May, 2020 - 15:05viewGlobal
ECO - Every Child Online10.1 Progressively achieve and sustain income growth of the bottom 40 per cent of the population at a rate higher than the national average, 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 8.1 Sustain per capita economic growth in accordance with national circumstances and, in particular, at least 7 per cent GDP growth per annum in the least developed countries, 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Africa, Connectivity, Digital divide, Economic development, Economic growth, Education, ESA, Growth, ICT, Innovation, Integrated Applications Project, Ongoing, Telecommunications, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 8.2 Achieve higher levels of economic productivity through diversification, technological upgrading and innovation ..., 9.2 Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and GDP ..., Africa, SDG17 Partnerships for the goals, 8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation ..., 9.3 Increase the access of small-scale industrial and other enterprises, in particular in developing countries, to financial services ..., 1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 9.4 Upgrade infrastructure and ... industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean ... technologies, 9.5 Enhance scientific research, upgrade the technological capabilities ... encouraging innovation and substantially increasing the number of research and development workers ..., SDG1 No poverty, 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 4.6 Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, 8.6 Substantially reduce the proportion of youth not in employment, education or training, 17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms ..., 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 17.8 Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism ... enhance the use of enabling technology particularly ICT, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women, SDG5 Gender Equality, 17.9 Enhance international support for implementing ... capacity-building in developing countries to support national plans to implement all the SDGs ..., 9.a Facilitate sustainable and resilient infrastructure development in developing countries ..., SDG10 Reduced inequalities, SDG8 Decent work and Economic Growth, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 9.b Support domestic technology development, research and innovation in developing countries ..., SDG9 Industry, Innovation and Infrastructure, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., 17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships, People, Prosperity, PartnershipsPeople, SDG1 No poverty, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG5 Gender Equality, SDG8 Decent work and Economic Growth, SDG9 Industry, Innovation and Infrastructure, Partnerships, SDG17 Partnerships for the goals1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.6 Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women, 8.1 Sustain per capita economic growth in accordance with national circumstances and, in particular, at least 7 per cent GDP growth per annum in the least developed countries, 8.2 Achieve higher levels of economic productivity through diversification, technological upgrading and innovation ..., 8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation ..., 8.6 Substantially reduce the proportion of youth not in employment, education or training, 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., 9.2 Promote inclusive and sustainable industrialization and, by 2030, significantly raise industry’s share of employment and GDP ..., 9.3 Increase the access of small-scale industrial and other enterprises, in particular in developing countries, to financial services ..., 9.4 Upgrade infrastructure and ... industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean ... technologies, 9.5 Enhance scientific research, upgrade the technological capabilities ... encouraging innovation and substantially increasing the number of research and development workers ..., 9.a Facilitate sustainable and resilient infrastructure development in developing countries ..., 9.b Support domestic technology development, research and innovation in developing countries ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 10.1 Progressively achieve and sustain income growth of the bottom 40 per cent of the population at a rate higher than the national average, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms ..., 17.8 Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism ... enhance the use of enabling technology particularly ICT, 17.9 Enhance international support for implementing ... capacity-building in developing countries to support national plans to implement all the SDGs ..., 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., 17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnershipsESATIAAffordable and reliable Wi-Fi hotspots for low-income users in sub-Saharan Africa In 2019, only 28% of urban African areas and 6% of rural areas had an internet access. The ESA-supported Every Child Online partnership aims at developing new ground technologies bringing affordable and reliable satellite broadband services to schools and their local communities in sub-Saharan Africa. Source: International Telecommunication Union ITU Every Child Online, or ECO, a public-private partnership between ESA and UK satellite network operator Avanti Communications under ESA’s ARTES partner programme, is set to bring affordable and reliable Wi-Fi hotspots to low-income users in sub-Saharan Africa. While new generation satellites offer greater speed and flexibility at lower cost, ground infrastructures and satellite services in Africa have not aligned to the local market price points, stifling growth. To meet the high potential demand for sub-Saharan Africa satellite broadband, ECO aims to implement enhanced ground technologies and exploit novel service delivery methods, leveraging the latest capabilities of Avanti’s Hylas-4 telecoms satellite which will be operational by mid-2017. The programme will enable managed community internet access to be deployed both quickly and cost effectively, using a service model which supports socio-economic development within communities beyond the benefits of broadband access alone. Each ECO network point will be scalable to the demands of the local community, handling tens to hundreds of subscribers. This will be achieved by using the latest generation of Wi-Fi standards to maximize service range, minimize power consumption and deliver robust connectivity for smart phone and tablet users. The ECO satellite broadband services will benefit schools, health centres, community centres, Internet cafés and community area networks, along with governments, telecom providers, mobile network operators, Internet service providers, private network operators and local resellers. The ECO community shared access services will initially be deployed in a number of pilot sites across several countries, including rural and edge-of-urban communities, as well as in towns or suburban areas where fixed line or mobile connectivity is unavailable or unreliable. ECO services and technologies will be deployed as part of the roll out of Avanti’s services over the Hylas-4 satellite, which upon launch will offer significant additional capacity across sub-Saharan Africa. This will be in addition to the business partners who are already in place providing services from the existing Hylas-2 satellite. With ECO, Avanti is developing a range of services and capabilities, supported by two Belgian companies: satcom service provider SatADSL and technology provider Newtec. Newtec will lead the ground segment development with their enhanced Dialog platform while SatADSL will expand its current range of services in Africa using their flexible Service Delivery Platform. The ECO programme was launched in September 2016 and will continue for five years. This includes three years of evaluating pilot services for over 1400 community sites, including schools and internet cafés across six countries in Africa. Africa, Connectivity, Digital divide, Economic development, Economic growth, Education, Growth, ICT, Innovation, TelecommunicationsTitle - URLECO - Every Child OnlineIntegrated Applications ProjectOngoingAvanti UKThursday, 8 March, 2018 - 19:40viewAfrica
EMN (European Medical Network)Completed, Connectivity, Education, Education, ESA, Health, ICT, Integrated Applications Project, Medical, Telemedicine, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG3 Good Health and Well-being, SDG4 Quality Education, SDG10 Reduced inequalities, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, People, ProsperityPeople, SDG3 Good Health and Well-being, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other statusESATIAA distance-learning service for the medical professions in Europe The European Medical Network (EMN) was formed to create a distance-learning service for the medical professions in Europe; at its core is a menu-driven digital satellite broadcast combined with an Internet Service. A pilot project was launched in order to assess and verify the acceptance of the proposed service by the target groups, its operational feasibility throughout the entire value chain, and the financial feasibility of all separate steps as pro rata business plan budgets. Connectivity, Education, Education, Health, ICT, Medical, TelemedicineTitle - URLEMN (European Medical Network)Integrated Applications ProjectCompletedEMN - European Medical NetworkSwitzerlandThursday, 8 March, 2018 - 19:40viewEurope
EPO Earth GuardianAstronauts, Climate, Completed, Education, ESA, Experiment, HRE, ISS International Space Station, SDG17 Partnerships for the goals, 13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 11.4 Strengthen efforts to protect and safeguard the world’s cultural and natural heritage, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG13 Climate action, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, SDG11 Sustainable cities and communities, 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., Prosperity, Planet, PartnershipsProsperity, SDG4 Quality Education, SDG11 Sustainable cities and communities, Planet, SDG13 Climate action, Partnerships, SDG17 Partnerships for the goals4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 11.4 Strengthen efforts to protect and safeguard the world’s cultural and natural heritage, 13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning, 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ...ESAHREInteractive activities for schools via a live link with the ISS The loss of biodiversity, environmental damages, the use of non-regenerative resources, climate change and the habits of consumption make self-sustainable developments crucial. To find a balance between economic increase, resource consumption and destruction, nature and social developments, a future sustainable development strategy is required. If a change in perceptions and behaviours shall be achieved, then these have to be tackled by experience, learning and life. The EPO Earth Guardian activity aimed to introduce concepts of environmental observation, realisation of increasing problems and the opportunity of protecting. The education support team to the EPO Earth Guardian was a joint endeavour between the German Aerospace Center (DLR), German schools, German universities and ESA´s Human Spaceflight directorate education team. The in-flight experiment had a very strong connection with the ground activities during the mission. To do this material on ISS/Gerst (pictures, Videos, LiveCalls) were made available for use in schools; project work in teams was developed with respect to different aspects of the subject; learning by doing was encouraged with practical and real examples, and the pupils were stimulated to develop awareness and importance of attitudes and values. Astronauts, Climate, Education, ISS International Space StationTitle - URLEPO Earth GuardianExperimentCompletedNigel SavageDLR (DE)Thursday, 8 March, 2018 - 19:40viewEurope
EPO GreenhouseEducation, ESA, Experiment, HRE, SDG17 Partnerships for the goals, 13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 11.4 Strengthen efforts to protect and safeguard the world’s cultural and natural heritage, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG13 Climate action, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, SDG11 Sustainable cities and communities, 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., Prosperity, Planet, PartnershipsProsperity, SDG4 Quality Education, SDG11 Sustainable cities and communities, Planet, SDG13 Climate action, Partnerships, SDG17 Partnerships for the goals4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 11.4 Strengthen efforts to protect and safeguard the world’s cultural and natural heritage, 13.3 Improve education, awareness-raising and human and institutional capacity on climate change mitigation, adaptation, impact reduction and early warning, 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ...ESAHREFood production in space presented to pupils via a live ISS link An illumination test was performed by Paolo Nespoli in connection with the ‘Greenhouse in Space’ education project on 26 December 2010. This is an education project where the concept of fresh food production in space is related to the biology and science curriculums of 12 to 14 year olds through film and ISS live link activities. EducationTitle - URLEPO GreenhouseExperimentRosita Suenson; Shamim HarteveltElisabeth Celton (ESA)Thursday, 8 March, 2018 - 19:40viewEurope
ESA EDUCATION4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, DG-S, Education, ESA, Ongoing, Programme, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG4 Quality Education, ProsperityProsperity, SDG4 Quality Education4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipESADG-SA wide range of activities from elementary schools to universities, using space as a learning, teaching and training context The ESA Education Programme aims at increasing the literacy of young people in STEM subjects and to motivate them to pursue a career in the space sector in particular by exploiting the fascination for space and by using space as a learning, teaching and training context. At primary and secondary level, the Education Programme offers classroom resources and teacher's training sessions. Particularly, since 2006, in close collaboration with the national institutions in charge of formal education and managed by renowned experts and operators well integrated into the respective national education systems and networks, the European Space Education Resource Office project (ESERO) has essentially offered training opportunities to thousands of teachers completed by the development, production, promotion and distribution of space-related resources tailored to the national curricula. At university level, the ESA Academy provides students across Europe with complementary academic training in areas of ESA’s expertise and with unique hands-on opportunities to gain significant practical experience during the full lifecycle of real and challenging space projects. As such, educational projects like CubeSats for example are exemplary evidences to show what can be achieved in support of Europe’s need to inspire, engage and prepare students to undertake scientific and technical careers and to eventually better face the labour market. EducationTitle - URLESA EDUCATION ProgramProgrammeOngoingHugo Maree; Monica TaleviThursday, 8 March, 2018 - 19:40viewEurope
Espresso for schools9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Completed, Demonstration Project, Digital divide, Education, ESA, ICT, TIA, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 9.4 Upgrade infrastructure and ... industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean ... technologies, 9.5 Enhance scientific research, upgrade the technological capabilities ... encouraging innovation and substantially increasing the number of research and development workers ..., 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 9.a Facilitate sustainable and resilient infrastructure development in developing countries ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 9.b Support domestic technology development, research and innovation in developing countries ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, ProsperityProsperity, SDG4 Quality Education4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., 9.4 Upgrade infrastructure and ... industries to make them sustainable, with increased resource-use efficiency and greater adoption of clean ... technologies, 9.5 Enhance scientific research, upgrade the technological capabilities ... encouraging innovation and substantially increasing the number of research and development workers ..., 9.a Facilitate sustainable and resilient infrastructure development in developing countries ..., 9.b Support domestic technology development, research and innovation in developing countries ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020ESATIADelivery of high-bandwidth applications, enhancing school curriculums Espresso intended to demonstrate that satellite delivery is a viable and preferable delivery system for high-bandwidth applications, which enhance curriculum delivery in the classroom. During the pilot operation Espresso ran a complete end-to-end solution, including the active participation of up to two hundred UK schools from as many as fifteen UK Local Education Authorities (LEA). The goal was to develop widespread commercial deployment to several thousand schools in the commercial development phases that followed the successful pilot operations. Digital divide, Education, ICTTitle - URLEspresso for schoolsDemonstration ProjectCompletedEspresso (United Kingdom)Thursday, 8 March, 2018 - 19:40viewEurope
European Astro Pi ChallengeDG-S, Education, ESA, Experiment, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., ProsperityProsperity, SDG4 Quality Education4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ...ESADG-SCrowdsourced experiments run on the ISS Teams of students who are 16 years old and younger can join the European Astro Pi challenge and have their experiments run on the International Space Station. This provides unique opportunities to learn about science and coding. Astro Pi is the name of a small computer developed by the Raspberry Pi Foundation, in collaboration with the UK Space Agency and ESA. There are two very special Astro Pi’s. Their names are Ed and Izzy, and they have been qualified for spaceflight. They are now onboard the ISS for students to use. Astro Pi computers come with a set of sensors and gadgets that can be used to run cool scientific experiments. This set of sensors is called ‘Sense HAT’. With the Sense HAT it is possible to sense movements, measure humidity, temperature and pressure, and detect radiation. Ed and Izzy are also equipped with a joystick and buttons like a videogame console. EducationTitle - URLEuropean Astro Pi ChallengeExperimentThursday, 8 March, 2018 - 19:40viewEurope
GEOACompleted, ESA, Kick-start Activity, TIA, Tourism, 8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation ..., Europe, SDG1 No poverty, 1.b Create sound policy frameworks ... to support accelerated investment in poverty eradication actions, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 8.9 Devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and products, SDG8 Decent work and Economic GrowthSDG1 No poverty, SDG4 Quality Education, SDG8 Decent work and Economic Growth1.b Create sound policy frameworks ... to support accelerated investment in poverty eradication actions, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation ..., 8.9 Devise and implement policies to promote sustainable tourism that creates jobs and promotes local culture and productsESATIAGeoaudio service for tourism development Geoaudio service provides information and interpretation delivered to visitors in-situ through a mobile app installed on their personal smart phones to enhance the visitor experience and provide learning opportunities in an experiential environment. TourismTitle - URLKick-start ActivityCompletedbusiness@esa.intDEIMOS SPACE UK LTD.http://www.elecnor-deimos.com/Thursday, 7 May, 2020 - 15:05viewEurope
Giving voice to people with disabilitiesCompleted, Demonstration Project, Disability, ESA, Global, Health, HRE, 4.5 Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable ..., 8.5 Achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value, SDG3 Good Health and Well-being, SDG4 Quality Education, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, SDG8 Decent work and Economic Growth, 3.b Support the research and development of vaccines and medicines ... that primarily affect developing countries, provide access to affordable medicines and vaccines ...SDG3 Good Health and Well-being, SDG4 Quality Education, SDG8 Decent work and Economic Growth3.b Support the research and development of vaccines and medicines ... that primarily affect developing countries, provide access to affordable medicines and vaccines ..., 4.5 Eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable ..., 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 8.5 Achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal valueESAHREHelping people with  communication limitations based on visualisation tools for astronauts EyeSpeak is a direct spin-off from the work LusoSpace did for an ESA study on visualisation tools for astronauts. The glasses detect the movement of the eyes across a virtual keyboard displayed on the inside of its lenses. Words and phrases spelled out by the wearer are translated by the built-in software and spoken by speakers in one arm. The glasses can also let the user navigate the Internet, watch videos and access emails privately, as only the user sees what is being projected inside the lens. Since the digital information is overlaid on the lens, users can still see what is going on around them. Disability, HealthTitle - URLDemonstration ProjectCompletedweexplore@esa.intWednesday, 29 April, 2020 - 15:33viewGlobal
HERMES3.1 Reduce the global maternal mortality ratio to less than 70 per 100,000 live births, 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, Completed, Education, Education, ESA, Global, Health, Integrated Applications Project, Telemedicine, TIA, 3.2 End preventable deaths of newborns and children under 5 years of age ..., 3.3 End the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 3.4 Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG3 Good Health and Well-being, SDG4 Quality Education, SDG10 Reduced inequalities, 3.9 Substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., SDG9 Industry, Innovation and Infrastructure, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 3.b Support the research and development of vaccines and medicines ... that primarily affect developing countries, provide access to affordable medicines and vaccines ..., 3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, 3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks, People, ProsperityPeople, SDG3 Good Health and Well-being, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure3.1 Reduce the global maternal mortality ratio to less than 70 per 100,000 live births, 3.2 End preventable deaths of newborns and children under 5 years of age ..., 3.3 End the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases, 3.4 Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being, 3.9 Substantially reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination, 3.b Support the research and development of vaccines and medicines ... that primarily affect developing countries, provide access to affordable medicines and vaccines ..., 3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, 3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks, 4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020ESATIAPilot operations both in Tele-Medicine and in Tele-Education The aims of the HERMES project were to implement pilot operations both in Tele-Medicine and in Tele-Education, using asymmetrical Internet via satellite, for dedicated hardware / software platforms. Applications implemented for Tele-Medicine were developing reference data and Medical Support Services, integrating multimedia patient records, and provide teleconsulting (one to one and/or multipoint). The applications implemented for Tele-education were the GIOTTO Platform, which encompassed video lessons (on demand/downloaded), a virtual library, a laboratory (download), and collaborative learning (live), and the technological platform 'Evolve'. Education, Education, Health, TelemedicineTitle - URLHERMESIntegrated Applications ProjectCompletedTelespazio ItalyThursday, 8 March, 2018 - 19:40viewGlobal
HPS IN HOMECompleted, Education, Education, ESA, Health, Integrated Applications Project, Medical, Telemedicine, TIA, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG3 Good Health and Well-being, SDG4 Quality Education, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality Education3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ...ESATIAProviding professional healthcare services to general practitioners directly to their home The Health track Professional Service in Home (HPS in Home) was aimed at providing professional healthcare services to general practitioners directly to their home. This was achieved by utilising the Sky Digital TV platform to deliver the service as an interactive television (iTV) application. Access to the service was initially limited to a small group of pilot users, with the aim of evaluating the technical and financial feasibility of such a service. The HPS in Home service planned ultimately to meet many of the continuing medical education needs of healthcare professionals and to provide both future proofing and product evolution for further application developments. The HPS in Home interactive television service was delivered to the television sets of medical professionals via the Sky digital television system. Access to the service was controlled via the conditional access systems built into the standard digital set top box (STB) deployed in the UK. The marriage of a well known and easily accessible delivery mechanism (i.e. consumer based television equipment) with professional training material and information broadcasting services provides a rapid and cost effective means of connecting medical general practitioners with the pharmaceutical industry and other service providers in the sector. Education, Education, Health, Medical, TelemedicineTitle - URLHPS IN HOMEIntegrated Applications ProjectCompletedThursday, 8 March, 2018 - 19:40viewEurope
iKnowledge4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, Completed, Connectivity, Digital divide, Education, Hardware, ICT, Rural development, Telecommunications, UKSA, Africa, SDG4 Quality Education, 5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women, SDG5 Gender Equality, SDG9 Industry, Innovation and Infrastructure, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, ProsperityProsperity, SDG4 Quality Education, SDG5 Gender Equality, SDG9 Industry, Innovation and Infrastructure4.1 Ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes, 5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020UKSACommunications for rural schools iKnowledge provides high speed broadband from Avanti’s HYLAS 2 Ka band satellite, to provide internet access to hundreds of rural schools in developing countries, using a very small aperture terminal (VSAT) satellite terminal receiver installed at the school. Classrooms are fitted with high speed satellite internet with fully-equipped Information and Communications Technology (ICT) Lab of laptops and projectors, to support the ICT curriculum for students. This is combined with ICT and leadership training for teachers in 100 schools to improve their ability to provide the ICT curriculum to the schools and the community. School staff and students, respectively, benefit from more efficient communication with Ministry of Education and district educational offices using the internet as well as from access to the latest audio-visual content to improve students’ learning experience, which is particularly important for schools that do not have enough text books. Connectivity, Digital divide, Education, ICT, Rural development, TelecommunicationsTitle - URLHardwareCompletedAvanti Communications Limited http://www.iknowledge.co.tz/Monday, 14 December, 2020 - 08:27viewAfrica
ISIDE4Africa (I4A)9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Africa, Completed, Digital divide, Education, ESA, ICT, Project, Telecommunications, TIA, Africa, SDG17 Partnerships for the goals, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG1 No poverty, 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms ..., 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 17.9 Enhance international support for implementing ... capacity-building in developing countries to support national plans to implement all the SDGs ..., SDG9 Industry, Innovation and Infrastructure, 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., 17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships, Prosperity, PartnershipsSDG1 No poverty, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure, Partnerships, SDG17 Partnerships for the goals1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms ..., 17.9 Enhance international support for implementing ... capacity-building in developing countries to support national plans to implement all the SDGs ..., 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., 17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnershipsESATIAProviding educational content and Internet access to African primary and professional high schools and to health and cultural centres The ISIDE 4 Africa (I4A) project was an extension (spin-off) of the Innovative Satellite Interactive Digital Entertainment (ISIDE) project. While ISIDE mainly provided a satellite service platform for the distribution of digital multimedia contents (e.g. films and interactive live events) to European cinemas, I4A focused on the provision of educational content and Internet access to African primary and professional high schools and to health and cultural centres. In a nutshell, I4A aimed at providing a one-stop-solution for the collection, organisation, delivery and use of digital educational contents based on the ISIDE platform/service. The I4A pilot phase addressed six sites in Burkina Faso and in the Democratic Republic of Congo. Throughout the entire project duration (16 months), the I4A consortium worked in close cooperation with the local partners in order to identify additional sites and exploit the content fruition. At least 25 different contents were provided, chosen and adapted to suit the French-speaking audience. Content was provided by UNESCO-CICT and the Piedmont Region. Africa, Digital divide, Education, ICT, TelecommunicationsTitle - URLISIDE4Africa (I4A)ProjectCompletedDavide TomassiniMicrocinema SRLThursday, 8 March, 2018 - 19:40viewAfrica
LES-2Completed, Education, ESA, Experiment, HRE, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, ProsperityProsperity, SDG4 Quality Education4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ...ESAHRE"Take your classroom into space" free fall experiments run onboard the ISS Education is a major focus during ESA's human spaceflight missions with astronauts using the unique environment of the International Space Station to inspire students of all ages to follow science-based subjects. The Lesson‐2 activity "Take your classroom into space" included a live link between secondary school students and ESA astronaut Frank De Winne during his OasISS mission. The demonstration was designed to give them an appreciation of the conditions of free fall through two simple, curriculum relevant experiments by using a stand‐alone kit. The "Take your classroom into space" call for education ideas, addressed to European educators, was launched in February 2008 by the Human Spaceflight Education Office. "Mass measurement" and "Capillarity" were the two winning ideas which astronaut Frank De Winne demonstrated from the Columbus module of the ISS. For the mass measurement demonstration, students had the opportunity to calculate the mass of an object on the ISS by measuring the time it takes to oscillate whilst hooked onto a spring. The experiment helped to illustrate the difference between the concepts of weight and mass. Students had the possibility to communicate with Frank De Winne during the second part of the live link, asking questions related to the demonstrations. For the capillarity demonstration, students observed the effects of weightlessness on capillarity and understood how gravity affects this phenomenon. As support to these two demonstrations an educational kit was created and distributed by HSF-CO to European teachers for direct demonstrations in the classrooms. EducationTitle - URLLES-2ExperimentCompletedNigel SavageCristina Olivotto (ESA)Thursday, 8 March, 2018 - 19:40viewEurope
LES-3Completed, Education, ESA, Experiment, HRE, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, ProsperityProsperity, SDG4 Quality Education4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ...ESAHRE"Lesson‐3 - Lesson from Space" demonstrating various water properties via live ISS link Education is a major focus during ESA Human Spaceflight missions with astronauts using the unique environment of the International Space Station to inspire students of all ages to follow science‐based subjects. The "Lesson‐3 - Lesson from Space" activity included a live link between primary school students with ESA astronaut Frank De Winne who gave a lesson about life on the ISS which included demonstrations of various water properties. Frank De Winne, being a goodwill ambassador for UNICEF Belgium, performed demonstrations of the basic physical properties of water in weightlessness in relation to the ongoing UNICEF WASH campaign. The three demonstrations were curriculum related activities and have been defined by HSF-CO educational experts. Frank De Winne performed these educational activities during an in-flight call from the Columbus module. As these activities are curriculum related, teachers performed the demonstrations in the classroom. On the HSF education portal, online lessons were developed by HSF-CO education expert. These were available together with the recording of Frank De Winne´s live-link in order for teachers around Europe to use this material during a lesson in the classroom. Students were thus able to compare the results of these demonstrations on the ISS and appreciate the different results obtained in weightlessness and on ground. The demonstrations descriptions were printed in the UNICEF school journal which got distributed to schools. EducationTitle - URLLES-3ExperimentCompletedNigel SavageCristina Olivotto (ESA)Thursday, 8 March, 2018 - 19:40viewEurope
MAYFLOWERCompleted, Education, Education, ESA, Health, ICT, Integrated Applications Project, Telecommunications, TIA, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG3 Good Health and Well-being, SDG4 Quality Education, 3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality Education3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipESATIAEnabling the delivery of university courses in medicine The Mayflower Project employed satellite telecommunications techniques such as multicasting IP, IP/DVB and Internet return channel to enable the delivery of university courses in medicine. Two groups of participants employed the system. One group was based in Italy and was led by the University of Perugia, which focused on nursing. The other group was based in Norway and led by the University of Tromso, which focused on nursing and medicine. Students attended Perugia University courses either from home or the University classrooms. Additionally a group of professional nurses in Naples used the system for a course on "clinical pathways". The system used in this project can be easily used in other educational fields, in particular Continuing Medical Education (CME). Mayflower was designed to build a service centre based tele-education model. From a business point of view this model foresees an operator, not necessarily the same as the telecommunications provider, that operates the application servers and makes the facility available to the users. At the end of the course the students were provided with a proper grounding in the basic subjects of the five modules for Nurses. The scope was to get the best understanding of the most important elements of the physiological and pathological processes from a nurse perspective, and to understand the therapeutic and rehabilitative intervention. During the whole course, the students were involved in theoretical (Mayflower e-learning) and practical training activities in Perugia, under a tutors direction in both cases. This was done during the e-learning part of the project, employing interactive software and personal contact in Perugia. These issues are associated with the EU's general objective of equal opportunities for all citizens, to which any such research and development effort contributes. This facilitated sharing concept may also induce direct economic benefits through a more efficient exploitation (e.g. continuous, shared use) of existing educational infrastructures and resources. Education, Education, Health, ICT, TelecommunicationsTitle - URLMAYFLOWERIntegrated Applications ProjectCompletedFabrizio Aversa, Kell (Italy)Thursday, 8 March, 2018 - 19:40viewEurope
MODUS9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Completed, Education, Education, ESA, Global, ICT, Infrastructure, Integrated Applications Project, Telecommunications, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, SDG10 Reduced inequalities, 9.b Support domestic technology development, research and innovation in developing countries ..., SDG9 Industry, Innovation and Infrastructure, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, People, ProsperityPeople, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., 9.b Support domestic technology development, research and innovation in developing countries ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other statusESATIAEffective distance learning applications through satellite The MODUS project built upon the outcome of the ESA ARTES 3 Skyplex_Net Project and was inspired to a business initiative that the Italian partners jointly pursued for delivering multimedia services on a commercial scale. This project aimed to set-up and demonstrate the "modus operandi" for designing and providing effective distance learning applications that exploit the best satellite technologies avalilable today, integrate satellite and terrestrial telecom infrastructures and are commercially sustainable. The focus of MODUS was on integrating a Service Centre based on the Skyplex platform in Lecce, South of Italy, developing distance learning applications that rely on tele-education services to universities and schools, and providing services directly to the end user and leasing of satellite capacity to third party (terrestrial) service providers. Education, Education, ICT, Infrastructure, TelecommunicationsTitle - URLMODUSIntegrated Applications ProjectCompletedSpace Software ItaliaThursday, 8 March, 2018 - 19:40viewGlobal, Europe
MultiMED Completed, Education, Education, ESA, Health, Integrated Applications Project, Medical, Telemedicine, TIA, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG3 Good Health and Well-being, SDG4 Quality Education, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality Education3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ...ESATIAAn integrated teaching environment with a Human Patient Simulator The concept of MultiMED was to form an integrated teaching environment. Imagine the following scene : unproven medical trainees trying ambitious medical procedures on a prone patient nick-named 'Stan the Man'. The people watching are also trainees - observing from distant hospital sites thanks to an ESA-backed satellite system which also provided the option to remotely take part in the action. Stan makes the perfect patient; he never complains about being used as a test-subject. His heartbeat, pulse and breathing are normal, and if trainees cut him, he will bleed, but no-one ever has to worry about doing him real harm. Stan is really a sophisticated mannequin, his life-like responses controlled by a nearby computer called the Human Patient Simulator (HPS). The HPS is the centrepiece of the UK-based Bristol Medical Simulator Centre, used to familiarise students, physicians and medical support staff with real-life clinical scenarios. Training sessions using the HPS were broadcast via DirecPC satellites to more than a dozen sites across the UK as well as Bosnia, as part of a project called MultiMED. The now-concluded pilot scheme was aimed at providing cost-effective Continuing Medical Education (CME) to healthcare professionals. In advance of a simulation MultiMED staff could download teaching modules via DirecPC into local terminal data caches. Remote users could then use the terminal for offline coursework and reference, then real-time passive observations once the simulation starts, and ultimately active intervention via a return internet link to influence the outcome of the HPS scenario in play. 'Tele-education' represents one of the most promising applications of satellite telemedicine. Satellites can multicast video lectures and associated data to widely-dispersed sites. Another ESA-funded project called Mayflower has successfully demonstrated using satellites to deliver university courses in medicine to students and nurses in Norway and Italy. Education, Education, Health, Medical, TelemedicineTitle - URLHPS-Mars 500Integrated Applications ProjectCompletedThursday, 8 March, 2018 - 19:40viewEurope
Oil emulsion experimentCompleted, Education, ESA, Experiment, HRE, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG4 Quality Education, ProsperityProsperity, SDG4 Quality Education4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipESAHRESchool pupils undertake an oil emulsion experiment via live link with the ISS This experiment was carried out by school pupils (11-14 years old) on Earth and by Thomas Reiter during Astrolab. The space section of ‘Oil Emulsion’ was filmed and downlinked. This experiment highlights how an oil and water emulsion behaves differently in weightlessness and on Earth. A sealed container holding two immiscible fluids, clear oil and ink-coloured water, were shaken until the two fluids slightly mixed. The fluids’ behavior in space were filmed within defined time slots during a two week test. The data was downlinked and the results were shown in a children's programme on German public television. The different kinds of segregation that occured during the experiment, in space and on Earth, could be observed and explained by teachers. The Oil Emulsion experiment was introduced by DLR and is a cooperation between the German and European space agencies. EducationTitle - URLOil emulsion experimentExperimentCompletedolivier MinsterDLRThursday, 8 March, 2018 - 19:40viewEurope
ONE CLASS!Digital divide, Education, ESA, ICT, Infrastructure, Integrated Applications Project, Migration, Ongoing, Telecommunications, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG4 Quality Education, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, SDG10 Reduced inequalities, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., SDG9 Industry, Innovation and Infrastructure, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, People, ProsperityPeople, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other statusESATIAInnovative educational system towards an active dimension of learning &overcoming digital isolation One Class! will support the Basilicata Region and the overall educational institutions, needing to ensure to each student present in a multi-class the access to the complete educational programme as delivered in regular classes, where each level has a dedicated teaching team. For this, ONE CLASS! offers a satcom solution to overcome digital isolation via satellite technology, overcome the limit of a multiclass via the provisioning of a new didactic model and innovate the educational system towards an active dimension of learning. The project wants to create “one class” virtually open to several users and offering relevant opportunities to access to educational experiences, contents and relations wider than the ones offered by a usual physical class. One Class! will also address educational services for Foreign Unaccompanied Minors (FUM). The project addresses social operators/NGOs managing reception centres of immigrants, which face the burning problem of ensuring the hosted Foreign Unaccompanied Minors - FUM educational paths fostering social inclusion within the local communities. The project proposal represents an important opportunity both for users and for the social operator entities and NGOs to create personalised and certified education paths in a collaborative and open environment; to maintain the link with people/relatives living in the country of origin; to create the opportunity to be in contact with local media to be informed about what it is happening in the country of origin; and to realise social inclusion and labour market opportunities. Digital divide, Education, ICT, Infrastructure, Migration, TelecommunicationsTitle - URLONE CLASS!Integrated Applications ProjectOngoingDavide TomassiniOpenet Technologies S.p.A.Thursday, 8 March, 2018 - 19:40viewEurope
Outreach: Training and Educational InitiativesCleanSpace, Education, Environment, ESA, Ongoing, OPS, Outreach, Sustainability, Training, SDG17 Partnerships for the goals, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms ..., SDG4 Quality Education, Prosperity, PartnershipsProsperity, SDG4 Quality Education, Partnerships, SDG17 Partnerships for the goals4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms ...ESAOPSProviding training in the areas of Clean Space activities Clean Space regularly hosts training sessions for students and industry, promoting sustainable practices in space. In particular, three means have been developed for this purpose: the Life Cycle Perception board game, the Life Cycle Assessment and Eco-design for Space Missions course and the Clean Space Training Course. The first is a board game that aims to enhance the awareness of the players about the most polluting phases of space missions and the various indices that can be used to measure the environmental impact of a mission. The second is a two-day training that helps participants familiarise themselves with environmental Life Cycle Assessment and eco-design concepts and learn how these methodologies can be implemented in the space sector. The last is a one-week intensive training aimed at university students (Master and PhD). The course is focused on cutting-edge technologies and techniques to design a satellite which will not generate more debris, that will remove the ones already in orbit and that will be environmentally friendly.   CleanSpace, Education, Environment, Sustainability, TrainingTitle - URLOutreachOngoingcleanspace@esa.intDeloitte Sustainablility https://www2.deloitte.com/nl/nl/pages/risk/topics/sustainability.html/?icid=nav2_sustainability Quantis https://quantis-intl.com/Monday, 25 January, 2021 - 14:53view
Project U 10.1 Progressively achieve and sustain income growth of the bottom 40 per cent of the population at a rate higher than the national average, 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Connectivity, Digital divide, Education, Education, ESA, Financial services, Global, ICT, Infrastructure, Ongoing, Project, TIA, 8.2 Achieve higher levels of economic productivity through diversification, technological upgrading and innovation ..., 8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation ..., 9.3 Increase the access of small-scale industrial and other enterprises, in particular in developing countries, to financial services ..., 1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 9.5 Enhance scientific research, upgrade the technological capabilities ... encouraging innovation and substantially increasing the number of research and development workers ..., SDG1 No poverty, SDG4 Quality Education, SDG10 Reduced inequalities, SDG8 Decent work and Economic Growth, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 9.b Support domestic technology development, research and innovation in developing countries ..., SDG9 Industry, Innovation and Infrastructure, 8.10 Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, People, ProsperityPeople, SDG1 No poverty, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG8 Decent work and Economic Growth, SDG9 Industry, Innovation and Infrastructure1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 8.2 Achieve higher levels of economic productivity through diversification, technological upgrading and innovation ..., 8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation ..., 8.10 Strengthen the capacity of domestic financial institutions to encourage and expand access to banking, insurance and financial services for all, 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., 9.3 Increase the access of small-scale industrial and other enterprises, in particular in developing countries, to financial services ..., 9.5 Enhance scientific research, upgrade the technological capabilities ... encouraging innovation and substantially increasing the number of research and development workers ..., 9.b Support domestic technology development, research and innovation in developing countries ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 10.1 Progressively achieve and sustain income growth of the bottom 40 per cent of the population at a rate higher than the national averageESATIAUser-centred Immersive Learning Spaces High Definition (HD) devices, together with Ultra HD devices, are quickly gaining consensus in a large number of fields and applications, in particular in the entertainment field, making the user experience more immersive and enjoyable. In spite of the large potentials that such immersive user experience could have in the world of ICT based learning, its adoption has not yet been exploited in this sector. In addition, the existing e-learning and digital platforms show a number of limitations for the user interface, context of use, teaching and learning model as well as limitations on the content creation and distribution features. In particular, in traditional eLearning systems there is a distinct separation of roles between the domain experts (i.e. the teachers), the developers of multimedia educational content (i.e. the multimedia editors) and the learners, which results in a waterfall type of information transfer from the teachers to the learner. Due to the heavy involvement of multimedia editors in several steps of the eLearning production chain, this separation of roles makes the current production and updating of the courses often time-consuming and expensive. Being User centered, hence the name “U”, Project U has the objectives of supporting new teaching/learning methodologies for enhanced learning experiences by means of a technological platform that fills the above mentioned gaps and facilitates content distribution and user interaction. Its main pillars are touch interfaces, blended context and adaptability supporting the students in the classrooms, at home and on the move, and easiness of content creation and smart distribution/sharing features. The U project will be a platform that becomes a new channel for academic and private content providers to market and monetise their know-how. Connectivity, Digital divide, Education, Education, Financial services, ICT, InfrastructureTitle - URLProject U – Immersive Learning SpacesProjectOngoingDavide TomassiniThursday, 8 March, 2018 - 19:40viewGlobal
QoE for TelemedicineDemonstration Project, Education, ESA, Health, Medical, Ongoing, Telecommunications, Telemedicine, TIA, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 9.5 Enhance scientific research, upgrade the technological capabilities ... encouraging innovation and substantially increasing the number of research and development workers ..., SDG3 Good Health and Well-being, SDG4 Quality Education, 3.8 Universal health coverage, including financial risk protection, access to quality health-care and access to safe, effective, ..., affordable essential medicines and vaccines, SDG9 Industry, Innovation and Infrastructure, SDG11 Sustainable cities and communities, 3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure, SDG11 Sustainable cities and communities3.8 Universal health coverage, including financial risk protection, access to quality health-care and access to safe, effective, ..., affordable essential medicines and vaccines, 3.d Strengthen the capacity of all countries, in particular developing countries, for early warning, risk reduction and management of national and global health risks, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 9.5 Enhance scientific research, upgrade the technological capabilities ... encouraging innovation and substantially increasing the number of research and development workers ...ESATIAQuality of Experience for Telemedicine The objective is to develop and validate a system capable of providing useful parameters to assess the video/audio quality of a multimedia application, equipment or system as it would be perceived by the target user, especially for media transmitted through satellite networks. Considering the crucial role of video and audio data in many systems developed within ESA projects (e.g. tele-diagnostic though transmission of ultrasound exams, tele-assisted surgery, distance learning via satellite with medical videos, etc), assessing the quality of video/audio parameters is of utmost importance for qualifying systems, in particular when video/audio data can have an impact on human lives, such as for above-mentioned telemedical systems. Education, Health, Medical, Telecommunications, TelemedicineTitle - URLDemonstration ProjectOngoingArnaud RungeVTT Technological Research Centre http://www.vtt.fi/research/technology/converging_networks.jsp?lang=en, AccepTV http://www.acceptv.com/Wednesday, 12 May, 2021 - 09:28viewEurope
RCST Completed, Education, Education, ESA, Global, Health, ICT, Integrated Applications Project, Telecommunications, Telemedicine, TIA, SDG3 Good Health and Well-being, SDG4 Quality Education, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality EducationESATIARemote Communities Services Telecentre The Remote Community Services Telecentre (RCST) is a shared-use facility (telecentre) that will be implemented in remote communities to provide telelearning, telehealth, small business and rural development, communications and information access services. The RCST concept has been designed to adapt to the telecommunications environment of a community or region, being capable of functioning in either a traditional network (telephone) or wireless (satellite) environment. An RCST would become a shared resource for a community or region, a common point through which a variety of services should be concentrated for cost effective service delivery. The RCST represents a flexible facility model in which a variety of technologies and services would be integrated to meet the specific needs of community or region, and the environment in which it would operate. The initial implementation for a community telecentre will be based upon a set of core telelearning and telehealth applications and services with the ability to add additional applications for the community as required or feasible. This project will encompass the initial design, development and trials of the RCST concept, as well as the TEACH (Telecentres for Education and Community Health) initiative which is intended to focus specifically on the provision of telehealth services and health-related educational services. Education, Education, Health, ICT, Telecommunications, TelemedicineTitle - URLRCST - Remote Communities Services TelecentreIntegrated Applications ProjectCompletedThursday, 8 March, 2018 - 19:40viewGlobal
Robotiphy Severus9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Demonstration Project, Education, ESA, Global, Innovation, Ongoing, TIA, Training, 8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation ..., 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG4 Quality Education, SDG8 Decent work and Economic Growth, SDG9 Industry, Innovation and Infrastructure, ProsperityProsperity, SDG4 Quality Education, SDG8 Decent work and Economic Growth, SDG9 Industry, Innovation and Infrastructure4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 8.3 Promote development-oriented policies that support productive activities, decent job creation, entrepreneurship, creativity and innovation ..., 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ...ESATIARobotics Enablement Platform with Space Asset Plugin The proposed development activity aims to deliver an advanced and extensible Robotics Enablement Platform (REP), "Robotiphy Severus". The Robotiphy Severus REP enables highly responsive and physically accurate in-browser and cross-platform robotics modelling and simulation capabilities complete with space asset integration in the form of a plugin. The platform development builds on Robotify Labs' existing "Robotiphy" (combined robotics and physics) Application Programming Interface (API) to significantly enhance its market reach. This is achieved by harnessing both the development streamlining benefits of a platform-based approach and the application flexibility enabled by the proposed space asset plugin.  Robotify’s core users are robotics programmers/students upskilling and prototyping through “Digital Twin” technology. Using Robotify tools, students have access to the latest and greatest robots without having to ever purchase real hardware. Programmers can program virtual robots in virtual environments and observe the resultant behaviours through high-fidelity 3D simulations. Education, Innovation, TrainingTitle - URLDemonstration ProjectOngoingVolker SchumacherRobotify Labs Ltd https://robotify.com/Wednesday, 14 April, 2021 - 10:58viewGlobal
RS4EBV15.1 Ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems ... in particular forests, wetlands, mountains and drylands, Application, Biodiversity, Completed, Ecosystem, Environment, EOP, ESA, Europe, 15.4 Ensure the conservation of mountain ecosystems, including their biodiversity ... to enhance their capacity to provide benefits ... essential for sustainable development, 6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes, SDG4 Quality Education, SDG15 Life on land, 15.9 Integrate ecosystem and biodiversity values into national and local planning, development processes, poverty reduction strategies and accounts, 15.a Mobilize and significantly increase financial resources from all sources to conserve and sustainably use biodiversity and ecosystemsSDG4 Quality Education, SDG15 Life on land6.6 By 2020, protect and restore water-related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes, 15.1 Ensure the conservation, restoration and sustainable use of terrestrial and inland freshwater ecosystems ... in particular forests, wetlands, mountains and drylands, 15.4 Ensure the conservation of mountain ecosystems, including their biodiversity ... to enhance their capacity to provide benefits ... essential for sustainable development, 15.9 Integrate ecosystem and biodiversity values into national and local planning, development processes, poverty reduction strategies and accounts, 15.a Mobilize and significantly increase financial resources from all sources to conserve and sustainably use biodiversity and ecosystemsESAEOPRemote Sensing for Essential Biodiversity Variables Biodiversity is facing a global crisis as evidenced by dramatic declines in species and habitats. Tracking the state of biodiversity requires operational monitoring systems underpinned by robust indicators. The RS4EBV project aimed to explore, develop and test, through local-scale pilot studies, the potential of satellite remote sensing for selected EBVs such as Ecosystem Functional Diversity (FD), which is a measure of the components that influence how ecosystems operate and function. The project developed and tested remotely-sensed EBVs on biophysical variables (chlorophyll content, LAI and Land Surface Phenology) from S2 time series, and inferred information on the Functional Diversity (FD) of terrestrial ecosystems (diversity of plant community functional traits). Biodiversity, Ecosystem, EnvironmentTitle - URLEO4SocietyApplicationCompletedeo4society@esa.intUN WORLD CONSERVATION MONITORING CENTRE (UN-WCMC) (GB)Monday, 4 May, 2020 - 17:14viewEurope
SANTTSURCompleted, Education, Education, ESA, Health, ICT, Integrated Applications Project, Medical, Telemedicine, TIA, Europe, SDG3 Good Health and Well-being, SDG4 Quality Education, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality EducationESATIADelivering videos of surgical operations from operating theatres within the participating centres The aim of SANTTSUR was to deliver a course of 30 high quality, live, interactive TV programmes over a period of a year to selected hospital centres, based on a modular syllabus that is complementary to the Royal College of Surgeons of England's (RCSEng) established STEP course materials. The project imported live surgical video from operating theatres within the participating centres at high quality for inclusion into the TV broadcasts to all sites and provided interaction with trainees and local Surgical Tutors via voice, e-mail/chat and video conferencing during the live transmissions. The benefit of SANTTSUR to surgeon trainees lay in providing an interactive learning environment and high quality learning materials at the workplace. It is important to all trainees and Surgical Tutors, all with busy schedules, that no time is wasted travelling to a different location. Benefits of cost saving in time and benefits to the environment were thus also identified. The synchronisation of the training period across multiple hospitals facilitated more efficient sharing of expertise from dispersed Surgical Tutors and encouraged peer interaction at each site. The viability of the approach was considered in the light of experiences and perception of trainees. In particular the developing partnership between the University of Plymouth and The Royal College of Surgeons of England was discussed in the context of viability. As a result of this partnership it is expected to develop SANTTSUR and STEP into a new course, teleSTEP and this concept will be explored. The Final Review was completed successfully at the University of Plymouth on 16 and 17 April 2002. Education, Education, Health, ICT, Medical, TelemedicineTitle - URLSANTTSURIntegrated Applications ProjectCompletedPlymouth Enterprise Partnerships Ltd. (UK)Lessons Learned from SANTTSUR Satellite Delivery The main success of SANTTSUR has been in the use of MPEG2 satellite as the key delivery platform. This has proved to be the most reliable platform employed in SANTTSUR. In the early stages of the application for the contract there were doubts about whether other satellite technologies were more appropriate and whether the expected implementation of high bandwidth terrestrial networks, such as ADSL would make satellite delivery redundant. In the three years of this gestation period, these alternatives have simply not happened. The decision to go with the quality, maturity and reliability of MPEG2 transmissions has been vindicated. In a period where expectations were for an enormous change in availability of terrestrial high bandwidth networks in the UK, little has happened. Equally, any suggestions of integration of NHSNET with high bandwidth educational networks is still a remote possibility. The SANTTSUR Approach One of the most important successes in SANTTSUR was the Training the Presenters course, with accompanying template. This has ensured a level of consistency and quality in the content delivered that was essential for the viability of the project. The confidence instilled into the SANTTSUR presenters has also enabled the development of a wider "anchorman" pool, due to the confidence of the individuals involved. The approach has also highlighted some areas which were successful and some which were not so successful. Video conferencing was shown to be effective at ISDN6 quality for importing content but not so good when ISDN2 was used for asking questions. The culture of the trainees has been better understood and the popularity of the text messaging mode for interaction has been clearly demonstrated. As text messaging appears to be the preferred, convenient, cost-effective means for interaction, this technology will be explored further in terms of developing mobile technologies. The generic nature of the course delivery method and course content had been demonstrated in terms of adoption by several Colleges of Surgery, not just exclusively to one. The Strategic Plan The original plan has proved to be effective for the transition from SANTTSUR to mrcsTV. The idea of linking dissemination with sponsorship, expansion of sites and transfer to new areas of activity has been very effective. This integrated approach will continue on all fronts. Management Issues A key issue to be addressed is in the management and administration of the distance training course delivery. As the number of sites increases it will become even more important to ensure that contacts with key staff at the receive sites is efficient and effective. It is important to continue to encourage feedback from trainees on the transmissions. From SANTTSUR to mrcsTV and Beyond: An Ongoing Development and Implementation Strategy This section outlines the developments and changes following the SANTTSUR funding period,. There are specific examples of developments in the process of moving from SANTTSUR to mrcsTV that contribute to ensuring sustainability of mrcsTV into the future. One such example is the development of the presentation template. Working from the original SANTTSUR design, a new design was implemented in the transfer to mrcsTV. Apart from stamping a "new image" to show that the research project had matured into a viable entity, this was a move towards a design that was better laid out, more practical & flexible and clearer for the viewer to see (Figures 1 and 2). Figure 1. Example live presentation layout used in SANTTSUR Figure 2. Example live presentation layout used in mrcsTV. Although this development may appear to be trivial or cosmetic, the impact of the improved presentation style was key component in the transition from research project to viable entity and was important in establishing a "brand". Again, the introduction of a brand is important. The most important feature of the ongoing development is the consistent approach adopted in implementing the Strategic Plan. This Strategic Plan will continue to form the basis for all further developments.Thursday, 8 March, 2018 - 19:40viewEurope
SchoolSat 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Completed, Digital divide, Education, ESA, ICT, Infrastructure, Integrated Applications Project, Telecommunications, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, SDG10 Reduced inequalities, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., SDG9 Industry, Innovation and Infrastructure, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, People, ProsperityPeople, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.a Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other statusESATIAUtilising satellite technology to improve access to the internet for Irish schools SchoolSat was an initiative to utilise advances in satellite technology to improve access to the internet for Irish schools. Partially funded by the European Space Agency under the ARTES 3 Multimedia Programme the project ran from December 2001 until January 2003. The purpose of SchoolSat was to set up, manage and evaluate a pre-operational satellite-based service for compulsory schools in Ireland. It had as a clear objective and expected outcome: the establishment of a business and deployment plan for a fully operational and sustainable service for the Irish compulsory school sector based on a strategic mix of unicast and multicast services. Digital content from a variety of sources, including data and video, was brought together into a managed content repository. Selections from this asset base was multicast on a scheduled and ad hoc basis to caching servers at the pilot sites for desktop viewing and manipulation. Digital divide, Education, ICT, Infrastructure, TelecommunicationsTitle - URLSCHOOLSATIntegrated Applications ProjectCompleted@iT Audiovisual Technologies, Informatics and Telecommunications,Thursday, 8 March, 2018 - 19:40viewEurope
SenZitallAgriculture, Completed, Education, ESA, Feasibility Study, Food, Global, Health, TIA, Tourism, 2.4 Ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production ... that improve land and soil quality, 3.3 End the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases, SDG2 Zero Hunger, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG3 Good Health and Well-being, SDG4 Quality Education, 2.c .Adopt measures to ensure the proper functioning of food commodity markets and their derivatives ... to help limit extreme food price volatilitySDG2 Zero Hunger, SDG3 Good Health and Well-being, SDG4 Quality Education2.4 Ensure sustainable food production systems and implement resilient agricultural practices that increase productivity and production ... that improve land and soil quality, 2.c .Adopt measures to ensure the proper functioning of food commodity markets and their derivatives ... to help limit extreme food price volatility, 3.3 End the epidemics of AIDS, tuberculosis, malaria and neglected tropical diseases and combat hepatitis, water-borne diseases and other communicable diseases, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ...ESATIAFeasibility study for a sustainable Wireless Sensor Network and Spatial Decision Support System (SDSS) integrating three space assets to support Integrated Pest Management and Plant Protection The targeted user groups for SenZitall are: the horticulture sector, the olive industry, the hospitality sector and research. Based on SATCOM, GNSS and EO data to guarantee surveillance in remote areas where a local network and power supply are not present, the feasibility study has drawn up a roadmap for a sustainable Wireless Sensor Network and Spatial Decision Support System (SDSS) integrating three space assets to support Integrated Pest Management and plant protection in Horticulture and Hospitality. Agriculture, Education, Food, Health, TourismTitle - URLFeasibility StudyCompletedbusiness@esa.intAVIA-GIShttp://www.avia-gis.com/Thursday, 7 May, 2020 - 15:05viewGlobal
SIMONAAsia, ESA, Health, ICT, Integrated Applications Project, Telemedicine, TIA, Europe, Asia Pacific, SDG3 Good Health and Well-being, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and InfrastructureESATIAA Telemedicine Project for Iraq connecting a teaching hospital in Baghdad with the Hospital Umberto I of 'La Sapienza' University in Rome The European Space Agency has agreed to support an initiative from the Italian company Telbios. The initiative is called 'SIMONA: A Telemedicine Project for Iraq' and involves connecting a teaching hospital in Baghdad Iraq with the Hospital Umberto I of 'La Sapienza' University in Rome Italy. In total two stations for video-conferencing have been installed. Each of these includes one audio/video terminal connected via satellite between the Teaching Hospital and Umberto I. Video conferencing allows consultations and the exchange of medical opinions for diagnosis and treatment. Internet access is also provided, permitting Iraq based medical personnel to access the most up-to-date medical literature. The first video consults already took place in early August 2005. In the first month, 20 patients were provided telemedicine consultations and positive results were immediate. A 50% reduction in childhood mortality from haematic afflictions such as acute leukaemia was accomplished. The project has been operating since the summer of 2005. Asia, Health, ICT, TelemedicineTitle - URLSIMONAIntegrated Applications ProjectAlessandro Guarino; Francesco FelicianiThursday, 8 March, 2018 - 19:40viewEurope, Asia Pacific
SkyNurse - Advanced Training in NursingCompleted, Education, ESA, Health, Integrated Applications Project, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG3 Good Health and Well-being, SDG4 Quality Education, SDG10 Reduced inequalities, 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, People, ProsperityPeople, SDG3 Good Health and Well-being, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 4.c Substantially increase the supply of qualified teachers, including through international cooperation for teacher training ..., 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other statusESATIADistance education fornursing personnel in non-EU countries in order to employ the subsequent trained personnel in EU hospitals and health care centers SkyNurse developed an operating centre for the delivery of distance education and residential courses directed at nursing personnel in non-EU countries in order to employ the subsequent trained personnel in EU hospitals and health care centers. SkyNurse also aimed to improve nursing practice throughout the EU by developing standard distance learning models suitable for national and international use that are reproducible in different fields of application and in different countries, and by preparing learning materials that will offer uniform education, cultivate a harmonious professional background and promote standardised nursing procedures. SkyNurse favored economical resource saving in Health Services. The courses were intended for nurses who have a basic knowledge of nursing and who were in need of updating their knowledge of clinical practice and standard operating procedures relevant to the application of new technologies in health care. Education, HealthTitle - URLSkyNurse - Advanced Training in NursingIntegrated Applications ProjectCompletedm.zordan@trastec.itThursday, 8 March, 2018 - 19:40viewEurope
Space Edu ParkDemonstration Project, Education, ESA, Ongoing, TIA, Training, 4.2 Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, SDG4 Quality Education, ProsperityProsperity, SDG4 Quality Education4.2 Ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including universityESATIADigital education tool for distance learning The idea behind Space Edu Park is to build a framework to provide support for schools and teachers in innovating the educational model, integrating effective and appealing distance learning solutions whiel at the same time improving students' learning processes, by enhancing the emotional and cognitive dimensions, as well as boosting social aggregation. The project aims to develop a tele-education service based on the integration of a consolidated gamified E-Learning platform with Artificial Reality/Virtual Reality (AR/VR) experiences. The final product supports remote teaching of science for the entire secondary school first grade segment. The main focus in terms of content creation is Earth Observation, remote sensing, Earth and climate, Copernicus and Earth Explorer missions (to be expanded to other learning topics based on pilot results). The initiative has the parallel goal to disseminate the importance of the agency and introduce the overall space sector activities to young students.   Education, TrainingTitle - URLDemonstration ProjectOngoingGiulia ManzettiReMedia Italia SRL http://www.remediagroup.it/Thursday, 15 April, 2021 - 12:53viewEurope
Space Girls Space WomenDiversity, Education, ESA, Event, Gender, HR, Inclusiveness, Africa, Europe, Latin America and the Caribbean, North America, Asia Pacific, SDG4 Quality Education, 5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of women, SDG5 Gender Equality, ProsperityProsperity, SDG4 Quality Education, SDG5 Gender Equality5.b Enhance the use of enabling technology, in particular information and communications technology, to promote the empowerment of womenESAHRSpace Women motivating and empowering girls to get involved with space By 2017, only 29.3% of science researchers in the world were women. The ESA-supported Space Girls Space Women exhibition aimed to inspire girls and women to pursue careers in science and technology especially in the space environment. Source: UNESCO Scientists, engineers, students, professors and astronauts: there are women passionate about space working in all areas of space science and technology. Yet in many cases, they are still in the minority. ESA Communications teamed up with the international press agency Sipa Press to launch Space Girls Space Women, an exhibition designed to showcase girls dreaming about space and women working in space, to share their inspiring stories with the world. Attracting women to careers in science and technology is an important objective for all of us. By demonstrating how women can shape their working environment in space research and technology, ESA helps to inspire future generations. Diversity, Education, Gender, InclusivenessTitle - URLSpace Girls Space WomenEventThursday, 8 March, 2018 - 19:40viewAfrica, Europe, Latin America and the Caribbean, North America, Asia Pacific
Spaceship EACCapacity Building, Education, ESA, HRE, Ongoing, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG4 Quality EducationSDG4 Quality Education4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipESAHRESpaceship EAC unites students and young professionals from across Europe to tackle some of biggest challenges facing the future of human and robotic exploration. The majority of students involved in Spaceship EAC undertake a 6-month internship at the Centre. They come from a variety of academic backgrounds and work on a range of low technology readiness level (TRL) projects relating to life support, habitability and systems architecture, human-robotic interaction, simulations and virtual reality, energy production and storage, radiation shielding, in-situ resource utilisation, materials and additive manufacturing, and the development of exercise hardware and measures to counter physiological impacts of living in space. EducationTitle - URLSpaceship EACCapacity BuildingOngoingHREThursday, 8 March, 2018 - 19:40viewEurope
STELLEDemonstration Project, Education, ESA, Ongoing, TIA, Training, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG4 Quality Education, ProsperityProsperity, SDG4 Quality Education4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipESATIASatellite Technology to Enable new Learning and Lessons Environment The project addresses e-learning for students constrained to home schooling policies during COVID-19 lockdown. STELLE objectives are to develop and trial a new set of interactive courses making use of satellite EO data for math, sciences and IT students in secondary schools. These courses are added to the operational Scuolab e-learning platform used in more than 1000 schools in Italy. The new service, called Scuolab SDA (Satellite Data Augmented), mobilizes sets of Copernicus Sentinel data into an immersive virtual laboratory environment for experiments related to the dynamics of climate change. The demonstration activities take place in more than 10 Italian schools and few other European schools.  Education, TrainingTitle - URLDemonstration ProjectOngoingPromtom http://www.protom.com/Olivier BecuThursday, 6 May, 2021 - 15:17viewEurope
SWAY4EDU2 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., Education, ESA, Integrated Applications Project, Ongoing, TIA, Africa, SDG17 Partnerships for the goals, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, Europe, 1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., SDG1 No poverty, 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms ..., 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, 17.8 Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism ... enhance the use of enabling technology particularly ICT, 17.9 Enhance international support for implementing ... capacity-building in developing countries to support national plans to implement all the SDGs ..., SDG9 Industry, Innovation and Infrastructure, 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., 17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships, Prosperity, PartnershipsSDG1 No poverty, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure, Partnerships, SDG17 Partnerships for the goals1.4 ensure that everyone has equal rights to economic resources, access to basic services, ..., new technology ..., 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 9.1 Develop quality, reliable, sustainable and resilient infrastructure, including regional and trans-border infrastructure, to support economic development and human well-being ..., 17.6 Enhance North-South, South-South and triangular regional and international cooperation on and access to science, technology and innovation ..., 17.7 Promote the development, transfer, dissemination and diffusion of environmentally sound technologies to developing countries on favourable terms ..., 17.8 Fully operationalize the technology bank and science, technology and innovation capacity-building mechanism ... enhance the use of enabling technology particularly ICT, 17.9 Enhance international support for implementing ... capacity-building in developing countries to support national plans to implement all the SDGs ..., 17.16 Enhance the Global Partnership for SD, complemented by ... partnerships that mobilize and share knowledge, expertise, technology and financial resources ..., 17.17 Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnershipsESATIASatellite Way for Education - 13 satcom-enabled schools in rural areas Satellite Way for Education 2 (SWAY4Edu2) aims to realise an additional cluster (as compared to SWAY4EDU project) of 12 satcom-enabled schools in the rural area of Mpumalanga in South Africa and 1 school (3 classes, about 75 students) in a rural area of the Basilicata Region (Italy) for the development of competences in IT and in the preservation of the natural environment. The main objectives are to assist rural children and teachers to be more tech savvy and become aware of the benefits that information and communication technologies bring with them, to develop awareness amongst local youth, as well as amongst the wider community members, of the importance of preserving their local wildlife heritage, to implement and validate a set of pilot edutainment services (e.g. small digital cinema in the classrooms, radio channels) and to foster awareness and facilitate the utilisation of the system by the local communities. The project has created “twinning” activities between the South African schools and the Italian school to exchange educational, cultural and linguistic experiences and developed a partnership with the European and South African industry to establish a scalable and sustainable service to meet the above objectives on a wider deployment scale. The project will further realise an additional cluster of 20 satcom-enabled radio stations in the rural area of the Democratic Republic of Congo in order to expand the current network of rural radio stations deployed in Sway4edu with an additional 20 pilot sites to promote the “cloud” service. This will allow radio stations to generate their own radio programmes and to share them online with the other radios, enabling collaborative post-production of the content before final FM broadcasting to the local communities. EducationTitle - URLSWAY4EDU2 - Satellite Way for Education 2Integrated Applications ProjectOngoingDavide TomassiniOpenet Technologies S.p.A. (Italy)Thursday, 8 March, 2018 - 19:40viewAfrica, Europe
TEMOSEducation, ESA, Global, Health, Integrated Applications Project, Telemedicine, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 3.4 Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being, SDG1 No poverty, SDG3 Good Health and Well-being, SDG4 Quality Education, SDG10 Reduced inequalities, SDG9 Industry, Innovation and Infrastructure, 3.b Support the research and development of vaccines and medicines ... that primarily affect developing countries, provide access to affordable medicines and vaccines ..., People, ProsperityPeople, SDG1 No poverty, SDG3 Good Health and Well-being, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure3.4 Reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being, 3.b Support the research and development of vaccines and medicines ... that primarily affect developing countries, provide access to affordable medicines and vaccines ..., 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other statusESATIAGlobally active satellite-based competence network, optimizing medical care of tourists and business travellers Western societies are becoming increasingly mobile. Every year a rising number of people visit foreign countries for private or business reasons. The objective of the TEMOS project is to establish a globally active satellite-based competence network, which optimises medical care of tourists and business travellers in the mobile society. This network will be open for all interested hospitals and medical institutions, such as general practitioners or assistance companies who agree to accept and apply the TEMOS quality criteria as developed within the framework of the project. By means of different approaches such as tele-education, tele-consultation, telemedicine services, exchange of knowledge and an evaluation system, a high quality of medical care for travellers abroad shall be realised. Education, Health, TelemedicineTitle - URLTEMOSIntegrated Applications ProjectThursday, 8 March, 2018 - 19:40viewGlobal
V4DLCompleted, Education, Education, ESA, Global, ICT, Integrated Applications Project, Medical, TIA, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, SDG3 Good Health and Well-being, SDG4 Quality Education, 3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, People, ProsperityPeople, SDG3 Good Health and Well-being, Prosperity, SDG4 Quality Education3.c Increase health financing and the recruitment, development, training and retention of the health workforce in developing, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurshipESATIAVideoSat for Distance Learning for continuing medical education The aims of the VideoSat for Distance Learning (V4DL) project were to exploit satellite broadband and broadcast capabilities to provide value added services for continuing medical education via satellite. The project carried two major innovations, edufiction: a distance learning methodology that binds emotional and narrative learning theory with video simulation technology, and a specific set top box (STB) capable of executing the specific e-learning application, managing the GUI and all the satellite data transmission functionalities. The goals of the projects were to build a STB capable of receiving multimedia interactive contents through satellite push and provide them to the users, to develop a push system integrated with a distance learning platform for telemedicine, and to develop and deliver continuous medical education courses through satellite push. The STB solution was based on the VideoSat concept design for open STBs, which are capable of hosting different applications leveraging satellite transport capabilities. Data connectivity was based on an OpenSky system reliant on the push and interactive services. Education, Education, ICT, MedicalTitle - URLV4DL - VideoSat for Distance LearningIntegrated Applications ProjectCompletedOpenskyThursday, 8 March, 2018 - 19:40viewGlobal
VERDICompleted, Digital divide, Education, ESA, Global, ICT, Integrated Applications Project, TIA, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status, 4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., SDG4 Quality Education, SDG10 Reduced inequalities, SDG9 Industry, Innovation and Infrastructure, 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, People, ProsperityPeople, SDG10 Reduced inequalities, Prosperity, SDG4 Quality Education, SDG9 Industry, Innovation and Infrastructure4.3 Ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university, 4.4 Substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship, 4.7 Ensure that all learners acquire the knowledge and skills needed to promote sustainable development ... through education for sustainable development ..., 9.c Significantly increase access to ICT technology and strive to provide universal and affordable access to the Internet in least developed countries by 2020, 10.2 Empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other statusESATIAVirtual Environment for Real time Distributed applications over the Internet Satellite communications have a role in the provision of broadband corporate services, mainly those with inherent multicasting characteristics. In this framework, the VERDI project aimed at delivering a comprehensive solution, demonstrating the value-added brought to corporate applications and working on the improvement of both the cost-effectiveness of the service provision and the perceived quality of the service. Digital divide, Education, ICTTitle - URLVERDI - Virtual Environment for Real time Distributed applications over the InternetIntegrated Applications ProjectCompletedEutelsatThursday, 8 March, 2018 - 19:40viewGlobal