Europe Education Area is based on the Digital Education Action Plan. Every year, the EU pays more attention to the development of the information society, which is inseparable from the changes taking place in higher education. EU Commission (EC) encourages taking opportunities which provides with technologies, open education resources and virtual learning environment. The EC's education policy documents emphasize the importance of youth mobility, and there is growing talk of validating virtual mobility. When planning and developing Information and Communication Technology (ICT) based teaching/learning studies, the preparation of content must be based on a certain methodology and theoretical provisions that would help to ensure the quality of studies and address the issues of effective teaching/learning organisation. Preparation of the content of the study subject adapted to the remote work, organisation of the teaching process and ensuring academic integrity are becoming vital teacher competencies.Teachers today face challenges in selecting the most appropriate technologies and the application of unused tools. However, even the best-designed learning course will not work if the learner does not seek for progress, so learner’s self-control and motivation, which he/she often lacks, are essential while learning in virtual learning environment (VLE). Therefore, it is important that in VLE the teacher is able to select the most appropriate study and assessment methods (ensuring academic integrity), provide the necessary support system that would allow steering learning to the right direction. Thus, there is a need for methodology, based on which teachers could effectively choose the appropriate tools and methods for virtual studies, provide information in an inclusive and understandable way. To date, there is no generalized methodology to ensure the quality of the virtual course and conduct studies in an engaging and motivating way. There is also no confidence in the fairness and reliability of the assessments received. These problems exist not only in the HEI applying for this project, but also in other HEI. Therefore, the solution to these problems is extremely relevant for the entire higher education sector.It is planned to use VLE Moodle in this project. Currently, Moodle is already used by all organisations involved in the project and has the largest market share in Europe (57%) according to LISTedTECH.This project will attempt to solve the problems presented above by improving the quality of virtual studies, creating teaching/learning methodology, and implementing technological and pedagogical innovations (teachers' didactic, digital competencies, gamification of the study process), which will increase study accessibility and learners' motivation. This project is dedicated to educate staff about pedagogical and technological innovations (growth of digital literacy competencies among academic staff) and to transfer the good practices for cohesion in Europe. Teachers with a deeper understanding of virtual learning, pedagogical and technological innovations will be able to use this information in their subjects, which will ensure the quality of studies, student motivation and academic integrity. HEI will be able to ensure the quality of virtual mobility and the recognition of study results by developing the internationalisation of HEI at home (virtual student and teacher mobility, inter-institutional studies, mobility windows). The aim of this project is to increase the quality of teaching/learning in VLE and the study process by creating preconditions for the recognition of the acquired results during virtual mobility.The aim of the project will be pursued through three objectives:1. Creating the methodology for teaching/learning in VLE.2. Improving competencies of academic staff.3. Pilot testing of the developed teaching/learning methodology. Three intellectual outputs will be developed through the project activities:1. Analysis report of VLE teaching/learning and assessment methods. 2. VLE teaching/learning methodology 3. VLE methodology application practice report.

"Europe and the UK has a strong position in the creative industries, which have been one of the fastest growing parts of the economy and one of the fastest growing sources of employment in recent years. The UK also has one of the highest shares of the workforce in Europe employed in the creative industries. The project CAIR 4 YOUTH aims to support professionals in the youth sector in acquiring and developing creative sector skills in working with Coding, Artificial Intelligence and Robotics. There will be a focus on youth workers' skills development in fun and game-inspired, non-formal educational methods in these areas. The youth population is a particularly vulnerable group with regard to emerging technologies. Very little has been done to empower young people to critically engage the discourse surrounding the next generation of technologies that have a marked potential to shape their lives for better or for worse. Questions involve the intersection between artificial intelligence (AI) and youth (ages 13-30), in the context of domains such as leisure, education, health and well-being, and the future of work. The main objective of the project is to encourage various stakeholders — including policymakers, youth workers, and parents and caregivers — to consider how we can empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns. The objective is skills development for youth workers and subsequently up-skilling young people through non-formal methods.CAIR4Youth project methods include the development of three main outputs:1. A hands-on fun-packed training curriculum and workshops with non-formal approaches to Coding, A.I. and Robotics. Learning by building and Coding Robots and understanding A.I. through gamification in a non-formal and fun environment. The workshops will be the gateway for Youth workers to understand how Robotics, Coding and A.I. are used in the industry and why they need to teach these futuristic skills to the young people and how they should make learning fun for their students.2.A set of resources for youth workers on how to stimulate interest in coding, A.I., and robotics and how to support the introduction of these topics through non-formal educational methods– This will help professionals in Youth work to develop their own skills base. 3.A Methodology and Implementation strategy that promotes cross-sectoral dialogue and the involvement in the youth sector, in terms of supporting the training of staff, managers, youth workers 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 young people have literally ""learnt how to learn"" and have taught themselves to become digitally literate. We believe that the project can contribute greatly to upskilling youth workers 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 young people in this digital era, and provide a project legacy of open educational resources for youth workersTHE NEED & DEMANDThe dynamic of the labour market 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 “young people enter society today will end up working in job types that do not yet exist”. Policymakers and employers put more and more pressure on educational providers to challenge 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 youth organisations working with young people, we need to do more to equip young people with the appropriate skills for entering the labour market, address ""the need for an inclusive, lifelong-learning based and innovation-driven approach to education and training"" (EC, 14 Dec 2017), and provide them 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 Robotics, Coding and A.I. for youth workers and that the normal channel of consideration in the national school curriculum in most countries to support its introduction has failed to materialise. In its place, many youth organisations have filled the gap."

"The project C4MWR aims to support those who work in adult education and community development work and provide services to migrant women who are potential returners into the labour market by acquiring and developing skills in Coding, Artificial Intelligence and Robotics. There will be a focus on upskilling these front line workers in fun and game-inspired, non-formal educational methods in the area of coding. The project will present innovative methods of utilising methodologies to help increase access to affordable, high quality and relevant skills training in the digital age.Through this project, there is an immediate objective of upskilling adult educators, and a subsequent objective of engaging with and upskilling migrant women returners 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 to Coding, A.I. and Robotics; learning by building and Coding Robots and understanding A.I. through gamification in a non-formal and fun environment. The workshops will be the gateway for adult educators to understand how Robotics, Coding and A.I. are used in the industry, why there is a need to teach these futuristic skills to the women returners, and how they should make learning fun for their students.2.A set of resources for adult educators on how to stimulate interest in coding, A.I, and robotics and how to support the introduction of these topics through non-formal educational methods– This will help professionals in adult education to develop their own skills base. 3.A Methodology and Implementation strategy that promotes cross-sectoral dialogue and the involvement in the community development sector, in terms of supporting the training of staff, managers, and educators 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 people have literally ""learnt how to learn"" and have taught themselves to become digitally literate. We believe that the project can contribute greatly to upskilling adult educators as facilitators. This is especially important in the adult education sector as young people have learned to become digitally literate in a quicker and more effective way than most adults who do not already work in the computing industry. The non-formal approach to teaching coding is paramount in this sector in order to close the skills gap faced by women returners whilst still remaining engaging and relevant.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 migrant women returners in this digital era, and provide a project legacy of open educational resources for adult educators.THE NEED & DEMANDThe dynamic of the labour market 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 “most of us will end up working in job types that do not yet exist”. This sentiment is also true for migrant women returning to work following periods of unemployment. The jobs they left may change and evolve in the time that they are not in them. Policymakers and employers are putting more and more pressure on educational providers to challenge 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 adult education organisations, working with migrant women returners, we need to do more to equip these women with the appropriate skills for re-entering the labour market, address ""the need for an inclusive, lifelong-learning based and innovation-driven approach to education and training"" (EC, 14 Dec 2017), and provide them 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 coding and robotics for community development workers and adult educators, the issue is that the normal channel of consideration in the national school curriculum in most countries to support its introduction has failed to materialise and for many adults, it did not even exist when they were of school age. The organisations represented in the project have all developed as a direct response for the interest and enthusiasm migrant women returners have shown for this topic and the lack of response to this need so far in formal adult education is non-existent."

"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."