<< Objectives >>The project aims to upskills and upgrade youth's digital skills, digital resilience and enforce their digital mindfulness when interacting with I4.0 technologies. The project objectives:- create sustainable results and synergies between industry, youth training providers, youth organisations- stimulate the uptake of digital skills and create the necessary digital preparedness for EU youth to enhance their employability potentials.6 partners from 4 countries participate in the DigiMind4Youth.<< Implementation >>The project will implement the following activities:- mapping and comprising training programme, OERs and supportive resources to foster digital mindsets of youth,- training and training design to allow for sustainable and exploitatble results by any interested organisation in the EU- Wide and deep dissemination and exploitation activities to maximise project impact for the target audiences of the project.<< Results >>The results to be produced are:- Curriculum with respective training modules (30hrs duration)- digital canvas for the creation of personalised training paths- supporting digital resources in the form of scenarios, case studies, good practices etc.)- events and workshops- dissemination material - website, e-leaflet, 4 e-newsletters, social media pages - networking between stakeholders and sustainable cooperations

"The Level Up project, funded by the European Union Erasmus+ Adult Education Program, was implemented to provide digital skills to adults with blue-collar occupations. The coordinating institution of the project is Istanbul Metropolitan Municipality. Partner institutions involved in the project are: The Governorship of Istanbul, TÜRKONFED (Turkey), Bridging to the Future (England), Egina (Italy), MediaCreativa (Spain) and Instituto de Soldadura e Qualidade (Portugal). During the project, a training content consisting of 14 different digital skills training modules that blue-collar adults can benefit from was prepared and transferred to the developed digital training platform. In addition, a teacher's handbook has been developed as a guide and presented to the instructors who train blue-collar adult students.The training content designed for the Level Up project were developed after a 2-stage study.Project Outputs: IO1 (Leading Partner MediaCreativa) - Current Situation Analysis of Adult Training Centers and Adult Trainers in Terms of Digital Skills Training in Partner Countries: In this output the education methods, strategies and samples of adult education centres in Turkey and in the countries of the partner institutions were examined and a European report was prepared. This output revealed strategies used in digital skills training of adult training centres, containing good practices in terms of digital skills training offered by these centers. As the last activity of this output we created a European report projecting a European scope on digital skills training in Europe whic made it transferable at European level. In this output we developed a template for good practices and strategies, a template for approaches and technologies used by adult trainers. Partners interviewed adult training center representatives and adult trainers, results collected from all partners were embedded in the European report.IO2 (Leading Partner TÜRKONFED) - Need Analysis: Aim of this output was to be able to assess which digital skills are needed to develop and which skills are possessed by blue and pink collar workers. After the completion of this output, we had the European wide skill lists which are needed by blue and pink collar workers in order to become up-to-date for the digitalisation of work places. In this output a desk research on finding the required skills of digital era for blue and pink collar workers: Partners found 5 different and most needed skills in the new digital era during the desk research and meeting with focus groups consisting of career experts, trainers from the field and employers were organises in order to find out the digital skills required for digital era and learn current digital skills of blueand pink collar workers. A questionnaire was implemented with the participation of 40 blue and pink collar workers from each partner organisation and they were asked about the skills detected during the first two activities and this way their needs were understood.IO3 (Leading Partner Istanbul Metropolitan Municipality) - the training contents were developed according to the training titles determined considering the results of IO2. As a result of this activity, 14 different training modules were prepared and a digital training platform was established to transfer the produced training contents. The steps of this output included: Distribution of the determined training module titles considering the experiences of partner organisations. Preparation of training materials for 2 skills per partner and validation of the training content in order to improve the content.IO4 (Leading Partner EGINA) - Training contents were uploaded to this platform and the platform was tested by a total of 70 experts (adult trainers) and 35 blue-collar adult students with the work carried out by each partner institution, and feedback was received from the end users about the platform. As a result of the feedback obtained, improvement studies were carried out on the platform.IO5 (Leading Partner Governorship of Istanbul) - the ""Teacher's Handbook"" was prepared and a document was created to guide adult educators who will use the educational content produced within the scope of the Level Up project. The handbook created describes the in-class activities related to the training content and the working system of the digital education platform and it is ready to download in all partner languages on the project website which is: https://levelup.ibb.istanbul/All intellectual outputs described on the project application form were realised during the project’s lifetime thanks to the partners' commitment to the project.5 TPMs were held, one in every partner country with 56 participants in total. One LTTA event was held with 17 participants and 6 Multiplier events were organised to disseminate the project to different stakeholders with the participation of 205 partcipants in all partner organisations."

"<< Background >>In words of the EC Vice-President for Promoting European Way of Life, Margaritis Schinas, “The digital transition profoundly changes the way we live, study and work. We must equip people with the right skills to master this transition and make the most out of the opportunities the future brings”.Technology has been integrated into our daily lives, and its rapid evolution has not gone hand in hand with an increase in the skills and abilities of users. Some data supports these facts: while 86% of Europeans aged 16-74 used the Internet regularly , 42% still lack the minimum basic digital skills .Thus, currently the digital divide is more related to the lack of skills and abilities for an adequate and critical use of technologies than to the difficulty of access to them. Efforts are necessary to improve the level of digital literacy of all people, understood as the ability to relate to today's society: find a job, order takeout, seek an answer to a question, or carry out negotiations with our bank. Similarly, artificial intelligence (AI) literacy also becomes increasingly necessary, as AI systems become more integrated into our daily lives.The term AI is highly influenced by the imaginary generated by science fiction, and is linked to robots or virtual assistants, minimizing its real scope of expansion at all levels, and thus amplifying the risks and dangers derived from it. The manipulation of information and, therefore, of society, the invasion of privacy, or discrimination and bias issues are some of these risks.The EU itself, in its White Paper on Artificial Intelligence, focuses on the need to prioritize the development of specific skills, so that European citizens can ""begin to assume a real awareness of the advantages and disadvantages of AI, more beyond speculation and prejudice"". It is essential that the critical capacity of citizens is fostered, to strengthen them in their interaction with AI. The answer to these needs that we propose is the development of the ArIN project, focused on responding to this lack of specific training aimed at adult AI literacy, especially at those with less qualification and/or digital skills. The project is based on the concept of AI literacy as the capacity of a person to understand what AI is, how it can benefit him/her, how AI systems work, and, most importantly, how to adequately engage and interact with AI.<< Objectives >>The project initiative arises in an environment highly influenced by technology and digitization that, in the last year, has taken off as a result of the mobility restrictions imposed by the pandemic situation. Lockdowns have occurred in most European countries, for weeks or even months, forcing an unwanted isolation that has led most European adults to increase the use of technologies.In this context, training deficiencies have become even more evident, which to a large extent affect all facets of life in a transversal way when it comes to the use and interaction of artificial intelligence.Thus, this project's main objective is to improve the level of competences of European adults and to make them literate in Artificial Intelligence.Other objectives that are raised are:- To contribute to create an all-inclusive ecosystem where all European adults count on the basic skills needed to pursue further learning to better adapt to a changing world where AI will be prevalent.- To innovate in the field of adult education by closing the gap about knowledge, skills and competences on a forward-looking field, such as Artificial Intelligence is.- To empower adults for a critical and secure use of AI systems, increasing their levels of literacy and awareness of AI risks and dangers.- To seize the potential of ICT and game-based education, to design engaging and motivating training resources addressing adult audiences.- To promote digital inclusion and digital active citizenship for European adults, especially those with fewer opportunities.- To increase the capacity and readiness of the adult trainers and organizations to offer up-to-date training opportunities and programmes addressing the topic of AI literacy.- To provide a new upskilling pathway in the field of AI literacy, offering a training programme based on a leveled system, in which lower qualified adults can progress towards higher levels of AI competences.<< Implementation >>The project has been designed so that the activities to be implemented adequately include the 5 main phases: planning, preparation, implementation, dissemination, and evaluation.The planning phase has been carried out prior to the presentation of this project proposal. It has included research, needs analysis and the joint design of its objectives, expected results and timing.The preparation phase includes all the activities necessary for the correct implementation of the project and has to do with the implementation of the action protocols, the formalization of internal and external agreements, the establishment of collaboration and communication instruments, the agreement about the exact dates for the meetings of coordination and follow-up, and the launching of the actions oriented to guarantee the sustainability of the results in the medium and long term. Includes a set of activities, such as:- Contratualization, performance protocol agreements and risk management plan.- Partnership building activities: organization of the Steering Committee and Technical Committee.- Financial and administrative reporting guidelines and tools.- Preparing collaboration and communication tools: Asana-Google Drive-Zoom.- Formalization of agreements with associated partners and other collaborators.The implementation phase has been designed to lead to the development of the main result: the R1 - Educational Programme in AI Literacy. This phase is structured according to the classical workflow of projects´ development: Research, Development, Testing, and Improvement; following working scheme:A1.- Definition of the training path (RESEARCH – STAGE 1) A2.- Contents´ development (DEVELOPMENT – STAGE 2)A3.- Online platform programming and development (DEVELOPMENT – STAGE 2)A4.- Translation of the prototype into partners languages (DEVELOPMENT – STAGE 2)A5.- Testing of the Educational Programme in each country (TESTING – STAGE 3)A6.- Analysis of the training testing results, implementation of suggestions and improvements (IMPROVEMENT – STAGE 4)The evaluation stage includes a set of activities aimed at supporting partners monitoring that the planned objectives are achieved, resources properly spent, and activities successfully implemented. This is transversal stage, covering all the project lifetime. The activities and sub-activities included under this category are:- Elaboration of the QMP and evaluation tools.- Evaluation reporting (each 6 months)- Regular checking of milestones and indicators.Finally, another key and transversal stage for the proper implementation has to do with the dissemination and exploitation of the project and its results. This phase includes the following activities:- Creation of the dissemination toolkit (logo, leaflet, website, social media profiles…)- Social media campaign.- Communication and dissemination activities: project consortium joint actions.- National communication and dissemination activities – including multiplier events.- Dissemination activities reporting.<< Results >>The ArIN project focuses in the development of one complete Educational Programme on Artificial Intelligence Literacy (PR1). The development of this output will comprise a set of activities that, in 4 main stages (research, development, testing, improvement) will allow the project partners to achieve the planned result. The Educational Programme will be available in an online platform, and formed of:1.Training modules created following andragogy principles, for self-learning: oAdults need to be involved in the planning and evaluation of their instruction.oExperience (including mistakes) provides the basis for the learning activities.oAdults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.oAdult learning is problem-centered rather than content-oriented . 2.Digital Breakouts to challenge learners applying acquired knowledge and skills. Those are conceived as evaluation tools.3.Guide and Handouts for adult trainers, for physical or mixed training and breakouts preparation, including other possible engaging activities in the training topics.Thus, the PR1 (Educational Programme) comprises a set of outputs that, although constituting a comprehensive resource for the AI Literacy of adult learners, can be independently and interdependently used under other training programmes or initiatives in the field of digital competences and skills education.In addition to this main project result, some other tangible outputs will be produced as consequence of the activities implementation. We can outline the following:Results and deliverables produced in the preparation stage:D1 – Partners contracts.D2 - Communication plan and tools.D3- Project RoadMap.D4 - Risk management and performance protocol. D5- Financial and administrative management protocol.D6 - IPRA – Intellectual Property Rights Agreement.D7 – Project Management Dossier.D8 – Collaboration and communication tools (internal platforms and tools)D9 – Meetings´ dossiers.D10 – Sustainability Action Plan. Results and deliverables produced in the monitoring and evaluation stage:D11- Quality Management Plan and tools.D12 - Evaluation reports (4): After each six months, partners will evaluate the project quality (management, cooperation and communication among partners, quality and consistence of project results so far, etc.). The results of the evaluation process will be collected in a report by the evaluation leader and shared with all partners to make improvement decisions. The final evaluation report will be relevant also to guide the final exploitation strategy.D13 – Monitoring matrix for the verification of milestones and indicators achievement.Results and deliverables produced in the dissemination and exploitation stage:D14 – Dissemination Action Plan, including updated calendar and reporting guidelines and templates.D15 – Dissemination Toolkit – logo, templates for documents/communications, leaflet, website, profiles on social media…)D16 – Dissemination reports (4): Each six months, partners will report all the dissemination activities carried out so far describing the kind of activity, number of people involved, results, etc. The report will be completed with pictures, lists of attendance and other evidence.D17 – Multiplier Events reports."

The labour market is being seriously affected by the global pandemic, which has not only become a great threat to public health, but also, economically and socially, has led to an unprecedented collapse. The European Union’s (EU) unemployment rate rose to 7.1% in June, according to Eurostat, and the upward progression of the data does not suggest a favourable shift in the nearest future. Distance education, remote teaching, and online instruction are not new approaches to pedagogy or curriculum design, but they have taken on renewed salience.As the new competence required in the 21st century, digital capability, particularly digital pedagogies, has become even more prominent during this unprecedented Coronavirus pandemic. How to apply the innovative digital pedagogies? How to effectively motivate the online students to study proactively? How to use various digital pedagogical tools to ensure teaching quality, efficiency and engagement? How to collaborate online with colleagues in curriculum design, planning, evaluation? How to manage the online education offer according to the standards? All these are the actual problems encountered by C_VET teachers and centers.Taking into account that the Continuous Vocational Training (C_VET) is the set of instruments and tools, aimed at providing workers (both active and unemployed) and companies, the necessary tools to adapt themselves to changes in the labour market and maintain employment, today takes more prominence than ever.C_VET, key to guaranteeing the employability of workers, faces the challenge of dealing with a new approach in which it is necessary to adapt different dimensions such as: pedagogical, organizational, coordination, communication and training.But in this new scenario, where online training has become in the present and in the future, C-VET teachers have been forced to readjust themselves in record time, within the framework of a still uncertain scenario, which has highlighted the lack of Digital Pedagogy skills of teachers. What is more; one of the main challenges of the trainers of training for employment is that they have to face the training of very heterogeneous groups, with very different technological skills, and this means that the solution is not only to invest in more educational technology but in training the trainer in the creation of content flexible enough to be adapted to the different technological realities of the students.In the digital reality in which the online offer is contextualized, digital pedagogy takes on enormous relevance. And this is even more important taking into account that it is one of the main handicaps when evolving from face-to-face training to 100% online. Therefore, it is essential not only to invest more in technology but also in considering how to develop educational content adaptable to different technological realities.For this reason, our main objective will be to equip trainers with the necessary skills to use digital technology in a creative way in order to giving an answer to the trainees needs in terms of digital competence, improving for that their Digital Pedagogy competences, because Digital Pedagogy is too much that introduces the technology in the Classroom. Digital pedagogy It is not about the technology, although clearly digital delivery requires technology, it is about the way we want to teach, and the way students want to learn, being facilitated by technology. The technology should not be the master. C-VET trainers want to be able to use new technologies effectively and they want to know ways that will result in positive learning outcomes. This is where a digital pedagogy comes in. It provides them with the ability to meet new digital technologies and be able to use them effectively icontributing to mitigate the impact of Coronavirus crisis.

<< Background >>We are facing a key period of economic and social transformation, which is largely defined by the emergence and progressive generalization of the use of robotics and artificial intelligence in the workplace. After an initial period of uncertainty, in which the fear of the disappearance of jobs that are replaced by robots, is becoming increasingly clear that this irreversible change also provides opportunities and changes in the labor market that must be understood to be seized. The profile of the workers of the future requires the development of certain competences, among them: emotional intelligence, teamwork, adaptability, critical thinking and problem solving. But, in addition, the progressive incorporation of artificial intelligence to companies predicts, in a short-medium term, a disruption in labor relations, in which who conducts the job interview, decides the selection or dismissal of an employee is an artificial intelligence (as already happens in Amazon in the US). What skills and competencies allow you to understand these new work realities? Who is my new coworker and how do I interact with it? Recently the EC published the study THE CHANGING NATURE OF WORK: AND SKILLS IN THE DIGITAL AGE in which the disruptive nature of digital transformation was revealed, not only by modifying the way in which the work is carried out, but in the generation of new professions and in the modification of labor relations in which human beings have to interact with artificial intelligence and robots in a hitherto unknown way. This new labour context demands from workers the capacity to adapt to new working methods, work organisation and tools. BAI project seeks to promote the understanding of the nature and extent of the changing working environments and to develop a training itinerary that allows active and future workers to cope with the new labor relations that arise from the emergence of robots and artificial intelligence at work. The main general objective is to support workers to develop the necessary skills to deal efficiently and satisfactorily with the challenges they pose.<< Objectives >>The project specific objectives are:-To provide European workers with the necessary knowledge to enable them to understand how the nature of work is changing and what are the current and expected short-medium term scenarios in which they will have to operate. -To promote literacy in artificial intelligence and robotics, illustrating concrete examples from a diversity of sectors and jobs.-To facilitate the development of non-cognitive skills that have been shown to be essential in new work environments. -To raise awareness on the implications on the jobs and working relationships of the incorporation of artificial intelligence and robotics into the labour market from a transversal and multisectoral perspective. The main target groups addressed by the project are, primarily, workers and especially those with low qualifications or who are in occupations more vulnerable to be transformed at the short-medium term because of the automatization or digital transformation. Also, human resources managers and training managers in companies, who are responsible to provide the workers with the necessary resources to deal changes in the workplace. As secondary target groups, we also address Labour counsellors and employment agencies, Social agents and business representatives and VET centers working on formal education, that will be able to use the results of the project to promote a better understanding of the workspaces generated by the inclusion of robots and artificial intelligence and help workers (current and future) to develop the skills necessary to function in them.<< Implementation >>The above mentioned objectives will be achieved through the development of two products: 1. BAI CASE STUDIES: bots and artificial intelligence implications in new working environments. 2. TRAINING ON AI LITERACY AND KEY SOFT-SKILLS for workers in the digital age. BAI project respond to the imminent need of European workers, who, regardless of their economic sectors and occupations, will see their work environments transformed in the short-medium term, by the emergence of robotics and artificial intelligence. Furthermore, we aim to raise awareness and promote a change of attitude in both workers and employers, so that they are aware that, to a greater or lesser extent, the entire business and occupations will be affected by these changes and their implications. Having illustrative case studies will help them understand these changes and give clues on how to adapt to them. The training will be essential to start a process of updating knowledge and developing skills that, as experts point out, will be key in the coming decades.<< Results >>The main results of the BAI project are the following:Result 1 (IO1)-BAI CASE STUDIES: bots and Artificial Intelligence implications in new working environments Case studies will illustrate in a simple way already real experiences of how these new work environments are which implications they have for workers at the level of skills and competencies. We will carry out an intersectoral analysis of real cases in work environments in which robots and / or artificial intelligence interact / co-work.Result 1 (IO2) - TRAINING ON AI LITERACY AND KEY SOFT-SKILLS for workers in the digital ageA training will address the development of those skills and abilities necessary to function in a work environment in which humans, robots and artificial intelligence coexist, inculding at least the following topics:*Robotics and artificial intelligence literacy – basics on history and key concepts about AI and robotics.*The new working environments – description on the digital transformation of the working environments and implications for the labour relationships.*Key competences in digital working environments - emotional intelligence, teamwork, adaptability, critical thinking and problems solving.