"<< Background >>It is undeniable that the COVID-19 pandemic has made us take a digital leap we had never seen before, but I think this only accelerated a trend that already existed. Artificial intelligence (AI) is being used as a tool to support the fight against the viral pandemic that has affected the entire world since the beginning of 2020. The press and the scientific community are echoing the high hopes that data science and AI can be used to confront the coronavirus and ""fill in the blanks"" still left by science. With the COVID-19 pandemic, educational systems found themselves in the position of having to reconvert their traditional pedagogical models by implementing them with different distance education models, in which new technologies are decisive.The communications of the European Commission ""White Paper on Artificial Intelligence"" (COM (2020) 65) and ""A European strategy for data"" (COM (2020) 66) of 19.02.2020 outline a scenario in which the exponential growth of the production of data, now measured in hundreds of billions of gigabytes per year, and thematuration of AI services capable of exploiting them will lead to a profound transformation of processes at every level of individual, social and economic life. If this is undoubtedly true in general, progress in specific sectors will depend on the presence of a critical mass of quality and non-discriminatory data. Collecting such data is a strategic priority in the coming years.The need for an inclusive digital transformation has been more urgent since Covid acceleretad it, In order to contribute to build an inclusive VET system that will respond to the main requirements of the labour market.According to the INDEX OF READINESS FOR DIGITAL LIFELONG LEARNING:- Portugal is the 9th best performing country in Europe on the overall index. It is a high-achiever in terms of institutions and policies for digital learning (6th), but lags behind regarding the availability of digital learning (22nd). - Spain ranks 8th among EU countries on readiness for digital learning. It is scores above the European average on all indicators, but people’s attitudes towards digitalisation are still quite negative. - France scores in the EU-27 average overall, but its rankings vary from the top to the bottom quartile. A few noteworthy outliers are ‘learning outcomes’ and ‘attitudes towards Digitalisation’, where France scores significantly below average.- Italy’s score ranks it towards the bottom of the overall index, ranking 26th out of the EU-27. It scores very poorly in all the dimensions of the index, but its worst performance is in Institutions and Policies for digital learning and Availability of digital learning (25th)- According to the report, Turkey's Digital Transformation Index is calculated as 2.94 in 2019 and 3.06 in 2020. Turkey's rating is defined as ""average"" in the evaluation of a score between 1 and 5. If we examine this average performance of Turkey in some detail, we see that the capacity to benefit from new technologies in the country varies greatly according to regions, sectors and company types.The project will meet the needs of:- Partner organization to develop a first level of awareness of the nature and effects of the transformations in the learning processes caused by the advent of AI technologies spreads in the project’s partners and the procedures for acquiring data useful for training AI to support C-VET are defined, starting with the self-assessment of basic digital skills;- Educators and trainers of integrating methods and tools based on the use of AI in the teaching process;- Learners to find tailor-made learning paths to improve digital skills.<< Objectives >>The adaptation of the knowledge of the trainers is a critical factor for channelling this transformation process in a positive direction. According to (COM(2018) 237 final) the proposal will contribute to make a better use of digital technology for teaching and learning; to develop relevant digital skills for the digital transformation; and improve education through better data analysis and foresight. (AI) will have an impact on all these, and in the last priority the COM specifically invites to explore its impact in education and training through pilots and this proposal aims at providing educators and organizations active in C-VET with relevant knowledge, skills and competences to introduce AI in the learning process’ evaluation according to an innovative approach supporting the work of the trainers.We need to do much more to fulfil the potential of smaller companies, because only 10% of small and medium enterprises (SMEs) are currently making use of Big Data. We need to encourage more SMEs to use AI by giving them access to talent and know-how from larger firms and universities, as well as boosting our digital infrastructure and connectivity. According to a study by McKinsey, AI is a huge opportunity for Europe, it could add €3.6 trillion to the EU economic growth by 2030.The project will create the suitable environment to contribute to an inclusive digital transformation, exploiting the Artificial intelligence to build tailor-made learning paths to improve digital skills of trainers, learners and SMEs workers in C-VET.The proposal exploiting the artificial intelligence will promote the development and acquisition of digital skills, building tailor-made learning paths according to the needs of trainers, learners and SMEs workers in C-VET and labour market requirements.In this context, the general objective of AI4ALLL is the definition of two innovative practices:- an innovative practice of AI-assisted analysis of the results of basic digital skills self-assessments, where the AI4ALL AI will help operators in C-VET education sector in the definition of highly personalized individual training courses;- a collaborative practice at European level for the continuous training of the AI4ALL AI and for the collection of the data required for this purpose.AI4ALL will train 320 C-VET educators. 25 will be trained during the pilot edition, and during the first public campaign. Over 4,000 trainers among workers of SMEs and trainers in C-VET paths with low digital skills will indirectly benefit from personalized training courses, defined during the AI training process.Thanks to the AI4ALL project, the partners aim to:- Upskilling their trainers to the new operational context determined by the advent of AI technologies;- improving their own assessment and self-assessment procedures for the basic digital skills of workers and learners in C-VET paths and for the definition of personalized individual training;- sharing the deliverables of the project with other European organizations in the sector, to start a collaborative practice at European level for the training of vertical AIs, as the only way for SMEs to create and regularly update specialist datasets for free use;- setting the ground for automating the digital skills assessment procedures in an expanding series of cases, and transforming them into AI-assisted self-assessment procedures, when the AIs will show a level of reliability and effectiveness at least comparable to that of human experts as their training refines;- extending the method to other sectors other than C-VET, as adults’ education, or primary schools.<< Implementation >>The project is divided into four logical phases:- Research and development of the AI4ALL Training Toolkit based on the needs declared by the project partners who are experts in C-VET sector.- Development and testing of the self-paced training to the use of the AI4ALL Training Toolkit, involving a significant sample of educators selected by partner organizations.- Dissemination of the results at European level to engage other C-VET organizations education sector, also through the support and mediation of institutional stakeholders First European training campaign for C-VET educators and for data collection for AI training, leading to the release of the first operational instance of the AI4ALL AI.The main activities foreseen by the AI4ALL project are:- Developing a Training Toolkit for collaborative training at European level of the AI ;- Developing and delivering a self-paced training course for C-VET educators on AI-assisted assessment of basic digital skills;- Training a first instance of the AI ;- Developing and disseminating a recommendation for the adoption at European level of the AI collaborative training practice.2 main transversal phases will contribute with their specifica activities to reach the identified objectives and planned results:1) Management to guarantee high quality in reaching the results;2) Follow-up to share the results of the project beyond the partnership.From the general objective, two strategic measurable objectives (OSm) and the related actions (Am.n) necessary to achieve them are derived:R1 Training Toolkit for AI for the assessment of basic digital skills of workers and learners in C-VET that will respond to the OS1 - Develop a training toolkit for AI to standardise the training process in all its components (setting, data acquisition mode for training, tools to be used and publication of the first training dataset, in order to make AI4ALL fully operational and reusable for the training of other AIs.A1.1 Needs analysis and specification definition M1-M3A1.2 AI system and training development M4-M7A1.3 Data acquisition tool development A1.4 European data collection campaign promotion M13-M17A1.5 Datasets creation M18-M19A1.6 Dataset validation and publication M20-M21R2 Self-training course on AI assisted assessment of basic digital skills of SMEs’ workers and learners in C-VET paths that will respond to the OS2 - Training path for C-VET educators development, allowing them to make effective use of the AI Training Toolkit.A2.1. Curriculum development M14-M15A2.2. Pedagogical and methodological framework definition M15-M16A2.3. Online training platform development M16-M19A2.4. Training contents development M17-M19A2.5. C-VET trainers for the pilot course selection M17-M19A2.6. Pilot edition of the course M20-M23A2.7. Curriculum, training toolkit and online platform revision and translation M23-M24Transnational project meetings:TPM1 Kick-off meeting (ES, M2)TPM2 Training Toolkit for AI validation (IT, M9)TPM3 Self-training route validation and planning phase 2 (TK, M14)TPM4 Final results validation and project closure (PT, M24).Learning Teaching Training Activities:C1 Joint staff training for tutor preparation course (IT, M14) C2 Training of VET learners for testing individual learning and project work preparation at the end of the online training phase (PT, M17)<< Results >>The general objective of AI4ALL is the definition of a EU system for the data collection for AI, able to assist and simplify the process of self-assessment of basic digital skills in continuous professional training, C-VET, and using results produced by this AI by educators to build tailor-made training courses/learning paths. AI system based on shared rules, collection tools and common training courses for operators in the sector.Specific goals, SGSG 1. Develop a Training Toolkit for AI4ALL, an AI to support the basic digital skills in C-VET self-assessment process. The toolkit is tested in 2 phases:- a pilot carried on by the partners, using a self-assessment kit,- a first experimental campaign at EU level.SG 2. Train C-VET educators/trainers in the basic concepts of AI and the use of the training toolkit.R1 Training Toolkit for AI for the assessment of basic digital skills of workers and learners in C-VET will respond to SG 1. Develop a Training Toolkit for AI4ALL, an AI to support the basic digital skills in C-VET self-assessment process. R2 Self-training course on AI assisted assessment of basic digital skills of SMEs’ workers and learners in C-VET paths will respond to SG 2. Train C-VET educators/trainers in the basic concepts of AI and the use of the training toolkit.Other Expected results:- 4,000 or more educators and trainers able to use AI4ALL in the self-assessment of basic digital skills of C-VET learners, and more generally able to understand and evaluate the emerging opportunities for the use of AI in support of entire training course or by learners;- 1 training dataset for AI4ALL, created by applying the Training Toolkit for AI4ALL to the self-assessment tool.Other outcomes to share the results of the project beyond your partnership:Dissemination plan, as a roadmap to ensure the proper implementation of dissemination activities.Project website, Facebook pageCreation of project hashtags and social media accounts and regular publication of project activities; minimum of 10, during the life of the project PREDIFPreparation and use of dissemination materials (minimum 6 press releases, production of video interviews and success stories, minimum 8 brochures, minimum 150 per partner.Presentation of the project in events and conferences of national and international relevance, for a better communication strategy at the political level, minimum 2 per partner.Organisation of project multiplier events (workshops at local and European level); minimum 1 per country. A final international project event will be organised in Lisbon, PT, by CCIP involving all partners, where the project results will be presented to a broad European audience. Publications through radio, forums, websites and TV networks of local, national and European resonance, 8 at least during the life of the project. Dissemination gadgets to be disseminated during events; Logo Each partner will visit and sign agreements with at least 5 organizations identified as stakeholders, at the local, regional, national, European and/or international levels, duration 3 years since the signature date in order to ensure the sustainability of the project also after its end. Aim: introduce the project's results in their daily activities."

"<< Background >>During the 2012 United Nations Conference on Sustainable Development (Rio+20, Member States agreed to launch a process to develop a set of sustainable development goals (SDGs) to succeed the Millennium Development Goals (MDGs). The SDGs are to address all three dimensions of sustainable development (environmental, economic and social) and be coherent with and integrated into the United Nations global development agenda. Disability is referenced in various parts of the SDGs and specifically in parts related to education, growth and employment, inequality, accessibility of human settlements, as well as data collection and monitoring of the SDGs, for instance:●Goal 4 on inclusive and equitable quality education and promotion of life-long learning opportunities for all focuses on eliminating gender disparities in education and ensuring equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities. In addition, the proposal calls for building and upgrading education facilities that are child, disability and gender sensitive and also provide safe, non-violent, inclusive and effective learning environments for all.●In Goal 8: to promote sustained, inclusive and sustainable economic growth, full and productive employment and decent work for all, the international community aims to achieve full and productive employment and decent work for all women and men, including for persons with disabilities, and equal pay for work of equal value.●Closely linked is Goal 10, which strives to reduce inequality within and among countries by empowering and promoting the social, economic and political inclusion of all, including persons with disabilities.●Goal 11 would work to make cities and human settlements inclusive, safe and sustainable. To realize this goal, Member States are called upon to provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport, with special attention to the needs of those in vulnerable situations, such as persons with disabilities. In addition, the proposal calls for providing universal access to safe, inclusive and accessible, green and public spaces, particularly for persons with disabilities.●Goal 17 stresses that in order to strengthen the means of implementation and revitalize the global partnership for sustainable development, the collection of data and monitoring and accountability of the SDGs are crucial. Member States are called upon to enhance capacity-building support to developing countries, including least developed countries (LDCs) and small island developing states (SIDS), which would significantly increase the availability of high-quality, timely and reliable data that is also disaggregated by disability.This Erasmus+ proposal ""Young People and SDGs"" aims at contributing to the awareness of young people about Sustainable Development Goals and the promotion of inclusion of people with disabilities, PWD, and it will be done promoting an active dialogue among EU young people with and without disabilities, building future active and aware citizens of the EU.<< Objectives >>The project will provide tools for young people for young people with and without disabilities to participate in, and contribute to the change of the society by promoting the 17 Sustainable Development Goals (SDGs), as well as acquire the skills and abilities needed to lead European initiatives. In addition, it will provide support and contribute to the training of youth workers to support these young people in their leadership, foster their inclusion and learning through the provision of non-formal educational materials. Specific Objectives-SO1: to promote an active citizenship, engagement and participation of young people by promoting a dialogue on the 17 SDGs regarding an effective inclusion of PWD. - SO2: to enable young people to play an active role in the community and the environment at local, European and international level.<< Implementation >>The project has been structured in such a way that the project results lead to the achievement of the above-mentioned objectives: -SO1: to promote an active citizenship, engagement and participation of young people by promoting a dialogue on the 17 SDGs regarding an effective inclusion of PWD. - SO2: to enable young people to play an active role in the community and the environment at local, European and international level.This objective is implemented through: R1:Phase 1: The research phase will exchange knowledge, methodologies, good practices on non-formal educational activities that foster youth participation and engagement, including those focused on promoting the development and promotion of the SDGs. Phase 2: The guide will be used as a basis for the implementation, by other stakeholders, of activities that foster the participation of young people with and without disabilities, in particular those aimed at advancing the SDGs.Phase 3: The course will train 70 youth workers in activities that support youth participation and engagement. These workers will develop their skills both professionally and personally in order to be able to implement the methodologies learned in different environments and spaces. Phase 4: In the training course for youth workers, they acquire the needed knowledge on SDGs and non-formal educational activities to boost the participation of young people with disabilities and fewer opportunities in cultural, educational activities etc.R2: Phase 1: youth workers will acquire the required skills to promote youth participation and awareness of the SDGs.Phase 2: Youth participants with disabilities and fewer opportunities are involved in the creation of educational materials on the SDGs. These young people will be able to share their work with the community in a way that raises awareness and generates dialogue around the SDGs. They will be responsible for the creation of SDG education materials.Phase 3: The young people will be able to discuss and interact with their peers from other countries on the materials they have created, generating an exchange of ideas, activities and different opinions. In addition, all partners will widely disseminate and promote the project results through: the production of the R1 to foster the multiplier effects of the project and ensure the transfer of the model; the organisation of multiplier events at local level and dissemination activities during the whole duration of the project at local and national level through online media channels (social networks, website, etc.) and the involvement of stakeholders.<< Results >>The main outputs of the project consist of 3 outcomes (R): R1 (M1-M3):Accessible and targeted online toolkit for YDs to empower all young people with disabilities through the SDGs. This toolkit will start with the research of non-formal educational activities, methodologies and documentation related to the implementation of youth activities for the development of the SDGs, as well as the collection of good practices in partner countries of youth activities for persons with and without disabilities. R2 (M4-M9): Training for youth workers on accessible activities for youth with and without disabilities through the SDGs. Following the research, an online awareness-raising training course will be developed on the importance of implementing these SDGs in society and involving young people in participating in youth activities, collaborating in the development of these SDGs. In addition, it will inform about good practices of youth activities so that the YTs acquire knowledge, competences and skills to work with young people as well as the inclusion of PCD's. The content of the course will be the following: SDGs and PCD: European context, definition and data on the need for inclusion and participation of young people with and without disabilities. Good practices on participation of young people with and without disabilities in activities for the implementation of SDGs. Methods and guidelines on how to ensure accessibility and inclusion in youth activities through non-formal education accessible to young people with disabilities (YPD) through the SDGs. This guide will focus on promoting the SDGs including: How to create workshops, activities, leaflets, posters, theatrical performances and short videos that promote the 17 SDGs; How to create short videos that promote the 17 SDGs; Practical trainings (eco-friendly, hygiene products, recycling and reuse); Events organised for YCD in our communities; Photo exhibitions to promote the need to collaborate for the 17 SDGs; Selection of ambassadors for the 17 SDGs + awareness raising campaigns. R2: (M10-M18) Pilot action: Implementation of activities for the promotion of the SDGs, targeting YTs: YTs, after the completion of the course, will be encouraged to apply the knowledge and practices learned through the production of accessible and short videos, photo exhibitions, events promoting the 17 SDGs for the inclusion of JCD. Tasks: 1. A practical workshop on how to carry out these activities will be conducted and will contain: Making videos with devices: tablet and mobile; Good editing with accessible and free tools; Marketing in RRSS to disseminate videos and posters; How to ensure accessibility with non-professional tools: basic rules. 2: Co-creation of videos: each country / TJ will include 6 young people with and without disabilities.3: Online competition. Task 4: Presentation: the first 3 winners will present the videos during the final dissemination event. By the end of the project, we expect to have produced two high quality tools that will be used by TJ, trainers and members of each partner working on inclusion for people with fewer opportunities. These tools will be interactive and entertaining, but also easy to use.Outputs will include: - brochures, posters, theatrical performances and short videos promoting the 17 SDGs- practical trainings (eco-friendly, hygiene products, recycling and reuse)- events organised for young people with fewer opportunities in our communities- photo exhibitions to promote the need to collaborate for the 17 SDGs- Selection of ambassadors for the 17 SDGs + awareness-raising campaigns"

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FAO (Food and Agriculture Organization of the United Nations) states that although rural areas at world level presents different features and socio-economic situation according to their political, economic and social background, they present some peculiarities at global level. These includes lower levels of income, brain drain (especially of young people between 18 and 30 years old), low presence of high skill employment opportunities and low use/access of ICTs.The project aims to respond to these challenges, fostering the creation of a new professional profile: innovation advisor for cultural heritage’s promotion in rural areas through a training path direct to 27 youth workers of rural areas including e-learning and mobility activities (job shadowing and training course).Project activities will have a positive indirect impact on rural areas of youth workers participating in the project, since it will foster the presence of initiatives to promote activities in rural areas focused on youth work, promotion of rural heritage and ICT as means to boost economic growth in rural areas.

"""Network for the Development of Social Enterprises"" (REDES), is a strategic partnership for innovation KA2 Youth Program, which involves 7 different European countries: Spain, Italy, Belgium, Germany, Sweden, Greece and Portugal. The Project was born as an initiative aimed at strengthening the knowledge of young entrepreneurs in the field of social entrepreneurship, becoming them into actors of change for the creation of a: business network for the development of social enterprise. The initiative is developed in a context in which the economic crisis of recent years has deepened the problems in Europe. Globalization, unemployment, inefficient social services, social inequalities, poverty, migration, etc. force to generate a new vision of development for the whole Union. The European Commission, as part of its policies to promote economic growth, considers social enterprises (SE) as a key element for the European social model and the Europe 2020 strategy sets the goal of making the EU a stable, sustainable and inclusive economy. The SE are inserted in this scenario, as main actors in the development of the European economy, stimulating growth and generating impact in societies through the job creation, social inclusion, use of sustainable energy and natural resources, environmental care, local development, etc. Many studies support these claims under the firm conviction that social enterprises (SE) can help to deal with the crisis and that the promotion of their development can impact on the improvement of society, economy and environment. Goals: - Promote innovation in the creation of SE networks in the countries involved. - Improve skills and knowledge in the field of social entrepreneurship. - Increase the sense of initiative and entrepreneurship. - Create a tool for support, information and networking in social entrepreneurship. - Strengthen linguistic, digital and intercultural skills. - Develop strategic cooperation at the international level. The project aims to involve 35 young entrepreneurs from 25 to 30 years old, coming from the 7 countries of the partnership (5 per country), united to create a business network REDES as an innovation initiative. In this process, young people will interact by proposing actions for the development of SEs with a European vision. The ES Network will operate both in virtual and physical environments. REDES is carried out at a transnational level, because given its characteristics and form of development could not generate the same impact in a national context. The activities to be carried out, begins with national meetings with important business entities for the selection of social entrepreneurs. Subsequently, a cycle of 4 training activities begins, focused on training in SE. In addition, it is planned to hold 3 transnational meetings, for the project coordination and implementation according to the project Work Plan, including an intermediate evaluation and an impact assessment. Two outputs will be created: a Guideline document for SE development (O1) and a video with the Best Practices by country (O2). For the dissemination phase, two ""social change meetings"" have been planned as a strategy for development and change. Young entrepreneurs and stakeholders will be invited, generating a participatory debate about the project. There will be 2 Conferences: a press conference for the presentation and a Conference of Closing the project. The impact will be: PARTICIPANTS: - Improvement of their capacities in social entrepreneurship and put them into practice in their daily work. -Strengthening the spirit of initiative and entrepreneurship with a social focus. - They will be ""social changemakers"" in the creation of the network REDES (physical and virtual). - Better communication in a foreign language. - Increasing the teamwork skills and multicultural setting. PARTNERS OF THE PROJECT: - The network of international relations created, will strengthen the cooperation between partners and public and private institutions interested in the social economy. - Strengthening the quality of work in the field of social enterprises. SE, STAKEHOLDERS: - The SE will have a support tool for their sector: REDES. - Social entrepreneurs will improve their entrepreneurial skills thanks to the services provided by REDES. - SE will have a helping hand to access funding. - It will generate a greater awareness of social entrepreneurship. - The visibility of SEs in each partner country will be improved. In general, the project will focus on promoting the development of SEs by strengthening synergies, links and entrepreneurial networks between individuals, organizations and institutions in the social economy sector, increasing the entrepreneurial culture and making more easy the research of funding. The project will also influence the job creation and economic development with social impact in the countries involved."