skilled personnel. Like for the agri-food domain, the successful implementation of digital technologies in the water sector requires a skilled workforce capable of handling advanced systems and interpreting complex data.195 As underlined by the UfM in its report,196 it is well-known the shortage of personnel with expertise in areas such as data analytics, cybersecurity, and system integration. Such shortage of qualified personnel can be overcome with educational institutions and training programs that can be tailored to meet the specific needs of the water sector. Moreover, existing personnel can be kept abreast of evolving technologies by attending life-long learning programs.197 Also the policy brief by the EU Commission and its recent 2025 Strategy highlight the need for digital literacy in the water sector, focusing specifically on the generational gap.198 Moreover, on one side, the policy brief emphasizes the crucial role played by the education sector under a social dimension, in terms of raising awareness around water-related challenges, stimulating behavioural change as well as research and knowledge-sharing.199 On the other side, in its 2025 Strategy the Commission states that it will enhance vocational training by increasing its support to the Platform of Vocational Excellence Water. Moreover, the Commission will also use the existing Network of European Blue Schools200 to raise literacy and awareness to address freshwater and ocean protection in a source-to-sea approach. mended to “Establish and enhance policies and regulatory frameworks to encourage digital transformation in the water sector” (ibidem, p. 18). 195 See UfM, Digital Transformation for Water and Sustainable Development, cit., p. 14. See also European Commission, European Water Resilience Strategy, cit., point 3.3, p. 15, and point 3.4, p. 17, as well as Commission Recommendation on guiding principles of water efficiency first, cit., point 8, p. 6. 196 UfM, Digital Transformation for Water and Sustainable Development, cit., p. 14. In such report it is recommended to “Encourage research, development, and innovation in digital solutions for water management through initiatives, grants, and partnerships” (ibidem, p. 18) as well as to “Design Specialized Training Programs” focusing on key aspects of Spain’s experience (ibidem, p. 19). 197 The collaboration with educational institutions together with training programs are cornerstone of the UfM agenda: see UfM, Digital Transformation for Water and Sustainable Development, cit., p. 23. 198 U. Stein, et al., Digitalisation in the Water Sector, cit., p. 13; European Commission, European Water Resilience Strategy, cit., point 3.4, p. 17. 199 U. Stein, et al., Digitalisation in the Water Sector, cit., p. 18. 200 A Blue School is an educational institution – whether primary, secondary, or vocational (VET) – that integrates ocean literacy and sustainability into its teaching. See https://maritime-forum.ec.europa.eu/theme/ocean-literacy-and-blue-skills/ocean-literacy/network-european-blue-schools_en. 464 FRANCESCO GASPARI | LUIGI CAMERIERO
RkJQdWJsaXNoZXIy MTE4NzM5Nw==