<< Background >>Sustainable development is a core principle of the EU Treaty and a priority objective for the EU. The Sustainable Development Goals (SDGs), adopted by the UN and the European Green Deal, represent, for the leather industry, enormous opportunities and challenges.The transition to a business model that focuses on sustainability requires first aware and trained human capital. Leather professionals and businesses, especially micro-enterprises and SMEs (as are most leather businesses in Europe and Turkey), are insufficiently trained for a successful implementation of sustainability and its measures. Furthermore, well-informed policy making and enforcing institutions with the necessary tools and policies are needed to successfully integrate social, economic, and environmental strategies and initiatives into the industry at a local level. This is especially true for the leather industry often, mistakenly, considered as obsolete and unable to follow technological progress.<< Objectives >>The SULEAP project aims to:- remedy the detected lack of knowledge on sustainability implementation in the leather industry and broaden the knowledge of target groups about the practical implementation with innovative training tools and platforms- raise the awareness of the direct beneficiaries and target groups (professionals, staff and manager in Leather making SMEs and policymakers), as well as indirect beneficiaries (associations, authorities, staff and managers from other relevant industries) about the risks and benefits of sustainability in the leather production- present the opportunities that are emerging for the sector and support them in the transformation of the leather industry into a modern, resource-efficient and competitive industry.<< Implementation >>The project will start with the creation of the Standard Skills’ Profile of the sustainability-minded leather professional in an SME, followed by mapping the existing industry standards and schemes for certifications operating in the area of leather sustainability; both will provide the partnership the necessary insights to deliver the curriculum and project results that better fits the needs of the target groups. The partnership will design and implement an online training course, which will be the core of the project, to enable professionals, staff and managers of leather SMES businesses to better understand what sustainability is and what is asked of them in order to be compliant with the various requirements of the industry and their customers. The training content will be offered on the open-access e-learning, supplemented with the Self Evaluation Tool that will guide the users to the appropriate steps to upgrade their knowledge towards a sustainability-compliant business transition. A freely available to all multilingual Resource Toolkit to be used to support further improvement and scaling up of leather production towards sustainability will also be developed, which will include:- A Guide to Environmental and Social Compliance to Leather Standards & Legislation, to provide users a direction on their path towards sustainability, and-Factsheets for Sustainability in Leather, to motivate and persuade about the benefits, risks and solutions available regarding sustainability. A common Policy Recommendation paper will be also created and sent to key people and important stakeholders in each country so that the advancement of the Leather Sustainability in each national context will be promoted. Finally, during the project an intense Training Activity addressed to the project’s direct target groups, using the blended learning approach to enhance the participants’ knowledge in the aspects of sustainability in the leather supply chain and to finalise, validate and put in practice the outcomes of the project results will be carried out.<< Results >>At the end of the project, a set of project results will be available:An open access e-learning platform, complete with a Self-Assessment Tool to guide users to the appropriate learning modules; for those completing the Training Course, primarily professionals, staff and managers of leather SME businesses, but also any person interested to know about sustainability in leather, will be able to better understand what sustainability is and what is asked of them in order to be compliant with the various requirements of the industry and their customers.A Resource Toolkit, comprising two main components:- A Guide to Environmental and Social Compliance to Leather Standards & Legislation, a document that will provide users a direction on their path towards sustainability, and-Factsheets for Sustainability in Leather, to motivate and persuade about the benefits, risks and solutions available regarding sustainability.Finally, a common Policy Recommendation paper, consisting of good examples of policies from each partner country, successes and challenges, and recommendations for a course of action based on the information, experiences and lessons learned in the course of the project to policymakers and high-level stakeholders in each partner country.

<< Objectives >>“GaGEN – Using serious Games to engage cross-GENerations into awareness on climate change” aims to offer an intergenerational learning approach to environmental education, by using serious games in a digital format. The goal is to increase awareness on the impact of climate changes in everyday living among kids and seniors, introducing concept of circular economy, as well as to increase self-awareness on the potential role kids and seniors have as change agents in climate change.<< Implementation >>GaGEN will implement 5 Working Packages: (1) Project Management; (2) Methodological Framework for Digital and Intergenerational-based Game for Environmental Education and Awareness; (3) Digital and Intergenerational-based Game for Environmental Education and Awareness; (4) Training pack for facilitators of the game; and (5) Intergenerational Learning Approach to Environmental Education & Exploitation.<< Results >>GaGEN intends to produce 1 methodological framework of the GaGEN game, co-created with 180 seniors and kids; 1 digital and intergenerational game tested by experienced gamers; 36 staff trained as trainers; 180 adult educators trained as facilitator; 1 handbook on the intergenerational learning approach to environmental education; 300 participants in the piloting of the game and intergenerational learning; 6 thematic webinars, 420 participants enrolled; and 1 final conference for 70 participants.

"<< 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."

"<< Objectives >>Through ""Make It Thrive"", we intend to help teachers to cope with psychological issues in the school; to support educators on the path to digital transformation by helping them in developing their digital skills; to promote professional training and development of the teachers; to promote individual and group mobility for learning purposes; and to disseminate the results created among the community, in order to reach as many educators as possible and promote the content developed.<< Implementation >>In addition to the results and outcomes that we will develop, we intend to implement two training sessions that will train educators in the field of mental health in the classroom; four transnational meetings between partners; five multiplier events (one of them, the final one, will have a larger dimension) and several dissemination activities. All this under the management of the coordinating entity.<< Results >>The main results of the project will consist of tools and methodologies that will be compiled on a website to support educators, so that they can develop a mental wellbeing plan in their classrooms. It will involve role play simulations, case studies, publications and research, examples of exercises to promote mental health in the classroom, a toolbox, an educator ""Check in"", a Q&A ""Box"", and a forum where teachers can exchange experiences and opinions."