Structured data set of HEIs and other institutions/organizations and offered space-relevant curricula/courses

Competitiveness and innovation of the EU space sector depend on high educational standards and theavailability of skilled professionals in the field, as well as the possibility for these professionals toenhance and update their skills through their careers so that they can adapt to changing circumstances.This report describes the analysis of the space-related educational programs and their courses at theBachelor, MSc, PhD, and continuing education (CE) levels. We selected and analyzed the courses andeducational standards of 132 Degree Programs (DPs) at Bachelor (25 DPs) and Master (107 DPs) levels,19 PhD programs, and 60 CE courses. Therefore, the findings presented in this report reflect thecharacteristics of the gathered DPs and courses. Thematic diversity, space sectors, and geographiccoverage were the main criteria used to select the DPs and courses. Gathered DPs have been mappedacross 28 knowledge domains (KDs) and 105 knowledge areas (KAs) identified in this report and acrossthe different segments of the value chain of space activities relevant to the three space sectors:upstream, midstream, and downstream. The diversity of KDs and KAs highlights the interdisciplinarynature of the space sector education programs that cover a wide range of scientific knowledge, andtechnological skills. Most of the analyzed Bachelor DPs are related to the upstream sector, whereas theMaster and PhD DPs are equally related to the downstream and upstream sectors. Some of the gatheredDPs focus on understanding Earth's environment, atmospheric monitoring, and climate change usingspace-related technologies. Yet, the lower representation of these KDs suggests a potential need for anincreased emphasis on these areas in the context of space-related educational programs. Similarly, thelow occurrences of space safety and space traffic management KAs suggest that space systemsengineering KD receives less attention in the gathered space education at the Master level. Some of theanalyzed DPs offer a diverse range of elective courses to develop transversal skills (leadership,entrepreneurship, communication, or presentation skills) and include internships either as compulsoryor optional activities. The analyzed PhD programs share a common emphasis on developing not onlydiscipline-related skills but also transversal skills such as effective communication, teamwork, andproject management skills.The analyzed DPs and courses are shared in a structured and curated web catalogue, that allows usersto search, and retrieve collected DPs and courses based on country, institution, language, space sector,KAs, KDs or European Qualifications Framework (EQF) level. We concluded that the analysis of theeducational capabilities in the space sector should be conducted regularly so that we can assess thechanges in the educational offerings and standards over time. The geographic coverage of the analyzeddata should also be extended beyond EU-27 +UK.