The aim of the project is to improve Libyan HEIs' role for the economic and social development of the country. The specific objective is to enhance HEIs specific capacities to connect academia and research activities to the labour market and civil society trough the establishment of TTOs - Technology Transfer Offices. HEIs in Libya need support, on the one hand, in improving their internal organisational capacity and on the other hand, in networking and coordinating to gain international visibility and to maximise the impact of their work. They have to play a stronger role in order to be active actors and to promote innovation processes. Actually there are several universities with an high level in academic community that could revoulizionise process by expoliting research results. The Technological Transfer Office represents the academic window on the market, it will give visibility to ideas and researches of the Libyan Universities giving them a role in the promotion of innovation and creativity, enhancement of social dialogue and accompaniment of youth to labour market. Thus, the present project, after a thorough analysis of the legal, social and economic situation of Libya, as well as of the level and the potentialities of scientific and technological research in the Universities, will be aimed at developing a complete and updated academic system on the subject of the valorisation and exploitation of the academic research results. In order to achieve the objectives and to tackle the identified challenge, the project has a multidisciplinary approach focused on:- Developing new innovative and multidisciplinary abilities to promote HEIs activities;- Facilitating the exchange, flow and joint creation of knowledge among the universities.- Stimulating the entrepreneurial spirit and abilities of HEI’s staff in order to propose innovative actions;- Creating thematic national and international network.

"<< Background >>Our proposal is based on EMPUBLIC project, which was co-financed by E+ programme. In EMPUBLIC project we have found out, that counsellors, working in employment offices, vocational and training organizations, NGOs, municipalities and other organizations, dealing with working and social integration, have a lack of competencies for working integration of difficult-to-employ people (DTE). Lack of knowledge was noticed mainly in the area of methods for counselling of DTE and employers at placing of DTE in the working process. It is enhanced the importance of an individual, multi-dimensional and tailor-made job coaching, that takes care of the Person and all his aspects. Besides, it is needed additional knowledge on methods for promoting the possible working insertion of DTE in “profit enterprises”.Among DTE our partnership identified long-term unemployed – older unemployed, low-educated workers and young people without working experiences. The COVID-19 crisis also had a negative impact on the labour market situation of DTE (Commission recommendation 2021/402).Recently, the structure of competencies required by employers from job seekers has changed significantly. They emphasize the ability to cooperate, reliability, diligence and a positive attitude (https://www.mojedelo.com/karierni-nasveti/kaj-zelijo-delodajalci-3473). From young people, employers especially request:•Fast learning,•Working habits,•Enthusiasm.This, in turn, requires changes in counselling methods and additional knowledge and working methods from the above-mentioned consultants. Also, in this case, multi-dimensional and tailor-made job coaching is needed. In EMPUBLIC project we have also found out that collaboration and exchange of information among different organisations is weak: only in Italy and Spain, we have noticed, that there are some cases of good cooperation between different organisations in the area of the working integration process of DTE; but too often public and private services do not communicate sufficiently, and the network of services provided is fragmented. The beneficiaries are confused and feel lost in a world of bureaucracy. Based on these findings, we have identified also needs for:-Better exchange of knowledge among counsellors for DTE. -Coordinator, who will coordinate activities of the community for the employment of DTE.Before project preparation, the partnership found out, that in the participating countries there are NO OFFICIALLY CERTIFIED PROGRAMMES for counselling of DTE.According to the context, presented above, the target groups of the project are:-Counsellors, lecturers/trainers and mentors, working in employment offices, NGOs, VET organizations and other organizations, working with DTE. -Decision-makers, employed at the above-mentioned organizations.-Regional and national politicians, which can support different actions and measures for the employment of DTE.-Participants with fewer opportunities – difficult-to-employ persons. In the project, activities will be directly involved app 190 participants and indirectly app. 750 participants.<< Objectives >>With respect to the described needs we have set the following project objectives: 1)To empower counsellors in employment offices, vocational and training organizations, NGOs and local communities for better use of methods and approaches for working integration of DTE. 2)To promote the exchange of experiences and good practises among counsellors, coming from different organizations in the area of working and social integration of DTE. 3)To empower a “community coordinator” to coordinate community activities for social and working integration of DTE. 4)To improve collaboration and networking among different organizations in the process of working and social integration of DTE.5)To prepare a programme for the integration of prepared training programs and methodology into the curriculum of VET and other organizations operating in the area of working and social integration of DTE.6)To prepare methodologies for the identification and certification of informally acquired knowledge for new professional profile – “Counsellor for DTE”. Aim: to standardize education and training contents and methods for the “counsellor for DTE"" and to increase accessibility to standardized programmes for this profile.<< Implementation >>To address the above-described goals, in the COM-IN project, we have foreseen the development of the following projects’ results:a)Competence model for difficult-to-employ people - DTE (R1). Aim: to identify counsellors’ competences for successful working integration of DTE.b)Training programme for the counsellor for difficult-to-employ people (R2). Aim: to prepare a training programme for the empowerment of counsellors for better use of methods and approaches for working integration of DTEa)Competence model for the community coordinator for DTE (R3). Aim: to identify competences of decision-makers for coordinating community activities for better social and working integration of DTE. b)Training programme for the community coordinator for DTE (R4). Aim: to prepare a training programme for the empowerment of “community coordinator” to coordinate community activities for social and working integration of DTE.c)Programme for integration of prepared training programs into the curriculum of VET and other organizations, operating in the area of working and social integration of DTE (R5): to foresee steps for the use of prepared programmes within organizations, which are dealing with working integration of DTE.d)Certification programme proposal for ""counsellor for DTE"" (R6). Aim: to standardize the informally acquired knowledge and competences of counsellors for DTE. We will implement two “Learning /Teaching/Training short-term joint staff training events:-On the 1st event we will train counsellors, teachers and trainers, which will be included in the project. Aim: to train them for using the »Training programme for counsellor for DTE”. -On the 2nd event we will train decision-makers, which are employed in partners’ organizations. Aim: to train them for using the “Training programme for the community coordinator for DTE”. After each LTT event we will organize short trainings for EXTERNAL TRAINEES in each country: a)On the 1st short training we will train counsellors in employment offices, vocational and training organizations, NGOs and local communities. Aims:-To empower “external” counsellors and trainers, which are employed in other organizations, for using the »Training programme for counsellor for DTE”.-To actually establish the network for the transfer and exchange of knowledge among counsellors and trainers, coming from organizations in the area of working integration of DTE in each participating area and transnational network.b)On the 2nd short training we will train external decision-makers in employment offices, vocational and training organizations, NGOs and local communities. Aims:-To empower “external” decision-makers, which are employed in other organizations, for using the “Training programme for the community coordinator”.-To actually establish a territorial network for the promotion of employment of DTE in each country. In order to evaluate project methodology, we will carry out pilot training of end-users (difficult-to-employ persons), using R2 and R4 training programmes. In each project region, 5 participants will be trained.We will implement also 5 SC-PMT meetings in different countries in order to facilitate the successful implementation of the project. To promote further use and dissemination of project’ results, we will organize Multiplier Event in Brussels.We have foreseen a variety of activities for sharing, promotion and use of the project's results to different audiences inside and outside partnership: meetings with target groups, press conferences, social networks, web pages, (trans)sectorial networks, EU Dissemination Platform, EPALE…).We have foreseen also a variety of activities for strengthening the project sustainability (i.e. training of counsellors and decision-makers, trainings of end-users, networks maintenance…).<< Results >>Key results that will be prepared during the project and on its completion:a)Competence model for ""counsellor for DTE”.b)Training programme for ""counsellor for difficult-to-employ people"".c)4 networks for the transfer and exchange of knowledge in the area of working and social integration of DTE established.d)Competence model for “community coordinator for DTE”.e)Training programme for “community coordinator for difficult-to-employ people”.f)3 territorial networks for promotion of employment of DTE established.g)Programme for integration of prepared programs and methodology into curriculum of VET and other organizations.h)6 Certification programme proposal for ""counsellor for DTE"" prepared by the partnership.Expected impacts and benefits in the next 5 years after the project end:-120 empowered counsellors, mentors and trainers operating in the area of working and social integration of DTE for better working integration of DTE.-60 empowered decision-makers employed in organizations operating in the area of working and social integration of DTE for better collaboration among these organizations. -1 international network (of 150 members) and 3 national networks (each of 30 members) for transfer and exchange of knowledge among counsellors established.-3 territorial networks for promotion of employment of DTE established, each of 15 organizations.-Number of programme proposals for certification “Counsellor for DTE” accepted by authorized national points: at least 3 in all participating countries.In order to reinforce the achievement of described impacts, we have anticipated which activities each partner should carry out after the completion of the project. In long term, we want to improve process of working and social integration of DTE in order that DTE will have more efficient assistance at their disposal, which should result in better integration."

E-le.G.A.N.T.S. aims to establish new skills, concerning technological knowledge, training tools, knowledge sharing, networking, performing art and the ability to translate them into job opportunities, in the HEIs of three Western Balkan's targeted at developing a new digital readiness and at changing the relationship between curricula, skills, and performing events in a distant perspective digital dimension. The specific objectives of the project concern the role of higher education institutions in the partner countries for economic and social development and their specific capacities to link the academic world of culture and art, research activities to the labour market and civil society. The project focuses on three key aspects:1. Develop digital readiness in partners’ HEIs restructuring training models and contents. 2. To prepare HEI student in in ALB, MNE, and KOSOVO in order to enhance in a more effective way their (self) employability and the capacity to access the Creative Economy.3. Develop skills to tackle future employment perspectives and build international aggregated answer through a digital transformation, that, by definition, is borderless and asks to work globally The main output that project is committed to produce are: •Online trained course and implemented toolkit•Set up an LMS (MOOC) Platform and produced Learning objects•Organized StartCupThe project has a flexible approach in order to adapt the learning outcomes to the particular needs and digital skills of the participating learners, and will be structured in a way that allows them to improve their skills in a practical and concrete way, gaining a broader understanding and exchanging best practices and experiences. The students are the first beneficiaries of the project together with the teachers and other educational staff that will have the opportunity to integrate digital tools into their teaching.

"<< Background >>We believe that universities in general and MBA programs, in particular, are in a unique position to significantly raise the awareness of leaders in the public and private sector of the prospects offered by careful but at the same time bold applicative possibilities of AI. MBA students represent a concentrated group of likely future leaders who, given a sound understanding of AI and its almost unpredictable opportunities, can react in their local surroundings cater for a significant change in attitudes and trust towards AI. Europe’s current and future sustainable economic growth and societal wellbeing increasingly draw on value created by data: the keyword being SUSTAINABLE. AI is one of the most important applications of the data economy and thus the probably crucial tool for business development that cares for people, planet and profit at the same time. Drawing on it, the objective of AI4PPP is to provide to our target groups not only a basic understanding of AI, the language surrounding the technological and social aspects of AI, but also to show how it works and to show the potential of its future implementations in all professions and industries. As part of our research conducted in 2020 by Algebra MBA and EY, it was shown that C-level executives are looking for support in technology in order to maintain the market positions of their companies. Among students, especially executives point out that they are willing to accept the digital transformation and emerging technologies as part of their organizations but have a lack of understanding on how to evaluate benefits, how to make first step and how to guide technology implementation and organization’s human capacity management in order to keep up with digital age. Being present in education for 20+ years focused on digital technologies from an applied perspective, last several years Algebra University recognized trend in applicants – who are now taking C-level positions in organizations, with a clear need to gain relevant skills in order to be able to implement AI in their organizations. With past experiences with technology, which often leads up to overpricing and/or overpromise as major setbacks, C-level executives are now more careful than ever, with money ready to invest, but with the gap in understanding on how to start their AI journey. They are more than ever open to EDU institutions instead of big tech vendors, understanding that they need to improve knowledge and be able to adapt their mindsets rather than looking for short-term answers often provided through advertisements of big tech. We believe to be able to contribute in this way to the eradication of misconceptions around AI and to the creation of an all-inclusive ecosystem, where different members of the community will be armed with the basic skills needed to adapt to a changing world, in which AI will be prevalent. Our project will help alleviate the current misconceptions surrounding AI through education and skill acquisition. Currently, the demand in the fields of AI R&D outweighs the supply of a skilled workforce. This demand is expected to grow exponentially within the next ten years. Also, AI development demands diversity in all avenues of its creation and implementation.<< Objectives >>The main objective of the project Artificial Intelligence for People, Planet, and Profit (AI4PPP) is to deliver an innovative, well-rounded, high value transferable educational and training programme in AI through:- comprehensive DACUM analysis- development of educational content based on DACUM analysis,- adaptation and creation of teaching contents and materials according to established needs of the target groups,- piloting the newly innovative developed modules and materials and its improvement based on piloting process,- implementation of AI-empowered scenarios in selected industries- preparation for certification validation based on micro-credentials conceptAI4PPP is an interdisciplinary project designed to meet challenges of the modern education system and challenging market needs, by providing an awareness-raising, holistic and flexible education in business aspects of AI. We expect improved educational and training modules in AI together with guidelines, to be implemented and used by partner organizations and other relevant HEIs. Importantly, they will broader international connections and links with other sectors necessary for any future actions and further development of project activities even after the project ends. In the long term, this project will increase their visibility and reputation on regional and European level and hence will gain major influence on policy processes in these sectors. Upon completion of the project, the results will finally reach partner’s personnel and students, both on the strategic decision-making level and practical level of everyday work of teaching and learning.<< Implementation >>The project activities are divided in a) horizontal tasks – PM (AG1), Transnational Meetings (AG2), Multiplier Events (AG4); b) theme-related tasks which will result in specific PR (AG3) and accordingly to the achievement of the project objectives and delivery of the planned results.All activities are organized within groups of activities:AG1, Project Management and Implementation (led by AUC), includes ensuring project activities and outputs are in line with timetable and budget, coordinating and organizing PMT meetings, budget spending, producing reports, collecting and storing all relevant documents, and communicating with NA. AG1 will produce the following deliverables: 3 Partnership Agreements, 2 interim and 1 final reports; meetings minutes. AG2, Transnational Meetings (led by partners accordingly, coordinated by AUC), which is related to AG1 and support following tasks: preparing a Project Quality Plan (PQP), evaluation of PQ and financial management and monitoring the realization of activities and quality of outputs based on PQP (deliverables: 1 PQP, 1 mid-term evaluation report, 1 final evaluation report).During the AG3/PR1 Gap Analysis understanding of AI potential (led by AUC) partners summarize report and evaluation based on their experience lead by AUC/EY survey which will be refined into the report (deliverables: research analysis report, 1 st multiplier event). As part of AG3/PR2 DACUM analysis (led by AUC), we will deep dive into AI expert job role, responsibilities, and everyday life to acquire data needed to assure usability and foundations for syllabus in the emerging field of AI (deliverables: DACUM results). As part of AG3/PR3 Syllabi will be Developed and Tested (led by FUDS) using several focus points: usability via modular approach, relevance following gap analysis conclusions and adaptability making them usable for various target groups as preparation for AG3/PR4 Educational material development (led by UAH). The process of modules structuring includes: focus on industry and cross-domain topics relevant and suitable to adopt through AI approach; developing educational modules according to these selected topics (scenario selection, module development and simulation cases). All modules will be driven by industry examples and will be based on the demand analysis carried out in AG3/PR1 and AG3/PR2. Modules will be prepared in a way that they could be used by students in order to make synergy with study programs (deliverables: Education material containing: business problem, task decomposition; approach analysis; AI technique selection; operationalization of results; 2nd multiplier event). The developed educational modules will be integrated into the learning environments through AG3/PR5 Module piloting (led by AUC). Main objectives: support partners in their effort in planning, implementing and evaluating innovative and efficient approaches in AI learning; contribute to the popularisation of the AI piloting real cases. This includes aselection of participants, selection of suitable courses' study programs to use the repository, piloting the modules and evaluating the process (deliverables: report on pilot execution, 3rd multiplier event). AG3/PR6 (led by FUDS) include industry and use cases selection in order to challenge skills and lessons learned on real-life scenario. Development of AG3/PR7 (lead by UAH) Guidelines and preparations from micro-credentials covers 2 main functions: training mechanism contributing to the development of participants' new skills and experiences; and speed up of AI boarding process including business value creation by recognizing program through micro-credentials. Micro-credentials certification handbook which will be produced during AG3/PR7, will respond to 2 necessities: how to efficiently educate and train individuals in AI and how to respond to current challenges and trends represented by AI in business environments (deliverables: 1 guidelines, 4th multiplier event).<< Results >>Partners will carry out a wide range of activities in order to implement a well-rounded, high value transferable educational and training programme in AI through (i) comprehensive DACUM analysis in order to proof trends and skills used and needed among relevant AI professionals; (ii) development of educational modules, (iii) adaptation and creation of teaching contents and materials according to established needs of the target groups,(iv) piloting the newly developed modules and materials, (v) implementing scenarios of AI application in selected industries, and (vi) finally make all preparations for AI educational program to be certified using micro-credentials approach/concept (all described in detail in the section ""Project results"").AI4PPP is an interdisciplinary project designed to meet challenges of the modern educations system and challenging market needs, by providing an awareness-raising, holistic and flexible education in business aspects of AI. We expect that improved educational and training modules in AI together with guidelines, to be implemented and used by partner organizations and other relevant HEIs. This will help in adopting an AI-based mentality powered by piloting and simulating AI processes. By implementing scenarios of AI into selected industries, the project will elaborate guidelines for improvements in usage of AI methodologies and tools in business having backpropagation elements to be used in education and by doing so will popularize AI within a various and especially non-technical sector (i.e. social sciences and humanities).Namely project outputs are (i) report including a repository of existing AI training courses/study programs and market needs in respect to relevant occupations, with special attention to the MBA students and non-technical sectors; (ii) DACUM analysis with identification of relevant skills/needs and “must have” for AI professionals; (iii) transferable educational/training materials/modules, including topics covering wide range of different industries and cross-domain topics that will illustrate the main benefits of AI and at the same time will attract different populations (HEIs, policy makers, entrepreneurs, employees etc.); (iv) piloted and simulated use cases for EDU, the developed piloting model will be tested during the project implementation at the partners' institutions thus providing partners with immediate outcomes and feedback; (v) implementation scenarios for selected industries proofing applicability and business value of acquired skills; (vi) proactive focus point on the end-to-end learning materials, a tool for piloting and simulating use-cases in AI and as a foundation for collaboration between stakeholders and students – bringing micro credentials recognition for current and future participants.Improvements will be developed for AI-related course studies (AI topics already vertically implemented in curricula) and for non-AI courses (courses that have implemented AI as a horizontal element in curricula and studies that haven't implemented AI topics in curricula at all) including tailoring recommendations in relation to institutions specificities. In addition to these concrete results, the following outcomes are also foreseen: (vii) increased knowledge about AI implementation at HEIs in its MBA courses especially; (viii) arisen awareness and capability of users to process and analyze data as a foundation for AI-skills understanding and development also in absence of previous sectorial (digital) knowledge; (ix) enhanced business sector (especially non-technical one) ability and speed to achieve goals by proper use and exploitation of AI; (vii) fostered partners' capacities in developing innovative learning materials/tools and encouraged development and adoption of AI in higher education; (x) strengthened links between HEIs and enterprises to promote excellence and regional development."

<< Objectives >>The project aims to concretely contribute and, through training and awareness raising actions, to break down some gender stereotypes that in fact compromise real equality between men and women in the working and social context. The intervention focuses on language and on the reconstruction, from a linguistic, legal and social point of view, of the meaning of some keywords used, today improperly, to describe the female world.<< Implementation >>The project develops in an integrated way:[+] actions finalised at the training of multidisciplinary skills in the field of gender equality;[+] moments of comparison and exchange of experiences between people of heterogeneous extraction aimed at building a shared and non-stereotyped and discriminatory vocabulary of words; [+] events and outputs not only based on a replicative methodology, but also with a strong restitution impact, thanks to their full accessibility and diffusivity.<< Results >>The project aims to build a first, and replicable, concrete experience of cross-border collaboration on the issue of gender equality and non-discrimination of women, starting from a common rewriting of the meaning of those words that describe the female world, bringing with it not only concepts, but real situations and feelings (for example the problems of reconciliation, violence, etc.), and thus to trigger a cultural and transversal awareness on the issue.