Answering the challenge of inclusive education is however a complex process. The teachers are confronted to a multitude of children profiles, as every pupil is unique. This diversity should be encouraged however in terms of learning skills, interests and motivation, the discrepancies from a pupil to another is a challenge in order to promote equal opportunities given by education. To be inclusive, the school should be multiple and collaborative, and the teachers should be committed to the success of a universal pedagogy. This supposes major changes in the structuring of schools and classrooms, regarding pedagogy and learning environment, aiming at ensuring that all children feel supported to be able to develop their full capacity. Towards this challenge, Universal Design for Learning, by understanding the way of people are learning, is giving flexibility and personalised learning to all. From experience, this concept has shown potential for inclusive education, especially because nowadays, at the level of regular classrooms, the teachers face pupils with learning issues at different level. We count around 1 child on 5 that presents learning disabilities including only the children that have been diagnosed. Besides, early school classes have the constraint of having children under stage of development that can highly differ from one child to another. Promoting flexible learning opportunities for inclusion in regular classroom, not considering the stigma of disabilities, is a great opportunity to enhance the capacity of primary schools to fulfil their mission of committing the children into the education process. In that context, the AILE project is designed to provide teachers with better educational opportunities for the integration of all pupils aged between 6 and 10 years old in order to meet each individual learning requirements to improve the educational development and give equal opportunities for all children. This global objective will be reached using a breakthrough educational web-based solution to enable teachers creating their own regular learning contents and pedagogical activity, in an adapted and interactive way, thanks to a list of adaptations started through the ALSO Erasmus + project. Through this project, AILE aims at answering to three objectives: i) give a concrete opportunity to the teachers to create, from a unique template, several adapted materials depending on the children’s needs, ii) promote easy inclusive education to motivate teachers and iii) promote a collaborative pedagogy with and without schools for inclusion.To achieve this goal, AILE will implement a breakthrough methodology and solution based on: (1)An in-depth assessment of the end-user’s requirements and needs compared to the opportunities given by UDL to implement concrete digital solutions towards inclusive education, (2)The creation of a large database of adaptations to the children needs, to offer new opportunity of alternative learning pathways, (3)The release of a breakthrough web-based solution, enabling all teachers to create, from their own material, adapted learning interactive contents, compared to their pupils’ profiles, (4)A complete assessment of the solution, and a replication plan towards institutions, schools, teachers, families and supportive organisations such as language therapists. The AILE project will be coordinated by Haikara, a digital agency based in France that will bring to the project its expertise acquired through the ALSO project funded by the Erasmus + programme and referred as a “Best practices” projet recently by the European Commission. In addition, Haikara will be supported by 4 renown partners: (1)CEFES, Center for Studies and Training for Specialized and Inclusive Education, with the mission is to help and support the person with disabilities and their family, (2)Ecole2Demain, gathering a high level of knowledge and competencies to develop a new qualitative policy focused on pedagogy and adaptive learning(3)ICEP Europe, Institute of Child Education and Psychology Europe, independent training and research institute specialised in psychology and special educational needs (4)Orthocentre, speech therapists, specialised in adapted and inclusive learning pathways. Thanks to these activities, the AILE project will have significant impacts on major challenges in the EU framework related to school education, especially i) increasing the capability of teachers to provide adapted learning contents, ii) developing collaboration mind-set between all stakeholders inside and outside the classroom, including therapists and families, iii) reducing school drops through better motivation and learning experience of children.

ALS project – Adaptive Learning System – aims at providing children presenting learning disabilities with adaptive learning approach, allowing a better inclusion and easier access to education and basic skills. Indeed, nowadays in Europe, around 16 to 24% of pupils are facing difficulties to adapt themselves to the traditional learning sytems. 2-3% are affected by sensorial, motor and neurological deficiencies. 4-6% are concerned by behavioural and emotional disabilities such as dyslexia, dysphasia, dyspraxia… and around 15% are affected by cultural and sociological disadvantages. Regarding the second and third categories of disabilities, most of these children are however included in traditional courses, facing issues to screen their disabilities or even not considered as disabled. Schools are the place to tackle these issues at the earlier stage. Indeed, early learnings are the requirements to acquire basic skills to reinforce the capabilities of pupils to have an easy access to the higher classes. For these children, the rythm and contents provided by traditional learning is most of the time difficult to follow without adaptations. The ALS project aims at addressing these statements by providing a tool to develop in Europe a common personnalised and inclusive learning contents. The solution provided by the consortium will be to create a digital learning tool that allows the adaptation of content for children during early learning. This tool will be created thanks to the development of a cognitive approach of learning and will aim at allowing children the access to a personalised learning system. Strict definitions of troubles will be deconstructed to provide learning profiles based on the cognitive behaviour and motivation of the pupils (pupils can be represented by various profiles). The final result will be the possibility to adapt traditional contents with the appropriate modifications for each level of difficulties. To develop properly this tool and to test its relevance, the consortium is based on 4 organisations, complety complementary. Haikara, coordinator of the project, will bring its expertise in e-learning and contents creation, as well as on development of IT solutions to provide the project with both the pedagogical requirements and the final learning tool. It will be supported by the Cognition Institute of Plymouth, to implement research activities and assessment regarding the children psychology and disabilities. To reinforce the research part, two associations will act on the project to bring their practical point of view. ICEPE, with its strong international networks and high relationships with institutional organisations in Europe will be highly involved in the dissemination and demonstration requirements. Moreover, from its expertise regarding teachers behaviour when it comes to special educational needs, it will help during the research phase to implement policies that fit with the schools demands. Finally, Ecole2Demain will be the stronger partner for demonstration as it will bring its large scale networks of demonstrators, especially schools. Through these developments, research and demonstration, ALS will test and prove the utility of a new learning tool, consolidating needs of diverse European Countries. Indeed, the project will provide profiles on the European scale, that will lead to a general cultural awareness increase towards the development of common policies tackling the needs of disabled pupils. The project will have high potential of transferability as the adaptive aspect of the tool can be implemented through a diverse range of end-users after the project end.

At European and International scale, the current convergence of many digital and breakthrough technologies brings a new period of transformation of our economy and society. Artificial Intelligence (AI) is nowadays the main technological challenge, discussed within all industrial and service sectors, with an expected growth between $12.5 billion in 2017 to $46 billion by 2020. In the specific sector of Human Resources Management, AI shows a slow uptake fuelled by a lack of understanding, training and misconceptions on the role of AI in the workplace. Nevertheless, AI-powered analytics tools have proven the potential of AI in HR management processes, and HRTECH is becoming a popular term. In this context, the HIRING project aims to prepare the current and next generation of human resources manager to the integration of artificial intelligence tools in their position. This goal will be reached by providing them, at VET and higher education levels, a innovative training programme based on the following question: “How can AI enhance innovation and creativity within human resources management positions?”Based on this challenge, the HIRING partners has identified 3 specific objectives to achieve this goal: i) Training the HR managers and students to the digital transformation to come in their work environment, ii) Valuing fair and responsible soft skills for implementing AI technologies at the work place and iii) Promoting a more open-minded HR generation opened to atypical career pathways. To achieve this goal, HIRING will use innovative teaching pedagogies tailored to the learners’ needs. In practice, the project will follow a multi-step methodology based on: 1)An in-depth assessment of learners’ skills, pre-existing knowledge and requirements will be conducted, 2)The development of open access training contents including interactive materials and business cases, 3)The creation of a e-learning platform to ensure full accessibility to the contents, 4)The development of a micro-learning application that will enhance the training process and create a collaborative network of students all over Europe, 5)The promotion of mobility activity within start-up in Europe, 6)A breakthrough study on promoting the organisational practices enabling to take up the AI solutions, through an efficient, responsible and fair way. This additional content will be operational to rapid uptake of the concepts by the European companies. HIRING will be coordinated by IPAG, a renowned French Business School who will bring its experience in HR management and innovation. SEDU, a Finnish VET centre specialised in employment training and company competitiveness will implement the project pedagogical outputs within its own human resources services and within existing VET training courses in Finland. From the start-up side, HIRING will benefit from the expertise of HAIKARA, a French start-up specialised in digital learning and of ZAPIENS, one of the top-10 HRTECH start-up in Europe developing micro-learning applications. TUM, a famous German research centre with in-depth knowledge on citizens’ vision of technology will be involved in HIRING to provide perspectives to the project in terms of research opportunities.HIRING will be committed to the creation of valuable open access training contents and will produce a White Paper on human centric approach of technologies in human resources available to ensure the best application of the skills acquired during the project at the level of the companies. Thanks to these activities, HIRING will have significant impacts for the integration of AI processes in workplace, especially in HR management. It will directly improve current and future HR personnel’s understanding and working competences with AI tools. Indirectly, this will impact both employees and companies who will reap the benefits of better work environment, better work perspectives and increased productivity. Furthermore, HIRING will have a positive impact on the scientific knowledge of citizens’ perception of AI processes. On the long-term, the partners expect that it will ease digital integration at the European level, enhancing the citizen’s understanding on new technologies’ potential and promote their fair and responsible use.

Spanning over two years, FABLE has as its aim to help higher education (HE) teaching staffs to design and implement blended learning while fully exploiting the advantages offered by this approach consisting of combining face-to-face teaching, live videoconferencing courses, online accessible recorded courses, micro-learning, and online self-training.To reach this overall goal, the project will pursue and achieve the following objectives:•Ceating a knowlege bank, to better identify the needs and expectations of students and trainees on the one side, professors, educators and trainers on the other side, regarding blended learning and training on blended learning. This will be done through online survey complemented with in-depth interviews of the large populations of students and trainees on the one side, professors, educators and trainers of the other side that the partners access directly. The achievement of this objective will result in the intellectual output IO1.•Conceive and test a methodology to transform in-class courses into blended learning ones exploiting the benefits brought by this form of teaching, including a guide to distance learning tools. Built upon the needs and expectations identified, the methodology is aimed at providing a step-by-step ‘vade-mecum’ explaining to professors and trainers how they can design or transform their in-person courses into blended learning curricula according to the intended learning outcomes. The methodology will include a guide of the different tools used to digitalise courses. This accomplishment of this objective is concretised by IO2. •Design, develop and implement a tool aimed at training faculty on blended training so to help them design courses for blended learning. The platform aims at a full integration of the learning and teaching experience in online and face-to-face combined settings. It will provide the eLearning platform with the resources for a high impact of replicability and sustainability. The result of this objective is IO3.•Issue a white paper for education systems to help them steer the digital transformation of their teaching through effective performance indicators.The project is aimed at emphasising and accelerating the movement toward digital courses that was considered with some reluctance before the Covid-19 crisis makes it a necessity.If it is not considered only as a low-cost stopgap of traditional teaching, the benefits of blended learning are numerous:•Personalisation: by adding self-training and virtual classes to in-class teaching, blended learning is training delivered at right amounts, at right moments. Training can now fit in a pocket and is becoming more and more convenient for us to travel. The training can therefore be consulted anywhere and at any time;•It favours memory anchoring. By allowing shorter learning sessions distributed over time, it is much more effective than concentrated sessions;•It promotes back-and-forth moves between knowledge acquisition and practical application during virtual class interclasses;•It facilitates quality assessment: blended learning learners no longer simply acquire knowledge, but develops skills, making it easier to assess the upgrade of their skills;•It suits digital natives and is adapted to increasingly technology-oriented learning methods;•Social learning is encouraged, and a micro-community can be created around the training.These benefits have shown to be efficient to reduce school dropouts and reengagement of people having left secondary education without graduation.The consortium counts five HE organisations covering different disciplines – from business school to technology institutes, and generalist universities – , of different digitalisation maturity states and coming from different European horizons, from North to South, West to East. This will ensure a large coverage of disciplines, digital maturity levels and cultural backgrounds. The project includes additionally: i) a private company specialised in digital education, ii) a private company specialised in transfer technology from the academic world to the industrial sector.The project is expected to greatly help partner organisations’ professors, educators and trainers digitalise their curricula in such a way that the resulting courses own added values as compared to in-person learning. Students and trainees having responded to the survey or interviews will better grasp the benefits of distance learning. On the mid-term, sharing a common methodology will help European HE and VET organisations develop harmonised blended learning programmes thus improve student and trainee exchanges all over Europe. On a longer term, FABLE will contribute to enhance the quality and quantity of blended learning programmes, thus their impacts on society, notably but not exclusively school dropout reduction and reengagement of not-graduated people.

Facing the challenges of the general economic recession since 2008, the EU policies towards matching skills and needs of the labour market is a priority to increase the employment rate of European workers. The CEDEFOP has launched in this context a large EU Skills & Jobs survey to assess the needs and the requirements of VET and adult education, with the ambition of analysing and researching solutions to the current competencies’ situation faced by European citizens i.e. mismatching between demand and offer in terms of skills and employment opportunities. From this large study, the CEDEFOP highlights that 45% of adult workers think that their skills can be better developed and used at work thanks to better skills anticipation. In addition, 30% of the responders realised that their qualifications are different than the one required for their job position, and 44% have lower skills than needed. On a different level, a part of the workers’ skills assessed through the analysis of CEDEFOP show that they have all the competencies required for a specific job position, however they cannot value them in terms of the appropriate level of qualification. This is strongly linked to a recurrent question in European policies on the best practices to value skills acquired by experience and informal practices.In that context, SILKC PATH aims at delivering a platform for personalised guidance and skills matching between workers, learning institutions and the labour market, is completely in line with the current priorities: 1) matching supply and skills, 2) helping stakeholders to measure and adjust their offer and 3) to enable building and sustaining strong competencies at European level including informal and soft skills. To achieve this goal, SILKC PATH will implement a breakthrough methodology and solution based on: (1)An in-depth assessment of the end-user’s requirements and needs, to enable promoting social and living data on the platform to provide the target audience with automatic accurate advices for developing their career and learning pathways, (2)The creation of a large database gathering training opportunities and outcomes in terms of job position in Europe,(3)The release of a breakthrough open access platform integrating an advice algorithm that will use the data collected to provide recommendations in both formal and informal skills and opportunities, (4)A gamified approach to reach the commitment of the users, promoting non-traditional skills through open badges, (5)A complete assessment of the platform, and a replication plan towards institutions, citizens and learning organisations SILKC PATH will be coordinated by Haikara, a digital agency based in France that will bring to the project its expertise acquired through the Mylk project funded by the Erasmus + programme. In addition, Haikara will be supported by 3 renown partners: (1)BEEZNEST, a digital Belgium company developing the open source LMS Chamilo, first LMS in Europe, with a large community of users, (2)UNIVPM, strong research player in the field of artificial intelligence in Italy, (3)OIC Poland, a famous institution in Poland, targeting the prevention of unemployment and fostering economic development by implementation of the educational and counselling programmeThanks to these activities, SILKC PATH will have significant impacts on the improvement of employability in Europe by i) a better recognition of the competences acquired during their whole life including identification of informal skills and competences, ii) better access to accurate and personalised learning pathways merging formal and social information and iii) better understanding of the skills requirements for a position. In the other way, as they will be able to value soft skills, they will have more power to negotiate position within companies.