<< Objectives >>This project aims to place vocational training at the forefront of Europe by combining emerging disciplines such as artificial intelligence and the internet of things with robotics and to go a step further with industry 4.0. This project aims to cover real needs in the home automation, industrial maintenance, and automotive sectors with new skills, and according to platforms such as LinkedIn, these types of jobs are at the forefront behind healthcare.<< Implementation >>These activities will consist of the realization of different projects by the educational centers, in which they will apply robotics in them, complementing them with the help of artificial intelligence and industry 4.0 to provide these projects with innovation and acquire the necessary knowledge to access the labor market, in addition students will carry out mobilities to other centers in Europe where they can exchange knowledge and work philosophies, in addition to learning about new cultures.<< Results >>The most interesting results are the acquisition of new knowledge and intellectual value that will allow companies to benefit from trained professionals needed in their sectors, in addition to the fact that teachers will also have this new training that they will be able to offer to new promotions. And the main advantage of these results is the homogenization of knowledge at the Erasmus+ level, expanding the possibilities of students beyond their borders.

"The main goal of this project was to create strategic partnership that will increase the quality and usefulness of the training offer in the profession of automotive technician by developing a new and innovative approach to teaching in this profession and supporting the dissemination of the best European practices in this field. It allowed to adjust vocational education and training in the automotive industry to the labour market, development of high-quality education with a strong element of learning based on cooperation with entrepreneurs, while affecting all target groups, i.e. professional teachers in vocational education , improving the skills of training participants - students using the AlterDrive platform and benefits for economic participants - companies receiving a better employee completing vocational education at school, as well as the development of Partners in the field of education and international cooperation. In the project, we focused in outputs on the needs specified in the analysis of the needs of target groups of students, teachers of the profession and entrepreneurs on the labour market, as well as the needs and suggestions of Partners, i.e. we verified and modelled programs, examined the needs of employers, developed methodology and materials, and tested and implemented the AlterDrive platform. Outputs were directly related to professional competences and skills, so that innovation in technology could play an active role in education, and through technology create knowledge and solve conceptual problems in keeping up with technological development. Thanks to international cooperation and partnership consisting of schools, a research center and companies, it was possible to carry out tasks and responsibilities for the joint implementation of the project tailored to their capabilities and best reflecting their nature and development needs within the partner organizations themselves:1. CKZ + all other partners began project activities by verifying the model of teaching about propulsion systems at the level of vocational education both from the side of schools and from the perspective of companies;2. then exclusively ARP + CKZ created a model program to teaching elements related to alternative sources of motor vehicle propulsion and prepared its theoretical scope consistent with the profile of vocational education and the necessary qualifications and minimum curriculum;3. PP together with their Czech counterpart (ERA) and Spanish partner (AIJU) carried out research and verified the needs of employers in terms of staff and their professional skills necessary on the labour market in this industry; PP and AIJU sent 5 employees for training during this time;4. CKZ + all other partners have developed a methodology and sets of practical exercises to create materials course in the automotive industry regarding alternative sources of automotive drives; CKZ and ARP have sent 5 employees for training on the AlterDrive platform, VR applications and alternative vehicle drives;5. ERA + all other partners were responsible for the final version of the materials developed for conducting practical courses in the automotive industry regarding alternative drive sources and in particular by cooperating with schools for conducting the pilot course cycle with students and entrepreneurs; At that time, CKZ and ARP carried out combined mobility for 16 of their students and 2 teachers on the AlterDrive platform, VR applications and alternative motor vehicle drives;6. AIJU in cooperation with all partners was responsible for creating the final shape and functionality of the ""AlterDrive"" platform for learning about alternative propulsion systems in the profession of automotive technician.The platform will be able to be used in classes in the profession of automotive vehicle technician practically throughout Europe (all tools will be available through the website (www.alterdrive.eu), which was popularized at 2 final conferences in Poland and the Czech Republic. It will be able to expand the knowledge on the construction, operation, development perspectives of LPG and CNG power systems, hybrid drives and battery-powered and fuel cell electric drives. The platform includes information on results, meetings of Partners, information about Partners and the project, as well as course materials and tools for checking acquired knowledge such as: kahoot, educaplay, hotpotatoes or classic quizzes. The website also has information about the AlterDrive application made in VR technology and available for free to each user (the condition is to have equipment to support applications in virtual reality technology). The course materials are in three languages: Polish, Czech and English, which makes the AlterDrive platform universal."

<< Background >>The participating VET centers are specialized in ELECTRONICS, MECHATRONICS, ROBOTICS and TELECOMMUNICATIONS, and we find two main interests in participating in this project:1) Updating the school curriculum in new technologies focused on the Internet of Things and artificial intelligence.Artificial intelligence (AI) has the ability to address some of the greatest challenges facing education today, to develop innovative teaching and learning practices, and ultimately to accelerate progress in achieving SDG 4. However, these rapid technological advances inevitably entail many risks and challenges, which policy debates and regulatory frameworks still struggle to overcome.UNESCO is determined to assist Member States to harness the potential of AI technologies towards the achievement of the Education 2030 Agenda, while ensuring that the use of AI technologies in the educational context is governed by the fundamental principles of inclusion and equity.2) We have a very low participation of the female gender (less than 5%) and interested in our specializations. We have even carried out an external analysis in PRIMARY and SECONDARY schools to analyze the possible interest of the new generations. The result is discouraging because there is no motivation, they consider that these specialties are for boys, boring and of little interest ... Our survey reveal that they do not find references that motivate them and they need to see the social appeal of the possibilities because they are aware that society evolves around them and they want to be part of it.Exploring further at UNESCO’s International Symposium and Policy Forum ‘Cracking the Code: Girls’ Education in STEM’ (Bangkok, 28-30 August 2017), gender inequality, out-dated stereotypes and limited promotion of STEM education for girls are just some of the factors at play. There is a gender gap is a reality despite the fact that technology continues to transform our way of living, working and learning.Careers in science, technology, engineering and maths (STEM) are considered the jobs of the future, with the European Parliament forecasting around 7 million new STEM jobs by 2025 in Europe alone. To fill these jobs and keep pushing the boundaries of what has been thought possible in STEM, both girls and boys, women and men need equal access to STEM education and careers.Lets say that out main Objective is “Motivating females” to promote gender equality in science VET schools by creating “Motivated” Demostrators based on Artificial Intellligence of Things.That is why we have the best technical partner in AIOT, NTUA, a European reference in H2020. We need to focus in an AI4FEMALE methodology that allows motivating this gender and attracting them towards technological training careers, best technical partner an entrepreneurial Spanish NGO formed by women in 100% of its management board that bases their work to promote new technologies fixing the gender gap.We believe in teaching methodology as a way to learn, and this is why our VET students and teachers will visit local primary and secondary schools implementing the AI4FEMALES methodology. They will work with students teaching how easy it is to use artificial intelligence, breaking gender stereotypes providing role models and mentors (learners as a teachers) who encourage boys and girls on the attractive AI demonstrators, lets say that VET schools can encourage these types of activities promoting a non-competitive learning environment and motivate girls from PRIMARY and SECOUNDARY schools to VET technical schools.<< Objectives >>Technology bring us the opportunitty. New AIoT skill together with the need to incorporate women into traditionally male sectors, makes us work in a new way of content creation to increase competence in VET.Working on new skills such as the Internet of things (connected devices to internet), artificial intelligence (voice recognition, image recognition), we have the oportunity to generate new differentiating content “attractive to females” and for students to acquire new skills for the future.MOTIVATE FEMALES TO INSPIRE THEM, to break gender stereotypes is to provide role models and mentors who encourage girls to realize their career goals, whatever their field of study. Consortium Will generate applied DEMONSTRATORS focused con AIoT that will be shown in PRIMARY / SECONDARY SCHOOLS, inspiring females to learn STEM Vet careers.We believe in teaching methodology to learn (by teaching), and therefore our VET students and teachers will visit local primary and secondary schools implementing the AI4FEMALES methodology. They will work with students teaching how easy it is to use artificial intelligence, breaking gender stereotypes providing role models and mentors (learners as a teachers) who encourage boys and girls on the attractive AI demonstrators, let’s say that VET schools can encourage these types of activities promoting a non-competitive learning environment and motivate girls from PRIMARY and SECOUNDARY schools to VET technical schools.For this Project we want to achieve next objectives:-To improve School curricula including new content regulated and approved that adapts to the competences of professional training.-To adjust and relate the new content to the current educational system of vocational schools.-To develop training material for the future that allows students to acquire new knowledge connected with Artificial Intelligence and that can be applied in their future jobs and in the industry.-To enhance teachers' skills in Internet of Things and Artificial Intelligence.-Create new competencies for the future based on the Internet of Things and the connectivity of objects. -To create a AI4FEMALES methodology empowering FEMALES in technical VET schools.-To promote a non-competitive learning environment and motivate girls to do.-To bring out the significant role of women in STEM VET schools.-To fight stereotypes of families, students, and teachers-To inspire young girls through role-model education to follow STEM vet schools.-To enhance acquisition of key skills and competences for STEM vet schools from all students (boys and girls)<< Implementation >>The composition of the consortium is specially designed to develop the project in an agile way and five countries and six partners are represented: 4 vet schools (ELECTRONICS, MECATRONICS, ROBOTICS and TELECOMUNICATION) 1 university and 1 NGO that allow demonstrating a variety of collaboration and development of new content.5 Transnational meetings will be need to manage project. All they will be in VET SCHOOLS facilities. We will perform 7 mobilities: C1 is a teacher’s mobility in Greece, during 3 days, NTUA will train 4 teachers from VET schools and 2 teachers from BLUEBEEHIVE into AIOT technology. C2 is also a teachers’s mobility in Spain, this short term training will be drive by BLUEBEEHIVE and focused in train teacher’s into AI4FEMALES Methodology with goal to break gender gap. To promote Green travels, we split schools in 2 teams using distance as a value. Mobilities C3 and C6 are about green travels from DONBOSCO (Spain) and CEPROF (Portugal). Mobilities C4 and C5 are about Czech Republic and Polish VET schools, also promoting green travels between schools.In all this mobilities, students together with teachers will work on RESULTS to improve and validating contents. Its also very important to focus that in C3 (Spain), C4 (Czech Republic), C5 (Poland), C6 (Portugal), all schools will visit PRIMARY and SECONDARY schools. They will work with students teaching how easy it is to use artificial intelligence, breaking gender stereotypes providing role models and mentors (learners as a teachers) who encourage boys and girls on the attractive AI demonstrators, let’s say that VET schools can encourage these types of activities promoting a non-competitive learning environment and motivate girls from PRIMARY and SECOUNDARY schools to VET technical schools.C7 is final mobility with students, during 3 days all students will share their experiences teaching in PRIMARY and SECONDARY, also testing final version of results. This last mobility will be in Poland.Project will be managed on Workpackages:CKZ will lead MANAGEMENT work package (WP1) with the agility of having previously led other projects.The NGO BLUEBEEHIVE will lead the QUALITY ASSESSMENT and DISSEMINATION work packages, taking care of the tasks of preparing the Project Dissemination Plan and the Quality Plan.WP 1 - MANAGEMENTThe activities projected for the management and implementation of the project are those that will allow progress in the development of all the aspects that have been included in this form. WP 2 – QUALITY ASSESSMMENTWith an adequate Quality Plan that will allow evaluating each activity through quality questionnaires that will be completed by the participants both in the transnational meetings, as in mobilities, as well as evaluation sheets of intellectual products. WP 3 - AIOT TEACHING CONTENTTaking into account tasks related to develop new content (R1). We need to update VET currícula with Digital Skill competentes, then there are task to develop this theoretical framework. Developing an ‘’e learning platform-MOOCs’’ (R4) developed by BlueBeehive which will support teachers to learn about the AIOT including women methodology (R2) and AIOT female atractive demostrators that will be converted to digital scenarios to easy replicate (R3). NTUA Will develop an AIOT Platform with different Artificial Intelligence.WP 4 - ATTRACTIVE FEMALE DEMOSTRATORS/SCENARIOSTechnical tasks related to develop R2 ‘’Methodological Guide’’ leaded by BlueBeehive/NTUA for providing women role models and fighting stereotypes. Tasks related to obtain R3 (AIOT female atractive demostrators implemented by all Schools participants). All school Will implement at least 3 different Female demostrators supported by BB (reorienting demonstrators with femenine touch) and NTUA (support schools on using AIOT Platform). WP 5 - DISSEMINATIONIt groups together all the tasks to be carried out and is described in the Impact and dissemination section following dissemination Plan<< Results >>“AI4FEMALES” is a project aiming to create innovative tools for role-model education and fighting of stereotypes and gender discrimination in the field of STEM using as a vehicle the need to acquire new digital skills in AIOT technologies. The cooperative creation of tools with inclusion of different partners ranging from University, VET schools,researchers, teachers and NGO which include both science communicators and digital designers ensures both the quality of the tools to be designed but also the dissemination of the project to the target groups especially teachers and young students which will be part of the project. More specifically the intellectual outputs which will be created during the project include: PROJECT RESULT1This result is centered in update VET curricula with Digital Skill competences and development of theoretical content fit to AIoT adapted to Educational System curricula.The Internet has opened up a world of possibilities that make careers such as electronics, robotics, mechatronics and telecommunications need to continually recycle with educational content.We will develop 60 teaching HOURS that will be included into School curricula updating Educative System and connecting to ECVET.This content Will be related to use working on devices (Arduino, Raspberry, ESP, FPGAs, Lora…) , IoT open platforms (Thingspeak, and taking into account Comunications protocols (Node-Red, HTTP aREST, MQTT, UBIDOTS, IFTTT,…) and coding languages (Arduino IDE, Ice studio, WEMOS, FreeRTOS, IDF-ESP, IDF-WHO, CoAP, openCV, Python…) and AI APIs (Amazon Web Services, Azure, Google Cloud…)PROJECT RESULT2Second result is about preparation of a ‘’Methodological Guide’’ for providing women role models and fighting stereotypes and working for inclusion and education for equality in the selection of technical careers. It will include defining and evaluating of existing tools about women Role in STEM that impact positively and empower females’ stem interest; researching and telling about educational tools that can improve students’ role model image and STEM interest; evaluation and determination of MOOCs platformThis Guide will be useful for the application both in VET centres, in primary/secondary schools for teachers, parents and students. Its objective is to focus on some pillars related to education in equality:- Critical thinking about sexism in stereotypes and STEM careers.- The visibility of women in scientific history and in role models.- Carrying out complementary and extracurricular activities that favour equality in STEM applications of women's taste (with a social application).PROJECT RESULT3Main Objective is “Motivating females” to promote gender equality in science VET schools by creating “Motivated” Demostrators based on Artificial Intellligence of Things.RESULT 3 is focused on development of AIOT female atractive demostrators toolkit, easy to be implemented in VET Schools that they can use on PRIMARY/SECONDARY SCHOOLS using METHODOLOGY as a complementary tool. In this RESULTS, All school Will implement at least 3 different Female demostrators scenarios formatted on a Toolkit set. Then AI4FEMALES TOOLKIT will include 12 DEMOSTRATORS scenarios easy to be replicated by other VET schools.PROJECT RESULT4The objective of this result is to gather the basic knowledge about the concepts, technologies and precepts of AIoT, moving from theoretical (R1) way to elarning digital content creating a innovative teaching model.It’s a great opportunity to apply AI4FEMALES methodology where students from VET school will learn AIOT content on the way that they will teach students from PRIMARY/SECUNDARY schools.Result4 is about development of a Elearning MOOC and free to use AIOT Platform which will support teachers to learn about the AIOT including women methodology and AIOT female atractive demostrators that will be converted to digital scenarios to easy replicate on a innovative teaching model.