"The project Python and Java for Teachers aims to support primary and secondary school teachers from Europe in acquiring and developing skills in working with current issues of Advanced Coding Languages and Computer Science within primary and secondary schools.Through this project there will be a focus on upskilling teachers in fun and game-inspired, non-formal educational methods in Python and Java programming languages. The project will present innovative methods of utilising methodologies to help increase the offering of computer science in schools and ultimately increase the number of computer scientists across Europe so that future demand for coders can be met.Through this project, there is an immediate objective of upskilling teachers, and a subsequent objective of engaging with and upskilling students in Python and Java programming through non-formal methods.Our project methods include the development of three main outputs:1. A hands-on fun-packed training curriculum and workshops with non-formal approaches in learning to code in Python and Java, using fun activities like Games Coding, A.I. and Robotics. The workshops will be the gateway for teachers to understand how to code in Python and Java as these languages are used in the industry and they will explain why they need to teach these futuristic skills to the students. The workshops will also give guidance to teachers on how to make learning to code fun for their students.2. A set of resources and guides for teachers on how to stimulate interest in subjects of computer science, coding and software development, and advice on how to support the introduction of these topics through non-formal educational methods– This will help professionals in schools to develop their own skills base to deliver professional, up to date coding lessons for students. 3. A Methodology and Implementation strategy that promotes cross-sectoral dialogue and the involvement in teaching, in terms of supporting the training of staff, managers, teachers at a local and regional level.A DIFFERENT APPROACHThe term “non-formal education” and its recognition on a global scale came about in the 1960s when consolidated educational institutions had to face an economic crisis and received questions about their lacking ability to adapt to a new society. Since then it has been a driving force in education, not least in the digital age where students have literally ""learnt how to learn"" and have taught themselves to become digitally literate. We believe that the project can contribute greatly to upskilling teachers as facilitators. These methods, together with our approach to embedding transferable employability skills (as redefined key competences; EC, Jan 2018) within the informal learning content, will deliver an innovative practice to benefit students in this digital era, and provide a project legacy of open educational resources in Python and Java for teachers.THE NEED & DEMANDThe dynamic of the labour market, especially in the tech, finance and medical industry has changed greatly over the last few years, and many jobs that are currently in demand didn’t even exist 10 years ago. The EC’s “White Paper on the Future of Europe” states that “children enter society today will end up working in job types that do not yet exist”. A lot of these jobs will require the demanding skill of being able to create code and edit software. Policymakers and employers are putting more and more pressure on teachers and schools and are challenging them to adapt to the digital age and help their learners build transferable skills in order to respond to labour market demand. In order to respond to such a daunting future scenario, as schools working with students, we need to do more to equip students with the appropriate skills for entering the labour market. We must also address ""the need for an inclusive, lifelong-learning based and innovation-driven approach to education and training"" (EC, 14 Dec 2017), and provide students with the appropriate recognition for such skills whether gained non-formally or formally.The problem identified is the lack of skills, competencies, and knowledge in the area of computer science and coding for teachers and that the normal channel of 'teacher training' and CPD in most countries has failed to materialise. In its place, teachers from both primary and secondary schools are now looking for alternative provisions to fill the gap. The organisations represented in the project all have experience in promoting computer science, coding and other subjects amongst teachers to close the growing digital gap between school learning and the labour market. This project will be the most important, first step in training our teachers in primary and secondary schools with two of the fastest-growing coding languages Python and Java."

"Educational robotics is quite spread among the schools and centers, but if you take a look at number of participants and attitudes towards technology and engineering in society, picture would not encourage us to bet on the future. We do not need to popularize robotics or science or STEM. Instead we need to create and grow awareness among youth, teachers and parents. Ready-Set-Robot was a project for bringing together robotics and video production. The main goal was to teach coaches and students to make better videos about their robots and team and through good quality learning videos be more successful in robotics programs and competitions provided in their home country. This helped partners in cooperation to promote robotics, STEM and project based learning through fun and interactive way.We created videos of how-to-build-robot for different tasks. Videos are available with English, Latvian, Estonian, Swedish and Finnish subtitles and in partner country own language. These demonstrate how for example to build a sumo robots, what to keep in mind of its mechanics, strategy and how to program it. Also instructional videos for line follower robots and folk race robots.Also a set of instructional videos were made that help students and their coaches to make better videos about robotics. These include videos like: ""Filming for Beginners"", ""How to films a LEGO robot with mobile phone and tablet"" and ""Interviewing for beginners"". The last one helps students to have better communications with their own team and with experts.We also created instructional videos how to participate in FIRST LEGO League and build an effective robot or well considered project. There were instructional videos for FIRST LEGO League programming, navigation, mechanics and attachments and a full set of videos for new and veteran teams of how to be successful in FIRST LEGO League robot design, robot game, explanation of robot parts and FIRST EGO League project pitching.All videos were published on project website - readysetrobot.eu and were linked also to each partners own website. Also a new channel Ready Set Robot was made into YouTube and all the videos are there inside different and logical playlists. These videos will help students to strengthen the learning experience through robots and programming.There are 4 Intellectual Outputs for this project:IO1. OER platform. A Multilanguage website was created to host all the materials provided with the project. These are all those 70 videos that helps students and their coaches with different part of educational robotics and specially FIRST LEGO League program.IO2. Video Set for FLL teams. As mentioned above, we have created a set of videos to promote FIRST LEGO League teams. These videos promote all parts of FIRST LEGO League: * Project pitching videos to help the teams to understand the concept of Innovation project and to teach them how to pitch their project in 3 minutes.* Robot design and what to expect from the judges and how to talk about your robot design and concept.* Robot Game, videos of demo robot games and robot games with voice over, where teams talks about their robot strategy during a real life match.IO3. How to Build a ... robot. A set of videos to better understand different part of robotics and how to build Sumo robots, what to notice and be aware (mechanics, strategy, programming), how to build a line followers, folk race robots etc. And also how to film a moving robot, how to interview and where to start with filming when you are a beginner.IO4/5. Methodological Framework handbook. We created a handbook, that is aimed at supporting teachers, pedagogical staff, managers, trainers, decision makers and stakeholders, in the implementation of the material created in the Ready Set Robot project. This output consolidates the projects outcomes, into a methodological description and practical ideas of implementing the material in training at various levels: national, regional and local. It has chapters about video documentation and its importance and about the example videos and about the training course.All expected outputs were created successfully and most of the Multiplier events were done. Only the Estonian Teacher conference was not made in such large manner, due to covid restrictions and was replaced with small events."

<< Objectives >>We want to bring more awareness about STEM activities, specially robotics inside Youth centers by bringing affordable, small, but powerful programmable microcontrollers to the house. With Micro:bits or similar equipment we want to foster STEM education among youth and gain their interest in robotics. With this we hope to enrich Youth centers activities and to help the youth to make better and more considered choice in they studies or career. These activities will rise the digital competency.<< Implementation >>Research and best practice study to find out the bottlenecks in STEM activities inside Youth centers.Develop a curriculum or sets of tasks for the youth to start coding with small programmable kits. At least 12 tasks with different levels.Two trainings for Youth center staff, one in each partner countries. Total of 20 participants..Making workshops in 6 youth centers, 3 in each country. Total of 60 participants.2 multiplier events for stakeholders and relevant policy makers.<< Results >>We hope to have a study for Youth centers about the situation in both countries with best practices and advice. To see if STEM related robotics activities are something a Youth center might benefit and if youth are actually looking for something like that. We expect to get feedback if these affordable, yet powerful kits make anu difference and will those be widely used in Youth organisations if there are Estonian and Latvian language materials supporting. Hope to rise the digital competency.