"The Teachers AHEAD project is part of Key Action 2 and is part of the Strategic Partnership for innovation and foresees the development and sharing of innovative products and methods. The aspect of the dissemination of innovative results, through the planned multiplier events, is aimed at stimulating the growth of professional skills and innovating educational methodologies. According to this perspective, 5 educational institutions, 2 universities, 2 training agencies, 1 youth organization, provided with the expertise necessary to achieve the project objectives, have been involved in the implementation of the project. The objectives of the project are based on the offer and assessment of key competences and transversal skills, such as digital and citizenship, as well as civic and social skills, but are mainly set out in terms of social inclusion, as envisaged by principles of the European Pillar of Social Rights. The project aims to support long-lasting positive effects, both on the participating organizations and on the networks and individuals involved, with the aim of modernizing and strengthening education and training systems. The actions are oriented to implement and transfer innovative practices in other educational contexts, once tested and validated by the action research group of teachers and trainers involved in the project itself. The actions covered by the project include analysis and educational research, as a personalization of the disciplinary paths and as collaborative learning, and are at the same time unavoidable by an educational strategy based on the ""European Pillar of Social Rights"" in Chapter 1, points 1 - Education, training and lifelong learning and 3 - Equal opportunities, and in Chapter 3, in points 11 - Child care and support for minors and 17 - Inclusion of persons with disabilities. The strategic use of information and communication technologies (ICT), open educational resources (OER), personalized and inclusive pedagogy according to the needs of individuals, virtual and physical mobility represent the resources around which we act, also in terms of action research and as a community of speech. Particular attention is given to active citizenship and legality: being an European citizen implies the awareness of choosing and self-training as a person aware of their rights and as many duties; implies the need to confront and interact positively with the diversity and complexity of different contexts (family, educational, social), as personal growth and elective groups. The project aims to promote comparison and sharing in order to provide young students with growth models based on democracy and the coexistence of peoples, through social inclusion as a model of growth and affirmation; on the themes that the project places as priorities, it is necessary to define in the school and on the paths outside the school, opportunities for interdisciplinary training oriented to the growth and development of a European people able of self-affirming in its diversity. The project intends to promote interdisciplinary and inter-departmental collaboration methodologies aimed at improving the professional development of those who work or are active in the fields of education, training and youth, innovating and increasing the quality and range of initial and on-going training, with the prospect of experimenting innovative teaching practices based on social inclusion and on digital skills and declined in order to facilitate the recognition and validation of knowledge, skills and competences acquired through formal, informal and non-formal learning. Teachers AHEAD aims to train a group of teacher trainers experts in the use of ICT applied to inclusive education, and provided the necessary skills to identify and articulate educational paths including special interest that can be included in the school curricula, according to the following steps: 1- Use the European E-Twinning Platform and the training platform in the Moodle e-learning environment - realized as the Intellectual Output of the previous project, to prepare trainers for the exchange in professional mobility and to collect experiences in terms of inclusive digital education; 2 - To train teachers and actors involved in the mobility of innovative learning practices, such as cooperative learning, the Flipped Classroom and the EAS Technique - Learning Episodes 3-Send teachers in professional mobility in working groups with destination EU countries; 4- Organize series of training meetings to disseminate and support the educational pathways."

<< Objectives >>The main project achievement is promoting the use of flipped classroom methods in developing critical thinking and media literacy skills by the elaboration of the necessary material four covering a course content in higher education. The flipped classroom materials will be available in seven languages. A guide for teachers will also be elaborated for facilitating the use of the digital educational material in higher education institutions.<< Implementation >>Course content will be developed for developing critical thinking and media literacy competences. Educational material to teach critical media literacy with the flipped classroom approach will be elaborated for 20 teaching activities, and will be published in seven languages (Romanian, Greek, Bulgarian, Polish, Hungarian, Lithuanian and English). An electronic book will be elaborated containing recommendations, steps and tips for using the elaborated material in higher education.<< Results >>The creation and use of digital educational materials will contribute to the development of education-related digitals skills and competences of project participants, contributing to a high quality education by stimulating their digital capabilities.The project will facilitate the use of flipped classroom methods for interested higher education teachers. Students and learners using the elaborated educational materials will have increased critical reading and media literacy competences.

<< Background >>With the Covid-19 virus outbreak at the beginning of 2020, trainings were interrupted in many countries. In order to prevent the spread of the virus, while schools were mostly closed by country decisions, teaching and learning processes had to be organized online. Many European countries have continued their education with distance education. However, the worldwide use of digital content in education was relatively rare before the COVID outbreak began. Only 20% of the countries had digital learning resources in teaching (World bank datas, 2020). With the need for distance education that has become more apparent with Covid, the need for digitally prepared course materials and contents has increased. Education and training disruption due to the closure of schools negatively affected the personal development of students. In this process, the lack of innovative content and innovative areas has not yet been filled. Especially in the field of artificial intelligence, which is called the profession of the future, digital content that has an innovative content and can teach by making applications is very lacking. Our project contributes to the development of digital learning materials and tools such as Open Education Resources. Our project also has qualifications to support new teaching methods and tools, and has the awareness and use of European frameworks in the digital competence of educators, students and organizations.The topic of artificial intelligence is currently one of the most popular science fields in the world. The researches and future artificial intelligence predictions show that artificial intelligence will have a great importance in shaping the future. The USA and China continue to lead the world in this regard. However, with the plans and strategies of the European commission, it will show itself in this game in Europe. The Commission and Member States agreed to join forces on AI policy and investment in 2018. The revised Coordinated Plan on AI was published in April 2021. Maximising resources and coordinating investments is a critical component of the Commission's AI strategy. Through the Digital Europe and Horizon Europe programs, the Commission plans to invest € 1 billion per year in AI. It will mobilise additional investments from the private sector and the Member States in order to reach an annual investment volume of € 20 billion over the course of this decade. And, the newly adopted Recovery and Resilience Facility makes € 134 billion available for digital and will be a game-changer, allowing Europe to amplify its ambitions and become a global leader in developing cutting-edge, trustworthy AI.<< Objectives >>These developments in artificial intelligence also show the size and importance of the subject. Working in the field of artificial intelligence technologies individually or institutionally is very difficult in terms of skills. Cooperation is inevitable in this regard. However, since the competencies of each institution differ, it does not seem possible institutionally to reveal important components such as training materials related to artificial intelligence. We want to bring together the strengths of institutions and to develop innovative training materials that meet the needs of the workforce by blending their skills.Therefore,our project focuses on the application of a gamification concept to artificial intelligence training for distance learning,in order to improve the overall student characteristic for motivation and participation in online courses.An assessment system will be designed to follow the student's progress and students will be guided with the necessary feedback.For these reasons, our project goal is:•To train students with the qualifications that the workforce is looking for•Developing the proficiency of teachers and students in the field of AI•Cooperating between Higher Edu,VET and SMEs•Development of digital skills and distance education at the education and training level•To promote continuing vocational education and training with easy access to content through our distance learning platform•To ensure that the skills and abilities of current students are compatible with the basic skills and abilities in the labor market• Ensuring and encouraging cooperation in the field of Vocational Education and Higher Education•To train qualified manpower that can lead research in the field of AI at vocational school, associate degree and undergraduate level and to encourage the European digital industry level•Supporting strong partnerships between business and educational institutions<< Implementation >>We planned 7 work packages to run the project.1) Management of Project2) Development of O13) Development of O24) Development of O35) Sustainability of Project6) Dissemination and Exploitation of Project7) Monitoring and Evaluation of Project<< Results >>Tangible Results:- A gamification interfaces designed for e-learning platform will be developed (O1). - A curricula for Artificial Intelligence (O2)- An assessment system will be developed (O3).Intangible Results:1- Information increase has been achieved:* Increased knowledge on measurement and evaluation systems and artificial intelligence applications in countries.* Increased knowledge on project management, employee assignment, and financial management.2- Competency has been increased:* Increased awareness of artificial intelligence has been provided* The number of people who pay attention to the importance of artificial intelligence and future studies has also contributed to the increase in competence.* Increasing the institutional capacity has been achieved by increasing the number of people who can work in the field of artificial intelligence.* Personal personal skills are developed to enter employment.* A qualified assessment and evaluation system has been developed.* Institutional capacity was increased.

The purpose of STUNED project is to support Universities to enrich their curricula by developing and integrating into them innovative educational modules in the area of standardization and application of selected set of international standards of the International Organization for Standardization /ISO/, some of which are adopted also as European standards. The provision of STUNED standardization training courses for lecturers and the development of training modules focused on the selected ISO standards and intended to be integrated into the relevant university courses for students by the trained lecturers will contribute to meet common challenges such as the digital shift and the need of encouragement regarding the standards' usage as well as the improvement of the trainees’ ability for practical application of different standards and competences which is a valuable asset to any professional qualification.The STUNED beneficiaries are categorized as:Internal beneficiaries:- University lecturers from partner HE organizations who are not involved in the direct implementation of the project's activities and outputs;- University lecturers from partner HE organizations who are trained in the selected standards;- Students from the educational organisations, participating in the partnership, who are trained in modernized curricula.External beneficiaries: - Lecturers from other HE institutions not involved in the STUNED partnership;- Professional networks, employers' unions, and associations which are not involved in the partnership. The STUNED aim and objectives will be achieved by the following activities:- selecting appropriate standard for training of University lecturers and afterwards for University curricula modernization;- development of e-learning courses to the university lecturers to be trained;- development training modules for selected standards- modernizing selected curricula with developed modules and piloting with involvement of students.The main expected results are:- Research analysis and selection of ISO standards and university specialties / curricula to be modernized via integration of training modules focused on standardization (development of a Map table curricula-standard); -Training courses on standards for university lecturers – development and lecturers’ training;- Development of training modules for students on standards for selected subjects;- Modernizing the University curricula and their approbation (piloting); The direct impact on the participating organizations shall be as follows:On the educational organizations: - The elaboration of courses for university lecturers; - The elaboration of modules regarding standardization addressed to student. - Modernization of educational programmes and curriculaOn the Standardization organizations:- Promotion the knowledge on standards and standardization The indirect impact will be in the following forms:- Other standardization and HE institutions which are not directly involved in the project will get ready-to-use products;- A better quality of the labor force.

<< Background >>The ComEnt project aims at developing a blended learning educational programme and associated teaching / learning resources for higher education institutions; accrediting agencies; and social entrepreneurs / innovators on the innovative topic of community enterprise development. The fostering of community-led and community owned enterprises promotes civic engagement. The knowledge, skillsets and competencies acquired through this initiative will enable university graduates and social innovators to empower marginalised groups and disadvantaged locations. This provides the capacity to create wealth and promote social inclusion, particularly for those who have been less successful in engaging with the dominant neo-liberal and capitalist market system.An enterprising community is not simply concerned with capitalism but seeks to build a viable and sustainable social, economic and cultural ecosystem. Enterprising communities involve an integrated mix of social, private and state enterprise, each adding value to the other. According to Cooke (2018), there are sufficient resources (live and dormant) owned by statutory agencies; community and voluntary sector; and private sector which could be utilised productively to create and sustain community-owned social enterprises. The ComEnt project defines a community enterprise as an organisation owned and managed by the community, whose mission and vison are centred on serving individuals from a defined geographical area (predominantly disadvantaged locations) and / or communities of interest (predominantly marginalised groups in society). This makes community enterprises a distinct group within the wider social enterprise sector, not only trading for social purposes but reinvesting any profits in ways that provide benefits to a particular community. According to the European Commission (2021) ‘being entrepreneurial is a valuable skill for EU citizens, both for their personal and professional development. Entrepreneurship education plays a key role for Europe’s competiveness and for the continuous growth of Europe’s economy’. Furthermore, Council Recommendation on Key Competences for Lifelong Learning (2018), ‘promoting entrepreneurship in education as a key competence as it encourages EU citizens to be enterprising and to formulate innovative solutions to societal problems and to design products of added socio-economic value’. Therefore, the specific promotion of community sponsored entrepreneurism within higher education courses is innovative.It is critically important for higher education institutions, in partnership with the community and voluntary sector, to undertake research on the topic of community enterprise. Furthermore, it is equally important to educate students and relevant stakeholders on the ways in which community owned enterprises can facilitate community-led local development. The ComEnt project's overall impact contributes to the fulfilment of specific ERASMUS+ priorities. These include: increased sense of initiative and entrepreneurship; increased level of digital competence; improved levels of skills for employability and new business creation (including social entrepreneurship); improved competences, linked to occupational profile; and increased opportunities for professional development.<< Objectives >>Overall, this project wishes to equip stakeholders with the necessary knowledge, skillsets and competencies to develop and enhance the development of community owned and community-led enterprises, which would be an innovative approach to fostering social inclusion amongst marginalized groups and disadvantaged areas across Europe. Ultimately, the stimulation of this kind of thinking and the development of a competent body of practitioners throughout Europe will lead to an increase in this particular form of community development which is enterprise and employment focused; seeks to unlock and enable the use of dormant community assets; and provide locally-focused goods and services which will have a social cohesion purpose and impact.The key objectives of the ComEnt project are: •To identify and reflect on best practice examples of successful community enterprise and determine their critical success factors. • To develop and enhance the knowledge, skillsets and competencies of learners on the concepts of community-led local development and community owned enterprises; and to apply an empowering and consultative framework in encouraging communities to become ‘enterprising’. •To develop a course syllabus and associated teaching and learning resources, with a possible focus on: community enterprise models / approaches; leadership, human resources and operational management in community enterprise; governance / legal entity frameworks; and finance. •To engage with higher education institutions. policymakers and relevant community development stakeholders with regard to replicating this innovative educational programme on completion of the project.<< Implementation >>The main intellectual outputs of the ComEnt project include: RO1 National and summary reports on the state of the art on innovative models of community enterprise development. RO2 Course syllabus and associated teaching / learning materials RO3 Project website and learning repository. RO4 Evaluation, Testing and Optimization Other activities include:Learning, teaching and training activities will take place during the developmental phases of the project (LTT1 - LTT2), when the blended learning course materials will be developed and tested by project partners. Local Conferences (E1-E5) – CCJ, ADV, AdM, FHV and BFU will organize and deliver a local conference to audiences (40) drawn from the target groups for the project in which RO1, RO2, R03 and RO4 will be showcased and opportunities provided for hands-on trial and testing of the educational resources. Similarly ACEEU will organize and host a European conference (E6) and provide similar opportunities.<< Results >>On completion of the ComEnt project, it is envisaged that the following will be achieved: − a stronger awareness among academics, students and policymakers about the nature, purpose, barriers and enablers for the different models of community enterprise development; − comprehensive information flows between the community and voluntary sector; higher education institutions, statutory agencies; and private sector (quadruple helix) on the necessity for improved levels of skills for employability and new business creation (including social and community entrepreneurship);− a shared understanding among researchers; lecturers; graduates; and community and voluntary sector on the knowledge, skills and competency requirements for empowering social entrepreneurs to promote sustainable community-owned enterprises and employment. -An innovative accredited on-line / blended special purpose award (15 ECTS) and associated educational materials on community enterprise. The course units within the special purpose award can be incorporated independently into relevant educational programmes offered by higher education or VET institutions.