Science in the City (SitC) is a nationwide festival that marries science to art to showcase Maltese researchers and their work. We place researchers on centre stage at every single activity to show the public how researchers’ work positively affects society and our daily lives. It will help change current stereotype around scientists and promote gender balance. Each activity is created around the values that science is fun, interesting, inclusive and can provide an extremely rewarding career. The activities will fill Valletta, Malta’s Capital City, with the wonders of science in a highly fascinating, innovative and interactive way. The University of Malta will lead a unique and efficient consortium of beneficiaries and partners to make ERN 2014 and 2015 two entertaining and memorable events. Through a comprehensive awareness campaign we will reach over 300,000 people to attract 20,000 (c. 5%) people in 2014 and 25,000 (c. 6%) people in 2015. As a UNESCO world heritage site, Valletta is a magnificent backdrop. Over 35 activities will run in the streets and buildings from City Gate to the heart of Valletta, Pjazza San Gorg and the Magisterial Palace of the Knights of Malta. From ancient gardens to restored squares, the public can easily visit all activities on foot. SitC will emphasise the relevance of science and research to everyday life, attuned to Maltese culture. Arts and cultural activities will be performed to communicate science. Researchers will be present in all activities. Over 80 researchers (~16% of total researchers in Malta) are involved in SitC. The schedule is highly dynamic having a general appeal. To encourage science career uptake, activities include hands on experiments, art installations, science activities, bird tracking and games aimed at very young kids. To attract youths we are running film festivals, stand-up comedy, science dances, science cafés and gaming areas. All activities appeal to the whole family to make ERN truly memorable.

ContextThe Lisbon Strategy of March 2000, takes note of the relationship between demographic factors, employment and economic growth in the European countries. The ageing population in Europe is associated with profound structural changes in the economy and labor market. To overcome the unemployment crisis, begun in the early 80's, many European countries have used early retirement as a tool that has brought hundreds of thousands of workers over 55 at the exit from the labour market. In particular, the European banking sector was heavily affected by these processes, starting from the mid 90's. To improve the employability of the over 55 workers, the focus should be both on promoting training measures for older unemployed and employed individuals, directly linked to specific jobs. Project aim and objectivesThe aim of this project was to create an Intergenerational Learning Partnership - ILPO55 (involving education & training providers, employers and employees) that will support the employability and will reduce the skills mismatch of the over 55 employees from the Financial Services Sector (FSS), and also new/existing employees. The project set-up the ILPO55 Reference Framework which addresses the over 55 individual needs with a 360° perspective: a. analyse education & training and work experiences; b. assess individual competencies (knowledge, skills and competencies); c. identify personal and professional objectives (e.g. Professional Consultant); d. support over 55 individuals in planning their future career/work experiences; give advice regarding the existing opportunities for e. validation of competencies and recognition of prior learning; f. provide support for further education and training of the over 55 individuals (based on the training needs identified in relation to the personal and professional career development objectives). Moreover, the project aspired at creating two professional qualifications (Adult Trainer and Social Responsibility Facilitator) and training programmes that can be valorised by the over 55 both within the FSS and in other business sectors). PartnershipThe project brought together 10 partners from 6 European countries, forming a transnational cooperation partnership with a balanced regional geographical representation of the Erasmus+ area and with qualitative representation for Malta. Moreover, the project was highly supported by the European Banking Federation.Methodological approach and key outputsSince the initial phases of the project partners defined the concrete methodological strategies and approaches for managing the evaluation process during the lifetime of the project. The consortium designed and launched the project official website. Then, Partners identified existing needs and gaps in the field of age management and intergenerational cooperation and collected and analysed examples of good practices in the field. The next step was to define the Courses curricula for the two ILPO55 Qualifications (Adult Trainer and Social Responsibility Facilitator). Partners developed the ILPO55 Reference Framework, for developing methods and tools for competence evaluation and designing methodologies for supporting the professional development. The results were piloted and validated during the project piloting phase and were made available online, on the website. These results were also included in the final publication of the Project and will be further exploited with open licence.Impact and long term benefitsThe project results were and will continue to be disseminated in the Partner countries (Malta, Italy, The Netherlands, Spain and Romania). In addition, Partners also advertised them at international level, valorizing Partners' Networks and collaborations. In the beginning of the project Partners agreed on the dissemination and exploitation concrete plan. This will include definitions, information and guidelines about. The main key project result were made available to the public through the project website and also using Partners' websites and communications channels (Magazines, Newsletters, learning ICT eco-systems). Moreover, the Reference Framework, the two Qualifications, the description of course curricula, assessment procedure and training programmes were also included in the Final Project Publication that was distributed through ICT channels and in the final conference to the most relevant national and European stakeholders. The goal for the partnership was to be able to use the materials within their own activities and to promote its usage within their networks (at national and European level).

CONTEXT AND BACKGROUND Europe’s average digital gap with the world’s leaders USA and China is now being compounded by an emerging gap in Artificial Intelligence (AI). An analysis performed in 2019 by LinkedIn revealed that the skills needed to develop or implement AI systems remain scarce and limited to a well-educated segment of the labour force. The skills that students gain at vocational education and training (VET) level do not suffice to qualify for a job that requires knowledge in programming AI. Important factors hindering the initiation of AI-related teaching at vocational schools are lack of relevant competence among ICT teachers and lack of coherent training methodology. PARTNERSHIPThe partnership comprises 6 organisations from 4 countries, representing vocational education and training institutions, an educational start-up, and learning innovation experts from non-formal education sector. A transnational approach is essential for the success of the project in terms that it facilitates the exchange of best practices and the innovation delivered by smartest professionals.OBJECTIVESIn this project, innovative, interactive and multidisciplinary methods are sought in order to strengthen the key competences/transversal skills in the actual competences of learners. The goal of the project is to develop Artificial Intelligence skills of ICT teachers and pupils in VET sector by offering learning/teaching/training material to respond to the demand of AI talent in the European labour market. The objectives of the project are to:1.Develop lesson materials for an innovative study unit “Introduction to Artificial Intelligence” - a comprehensive course for pupils who have basic programming skills, in order to equip them with knowledge of machine learning processes. 2.Integrate the study unit into each partner country’s formal education system, thus enabling the sustainability of the project’s results and ensuring the incorporation of AI qualifications into national and European VET systems. 3.Provide competence development for ICT teachers, as key actors in the acquisition and transference of new digital skills. 4.Disseminate the project’s intellectual output across VET and other educational sectors.ACTIVITIES & METHODOLOGY-Development of lesson materials in collaboration with partner schools, in order to create the most relevant product corresponding to the profile of VET learners. -Piloting lesson materials with target group pupils, analysing skill development, and updating the product based on the survey results and the feedback received. -Teacher training to empower them to pilot the product with their pupils and act as trainers for other teachers. -Evaluation of pupils’ knowledge and further skill development at Scrum-based transnational learning activity. -Preparation of the study unit description according to the accreditation requirements in partner organizations/countries and processing the accreditation. -Multiplier events in each partner country and a range of other disseminational activities, including training sessions and workshops. RESULTSThe activities will lead to the following results: -A formally acknowledged study unit „Introduction to Artificial Intelligence”. -Comprehensive lesson materials on different AI technologies developed for 60 contact (classroom) hours for the above-mentioned study unit. -A survey performed before and after the testing of the lesson materials, demonstrating skill development of the target learner group. -At least 10 teachers obtain necessary skills required for implementing “Introduction to Artificial Intelligence” unit at their school and transferring knowledge to other ICT teachers. -At least 100 pupils develop skills in machine learning processes in the context of game design, autonomous driving, and computer vision. -At least 120 learners, educators, policy makers, IT sector representatives and other stakeholders from outside of the partner organizations become well familiar with the product during multiplier events. IMPACT AND SUSTAINABILITYIntegration of the unit into the formal curriculum will allow partner schools to offer innovative lesson content to all students involved in ICT studies. The unit will bring added value for each partner of the network by increasing the labor market relevance of the education. Students will be prepared for Industry 4.0, especially where they will be involved in more automated process at the place of work. We anticipate that most of them will employ their skills in the labour market, or seek further knowledge development in higher education. At national and European levels, the project will increase the transparency of vocational qualifications as partners prepare for ECVET implementation by building up this unit of learning outcomes together and developing opportunities for validation and recognition of it as part of qualifications in each partner country.

Context/backgroundAquaculture is a sector with opportunities and challenges: production of high-quality food in a more sustainable way, and new breeding techniques, alternative raw materials for feed, and other innovations contribute to this.The Sustainable Development Goals (SDG) of the United Nations are the blueprint to achieve a better and more sustainable future. They address the global challenges we face related to the green sector, for example food, energy, and water.This project contributes to the SDG’s and European objectives by targeting following subjects:-Ensure the development of food security, food safety, and sustainability within the sector-Levelling differences across Europe-Optimize innovative effectiveness-Promote new entrepreneurship with sustainability at the forefront of their operations-Accountability to climate objectives-Exchange of students, staff, professionals working in the sector between partners in international education and enterprises-Increase and enhance labour quality and -mobility within the sectorThrough education on European level and scale, this project wants to responds to the opportunities, and also wants to make a positive contribution to the challenges. Based on the needs of industry, European Objectives, and the SDGs (related to food, soil, water and energy) this project contributes to the development of future employable employees, able to work internationally within the sector, and thus give shape to European labour mobility. A high-quality workforce must be created that responds to challenges facing the sector, and innovations needed in order to contribute to European aquaculture objectives.Objectives of the projectWith this project a long-term cooperation starts with a consortium of European VET schools, University colleges, and international industry within the sector of aquaculture. They work together on the development of training, that meet the needs of industry and the European objectives and SDG’s in aquaculture. The project aims to achieve these goals by developing European training at EQF level 4, at EQF level 5, and in work based learning programs for lifelong learning.Methodology and description of activitiesTo ensure the outcomes are properly connected to the aquaculture industry, within this project it is important to examine the needs of industry. Which requirements (competences, knowledge, skills, and also autonomy, responsibility and complexity) require the companies of their staff? Based on input from enterprises, VET- and University colleges develop outcome based learning units EQF 4, and international training for EQF 5.Main project activitieso3 outcome based International learning units for employment at EQF level 4: workers on EQF 4, able to work in their own and other EU countries with the different production techniques, e.g. recirculation systems, pond and flow systems in freshwater cultivation, and cages and shell cultures in salt-water cultivation.oInternational outcome based training EQF level 5: employee/employer working at EQF 5 has knowledge, skills, competence and experience in an international context. Industry needs staff at EQF level 5, able to face challenges in the above mentioned objectives for aquaculture.oWork based learning programs/Lifelong learning. Outcome based learning in a work based setting is supported by different training programs and assessment of recognized prior learning (RPL). These programs lead to more quality in the sector and also to labour mobility. Number and profile of participantsIn the project are 7 project partners representing education: VET colleges and University colleges. Most colleges also offer short term courses. The 8th partner is a an enterprise in research in Aquaculture, and also offering short term courses. The combination of partners represents also education on all main production methods and aquaculture species. There is a widespread range of different kinds of aquaculture industry involved in the project as associate partner. 1 European association, 4 national associations and 9 enterprises give input and feedback in project products. During 3 pilots 52 learners are involved to test the learning units and other project product. They will contribute to improvements.Results and impact envisaged and finally the potential longer term benefitsA long term aim is to raise the quality of skills of (starting) professionals and raising the quality standards in the industry, thus achieving the European objectives for aquaculture.The learning units are incorporated in education abroad, into the partner’s curricula and make it sustainable. Student exchange contributes to the development of one Europe where labour mobility is evident.The establishment of an European platform for education and industry in aquaculture and a Transnational network for professional education will ensure sustainability and long term development of education on aquaculture.

"The idea for this project is to promote the training about Greening in VET in line with policies of the EU and the Sustainable Development Goals (SDG) as identified by the United Nations Development Programme for the year 2030.Since the project started, the project themes of Greening and the SDGs have been prioritized by the EU, UN and countries across the globe. The importance of teaching about Greening and the SDGs has become so much more relevant and important as the years passed making this project very highly relevant. The successful completion of the project provides a wealth of knowledge and reference material that will aid schools, institutions and policy makers with formal preparation and training to address Greening and the SDGs.VET plays a key part in this as it prepares learners in a variety of subjects that are all connected, somehow, to the environment. Besides, students are citizens of the world and will be the leaders and policy makers of the future, thus impacting our planet. The project was partially impacted by the Covid19 pandemic, but a 4 month extension of the project enabled the partners to complete the project successfully. In fact the objectives set out in the project application were achieved: 1. To raise awareness of the Greening issues across all VET disciplines and link them to the SDG priorities; This was achieved with the engagement of learners and teachers at various stages of the project and will continue after the project end in view of the website and smartphone app that will be maintained by the partners. The Intellectual Outputs (IO) 1 (which developed the study unit for learners) and 2 & 3 (which provided the teacher training and toolkit) helped significantly to meet this objective. The Teacher training activity C1 was also a very important contributor to this goal. 2. To disseminate knowledge and deliver relevant accredited training related to Greening;The activities mentioned in 1 above helped disseminate the knowledge and accredited training about Greening and the SDGs. Apart from this, various activities held at the partner institutions helped in this regard as well. Just to mention the ""Foster a Tree"" campaign run at MCAST in Malta amongst others as documented in the greening guidebook produced in IO6. 3. To include Greening across all VET curricula through the design, development and deployment of an accredited module that can be included in any VET course curriculum or else taken independently;This was completed under IO1. A VET accredited Level 4 training module was developed and shared with all partners. At the end of the project, the knowledge has been shared with UNESCO UNEVOC to disseminate across its global network of 220 Centres. 4. To up-skill and prepare VET teachers in the Greening and environmental issues;This objective was achieved as IO 2 & 3 were developed and a group of teachers (4 from each partner) were trained and certified to deliver the training as part of the Training activity C1. 5. To outreach, provide relevant information and involve all VET learners and the local communities in Greening.This objective was achieved in a number of ways. Some are the Greening activities embarked on the campus involving learners and staff, the development of an informative website and smartphone app to engage with local and global communities on the aspects of Greening and the SDGs, the design and development of the Greening Guidebook for schools developed under IO6. Therefore, the Target Groups of VET Learners, VET Teachers and the Communities were properly addressed and engaged as planned in the project application.The transnational dimension of this project needs to be emphasized. The partners in Spain, Malta, North Macedonia and Greece have contributed significantly through their knowledge and expertise to all the activities of the project. This reflects on the quality of the outputs. Also the project has a direct influence on employability, both in the short and long term, since the relevance of Greening in various jobs and careers has become very important today. Learners with relevant training in Greening are valued highly. At the project application stage we had stated ""Generally speaking, this project will result in the modernization of the VET approach in a number of countries with respect to Greening issues. The subsequent potential of disseminating the knowledge gained across the EU and its partner countries as well as to the global platform increase the significance of this project."" And this has been achieved and will continue to be achieved in the years to come with the material and knowledge developed and disseminated. The project partners had also stated that their intention is to build a legacy of this project and this is happening now as the output products of this project are being disseminated not only in the partner countries but also across the EU, UNESCO UNEVOC and effectively globally through the Internet."