Proposals are expected to focus on the following activities as listed under the three pillars below:

Pillar 1: Knowledge, Education, and Training

• Collaboration with academia, training institutions, the research community, and industry partners to design and deliver educational programmes and self-standing training modules in an interdisciplinary approach addressing training and skills gaps in the EU in quantum technologies, covering both technical and non-technical profiles.
• The programmes to be designed and delivered include common curricula at ISCED levels 7 (Master's or equivalent level) or 8 (doctoral or equivalent level) leading to a degree, which use the European Credit Transfer and Accumulation System (ECTS). The consortium should design and deliver at least one educational programme at level 7 or 8. The consortium should clearly indicate in the proposal the number and level of the degree(s)/programme cycle(s) to be developed/delivered. Additionally, it is left to the consortium to determine and explore if single or joint degree will be delivered (to consider the Blueprint for a European Degree).
• Design and delivery of a number of self-standing training modules, aimed at both students and professionals from different sectors, academia, start-ups, and SMEs as well as the public sector, including public administrators and education professionals. The consortium should clearly indicate in the proposal the number of self-standing training module(s) to be developed. Professional training design should take into account the European Approach to Microcredentials.
• Organisation of tutorials and hands-on activities for non-quantum experts to gain practical experience on a quantum device and development of activities like summer schools that enable STEM students who do not have quantum mechanics or quantum related subjects in their curricula to acquire specialised knowledge in quantum technologies.
• Facilitation and promotion of practical experience, such as internships, fellowships, work placements, laboratory experiences, and twinning opportunities. Development of interactive simulations, lab kits, and teaching aids specific to quantum education in order to understand abstract quantum concepts. Practical experience will be integrated to the designed curricula, either the delivered educational programme(s) or the self-standing training modules, if applicable.

The topic 4.3 of the Digital Europe Work Programme 2025-2027, the awarded project of the ELEVATE: European League of Advanced Digital Skills Academies will develop a framework for a certification mechanism of modular learning credentials to provide a seal of quality/accreditation of excellence for advanced digital skills training. The academy is expected to coordinate with this action and pilot and implement the seal of quality/accreditation of excellence for all the training modules they offer.

Proposals with high ambitions in terms of the number of students trained and successful completion of the educational programme(s), self-standing training module(s) as well as delivering excellent programmes, modules and trainings are likely to be assessed more positively. Additionally, proposals delivering their activities in several Member States are likely to have more added value.

Pillar 2: Building the Ecosystem

(a) Building the Ecosystem

• Establishing partnerships and collaboration frameworks between academia, industry (including SMEs), and research institutions to facilitate and promote the large-scale European-wide roll-out of academic programmes and short or longer-term trainings.
• Facilitating joint (practical) educational initiatives and events with industry, such as on-the-job experiences in companies' premises, mentorship schemes, internship programs, summer schools, bootcamps, visits to facilities, career days.
• Implementing support, integration, and visibility schemes with particular attention to the participation of female students and female professionals in education and training activities, as well as talented young people from less quantum-developed regions and people with disabilities. Additional emphasis should be made to attract students from countries with whom the European Commission has ongoing international cooperation related to digital topics (e.g. digital partnerships, trade and technology councils, policy dialogues, Talent Growth Task Force).
• Designing and delivering training initiatives for teaching staff, such as 'Teach-the-Teacher' modules for university and secondary education instructors, are highly recommended. To further enhance their skills, organizing visits to quantum laboratories will provide valuable firsthand experience, allowing them to convey more effectively knowledge to students.

(b) Scaling Up and Dissemination

• Organising communication and awareness-raising activities, e.g., through social media, including career orientation activities or "technology deep dive sessions" targeted at secondary education students and the general public.
• Collaborating between Member States and eligible third countries in outreach activities and exchange of best practices.
• Creating a dedicated landing page integrated in the Digital Skills and Jobs Platform, where all activities, events, and initiatives of the academy are disseminated.

To increase the impact and ensure the continued delivery of the designed educational and training programmes, the proposals are expected to foster as wide as possible the dissemination and promotion of the designed curricula in the main European Universities and Technological Institutes. Furthermore, the academy will engage the education ecosystem to scale up existing education and training offers (for example the higher education programmes funded under DIGITAL) and make them available throughout Europe. Active collaboration and inputs from industry must be sought for all activities.

Pillar 3: Measuring progress

It is expected that the academy will develop a robust methodology to monitor the evolution of the labour market and the progress achieved in closing the respective skills gaps. Therefore, activities could include the definition and monitoring of relevant indicators to better address the needs and directed funds towards achieving them. EU measurement frameworks such as the Reports on the Digital Decade will be taken into account, as well as relevant data infrastructures such as the Common European Data Space for Skills. Based on this progress monitoring, the academies should suggest and implement adjustments to their activities accordingly.

Proposals are highly encouraged to cover the following points explicitly under the RELEVANCE criterion:

• Alignment with EU's strategic needs and technological sovereignty: The academy should demonstrate how it will support and strengthen the EU's strategic needs and technological sovereignty in the field of quantum technologies.
• Complementarity with existing actions and initiatives: The academy should demonstrate how it will complement existing actions and initiatives in quantum technologies.
• Interdisciplinary approach: The academy should demonstrate its ability to integrate quantum physics, computer science, and engineering in its educational programs and activities.
• Variety of educational and training activities:
  • organise educational activities and events with industry and provide training opportunities (e.g. summer schools, internships, hands-on exercises)
  • develop training programmes for teachers, business profiles and decision makers

Proposals are highly encouraged to cover the following points explicitly under the IMPLEMENTATION criterion:

• Gap analysis, innovation and scalability: The academy should identify gaps in existing academic and training offers in quantum technologies and propose new, scalable, and effective innovative solutions to address these gaps building upon the current knowledge. Describe how these gaps in quantum education will be identified, analysed, and considered in the proposal. Explain how new developments and trends will be taken into account in the design of the educational material, and how this material will be updated and aligned with the industry needs in a dynamic way.
• Describe the details of the awarded degree(s), what actions will be developed in order to have standardised curricula across Europe and the type of certification awarded for self-standing training module(s).
• Briefly describe how the programme(s) and self-standing training module(s) will be co-designed jointly between members of the consortium (in particular between higher education institutions and industry partners).
• Broadly explain how the programme(s) and self-standing training module(s) will be structured, including describing the main content of the proposed curricula, as well as a description of the practice-oriented components (internships, summer schools etc).
• Describe the planned activities to attract highly qualified experts in quantum technologies from both the public and the private sector and support their mobility if needed. Explain how student mobility between higher education institutions is encouraged and how complementarity and coordination with other mobility programmes (in particular Erasmus+) is achieved.
• If applicable, explain how students will be financially supported to participate to the programme(s), self-standing training modules (e.g. via scholarships, fee waivers or others), and especially to acquire practical experience either with members of the consortium or with companies and organisations outside the consortium (e.g. via internships, fellowships or short-term job placements). This support can take the form of Financial Support to Third Parties.
• If applicable, explain if and how digital solutions, equipment and infrastructure will be purchased/leased/shared among institutions to ensure that programme(s) and self-standing training module(s) have the necessary facilities to deliver excellence.

Proposals are highly encouraged to cover the following points explicitly under the IMPACT criterion:

• Describe the communication and dissemination activities, particularly targeting high school pupils, Bachelor’s/Master’s students as well as the workforce already employed or will be employed in the quantum sector to raise awareness regarding the programme(s) and self-standing module(s).
• Describe how information about the programme(s) and self-standing module(s) are published on online platforms that provide information on available education offers, including programmes’ details (e.g. name, description, list of courses, length, field of study in which the course is taught, etc.) and institution details (e.g. name of the university, country).
• Describe the potential for scalability and replicability of the proposed activities.
• Describe the initiatives for raising awareness, regarding the potential of quantum technologies to transform many sectors in everyday life, to the general public and especially at high schools.
• Sectoral ecosystem creation: The academy should demonstrate its ability to improve the capacity to nurture and attract talent in quantum technologies. Initiatives to coordinate outreach activities in EU countries targeting high school students are highly encouraged.
• Industry leverage: The academy should demonstrate its ability to leverage industry to promote careers, including promoting the access of women.
• Access and equity: The academy should demonstrate its ability to extend quantum education to underrepresented groups and regions with limited resources.

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The Quantum Skills Academy will produce the following set of deliverables:

• Comprehensive academic curricula designed across different levels of quantum technologies education (according to the European Competence Framework for Quantum technologies) and for different target groups, implemented at European level.
• Self-standing training modules curricula designed and piloted trough relevant training courses at regional or local levels, including targeted training for SMEs and public sector.
• All training materials of the academic curricula and the self-standing training modules need to be developed in English for accessibility reasons. The use of any other additional languages is welcome.
• Partnerships and collaboration frameworks established between academia, training institutions, industry (including SMEs) and research institutions to facilitate and promote the large-scale European-wide roll-out of the academic programmes and self-standing training modules. Joint (practical) educational initiatives and events with industry facilitated, such as on-the-job experiences in companies’ premises, mentorship schemes, internship programmes, summer schools, bootcamps, visits to facilities, career days.
• Support, integration, and visibility schemes implemented, with particular attention aimed at the participation of female students and female professionals in education and training activities, as well as talented young people from disadvantaged backgrounds and people with disabilities.
• Training initiatives addressing teaching staff, such as “Teach-the-teacher” training modules targeted at university and secondary-education teachers developed and implemented.
• Different communication and awareness-raising activities carried out, e.g. through social media, including career orientation activities or “technology deep dive sessions” targeted at secondary education students and the general public.
• A dedicated landing page integrated in the Digital Skills and Jobs Platform, where all activities, events and initiatives of the academy are disseminated.
• A sustainability strategy developed and agreed by the consortium for enabling the continuity of the educational programme(s) and self-standing training module(s) after the funded project’s lifetime.
• Reports prepared on the impact of the academies’ activities, based on a KPI assessment scheme, and recommendations for policy and investments.

1. Number of participants in training programmes: Tracking the number of students, professionals, and industry experts who participate in the academy's different training programmes.
2. Increase in quantum technology-related skills: Measuring the increase in skills related to quantum technologies among participants, using surveys, assessments, or certifications and the European Competence Framework for Quantum technologies.
3. Number of training programmes delivered: Tracking the number of training programmes delivered, including online and offline courses, workshops, and summer schools.
4. Number of students and professionals from underrepresented groups: Tracking the number of students and professionals from underrepresented groups (e.g. women, minorities, people with disabilities) who participate in the academy's training programmes.
5. Industry uptake of trained professionals: Measuring the number of trained professionals who are employed in the quantum industry or related fields.
6. Number of knowledge transfer activities: Tracking the number of knowledge transfer activities, including workshops, conferences, and other events, that are organized and delivered by the academy.
7. Survey satisfaction rates: Tracking the satisfaction rates of participants on the educational material, trainers, and industry partners through surveys, to ensure that the academy's training programmes meet their needs and expectations.

1. Number of partnerships established: Tracking the number of partnerships between academia, industry, and research institutions that are established or strengthened through the academy.
2. Number of research and development projects benefited from the academy’s activities/deliverables: Tracking the number of research and development projects in quantum computing, quantum simulation, quantum communication, and quantum sensing and metrology that are supported or accelerated through the academy (better access to talents recruitment and/or enhancement of the human resources via traineeships).
3. Financial impact: Measuring the financial impact of the academy's activities, including the number of jobs created.

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