<< 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.

Since its beginning, the 3D printing industry has experienced significant growth, evident in Wohlers Associates’ yearly reports (Wohlers Report 2019 ISBN 978-0-9913332-5-7). Behind this growth is a talented workforce. But, as with most disruptive technologies, the sector growth happens much quicker than the pace of learning, leading to a talented workforce. This lag has created what is commonly known as the 'Additive Manufacturing (AM) Skills Gap'; the notion that there are simply not enough talented people to fill jobs and thus meet the needs and demand from the AM employers.To help fill the skills gap 3D printing programs at all grade levels need to developed and widely offered. This will open up jobs for educators who can teach the technical and business aspects of 3D printing.Regarding the skills that will be needed by workers in new age technology fields, there are three basic skill fields. First, there are cognitive skills, which include digital literacy, as well as advanced problem-solving and creative and critical thinking skills. Second, there are social and behavioural skills like conscientiousness, grit, and openness to experience. Third, there are job- or occupation-specific technical skills, in this case related to robotics systems and 3D printing.Thus skills and knowledge at the intersection of 3D printing and these areas will also be in future demand. In terms of education, jobs for educators who can teach such skills, both regarding 3D printing itself and interdisciplinary connection and intersections with other fields and subject areas, will become another emerging job opportunity. Such teachers will be needed in the Arts as well as the Sciences, and stay current with the latest trends and technologies that the various industries and fields will adopt.To achieve the project’s aims and objectives we will develop and produce a ‘3D Printing Toolkit’. The Toolkit will have 3 elements:1.INTRODUCING 3D PRINTING: The Partnership will produce a guide on how to introduce 3D printing in adult education e.g. type of equipment required, 3D printers ‘best buys’, how to virtual 3D modelling in a PC and how to export the models to the 3D printer how to maintain the equipment, where to buy the materials, general ‘tips on tricks’, links to support groups in Europe – this Phase of the project will include the development of an on-line ‘Support Group for Adult Educators’ whereby they can contact each other and support each other e.g. include best practice, good/bad experiences etc.2.TEACHING MATERIALS FOR TRAINERS: The Partnership will create a training programme on 3D printing for trainers, in order to provide them with the needed knowledge tools to develop a teaching programme on 3D printing in adult education.3.PROGRAMME ON 3D PRINTING, PEDAGOGIC GUIDE FOR TRAINERS: The Partnership will develop a teaching pack to enable adult educators to learn more about 3D printing and provide course materials for their adult students e.g. assignments, quizzes, general learning materials.The results of our THREE-D-Print project is to provide support for the educational and training challenges related to equipping the future workforce with relevant and needed skills to participate in the 3D printing revolution. The key focus of the project is on providing an entry-level, easily accessible courses that could motivate adults with fewer qualifications. In THREE-D-Print we see the (introductory) knowledge and (basic) use of 3D printing as a tool that can motivate, enable and empower adult learners. In terms of motivation and inspiration, it allows the user/learner to experience a rapid and easy materialization of the envisioned objects, it enables the production of parts that can be used in robotics training and ultimately empowers the user to master the skills that will be relevant and needed in the field of New Age Technologies. Finally, it can be used to foster creativity, innovation, experimentation and a DIY maker mentality that can be usefully employed in an entrepreneurial as well as an industrial setting.This is an important opportunity to give adult learners the expertise and competencies needed for societal development and individual development.We anticipate that over 1,000 institutions and adults will benefit from the outcomes of the project.

Since 2014, Nicholson was the one who approached the evolution of Escape Rooms (ER) from an educational point of view, therefore attempting to identify the way in which the concept could practically fit in various educational scenarios and programs. Despite the fact that some elements of educational escape rooms can be found online, they are though appearing as disparate elements and unconnected multimedia files, without maintaining a comprehensive structure nor being constructed upon a well-analysed approach which is pedagogically validated, whilst they have never particularly focused on the provision of entrepreneurial know-how, and specifically on ‘social entrepreneurship’ (SE) education in the way the latter is being approached by the Youth Sector.Hence, ‘ER-SE’ project consortium, composed of two NGOs -CIP from Cyprus (applicant) and iED from Greece-, and two SMEs -LogoPsyCom from Belgium and C4G from Portugal-, intends to develop a comprehensive set of material along with a holistic approach in order to conjugate the newtrend of ER with the educational dimensions of SE, thus satisfying the needs of different social groups that fall in the Youth Sector. Such multifaceted target will be accomplished through the creation of digital tools (OERs)which will be provided mainly in the form of apps. Through the creation of this project and its intellectual outputs, the three main expected end results on the project's completion are: I) The modernization of the teaching/training material that youth organizations and youth centers (targeted by dissemination activities) tend to introduce in their daily routines and which are interwoven with the reinforcement of the field of SE.II) The creation and empowerment of a new generation of SEs, fully trained to tackle multiple modern challenges and able to come up with sustainable and structured solutions, thus creating social value. III) A full exploitation of all the possibilities provided through the gamified processes, and especially through the big trend of ER, with the aim the latter to be converted into effective educational tools, which take into consideration the validated results of the already existing research, by employing various synchronous digital tools, such as on-line courses and interactive platforms, digital gamified processes, digital media, VR Elements, apps, QR codes etc. In addition to those three main results, the project team expects to obtain three secondary pedagogical results:i) creation of educative escape rooms with a clear inclusive aspect to allow an equal participation for the learners with a specific learning disorder, and especially 'Dys' youngsters, who are facing Dyspraxia, Dysphasia, Dyslexia, etc and other marginalized groups, such as NEET, long-term unemployed and migrants and refugees.ii) increase of the awareness of the learners on the cultural European heritage related with the field of Social Entrepreneurship (SE) iii) development of soft skills by making the learners to act proactively and in an innovative way. These OERs include: -1 Booklet (guide) published in four languages provided in digital format (.e pub); 'The pedagogical applicability of gamification and ER for Social Entrepreneurship in the Youth Sector’, aiming at a thorough analysis of the concept and the benefits of this particular educational tool, by answering questions such as: ‘What are Escape Room (ER), Escape games and their variation entitled as ‘breakout box’; What are ER made of; Why using ER for youth education and Practical Examples of Usage; Focusing on SE: A methodological guide for the pedagogical use of Escape Rooms on SE, appealing to Youth Sector; -1 Guide in four languages provided in digital, printable format (.e pub); “Escape Rooms on Social Entrepreneurship; An analytical Production Guide’” gathering practical indications interwoven with the sector of SE that appeal to youth workers, thus enabling them to create their own versions and scenarios; - 12 “Escape rooms scenarios on Social Entrepreneurship” (4 languages), including all the materials, a thoroughly-analysed curriculum, blueprint, multimedia and a digital toolkit containing Virtual Reality Elements, QR codes etc; -1 Booklet of good practices (do's and don'ts), enriched with specially recorded e-videos, presenting the trials, errors and successes, thus facilitating youth trainers to grasp the process in the best possible way; - 1 “Escape E-Platform” where project materials will be uploaded as well as OERs from other sources and additional content from the partners or from outsiders. In addition, the following organisational results are expected: -4 national pilot testing of the 12 ER scenarios and the material, by gathering 100 people in total; -1 International training gathering 8 people (2 per organisation) and valid for 1 ECVET, with all its material and explanation for further reproduction; -4 transnational partner meetings and 4 National Conferences.

"<< Objectives >>The project supports the incorporation of ecological, economic and social sustainability in vocational education and training through qualification and sensitisation of VET learners and staff in the context of learning mobilities. Especially within VET, its aim is to prepare the learners for a labour market that is more and more characterised by sustainable development. Our vision for ""Scouts-for-Green-Apprenticeships"" is “Go abroad for a learning mobility and act for sustainability""<< Implementation >>Implementation Matrix ""SDG in VET"" to combine theory and practice and operationalise existing frameworks such as the SDGs and the EU Green Deal to make use of them in company and VET mobilityInnovative Curriculum with KnowledgeSkillsCompetence about sustainability in the operational context to make SDGs applicable in VET mobility Progressive web app for gamified learning about sustainabilitySDG Challenge Award a competition of concepts for VET learners to strengthen SDGs in training companies<< Results >>The status quo of sustainability is recorded. To provide the learners with knowledge about sustainability a curriculum and a corresponding progressive web application are developed. They accompany the learners through mobility with transfer of knowledge and activities on the subject of sustainability. VET learners create a concept for a sustainability project during their mobility. These projects are part of a challenge on national and European level and included in a best practice brochure."

The project derived from the acknowledgement that although the Tourism Industry was a fast-growing economic activity with a broadly positive impact on economic growth and employment, its potential was not fully harnessed. The two main reasons being: the lack of training in disability awareness and customer care and the poor attention to the economic and social value of Accessible Tourism.It is important to provide safe, convenient and appropriate tourism infrastructures, but it is fundamental to continuously improve the quality of services delivered by endowing tourism professionals with the right set of skills and competencies that will capacitate them to prepare adequate services to all tourists.Currently, EU Member-States lack efficient VET offers concerning the provision of Accessible Tourism skills within existing VET frameworks and commercial training offers. Aware of the importance of such topics at training level, it was critical to upgrade the qualifications and abilities of future tourism professionals, so that they could deliver better services.Regarding the economic and social value of Accessible Tourism, the market growth is continuous and accessibility is an important aspect of the demand of the world’s ageing population and also benefits people with temporarily reduced mobility such as pregnant women, injured people, or families with small children. That is to say, accessibility is an encompassing issue that can affect almost all of us at certain periods of our lives.TOUR4ALL aimed at responding effectively to four main goals: develop a training module on Accessible Tourism to be included in national curricula for Tourism VET courses; ensure that all tourism professionals will be better prepared to deal with accessibility and inclusion as enhancers of the touristic experience; upgrade the qualifications and abilities of future tourism professionals so that they provide better services; allow the trainees currently attending VET courses to acquire the skills to provide adequate services.TOUR4ALL consortium of 9 core partners from 6 countries included: 2 VET schools; 1 VET provider and subsidiary of the Chamber of Commerce and Industry; 1 NGO operating on the educational sector in collaboration with schools, universities, associations and institutions; 1 professional association for TVET providers in EU countries aiming at enriching the TVET education and training through transnational cooperation; 2 SMEs: one leader in the promotion and management of international projects of Innovation, Training and Research and also Technological Development and one expert in job placement and mobility actions; , 1 Tourism Association and 1 Association of People with Disabilities. The project had 2 Intellectual Outputs composed of a set of activities led by different partners according to their expertise. During IO1 the partners engaged in a desk research on Accessible Tourism in partner countries and then they fine-tuned the needs analysis by means of a field research which included: a collection of 411 responses to a questionnaire from Disabled People Associations, Tourism Associations and SMEs; 30 interviews with VET trainers; 4 focus groups with 27 participants from the tourism sector and from Disabled People Associations; a collection of 18 case studies/good practices on Accessible Tourism initiatives; a benchmarking analysis of existing VET curricula on Accessible Tourism for VET courses. The final activity consisted of creating the structure of the curricula, which included the objectives, contents and learning outcomes of the Module. During IO2 the partners developed an online training platform implemented in the project’s website and the training resources. They have tested and validated of the platform and training materials and produced a final publication on “Promoting Accessible Tourism for all”.The most immediate results attained were 9 training units, 9 training videos, 1 Trainer’s Guidelines in 7 languages which totals 133 available training resources. And also 1 training platform, exercises and extra resources. In the short-term the perceived impacts were: the availability of free online training; the involvement of stakeholders in the project’s activities; the acknowledgement of the importance of staff and VET training; the recognition of the importance of the training materials and platform for coping that gap; the quantity and quality of the participants on the project’s multiplier events and their willingness to disseminate the project and the networking opportunities during the events and activities.In the longer-term, the project has developed a training tool that will provide the trainees and tourism professionals with the right set of skills to deal with the requirements of accessible tourism, thus increasing sustainable and higher quality products and services, with greater value for customers, by making tourism offers and services accessible for all.