Gaps and Opportunities Assesment – Knowledge transfer through training – including DIRECTED Exploitation Strategy

D6.3 Gaps and Opportunities Assessment Knowledge transfer through training – including DIRECTED Exploitation Strategy Tuesday, 26 August 2025 Lydia Cumiskey6, Max Steinhausen1, Tracy Irvine17, Janne Parviainen18, Levente Huszti12, Sukaina Bharwani18, Pia-Johanna Schweizer5, Tobias Conradt2, Martin Drews3, Paolo Mazzoli4, Amalie Laursen7, Jacob Pedersen7, Giulia Caiani13, Christopher Genillard9, Stefan Hochrainer-Stigler10, Julian Struck11, Valeria Pancioli8, Heiko Apel14, Katharina Demmich15, Cathal Gannon6, Victor Wattin Håkansson16, Chahan Kropf16 1. TECHNISCHE UNIVERSITAET BRAUNSCHWEIG 10. INTERNATIONALES INSTITUT FUER ANGEWANDTE SYSTEMANALYSE 2. POTSDAM-INSTITUT FUR KLIMAFOLGENFORSCHUNG EV 11. ERFTVERBAND 3. DANMARKS TEKNISKE UNIVERSITET 12. ZALA KULONLEGES MENTOK ES ONKENTES TUZOLTO EGYSULET 4. GECOSISTEMA SRL 13. AGENZIA REGIONALE PER LA PREVENZIONE, L'AMBIENTE E L'ENERGIA DELL'EMILIA-ROMAGNA 5. RESEARCH INSTITUTE FOR SUSTAINABILITY 14. HELMHOLTZ ZENTRUM POTSDAM DEUTSCHESGEOFORSCHUNGSZENTRUM GFZ 6. UNIVERSITY COLLEGE CORK - NATIONAL UNIVERSITY OF IRELAND, CORK 15. 52 NORTH SPATIAL INFORMATION RESEARCH GMBH 7. REGION HOVEDSTADEN 16. EIDGENOESSISCHE TECHNISCHE HOCHSCHULE ZÜRICH 8. AGENZIA REGIONALE PER LA SICUREZZA TERRITORIALE E LA PROTEZIONE CIVILE 17. OASIS HUB LIMITED 9. GENILLARD & CO GMBH 18. SEI OXFORD OFFICE LIMITED Gaps & Opportunities Assessment 2 Report overview Project number 101073978 Project acronym DIRECTED Project name Disaster Resilience for Extreme Climate Events providing Interoperable Data, Models, Communication and Governance Call HORIZON-CL3-2021-DRS-01 Topic HORIZON-CL3-2021-DRS-01-02 Type of action Innovation Action Responsible service Horizon Europe Project starting date 04/10/2022 Project duration 4 Years Period covered 1 October 2022 – 30 June 2023 Reporting due Date 30 June 2023 Deliverable submission date 20 August 2024 Gaps & Opportunities Assessment 3 Document history Version Date Comment 1 14 Aug 2023 Initial Draft 2 12 Sept 2023 Updated draft reviewed by Tracy Irvine 3 10 Oct 2023 Updated draft reviewed by Levente Huszti and Sukaina Bharwani 4 21 Oct 2023 Updated draft reviewed by Cathal Gannon 5 22 Nov 2023 Final draft reviewed by Tracy Irvine 6 27 Nov 2023 Final edit by Max Steinhausen, ready for submission 7 19 Aug 2024 Revision after midterm review 8 26 Aug 2025 Reworked version for upload to Zenodo Gaps & Opportunities Assessment 4 List of abbreviations ACRONYM DEFINITION API Application Programming Interface CCA Climate Change Adaptation CPD Continual Professional Development CSA Coordination and Support Action DMP Data Management Plan DRM Disaster Risk Management DRM Disaster Risk Reduction FAIR Findable, Accessible, Interoperable and Reusable GIS Geographic Information System KER Key Exploitable Results KTP Knowledge Transfer Plan KT Knowledge Transfer NGO Non-Governmental Organization OGC Open Geospatial Consortium RWL Real World Lab TRL Technology Readiness Level WP Work Package Gaps & Opportunities Assessment 5 Executive summary This Deliverable D6.3 presents the Gaps and Opportunities Assessment to support knowledge transfer through training. This deliverable is generated from activities in Task 6.3 which focuses on identifying current institutional capacity for integrated multi-hazard risk and Climate Change Adaptation (M2-9) and involves 1) defining impact pathways for Key Exploitable Results (KER), 2) identifying end-users and 3) developing a custom knowledge transfer plan (message, medium, channel, impact measurement) per KER to maximise uptake/ application through training. The Knowledge Transfer Plan (KTP) results from an assessment of existing training and education gaps and opportunities, and benchmarking them against other programmes in Europe that support multi-hazard risk management and Climate Change Adaptation. The assessment involved a scoping survey with consortium members, a desktop review, key informant discussions and analysis of Real World Lab emerging insights supported by bilateral exchange with RWL hosts. The Risk-Tandem Framework and the Data Fabric with its individual and interconnected tools were identified as the KER to embed within knowledge transfer and training activities in the eLearning platform. The priority end-users identified include 1) DRM and CCA professionals with basic/varied technical knowledge (e.g. planners or coordinators in municipalities, first responders, water boards, civil protection) who can use the Risk-Tandem Framework and its interconnected technical tools in a simple way, and 2) specialised technical professionals (or Data Stewards) in DRM or CCA organisations and Real World Labs (e.g. Geographic Information System (GIS) specialists in municipalities) who can embed and operate the Data Fabric. Opportunities for an additional user-group 3) (early career) researchers/ scientists in universities or institutes will be exploited where they emerge. This deliverable acts as input to guide Task 6.4 which is developing training programmes to support integrated responses to multi-hazard risk and Climate Change Adaptation. This involves a co-design process with priority end-users to ensure that trainers are actively involved in the development and testing of learning resources for different end users that will be made available through an identified e-Learning portal (D6.4, due Month 45). The impact pathway will involve engagement with potential and actual users to monitor the potential impact of the knowledge transfer and training activities (Task 6.5) to develop recommendations on the capacity and skills development for DRM/ CCA (D6.9, due Month 36). The deliverable is informed by the Capacity Development Strategy (D1.2) and will connect with and amplify the activities in the Communication and Dissemination Plan (D6.1) and Business Development Plan (D6.5). Gaps & Opportunities Assessment 6 Table of contents Report overview .................................................................................................................... 2 Document history .................................................................................................................. 3 List of abbreviations .............................................................................................................. 4 Executive summary ............................................................................................................... 5 Table of contents .................................................................................................................. 6 Table of figures ..................................................................................................................... 8 Index of tables....................................................................................................................... 9 1 Introduction ...................................................................................................................... 10 2 Methodology .................................................................................................................... 16 2.1 Objective ................................................................................................................... 16 2.2 Approach ................................................................................................................... 16 3. Existing training and learning opportunities in DRM & CCA ............................................. 18 3.1 e-Learning courses or modules ................................................................................. 19 3.2 Online guides for governance and technical support ................................................. 27 3.3. Communities of practice ........................................................................................... 31 3.4 Tailored and targeted support on-demand ................................................................. 35 3.5 Education/ CPD programmes .................................................................................... 37 4 Knowledge Gaps and Training Needs .............................................................................. 39 4.1 Transdisciplinary collaboration ................................................................................... 40 4.2 Integrated planning DRM and CCA ............................................................................ 42 4.3 Citizen engagement and risk communication ............................................................. 44 4.4 Interoperable information and communication systems ............................................. 46 4.5 Integrating open source/ access knowledge .............................................................. 50 4.6 Multi-risk uncertainty & interpretation ......................................................................... 51 5 Knowledge Transfer Plan ................................................................................................. 53 5.1 DRM/ CCA professionals ........................................................................................... 54 Gaps & Opportunities Assessment 7 5.2 Technical specialist / Data Steward ........................................................................... 56 5.3 (Early career) researchers and scientists ................................................................... 58 6 Towards Exploitation and Impact ..................................................................................... 60 6.1 Training supporting DIRECTED Impact ..................................................................... 60 6.2 Exploitation / Business development roadmap .......................................................... 62 7 Conclusion ....................................................................................................................... 70 References ......................................................................................................................... 71 Annex 1: Survey Questions ................................................................................................. 78 Annex 2: Selected overview of projects with potential for collaboration ............................... 89 Annex 3: Selected overview of e-Learning platforms considered for DIRECTED ................ 91 Partners .............................................................................................................................. 93 Gaps & Opportunities Assessment 8 Table of figures Figure 1: Conceptual framing of the DIRECTED project ...................................................... 10 Figure 2: Overview of the DIRECTED Real World Labs in Europe with their specific DRM/ CCA challenges .................................................................................................................. 11 Figure 3: Knowledge transfer potential within DIRECTED ................................................... 13 Figure 4: Real World Lab host preferences for learning approaches ................................... 19 Figure 5: Network of DIRECTED consortium members and partner projects ...................... 35 Figure 6: Main knowledge gaps interoperability in DRM and CCA addressed by DIRECTED ........................................................................................................................................... 39 Figure 7: The Climate Connectivity Hub .............................................................................. 47 Figure 8: An example of a taxonomy concept in the Climate Connectivity Hub with definition, synonyms and scope notes. ................................................................................................ 49 Figure 9: Exploitation process and linked deliverables ........................................................ 65 Figure 10: Two-Tier Business Development Strategies ....................................................... 67 Figure 11: Timeline of Exploitation work in the DIRECTED Project ..................................... 69 Gaps & Opportunities Assessment 9 Index of tables Table 1: Types of Knowledge Transfer activities or mechanisms ........................................ 12 Table 2: e-Learning modules/ courses available related to risk management and climate adaptation ........................................................................................................................... 21 Table 3: List of online interactive tools available targeting practitioners working on DRM/ CCA ........................................................................................................................................... 29 Table 4: Identified communities of practice, forums or networks supporting knowledge exchange, training and learning around multi-risk management and climate adaptation ..... 32 Table 5: Expected outcomes and outputs linked to Knowledge Transfer Plan ..................... 61 Table 6: Climate Risk and Adaptation Tools and Models under adjustment in the DIRECTED Project. ............................................................................................................................... 63 Gaps & Opportunities Assessment 16 2 Methodology 2.1 Objective The Gaps and Opportunities Assessment was conducted by collecting information from multiple sources to inform the Knowledge Transfer Plan. The objective of this assessment is to inform and support the knowledge transfer and training activities in Task 6.4 which involves the co-development of programmes to support integrated responses to multi-hazard risk and CCA. These training programmes will support wider application and scaling by other DRM/ CCA professionals of the KERs in DIRECTED – Data Fabric (including the integrated models) and the Risk-Tandem Framework being applied and tested in the Real World Labs. Specifically the gaps and opportunities assessment: • Reviews training and education opportunities related to integrated multi-hazard risk and Climate Change Adaptation available in the European context. See Section 3. • Identifies knowledge gaps and training needs for supporting integrated responses to DRM and CCA based on a desktop review and insights emerging from RWLs and consortium partners, including the availability/ use of such training (or others). See Section 4. • Identifies different end-user groups for training and puts forward a Knowledge Transfer Plan (KTP) to address the gaps and needs identified including content, medium, channel and impact measurement that the KERs can address. See Section 5. • Identifies a pathway towards impact and exploitation (or business development) beyond the training materials/ programmes developed. See Section 6. Note this assessment aimed to take a wider perspective than our specific RWL contexts, because the specific training needs of the RWLs for knowledge co-production is addressed in the Capacity Development strategy (D1.2) and here we are aiming for wider scaling up of the learning and tools developed through our RWLs and supporting on the integration of technical and governance frameworks. 2.2 Approach The following methods were used to develop the assessment: 1) scoping survey with consortium; 2) key informant interviews; 3) desktop review; and, 4) analysis of data emerging from RWLs. A scoping survey with consortium partners (June 2023) to gain initial baseline insights into the existing institutional capacities, training and educational activities. The survey results helped to identify areas for improvement that DIRECTED can address to facilitate the transfer Gaps & Opportunities Assessment 17 of knowledge within their institutions and across their engaged stakeholder groups and networks. The list of survey questions is presented in Annex 1. We recognise that targeting only the consortium limited the responses from other DRM/ CCA professionals. However, it was deemed appropriate at the time because the relationships between RWL stakeholders and their hosts were still developing and pressure to complete additional surveys was not deemed appropriate. Furthermore, the insights shared from the DIRECTED Consortium does represent a wider circle of influence and knowledge beyond their organisations, as many of the partners have worked with agencies/ (non) governmental bodies, other high performing research institutes and international actors in the context of DRM and CCA. To complement these initial findings additional data and feedback was collated by analysing RWL workshop data and conducting bilateral discussions and exchange with RWL hosts and stakeholders (where possible, e.g. during General Assemblies). These DRM and CCA practitioners have experience working with an extensive network of relevant actors within and beyond their geographical remit spanning professional, practice and policy domains. Key informant discussions with other EU projects and institutional contacts working in the DRM/ CCA space were completed to support in identifying existing training opportunities and help clarify the gaps, identify entry points for knowledge transfer and opportunities for collaboration. The key informant discussions involved meetings online and in-person at relevant events such as EU project meetings exchanges (e.g. The Hut; PEERS; C2IMPRESS; PARATUS; MEDiate; Myriad; REACH-OUT; and UNIC), e-Learning entry points (e.g. EU Citizen Science portal, weADAPT and Climate Ireland), and broader conversations at conferences and events (e.g. European Climate Change Adaptation Conference (ECCA, June, Dublin 2023), European Geosciences Union General Assembly (Vienna, April 2023), and the Project to Policy Seminar (Brussels, June 2023)). Desktop review of scientific and grey literature on knowledge transfer, as well as web searches for relevant e-Learning and knowledge sharing platforms, synergies with EU projects and training programmes and EU-level policy and learning frameworks was performed. This involved reviewing existing training and educational programmes (European and sometimes global) covering e-Learning, online guidelines/toolkits, communities of practice, tailored training and educational/ professional development programmes. Additionally, scoping opportunities for collaboration with other EU projects and identifying additional entry points within partners institutions. Gaps & Opportunities Assessment 18 3 Existing training and learning opportunities in DRM & CCA Reviewing existing training and education opportunities related to multi-risk management and climate adaptation reveals different ways that practitioners, policymakers and scientists can access knowledge and learn about risk management and climate adaptation. These opportunities are grouped as follows and explained in the following sub-sections: • e-Learning courses or modules developed by different organisations and hosted by different learning management systems or websites. • Online (interactive) guides aimed at supporting practitioners and policymakers to strengthen governance or technical staff/ scientists who want to integrate software. • Communities of practice and networks, signposting to trainings / events and other learning resources and opportunities such as recorded webinars, conferences/ events, summer schools. • Tailored or targeted training support. • Education (third level) or training courses (CPD). Within each sub-section we discuss the relevance and accessibility of each learning/ training opportunity for different end-users, and reflect on experiences of the DIRECTED RWL hosts and consortium members in accessing or delivering training or guidance. We also identify the opportunities that relate more strongly to enhancing knowledge around data, modelling and tools integration and those aimed at enhancing governance and communication capacity among DRM/ CCA professionals or interested citizens/ volunteers. The importance of identifying a variety of learning and training opportunities was clear from the survey, especially the results from RWL hosts (i.e. DRM/ CCA practitioners). Facilitated learning online e.g., through webinars and online e-Learning ranked the highest among Real World Lab hosts (see Figure 3), followed by independent learning (e.g., open access videos, PDFs/ PowerPoint materials). In-person teaching and learning e.g., through summer schools, workshops, informing university modules and guest lecturing was the lowest ranking. This demonstrates the importance of going beyond making learning resources openly accessible online, but connecting the materials to both online and in-person teaching and learning activities. Gaps & Opportunities Assessment 19 In Section 4 we discuss the specific knowledge gaps emerging from insights on the needs identified in RWLs, in combination with the desktop review, survey and key-informant discussions and reflect on how this can inform training needs for DIRECTED to address through the Knowledge Transfer Plan (Section 5). 3.1 e-Learning courses or modules At the National, European and global level, online e-Learning training opportunities exist for professionals and volunteers (or interested citizens) to upskill around specific areas related to CCA, DRM and risk management — as listed in Table 2. Limited courses were found that focus on the integration or interoperability of technical and governance frameworks. ELearning trainings covering specific topics within DRM and CCA were identified e.g. citizen engagement, nature based solutions, data management and risk modelling. Additional trainings were identified emerging from the humanitarian sector but were not included unless also relevant for the European disaster and climate communities. Many training programs provide general knowledge applicable to broad audiences but lack tailored content that addresses specific local climate and disaster risks including urban/ rural contexts. Courses that target DRM and CCA professionals were prioritised, however, those courses targeting citizens, volunteers and technical professionals (modellers, scientists) and were included to capture the range of training resources available. The approach to e-Learning varied across the different trainings, but a majority of the courses were hosed by a Learning Management System (LMS) such as Moodle or OpenEdx which requires the user to register and sign up, specify expected hours of learning and offer certification upon completion. Other courses are hosted by LMS and learning materials are openly accessible without registering but are not certified (e.g. the Including Citizens Handbook courses from the LINKS project). Some e-Learning courses specifically targeted public sector staff for training and were not open to the public (e.g. Local Authority Climate Action Training Programme in Ireland). Reflecting on these e-Learning courses, it is clear that many training resources exist for DRM/ CCA professionals who would benefit from them but are likely not aware of them. Based on Figure 4: Real World Lab host preferences for learning approaches. Gaps & Opportunities Assessment 20 discussions with RWLs, there is limited awareness or use of these courses within their organisations. As such, this highlights the importance of disseminating such courses via relevant communities and networks (discussed further in sub-section 3.3). Courses and modules developed in research projects often become unavailable with the completion of the project and the end of funding for hosting of the e-Learning resources. This disappearance of e-Learning resources is especially apparent when they are hosted on project websites. Two viable avenues for publicising e-Learning modules are currently prevalent: 1. Renting server space on with commercial LMS platform providers such as Udemy, Coursera or LinkedIn Learning. 2. Self-hosting of an LMS on long term funded servers using systems like Moodle, OpenEdx or LearnPress. Commercial LMS providers mostly offer well polished and maintained websites and apps for users to interact with the e-Learning content. The service has to be paid for by the content provider and usually also requires users to create accounts to access the platform. Commercial platforms may also use uploaded training content for advertising purposes. Self-hosted LMS require more technical expertise on the part of the training provider, but allow for more granular control over how e-Learning material is presented. The server hosting the LMS has to be funded long term to ensure that the resources are findable and accessible beyond a project’s lifetime. These systems can rely on open source software and can be set up to make training modules accessible without the barrier of login or account creation. Annex 3 provides an overview of available e-Learning systems and LMS providers. Gaps & Opportunities Assessment 21 Table 2: E-Learning modules/ courses available related to risk management and climate adaptation. Training opportunity Host/ Funder Focus/ objective Target group Learning approach Thought Leadership Course - Synergizing Disaster Risk Reduction and Climate Change Adaptation United Nations System Staff College / UNDRM Focus on understanding synergies between DRM and CCA Decision-makers and DRM and CCA focal points involved in developing DRM strategies and adaptation plans across levels. E-Learning, selfpaced, 2-hours, English, no certification Cities and Climate Change UN-Habitat and UN CC:Learn Integrating Climate Change Adaptation into urban planning Civil servants, managers in private sector/ civil society organisations working on climate change and/or urban development, researchers/ students and interested citizens. E-Learning course, 2 hours, with certification Civil Protection Mechanism Training Programme Civil Protection Knowledge Network Increase the UCPM response capability and better prepare for disasters, and supplements the national training offer provided to experts by their countries and organisations. Civil protection and disaster management experts from EU Member States and Union Civil Protection Mechanism Participating States E-Learning Varying durations Making Cities Resilient: Developing Local Disaster Risk Reduction and Resilience Strategies UNITAR / UNDRM Integration of DRM and CCA into urban planning. Using Disaster Resilience Scorecard for Cities to assess risk management and developing safe and resilient country/ city plan. City and local government officials, disaster management professionals, and representatives from academic and training institutions working on Disaster Risk Reduction and sustainable development. E-Learning, 6 modules fixed time period, self-paced, certified, English Making Climate Adaptation Happen: Governing Transformation University of Groningen and Global Centre on Adaptation Climate science and controversies Climate adaptation governance Policymakers (intermediate level) E-Learning 4 weeks / 4hrs per week (limited/ restricted access), English Gaps & Opportunities Assessment 22 Strategies for Climate Change Climate finance Nature-based solutions Future Learn platform Transitioning to complex risk management and resilient urban futures: harnessing south-south cooperation and learning from COVID-19 UN Office for SouthSouth Cooperation (UNOSSC), UNDRM Global Education and Training Institute (UNDRM GETI), the World Health Organization (WHO) and the Pan American Health Organization (PAHO). Increase the understanding and capacities to manage complex and systematic disaster risks Local and national government officials in charge of Disaster Risk Reduction and management, urban development and planning, public health; emergency preparedness, national associations of municipalities; urban resilience and development practitioners, as well as civil society, private sector, and academia. E-Learning, 4 hours, certified, self-paced, English Raising Awareness – Local Authority Climate Action Training Programme Local Authority Climate Action Training Programme. UCC, CARO, Climate Ireland, EPA and Met Eireann Support in increasing awareness of climate change, and the role, of the local authorities and opportunities for climate action Local authority staff in Ireland only E-Learning, 1.5 hours, English (closed to staff) European Citizen Science training EU Citizen Science Funded by European Union Courses on various citizen science topics General audience / those working with citizen science initiatives E-Learning, various duration, some certified. Nature-based Solutions for Disaster and Climate Resilience SDG AcademyX UNEP Introduction to nature-based solutions for disaster and climate resilience, benefits and opportunities and modules focused on practical applications by target audiences. All backgrounds and levels (youth leader, practitioner, policy maker, engineer, or business owner). E-Learning, 7 weeks, 3-6 hours per week, self-paced, certified, English. Disaster, Crisis and Emergency Preparedness Communication The State University of New York via Coursera Modules on emergency management, planning, General audience E-Learning, 9 hours, online, self-paced, English (other Gaps & Opportunities Assessment 23 vulnerability and crisis risk communication. languages available via translation) LINKS Citizens Handbook and eLearning courses LINKS Horizon 2020 project Community Centre Four courses 1) Communicating Risk 2) Making Information Accessible 3) Mobilising Citizens 4) Mobilising Volunteers each with multiple modules and a supporting handbook. Explainer videos, examples and recommendations included. Disaster Management Organisations, first responders and decision makers. Also, businesses and academic researchers. E-Learning, selfpaced online, not certified, no time duration, languages (English, German, Danish, Dutch and Italian) LMS – Rise Articulate Participate! International Federation of Red Cross and Red Crescent Societies (IFRC) and Red Cross Red Crescent Climate Centre within the framework of the Zurich Flood Resilience Alliance Interactive online training module to support the design of effective science, policy and practice events. Focuses on participatory meetings such as workshops, conferences and training courses Climate Change Adaptation (CCA) and Disaster Risk Reduction (DRR) communities. E-Learning (account required) SCORE MOOC Score project EU Horizon 2020 Course 1: What are Nature Based Solutions? (focus on how NBS can help address environmental challenges). Course 2: Ecosystem-based approaches (focus on implementation using living labs, cocreation, technology use and citizen science) (other courses planned) Students, citizens, climate enthusiasts E-Learning, 1-4 hours content, signin required, English Gaps & Opportunities Assessment 24 Civil Protection Volunteers Training CiProVot e-Learning Platform ciprovot-project CiProVoT aims to develop a Transnational training course module for Civil Protection Volunteers (partly peereducation/partly with the use of external expert trainers). Civil Protection/ emergency management volunteers E-Learning, English, Italian, Portuguese, Greek, (requires a free account) moodle system EVANDE - Enhancing Volunteer Awareness and education against Natural Disasters through e-Learning EVANDE project The e-Learning platform aims to offer training opportunities to civil protection volunteers and local authorities’ staff in Greece, Italy, Spain and Bulgaria. It supports interactive services between the instructors and the trainees and operates 4 webseminars (educational programs) on earthquakes, floods, forest fires and European civil protection policies. Civil Protection volunteers E-Learning, English, Italian, Spanish, Greek, Bulgarian (requires a free account) (offers certification) Coursevo system E-Learning for the Prevention, Preparedness and Response to Natural Disasters Frederiksborg Fire & Rescue Service and partners co-funded by EU Erasmus+ programme Prevention, preparedness and response to four types of natural disasters: floods, storms, heat waves and wildfires. 4 different modules each targeting 1) primary school children, 2) secondary school students, 3) adults and 4) fire and rescue services professionals E-Learning, Danish, English, Estonian, Lithuanian, Romanian and Spanish Integrating Climate Risk Information into National Adaptation Plans NAPs UN CC: e-Learn WMO, UNITAR, GFCS Shows how to strengthen NAPs through appropriate climate information and coordinated policy action, drawing on the resources of the global hydroClimate services providers (National Hydrometeorological Services, research/academic and international organizations), and users (e.g. decision E-Learning, 6 hours, self-paced, certified, English. Gaps & Opportunities Assessment 25 meteorological community. makers, private investors, nongovernmental organizations, etc.), as well as of those working at the science-policy interface for outreach or communication purposes. National Adaptation Plans Building Climate Resilience in Agriculture MOOC/ Toolkit UNDP, FAO and UNITAR Modules covering CCA, agriculture and food security, international frameworks and NAPs, assessing climate impacts and risks, adaptation options, governance and finance and communications, monitoring and evaluation. Global practitioners/ policymakers interested in Climate Change Adaptation E-Learning, Learning materials hosted on FAO website (originally part of MOOC on UN CC: Learn platform) Selfbased REACH OUT Shaping Climate Resilience Cities Learning Program REACHOUT Project (Learning program led by Resilient Cities Network) EU Horizon 2020 Module I: Resilience Fundamentals, Climate Risk Assessment and Story-Mapping Module 2: Fundamentals of Climate Services, and Stakeholder Engagement Module 3: Pathways for Resilience and Monitoring and Evaluation climate adaptation City Hub representatives in REACHOUT Facilitated via webinars and materials available online in PDF deliverables, English. No LMS. Risk-informed Governance and Innovative Technology for Disaster Risk Reduction and Resilience UNDESA, DPIDG, UNPOG, and UNDRM Build capacities to spearhead innovations and utilize ICT and key frontier technologies in the government in order to drive Disaster Risk Government practitioners/ policymakers E-Learning, selfpaced, 5 hours, certified, English Gaps & Opportunities Assessment 32 online events such as the Peer Learning Programme for Charter Signatories. Overall, we recognise that it is not enough to just offer a training course on a specific governance or technical framework/ tool, and there is a need support ongoing exchange and mentoring to support users through existing communities, networks or forums. Furthermore, these communities of practice or forums play an important role in disseminating the e-Learning and training to a wider audience. As such, a layered approach is needed to ensure dissemination across multiple channels including national platforms and organisational networks (often in local languages) to reach more DRM/ CCA professionals. Table 4: Identified communities of practice, forums or networks supporting knowledge exchange, training and learning around multi-risk management and climate adaptation. Training opportunity Host Focus/ objective Target group Learning approach Disaster Risk Management Knowledge Centre Training Corner European Commission/ Joint Research Centre Online training series and learning materials on Science for DRM reports and other opportunities (workshops, trainings, webinars) on methodological and conceptual approaches and guidelines for disaster risk assessment and management. Global/ European DRM professionals, scientists/ academics Community-based, recorded webinars/workshops, online and in-person, various durations, English. Needs registration Mission Implementation Platform (MIP4Adapt)/ Community of Practice European Commission / Climate Adaptation Community of Practice sharing training courses and relevant learning events. For example MIP4ADAPT Peer Learning Programme for Charter Signatories. European regional and local authorities and some specifically for Charter signatories Community-based (promoting online and in-person events) Needs registration PreventionWeb Training UNDRM Capacity development on DRM themes and issues through training, online courses and webinars. Global practitioners, policymakers, scientists and citizens Community-based (promoting online and in-person events) Needs registration weADAPT Climate Adaptation Training theme SEI Provides an organised collection of material and links to different training courses, workshops and other guidance. Global practitioners, policymakers, scientists and citizens Community-based (promoting online and in-person events) Free and open access. External Gaps & Opportunities Assessment 33 courses may require registration. CERIS – Community for European Research and Innovation for Security / European Commission Home Affairs Crisis Management Innovation Network Europe CMINE DRS01 Societal Resilience Cluster European level Horizon project partners Community-based (online and in-person events) HOME- [email protected] u needs to be contacted to participate International Forum to Advance First Responder Innovation IFRAFI Assess common global capability gaps Product solutions and research projects to the topic can be submitted Find projects that have worked with problems of first responders in the past Academia and industry in regard for first responders needs Provides analysis of problems, summaries and posters to inform Open access RISK-KAN Knowledge Action Network onEmergent Risks and Extreme Events Future Earth Promotes the exchange of information, knowledge, and data Scientists, experts, and communities focusing on multihazard risks, Disaster Risk Reduction, and governance of extreme events Comprehensive interand transdisciplinary hub Host webinars Promotes in-person conferences/ events Some contents are open access, some need registration EGU Hydrological Sciences section and Natural Hazards section Short courses, splinter meetings, Hydrologists, Forecasters, data scientists/ modellers, Natural Hazards scientists practitioners and policymakers Not openly accessible Society for Risk Analysis Society for Risk Analysis Working groups/ webinars forum for scientific discussion Scientists, researchers Open access Open Geospatial Consortium OGC Helps finding geospatial information Government, industry, and academia connected to geospatial Open access for some online meetings and the search engine or Gaps & Opportunities Assessment 34 become a member to take part in more The national network for CCA Denmark (DNNK) DNNK Foster co-working and interoperability as a professional community in CCA Municipalities, utilities, companies/ advisors and knowledge institutions working in CCA In-person meetings, become a member to take part Danish German Association for Water, Wastewater and Waste DWAFachgemeinschaft hydrologische Wissenschaften German Association for Water, Wastewater and Waste Certified Courses, seminars and qualifications for a lot of topics regarding watermanagement and hydrology Researchers or employees in any field of hydrology Online and in person for a fee German HydroForum DHG | Deutsche Hydrologische Gesellschaft Education and training in hydrology and water management in Germany, Austria and Switzerland Mainly students in hydrology, geology, environmental sciences or similar Summer schools, eLearning (links to other websites) Collaboration between European research projects offers opportunities to widen the network of DRM/ CCA practitioners that could inform and access the training developed within DIRECTED – through connections with a wider research and development ecosystem for DRM and CCA. By fostering collaboration, projects can share valuable insights and methodologies, ensuring that lessons learned from one initiative can be leveraged to benefit others. This collective approach also facilitates the knowledge transfer between Real World Labs, where researchers and stakeholders collaborate in real-world settings to co-create and test models, governance strategies and adaptation measures to strengthen societal resilience. There already exist many connections between European and national research projects in the DIRECTED consortium (Figure 5). Many DIRECTED partners are actively involved in other projects; this will enable us to overcome project-silos and improve knowledge transfer and training between projects and continuously strengthen communities of practice and networking beyond the lifetime of the projects. Gaps & Opportunities Assessment 35 3.4 Tailored and targeted support on-demand The review identified that many organisations offer and access more tailored or targeted training based on the specific demands and needs. By design the online e-Learning courses lack follow-up support as they have a limited time duration and participants can find it difficult to apply what they have learned. An example of such tailored training emerged from Denmark, where the Danish the Association for Municipalities organised training with the Technical University of Denmark (DTU) specifically focused on their implementation and use of the Damage Cost Assessment Tool. The training involved installing the model on the municipalities system and supporting them to run it using their own data. This was a once-off training and not mandatory for all municipalities. The DTU team managing the model also offer a bilateral training session (1 hour) to those who sign up to the open source part of the model and are guided to use the README manual (as described in the previous sub-section). Additionally, the tool is being used in other EU projects with municipalities with similar bilateral support being provided by DTU. In the Rhine Erft Region the University of KaiserslauternLandau, RPTU provides trainings for first responders, municipalities and other professional groups for coping with major flood and heavy rainfall events in German language with certification (Weiterbildung-Fachbereich Bauingenieurwesen an der RPTU). In the Zala Region, Hungary, The Green City Hungary initiative are a local network that provide practical trainings on city-level solutions around climate challenges. Figure 5: Network of DIRECTED consortium members and partner projects. Gaps & Opportunities Assessment 36 Similarly, training with other technical tools is offered on a case-by-case basis if requested by a specific organisation. This one-on-one support is required when really trying to embed a specific technical tool/ model into an organisation. Typically, such tailored support comes at a cost to the organisation receiving it, and will vary depending on if the training is coming from a consultancy company (e.g. for SafterPlaces tool) or a university (e.g. for CLIMADA, RIM2D or DTU Cost Damage Assessment Tool). In some cases, outreach about the capabilities of such modelling tools is requested by decision-makers or policymakers to present/ engage at specific events. For example, the European Central Bank requesting a more simplified presentation on CLIMADA to understand the benefits and potential to support their work. The survey highlighted that RWLs access skills development via on-the-job training through involvement in different projects or training exercises. For example in Germany, the district of Euskirchen and Rhine-Erft both conduct disaster control exercises from time to time which offer a learning opportunity but these exercises are not necessarily focused on natural hazards, see more at Katastrophenschutzübung in Euskirchen - Kreisverwaltung Euskirchen (kreis-euskirchen.de) Kommunenübergreifende Übungen | Rhein-Erft-Kreis. Other RWLs – Capital Region of Denmark and Emilia-Romagna also indicated the importance of simulations for strengthening communication and governance across stakeholders involved in their RWLs. In June 2024, a Flood Exercise with flood and storm surge simulations was organized as part the RWL activities to test communication and organizational procedures between volunteers, civil protection and municipalities, regional authorities and others. Such simulations provide insight into training and upskilling needs within the DRM/ CCA domain. RWLs also highlighted the need for specialised workshops (online or in-person) and supporting guidelines that can focus on transferring knowledge around specific aspects of the project which link to existing deliverables, including Interoperability of tools (Data Fabric) (D5.7) and co-production multi-stakeholder workshop facilitation training (D4.1). As such, this tailored approach is important for the development of training on the Risk-Tandem Framework and the Data Fabric specifically in the RWLs because it will aim to really be embedded into organisations and future staff. As such, this should be organised within the duration of the projects and can be supported by additional interactive online guidance and e-Learning courses. Gaps & Opportunities Assessment 37 3.5 Education/ CPD programmes As part of the review a number of educational or Continual Professional Development courses (typically coming with an associated cost were identified from universities, professional training bodies and consultancies, as well others offered directly through DRM or CCA related organisations. Interdisciplinary programmes at postgraduate level DRM and CCA Masters Programme at Lund University, Sweden (which has been completed by some staff members in the Region Hovedstaden, Denmark, demonstrating its influence on future practitioners working on climate adaptation. University College London (a partner on sister project the Hut) offers master programmes on Risk and Disaster Reduction, Disaster Science and Resilience. Ingrassia et al. (2014) provides a review of educational programmes in disaster management, highlighting that despite national and international programmes, there is no standardised curriculum available to guide EU Member States. The EUMA project is focused on ‘Creating a European Higher Education Network for Masters Programmes in Disaster Risk Management’ with funding from Erasmus+, specifically targeting upskilling existing professionals working in civil protection agencies and disaster managers in the private sector. The network will foster collaboration with The Union Civil Protection Knowledge Network through for example summer schools and workshops. Micro-credentials offer an accessible way for bite-sized knowledge to be transferred between academia and industry/ practice, typically in the form of short courses offered via universities. Overall, these postgraduate courses are not the focus of the review as through the project we aim to develop fully open access training materials available without the need to sign up to an accredited degree programme. However, such existing (or upcoming) courses, especially in the case of the EUMA project, offer an opportunity to integrate and embed the DIRECTED eLearning materials into programmes that are reaching current or future DRM/ CCA practitioners. Furthermore, within the consortium there are entry points via universities to influence existing teaching materials through guest lecturing. Additionally, DIRECTED can support early career researchers through PhD or MSc. projects and summer schools to use and further develop the integrated technical and governance tools for multi-risk management and climate adaptation after the project ends. DIRECTED is co-organising the Multi-hazard Disaster Risk Reduction (DRM) Academy together with PARATUS, MYRIAD-EU, and The HuT, bringing together 40 early career researchers and practitioners in Barcelona (October 23-26, 2024). Furthermore, the Young Summer Scientist Program (YSSP) organized by IIASA hosts doctoral students to collaborate on their research and IIASA has a newly established capacity development summer school focusing on systems modelling, as well as other summer training programs providing entry points for DIRECTED to engage with early career researchers. In terms of professional development courses, insights were collected from the RWL host organisations around the types of trainings available to them or their RWL stakeholders. In the Zala Region Hungary, the Zalaegerszeg Vocational Training Center (Zalaegerszegi Gaps & Opportunities Assessment 38 Szakképzési Centrum - ZSZC) has multiple campuses in Zalaegerszeg, Keszthely, and Lenti. The institution offers courses related to climate change, such as environmental technician and green economy knowledge. These courses are primarily available to the working-age population and can be completed alongside work commitments. In the Emilia-Romagna Region, there is a course on the management of climatic extreme events including the operation of tools and technological skills targeting DRM professional are taught by partners at ARPAE. Another course organized by FAV with EU and RER funding include technical skills such as IT and network security and development. The courses target professionals and are taught in Italian language. Gaps & Opportunities Assessment 39 4 Knowledge Gaps and Training Needs As introduced in Section 1, DIRECTED aims to support interoperability and integration between different phases of DRM, as well as the between the various institutions and actors involved and between the data, methods and tools deployed to support DRM and CCA planning and practice. Doing so presents a pattern of complications resulting from knowledge gaps (or barriers) emerging from science, policy and practice, hindering actors’ managing climate and disaster risks. This review focussed on identifying the knowledge gaps connected with a lack of interoperability or integration across the governance structures and communication processes, and the data, models and tools which support the many different tasks and decisions in DRM and CCA. Figure 6 presents the six key gaps identified through engagement with Real World Labs (hosts), and emerging from grey and scientific literature. The project aims to bridge these gaps through work package tasks and activities, however, here we focus more specifically on what these knowledge gaps mean for training and knowledge transfer needs. Each of the six key gaps will be discussed in more detail including their associated Knowledge Gaps and Training Needs - synthesising information from the different methodological steps to provide an informed picture of gaps. Figure 6: Main knowledge gaps interoperability in DRM and CCA addressed by DIRECTED. Gaps & Opportunities Assessment 40 4.1 Transdisciplinary collaboration Knowledge Gap: Interaction between the individual components of the DRM and CCA system requires coordination (Vercruysse et al., 2019). Translating climate and complex risk information and research into policy and action has been severely lacking (Klein and Juhola, 2014; Brasseur and Gallardo, 2016; Sillmann et al., 2022) resulting in a ‘operationalisation gap’ between knowledge generation and its uptake in DRM and CCA, as identified within interdisciplinary research projects, e.g. ESPREssO (Zuccaro et al., 2020). Different stakeholders bring different experiences, and disciplinary expertise from data, models and tools, to governance and communication systems knowledge, providing crucial information for assessment from diverse standpoints, including scientific knowledge and other knowledge systems (Fischhoff, 1995; Daniels et al. 2020; Bharwani et al. 2024). Collating the best available knowledge to manage climate and disaster hazards and risks requires tapping into diverse knowledge repositories across stakeholders (Kelman et al., 2012; Mercer, 2012; Weichselgartner and Pigeon, 2015). Often, climate information and data remain overly technical or are developed in isolation from user needs, which thus reduces its usefulness for, and uptake by, decision-makers (Lemos et al., 2012). Not all knowledge and knowledge types (e.g. local or practitioner as well as scientific) are included as ‘trusted’ knowledge in a particular domain – often as a result of perceptions shaped by (primarily Western) epistemological assumptions (Shawoo and Thornton, 2019; Funk and Guthadjaka, 2020). Creating a shift in the dynamics of power between stakeholders can help build new coalitions and transformative pathways beyond the status-quo (Cosens et al., 2021; Wyborn et al., 2019). However, disciplinary silos, fractured landscapes of academia, decision-making, practice, financing and policymaking amplify the challenge of collaboration and knowledge exchange. Hence, transdisciplinary collaboration can act as a backbone for DRM and CCA interoperability and integration across organisations, sectors and interfaces cultivating relationships. Streamlining the processes of information and knowledge sharing and synthesising among diverse stakeholders including knowledge producers and users remains a challenge (Dilling and Lemos, 2011; Daniels et al. 2020). Such information silos and discrepancies between actors at different levels are likely to result in oversights, replication and redundancy of communication and information use. A lack of governance processes that identify and address user-needs can propagate the providers development of solutions and products - such as risk models and scenarios - that are not fit for management purpose and decision-making context. Establishing pathways for transdisciplinary collaboration and communication between producers and users of data is essential to develop processes as well as information products that balance model complexity and output granularity to maximize their impact. Gaps & Opportunities Assessment 41 Training need: Knowledge co-production can address the gaps outlined above and support the demand-led tailoring, preparation and provision of ‘usable’ as opposed to just ‘useful’ information (Lemos et al., 2012). Knowledge co-production can enable transdisciplinary collaboration for more effective management of complexity, environmental change, and risk (Cosens et al., 2021; Norstrom et al., 2020; Polk, 2015; Mees et al., 2017; Brugnach and Ozerol, 2019). DIRECTED proposes to address the complex and interconnected challenges of interoperability and integration in data and models, information and communication, and governance, though inclusive transdisciplinary knowledge co-production processes. However, as seen in Section 3, there is limited practical and interactive guidance or training available to support practitioners to build their capacity to establish and sustain transdisciplinary collaborations. Such training could guide them to simultaneously understand and navigate their risk contexts, disciplines or relationships with stakeholders involved, to potentially trigger change at an organisational level. As such supporting emerging ‘transdiciplinarians’ (Cosens, et al., 2021), boundary-spanning roles (Williams, 2011), collaboration champions (Crosby and Bryson, 2010), and ‘integration’ experts (Hoffmann et al., 2022) helping to bridge practice and science. DIRECTED sets out plans to train RWL hosts on knowledge co-production and develop learning modules in a Training of the Trainers programme (see D1.2 Capacity Development Strategy for details). Together scientists and practitioners’ skills (e.g. knowledge integration, reflexivity, communication) are expected to develop through the hands-on knowledge coproduction implementation process. The Science4Policy Framework developed by the Joint Research Centre outlines a set of competences which are essential to increase the impact of scientific knowledge on policy (Schwendinger et al. 2022) – many of which skills will be targeted through the knowledge co-production training. Taking a broader standpoint beyond the RWL host capacity development, the DIRECTED training (in Task 6.3) can generate guidance for other DRM/ CCA practitioners to learn about knowledge co-production based on the experiences and lessons emerging the RWLs and DIRECTED consortium. Such training, although targeting practitioners, would also be relevant for scientists/ researchers who are supporting knowledge co-production processes. DIRECTED Deliverable 1.1 provides more insight into how the Real World Labs are setting up their stakeholder engagement and knowledge co-production processes. Gaps & Opportunities Assessment 48 corresponding definitions, synonyms and scope notes to enhance the capacity of modellers and stakeholders to utilize both a shared vocabulary and multiple interpretations of the same terminology (Figure 8). Any training developed within DIRECTED would aim to support and encourage more standardisation of data and transparent taxonomies. It is expected that through the RiskTandem Framework and the Data Fabric, DRM/ CCA practitioners can be guided to identify the barriers for interoperable operational systems and identify opportunities to overcome them through technical and/or governance solutions. The Data Fabric can act as the backbone to help guide support more advanced and beginner users to navigate interoperability in different RWL contexts based on their specific information needs for more robust decision-making. Training around interoperability should support enable integrated data and modelling infrastructure can be embedded into institutional systems and result in improved risk analysis, communication and management decisions for DRM and CCA. Gaps & Opportunities Assessment 49 Figure 8: An example of a taxonomy concept in the Climate Connectivity Hub with definition, synonyms and scope notes. Gaps & Opportunities Assessment 50 4.5 Integrating open source/ access knowledge Knowledge gap: In DIRECTED, most data sets have a spatial and temporal reference and follow standards developed by the Open Geospatial Consortium (OGC) that are largely accepted. However, the OGC also offers more than 30 standards for geospatial data and information exchange. Whether the desired data set and the tool to further analyse and process the data are compatible is not guaranteed and often intermediate steps to further transform and map the data are necessary. Licensing terms can restrict the use and sharing of data, while privacy regulations, such as those mandated by the General Data Protection Regulation (Regulation (EU) 2016/679), impose additional layers of complexity, often requiring the anonymization of data. However, there is some uncertainty around the longevity of open data and models which stems from a lack of explicit commitments from the providers to invest time in maintenance and updates. Metadata is key to meaningfully using the acquired data and modelling results in subsequent processing steps. Information about the semantics of the data, its origin and provenance and also normative assumptions need to be understood. This compromises interoperability and the potential for long-term benefits, introducing a risk for users in deciding whether to rely on open data models or not. While this results in a data challenge, it is ultimately a governance and cultural challenge. Some RWLs, for example, the Capital Region of Denmark identify the limited capacity in municipalities, emergency management agencies to integrate emerging open source data and technologies such as Copernicus satellite data, OGC based services and models hosted on open access repositories to support their work. However, in other RWLs, for example ARPAE in the Emilia-Romagna Region have scientists working with advanced models and tools to support riverine and coastal forecasting to inform early warning and civil protection activities but lack knowledge on preparing for extreme climate scenarios. Generally, the gap is limited guidance on how open source technologies can be made interoperable with existing technology/ data/ models/ tools within and across organisations. Training need: Overall, more training is needed to support practitioners including their technical staff (and data stewards) within DRM and CCA organisations to integrate open source and open access data, models and tools. Technical specialists/ data stewards can benefit from understanding the possibilities of open source data, models and tools and access guidance on how to integrate into operational practices. The training need is especially evident when it comes to the capabilities, use and implementation of open standards such as OGC, and open models accessible via Git repositories. This may also include general information about the software development community and how to productively interact with developers. Training on the operation of newly integrated tools in a productive environment is required and will be provided for selected Gaps & Opportunities Assessment 51 models. The need to collate and aggregate such information on open source developments can be met by hosting test setups and interactive documentation on platforms such as EU Node. This can enable users to test models without the need of setting them up in their own systems, aiding them in exploring new developments. 4.6 Multi-risk uncertainty & interpretation Knowledge gap A cascade of uncertainties in (multi-)risk models, subsequent coupling and related inputand outputdata is a challenge that hinders the integrated decision-making for risk management and climate adaptation. Modelling typically implies certain assumptions on the inputs and the outputs, as well as modelling biases (Wang et al. 2014) and uncertainties (Pianosi et al., 2016; Kropf et al., 2022). Processing through models and chains of models, means that model outputs are used as input to other models, thus the importance of data interoperability (see section 4.4 above). Understanding and communicating how the uncertainties propagate as the network of models grows presents a challenge. The embedded normative assumptions may influence adaptation planning substantially, e.g., economic models respond sharply to growth projections (Buhaug and Vestby, 2019) whereas pathway-based models may streamline conceptual understanding and future planning, and limit focus on the intricacies of uncertainty modelling. Improving transparency and contextualization in how data and models are constructed becomes more important, but remains a challenge because of the proprietary nature of commercial data and model providers (Arribas et al. 2022). The challenge is to provide the appropriate amount and level of data and contextual knowledge sharing necessary to inform the next stages in modelling or decision-making processes that supports integration. An overabundance of detail in data and metadata can obscure vital insights, and a very complex model at one stage may be suboptimal for later applications. Although technical solutions such as the definition of data standards are pre-requisite for achieving interoperability, communication and exchange between experts of connected models and data is often the only way to maximise success. Local expertise is needed to interpret model outputs and use information to guide DRM and CCA decision-making, such as deciding when to evacuate or distributing resources among climate adaptation strategies. However, these local judgments often hinge on historical data (Šakiic Trogrliic et al., 2019), which may not account for new or evolving risk patterns. Due to their forward-looking nature, uncertainties and biases, subtle or overt, human oversight in interpretation is a necessity. Uncertainty is difficult to accurately predict not only for the occurrence of events but also their potential consequences while ambiguity arises if there are different views on relevance, meaning and implications of the information for decision-making (Aven and Renn, 2020). Again, facilitating knowledge sharing and iterative and reflexive communication among users, data providers, modellers, policymakers and even the general public is needed to support the interpretation and communication of such climate and riskrelated data, models and tools. These interactions are important for systematically mitigating Gaps & Opportunities Assessment 52 errors that propagate through data and model chains but also for identifying and addressing uncertainties and biases that could affect decision-making based on the data, model outputs and their interpretation. Knowledge co-production process can create open and transdisciplinary collaboration towards addressing the gaps between available information and its use. Training need Supporting DRM and CCA practitioners and technical specialists to understand uncertainty in existing data and modelling workflows could be achieved by building standardized and simplified data and model pipelines which encapsulate some of the complexity and allows to easily run separate models addressing the same question. For selected case studies in the RWLs multiple models will be run in parallel to be able to compare results and judge the model spread. This would allow for comparing model outputs of different approaches to build deeper understanding of modelling assumptions and awareness of inherent uncertainties. This aims to build trust in the interpretation of modelling outcomes. Gaps & Opportunities Assessment 53 5 Knowledge Transfer Plan Section 3 highlighted existing opportunities for knowledge transfer through training both online and in-person, while Section 4 demonstrated specific knowledge gaps and training needs which DIRECTED can address through integrated responses to multi-hazard risk and Climate Change Adaptation. Based on insights from RWLs, this section identifies specific end-users to target the knowledge transfer and training activities. Per user-group a knowledge transfer plan (KTP) identifies how training (programmes) will be developed to maximise uptake and application of the project’s KER’s – Risk-Tandem Framework and Data Fabric (including a suite of data, models and tools). Based on the review of the existing training and insights from the RWLs three priority end-users are identified for the training, 1) DRM/ CCA professionals, 2) Technical specialists or Data Stewards (in DRM/ CCA organisations) and 3) (early career) scientists or researchers (further explained in the following KTP per user-group). The KTP for each end-user reflects on the messages (or training content), the medium (online/ offline, facilitated/ self-guided), the channel (dissemination/ links with communities) and impact measurement (short-term outputs, medium term outcomes, long-term impact). The training (programmes) will be developed in Task 6.4 with a specific objective of marrying governance frameworks (i.e. Risk-Tandem emerging from WP 3 and WP 4) with innovative technical frameworks (i.e. Data Fabric emerging from WP 2 and WP 5) to help in the development of risk and adaptation solutions. The e-Learning portal (D6.4) will host all the training materials and be available by project Month 45 – which will be openly accessible to any user. The programmes will target learning beyond the lifetime of the project and should support continued use of the developed tools in the RWLs and beyond, by other DRM/ CCA practitioners but also students and researchers. The training programmes will be co-designed with (potential) end-users through workshops (online and in-person) with participants themselves designing, delivering and critiquing method. The KTP and related impact pathway (measurements) will be monitored via Task 6.5. The short-term outputs will identify what we will deliver, where, when and how it will happen, as well as the targets for numbers to be reached and who we will reach. The medium-term outcomes are the changes or contributions resulting from the knowledge transfer activities e.g. confidence in accessing open data or facilitating co-production workshops. The long-term impact is the changes, benefits or values of the activities or outcome for the beneficiaries, and the consequences of the outcomes (Lima and Bowman, 2022). This will not be possible to capture within the time frame of the project, but the expected long-term impact can be assessed, for example, through evidence of (planned) continuity and use of training programmes (e-Learning) across different organisations. To assess the outcomes and impact of the knowledge transfer and training activities, qualitative data will be collected through surveys and interviews with participants within the timespan of the project. Task 6.5 integrates insights from the development, monitoring and piloting of training (programmes) related to the governance and technical frameworks to identify the capacity/ skills needs to better address Gaps & Opportunities Assessment 54 the challenges of integrated responses to risk and adaptation management. This Deliverable 6.9 is due in Month 36 and will therefore focus on learning generated within that period. 5.1 DRM & CCA professionals End-user: This user-group including DRM and CCA professionals has varied levels of experience and expertise in different sectoral/ disciplinary areas but lacks knowledge on how governance and technical frameworks come together to support integrated DRM and CCA. This can include managers, coordinators, advisors or similar in regional or local agencies such as municipalities, regional authorities, water boards, civil protection/ emergency management who aim to improve their skills to enable integrated technical and governance solutions. The trainings are aimed at DRM/ CCA practitioners with limited (or varied) technical skills but open to anyone including researchers and industry. Message (training content): The training content for DRM/ CCA professionals will focus on the KER as the Risk-Tandem Framework which will use and embed the necessary technical tools for (multi)hazard risk management and climate adaptation to support decision-making. Possible questions that emerged from our analysis of the gap assessment findings, and which the training can address are: • How can I analyse past disaster events and future climate scenarios for integrated planning among neighbouring municipalities, emergency management agencies and other stakeholders? • What are the advantages and disadvantages of using different approaches to analyse and select different DRM/ CCA measures e.g. Cost-Benefit Analysis? • How can I identify technical and governance barriers and enablers for integrated and interoperable DRM and CCA using real-life examples from different areas? • How can I facilitate a transdisciplinary knowledge co-production process as part of my role? • How can I better understand how to work with uncertainty in data/ modelling to better prepare for an extreme event? The training will use step-by-step guidance and practical real-world examples based on experiences of integrating DRM and CCA emerging from the RWLs. The Data Fabric and interoperable risk models, data and tools Use Cases can be used as part of the training exercises to highlight past and future event simulations and will include the integration of social and physical data. Gaps & Opportunities Assessment 55 Medium: The training will be available through an online openly accessible webpage in the form of an interactive online guidance with an integrated Learning Management System (e.g. LearnPress). This will help practitioners walk through the steps of the Risk-Tandem Framework with links to examples, materials, demonstrations, and specific training resources. Other user-friendly tools like StoryMaps can be integrated to support visualisation. An e-Learning module(s) or course(s) will be integrated in the overarching interactive guide, however, these details will be further developed and tested during the co-design phase. To ensure accessibility, the e-Learning course will be openly accessible without a necessary login and will be self-paced with an expected duration for completion. This course may not cover training around all the available learning resources but will help signpost the user to more detailed information or learning material (e.g. different training modules on knowledge coproduction). The feasibility and budget constraints to prepare and host learning materials in languages other than English, as well as possibilities for certification will be explored in the co-design phase in Task 6.4. Channel (dissemination): The e-Learning course will be open-access and be continuously hosted beyond the lifetime of the project on the weADAPT platform. To ensure it reaches a broad range of DRM/ CCA professionals it will be cross-posted on various DRM/ CCA communities including PreventionWeb and the EU DRMKC and shared with specific relevant communities including the MI4Adapt and CMINE. It will also be disseminated via specific national networks in RWL countries and others. Educational mediums will also be targeted using the materials already developed – for example the EUMA Masters programme 1 which focuses on training DRM and CCA professionals. Impact-pathway (indicators): • Short-term outputs: number workshops, and number of DRM/ CCA practitioners involved in co-designing and testing the materials, accessibility/use of learning materials • Medium-term outcomes: bridging knowledge gaps on integrating DRM and CCA, gaining new skills (technical or governance related), knowledge on working with uncertainty. Planned activities: • Dedicated workshops online with training content developers and potential users to implement the KTP with a focus on RWLs (end of 2024/ early 2025). 1 https://civil-protection-knowledge-network.europa.eu/projects/euma Gaps & Opportunities Assessment 56 • Bilateral engagement with work packages developing the Risk-Tandem Framework and Data Fabric to prepare mock-ups/ demos of the e-Learning course and training materials and gain feedback for the design of the training materials (ongoing). • In-person workshop to pilot/test the training materials and get feedback from DRM/CCA professionals (e.g. municipalities, civil protection agencies) attending the European Climate Change Adaptation Conference in June 2025. • Bilateral engagement with weADAPT for hosting the e-Learning materials and other communities of practice to support dissemination. 5.2 Technical specialist / Data Steward End-user: These trainings are aimed at the technical specialists in DRM or CCA organisations (e.g. GIS specialists, data managers, modellers, forecasters). In some cases there may be many technical roles within organisations (e.g. Civil Protection in Emilia-Romagna or ARAPE) or in other cases there are limited staff with technical expertise (e.g. municipalities). Here this role can also be framed as the Data Steward (as referenced in D5.1 in the High-Level design of the Data Fabric). This role is more specific to the users identified in each of the RWLs, as the Data Steward decides access to models, data, and can support future training in their organisations, where this guidance will eventually support users beyond the RWLs. Message (training content): The training material will focus on guiding specialists in how to set up and embed the Data Fabric and/or its suite of interoperable multi-risk models, data and tools for climate/ disaster risk assessment and management. Users will be supported to understand the possibilities of the different models and tools. Specific questions of end-users could include: • How can I create a multi-hazard map or a real-time impact map based on forecast data to support decision-making during an event? • How can I integrate the Climada tool with my own data and models to assess climate scenarios? • How can I set up a RIM2D model to compare our existing hydraulic flood model and gain insights to help interpret model results? • How can I set-up the Data Fabric in our RWL? Medium: Specific technical guidebooks (e.g. README’s, click throughs) accessible by anyone but targeting technical specialists and designed in a user-friendly digest-able way. This can include examples or simplified versions of the data, models and tools publicaly available) built on learning from the RWLs and would be made available through Jupyter Notebooks. Gaps & Opportunities Assessment 57 Additionally tailored hands-on training specifically for RWL technical specialists will be completed to respond to their specific needs and applications of the Data Fabric. Channel (dissemination): The availability of the training materials will be disseminated through internal DRM/ CCA organisational networks which would not typically be accessible publicaly. A version of this is training content would be also made available in networks where more technical specialists interact e.g. OGC forums. Other parts of the training are likely to be using local data and closed (inter)organisational systems and therefore cannot be made fully public but will be available for other users within the organisation. Impact pathway (indicators) • Short-term outputs: Number of models/tools covered in the technical guidance; number of tailored training interactions; • Medium-long term outcomes: continued use of the training guidebooks in RWL organisations (users views on the usefulness / usability of the guides); uptake of the Data Fabric (and associated models/tools) by other organisations/ individuals. Planned activities • Deliverable 5.4 in WP 5 will work towards training for technical users of the Data Fabric. • Deliverable 5.7 will create appropriate guides for different stakeholders to access and use the system (due in Month 30). • Workshops with Real World Lab hosts based on their requests/ needs and ongoing bilateral support. Gaps & Opportunities Assessment 64 We will look at each of these exploitable products separately to ensure they reach the proposed TRL level and indeed their paths to TRL 9 – full market integration. Exploitation Strategy The DIRECTED exploitation strategy follows a structured process as outlined in Figure 9 below, that takes tangible exploitation opportunities through a process of development over the entirety of the DIRECTED Project and beyond. As this is an innovation project the majority of the tools, models and services have been developed externally to this current project – but the DIRECTED Project assists most of them to define, combine and improve their existing functionality to suit real users, as well as develop interoperability to other models improving the offer of their tools and models. There is one exception to this, the Data Fabric that has been designed to act as the tool that assists interoperability and tailor information to different audience – some as laypersons and others as highly technical audiences. Thus, in essence the business planning allows all the participant organisations with exploitable products, services and knowledge assets to reflect and innovate further their solutions. Central to DIRECTED, is working on ground-up product development and improvements through the use of one of the exploitation opportunities itself, ‘the Risk-Tandem Framework’, where we work with Real World Lab host organisations to tailor the models and processes under development to the Real World Lab stakeholders’ needs: local municipalities, disaster response and management organisations and in the case of the Danube Region both local disaster management organisations and Insurers. The diagram below includes the stages of the work, through deliverables that begin the processes of understanding stakeholders (potential users and clients) and improving targeted models and systems (the products) for stakeholder markets. The DIRECTED Project will be developing appropriate business or exploitation models for each product, service or knowledge asset and later evaluating the potential of expanding the product markets to wider audiences/ markets and sectors. This section outlines the exploitation process and steps we intend to take to enable a full exploitation plan by September, 2026. The plan will enable each beneficiary with exploitable results to have a full road map, actions and new or potential partnerships or commercial vehicles to exploit and scale to their target users and markets by the end of the Project. It should be clearly stated that the final business/ exploitation plans will be a result of work conducted over the entire project – and not something undertaken in a short period. Gaps & Opportunities Assessment 65 Exploitation Process Market Analysis and Market Proofing The Real World Lab process lends itself to market analysis through deeply understanding the real world management systems of the partners in disaster management and their on-theground processes and problems. Rarely, do organisations developing products and tools get such as immersive experience in the products and tools they are developing. Detailed understanding will be built up through the project directly through work developed within the deliverables. WP 1 deliverables: D1.1 Real World Lab Descriptions and problem identification, D1.2 Capacity development strategy for Training of Trainers on implementing transdisciplinary knowledge co-production processes in the RWL and D1.3 Case Study development (in the DIRECTED case - a comparative analysis at local level of major disasters in two RWLs EmiliaRomagna and Rhine-Erft), all assist the market analysis and understanding of the problems that need to be addressed by the RWLs, as well as specific requests from members in the RWLs on how to make improvements in disaster management and climate adaptation moving forward. The results of these deliverables, as well as the planning processes for WP 5 Data Fabric and D4.1 Understanding Information needs, draw out directly from real world partners exactly what they believe is needed to improve the disaster management processes and governance in the future. In turn, the physical and economic tools being used within the Data Fabric will be requested by the Real World Labs to perform tasks requested by the on-theground partners, thus once again enabling them to develop an understanding of how potential real world users would seek to use these models and what formats they would wish the information to be delivered in e.g. data, maps and visualisations. In addition, the Data Fabric Figure 9: Exploitation process and linked deliverables. Gaps & Opportunities Assessment 66 will enable a degree of interoperability between the tools thus increasing their functionality and combined results to fulfil user needs. Wider market analysis will be discussed in the next sub-section, but this phase will occur when we have products and systems tested and developed in live environments that can provide use cases that can be viewed by wider markets and users. Co-Development and Testing in Live environments through Real World Labs Once decisions on the requirements for the Labs have been made the Data Fabric and the tools and models will be adapted at the request of the Real World Labs – thus providing the DIRECTED modelling participants and developers with opportunities to use their systems under live conditions as requested by the RWL for disaster risk planning or economic risk assessment. The results will be utilised by the RWL participants themselves and consideration made of the amenity and relative values of the products themselves. Feedback from the RWL’s will be useful to help ensure the models and tools are designed appropriately for the target audiences – thus improving and adding value to the initial products. This includes all of the tools, models, the Data Fabric and Risk-Tandem Framework and indeed the training that has been developed. The result of this stage enables the development of use cases that can be utilised for future show cases and broadening the users viewing the products, thus beginning to scale knowledge transfer and the potential exploitation of the products and knowledge assets within new users and markets. Business Model Development and Go-to-Market Strategies DIRECTED has a range of organisations who will be considering the best opportunities for their products and services – some of these are fully fledged commercial SME’s based around the tools developed, utilised and updated in the DIRECTED Project (e.g. SaferPlaces) and others are held within research organisations and universities (e.g. RIM2D). Therefore, the exploitation phasing will be very different for established SME’s, compared to the research institutes within the DIRECTED consortium. Therefore, two main approaches will be taken for exploiting the exploitable products under the DIRECTED Project as broadly outlined in Figure 10. Gaps & Opportunities Assessment 67 Each partner/ IP owner or groups of owners will develop a business plan for their own product or where a product is a combined IP product more than one partner may be involved in developing business plans. The process will involve a gradual process working through each stage at a time, ensuring the product/ service owner has full ownership of their product/ service business plan. Business Model Canvas and Value Proposition Canvases will be used by each product/ service owner to develop their basis business strategy based on what they have learned during working with the Real World Lab’s about their customers and other external work they have conducted with their products and services. Each group will conduct this process through small working groups around the product led by the lead in WP 6 – Tracy Irvine – an experienced entrepreneur and business development professional. These product/ service working groups will then take their models forward and improve them through testing their assumptions with their target audiences. Consideration will also be made to the best way to engage in the exploitation of the products/ services e.g. the products may wish to develop their service into a spin-out company or work with a business or training partner to take the product/ service to market. Likewise, these product/ service working groups will explore the Intellectual Property used with their tools and services and whether they need to get the permission of the IP owners to use their data or knowledge e.g. Risk-Tandem uses a range of frameworks where they will need agreements to full exploit the system. If it is decided there is any IP developed which will need patenting this will be explored during this work. Discussions with the Real World Labs will also be held to assess whether they would like to continue to use their products/ services and how this could happen – particularly in the private sector applications. Likewise, each group will talk to the wider sector surrounding their Figure 10: Two-Tier Business Development Strategies. Gaps & Opportunities Assessment 68 developments and gauge the interest from these organisations to using the products/ services and how. Other business planning tools may be explored such as market analysis tool, when a team have a range of options but need to explore the potential and priority of markets. For more developed products with SME’s these working groups will conduct a review of their business plans and how the new services can improve their current offer and whether new markets could potentially be considered. For those looking to develop their products further that require future investment from formalised investors – review and work on business summaries and pitch-decks will be developed. If agreed investor meetings may also be set up. Depending on the product or service a Go-to-Market strategy may also be developed that takes the business planning a step further. This part of the process enables the product owners to establish what they will need to get the product into a fully launched market product or service. Establishing the best ways to market for their products including marketing channels, demand generation, sales strategy, pricing strategy and partnerships. Other product owners may wish to investigate providing their services as open access/open source, but there will need to be planning on how to sustain these products as open source/ access and indeed continue development in the future. Indeed, open access products still require work on Go-to-Market strategies as the intention is to get these tools fully used and scaled for their greatest impact. External Innovation Advisory Board In addition to demonstrations of the different tools and services to new audiences and markets – we will also develop an Innovation Advisory Board. This Board will work to advise our product owners of further steps or opportunities that they should consider, in light of their expert knowledge in the field. The Board will consist of high level stakeholders from policy, government, industry and businesses working in the disaster risk and climate adaptation space. The Board will meet twice, once after the use cases have been developed and our product owners are able to present TRL 7 products and then again, a few months before the end of the project once any advised adjustments and contact follow-ups have been made. Non-Disclosure Agreements (NDA) will need to be signed for products or services that seek to enter the commercial sphere and have unseen Intellectual Property. The External Innovation Advisory Board will also act as an evaluation body – that evaluates the innovation work that has been conducted and suggests any improvements to the process and plans developed. On completion of this work each product and service will have a road map/ business plan that has explored their initial assumption, tested them in the real world and improved them as a result, engaged new potential users and markets and developed new partnerships to drive impact. Some of the SME’s may also have engaged with new commercial business lines, developed business investment assets and be ready to roll out their products and services in the wider market. Gaps & Opportunities Assessment 69 Thus, to summarise the full set of exploitation processes is a full project activity that implements a suite of business planning tools and techniques. The timeline of this activity can be found in Figure 11 Elements of the programme will be completed over time such and will result in tangible results including developed and tested business models, a full understanding of their value propositions to key markets and stakeholders, as well as grounding and the beginnings of market awareness of the exploitable products or services through having established contacts within the relevant sectors. The products will also have been tested in live environments as well as use cases developed to assist long-term market development. It should be clear from the outset that DIRECTED takes the innovation/ exploitation pathway very seriously and intends to take all the products as close to market launch as possible. Figure 11: Timeline of Exploitation work in the DIRECTED Project. Gaps & Opportunities Assessment 70 7 Conclusion This report outlined the Gaps and Opportunities to support a Knowledge Transfer Plan through training within the DIRECTED project. A review of existing training and education opportunities related to multi-risk management and climate adaptation was completed covering e-Learning courses/ modules, online (interactive) guides, communities of practice (or networks signposting to training), tailored training and paid education/ training courses. Knowledge gaps and training needs were presented that emerged from insights in the Real World Labs and complemented with grey and scientific literature. These included knowledge gaps that bridge technical and governance issues around 1) transdisciplinary collaboration, 2) integrated planning, 3) citizen engagement and risk communication 4) interoperable communication and information systems 5) integrating open source knowledge and 6) (multi)risk model uncertainty and interpretation. Building on these gaps and existing availability of training, the review highlighted the different user-groups and puts forward a plan for training based on the Key Exploitable Results – the Risk-Tandem Framework and the Data Fabric – including the training content (message), mediums and dissemination channel and impact measurement. These training and education programmes will be co-designed and tested with different endusers within the time frame of the project. The knowledge transfer activities are expected to have a sustained impact, by leaving behind learning resources on an e-Learning portal (D6.4) targeting DRM/ CCA professionals and more technical specialists within their organisations (Data Steward), as well as early career researchers/ scientists to advance their transdisciplinary careers around DRM/ CCA. A legacy document on the capacity and skills development multi-risk management and adaptation will be produced (D6.9) based on learnings from pilot applications of the training. Overall, the Knowledge Transfer Plan which focuses on training is designed to complement the Capacity Development Strategy (D1.2), Data Fabric related deliverables – Implementation and Interoperability Use Cases (D5.4) and User Training per Role (D5.7), and will amplify the activities in the Communication and Dissemination Plan (D6.1) and support the Business Development Plan (D6.5). Looking ahead to knowledge transfer beyond training, the deliverable presents the steps in an exploitation strategy – in particular for the knowledge assets (Risk-Tandem Framework and associated training), and key exploitable products/ services (i.e. Data Fabric and associated suite of models). The exploitation process moving forward in the project between product owners and potential users in the RWL contexts is outlined including market analysis/ proofing activities, co-development/ testing in real world settings and business model development and go-to-market strategies. 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Project name DIRECTED partners involved Collaboration opportunities The HuT Oasis, GECO, ARPAE, GFZ, IIASA, TUBS Joint work on Emilia-Romagna event analysis and Case Studies Opportunities for knowledge exchange on stakeholder engagement (e.g. case study at Tisza River) PEERS TUBS, 52N Integrating the PEERS knowledge hub with the DIRECTED Data Fabric C2Impress TUBS Cross project workshops PARATUS IIASA Cross project workshops and knowledge exchange on stakeholder engagement (e.g. case study in Bucharest) MEDiate IIASA Cross project workshops/ exchange I-CISK GECO, 52N Knowledge exchange on stakeholder engagement/ user requirement analysis in Emilia-Romagna and Budapest/Zala county CASCADES ETH, PIK, SEI Knowledge exchange on transboundary climate risk in all RWL Danube4ALL UCC Knowledge exchange on Danube region stakeholder engagement ClimatEurope2 DTU Participation and joint organization of webinars UNIC UCC City lab in Cork collaboration/ RePIC master learning materials