Public bodies’ workers are currently facing an enormous challenge: a growing public demand for the creation of an opener and more inclusive governance and the emergence of several and social information and communication technologies (ICTs).As a result of the meetings and the debates that took place in the “1st Iberoamerican Conference on Public Innovation” (congresonovagob.com), which hosted leading specialists in the modernization of the public sector in Spain and Latin America; one of the clearest findings was the need for a common training space (both within Europe, within LAC, and between continents) in order to help a sector that evolves technologically slowly and has so much room for improvement, especially at local levels.This platform should encourage the use of good common practices and the self-improvement of public workers in order to progress as a society.The main outputs expected are:1. Creation and improvement of Digital Education Departments in the Latin American HEIs2. Joint development, recording and delivery of an Open Government MOOC in each consortium HEIs.3. Creation of a mutually beneficial and lasting LAC-EU HEIs partnership that will enable a Digital Education Cooperation Programme designed to jointly manage the Open GovernmentDigital Education Platform (OGDEP).4. Develop opportunities for international cooperation at regional (LAC)5. Development of new tools for the exchange of good “digital” practices among Latin American and European universities.6. Promotion of good governanceThe main impact of TOGiVE is, thanks to the EU-LAC platform for tertiary-level online learning, to supply society with people with leadership, language and technology skills.The public workers (the students) will benefit by acquiring new skills and know-how in the development of open government, thus improving their professional and social prospects. A platform of this type will undoubtedly generate prestige both for the HEI and the area that host it.

<< Background >>Nowadays, when we are shaping the professions of the future, the COVID-19 pandemic has deeply influenced the economies of the country and the number of jobs has increased significantly. According to World Bank datas, most of the countries (80%) of the world are not ready for the digital education that entered our lives with the COVID pandemic.Countries that are not ready for digital content have great difficulties in this area. Whereas,UN 2030 goals - 8th target - Sustainable Development Goals have been determined to encourage employment. The bans imposed due to the pandemic caused 1.4 Billion students to stay out of education. This situation has also hampered the development goals of the countries.For this reason, our project aims to improve the digital education conditions of EU countries and to prepare a qualified digital education infrastructure for future generations with the awareness of innovation. Within the scope of this target;General Purpose:To identify digital gaps in Robotics, IoT and Cloud Computing for VET and to develop teaching materials with an assessment system to improve this situation through interdisciplinary training and guidance.In the same framework, the special purpose of our project is to train at least 140 VET students and 15 teachers with the Hands-on Robotics, IoT and Cloud Computing teaching material and self-assessment system we will develop and to visit 10 VET centers and SMEs in this field and is to explain the importance.<< Objectives >>The goals of our project:•To ensure the development of digital skills and innovative technologies to improve the teaching environment•Guiding students by showing them which areas they are lacking through innovative assessment•Increasing the motivation to learn with the necessary feedback•To use more efficiently the time the teacher will spend to determine the student's level of readiness•Raising awareness of the importance of Robotics, IoT and Cloud in digital education and job market•Developing new approaches and possible training methods for the qualifications of educators•Promoting distance education systems due to the increasing importance of digital education due to Covid-19•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•To support corporate and individual development•To support R&D activities•Reducing mismatches in the qualifications of job seekers in the employment market by developing concurrent curricula through strong and lasting partnerships between socialpartners, private sector, universities, non-governmental organizations and VET providers•To promote the development of skills and competences of trainers and teachers through work-based learning•Strengthening the international dimension of education and training•To ensure the modernization and professionalism of our institutions•To develop working capacity and professionalism at EU and international level<< Implementation >>Our target group:VET and university students,Teacher-educators.3 meetings will be held within the scope of our project and will be completed in 24 months. 2 people from each institution will attend the meetings. 6 Conferences are planned in the project. Each partner will give seminars about the project and the intellectual outputs and visit the VET center&SME.We expect more than 300 people to benefit from our project with seminars and conferences.All activities are planned in full compliance with the EU DigComp framework,EU Digital Agenda, World Bank Employment Reports,UN Sustainable Development Article-4 Quality Training and Erasmus+ Covid-19 call.Project brochure, Web Site and printed materials will be prepared for the dissemination and awareness of our project.Since all the IOs to be developed within the scope of our project are in the field of Information Technologies, the material development methodology ADDEI (Analysis, Design, Development, Implemantation and Evaluation)<< Results >>Our intellectual outputs to achieve these goals:IO-1:A valid, reliable and useful self-assesment system based on AI will be developed.IO-2:An innovative and hands-on teaching material will be developed in the fields of R-IoT-C, where the evaluation system to be developed can be applied and which is considered asthe professions of the future.IO-3:E-learning platform will be developed in order to deliver your trainings to VET students and more.The impacts that envisage are:Problem-solving skills; motivating to learn IoT, Robotics and Cloud Computing that's why improving IT competences; improving the collaborative learning environment, contributing to the training needs for practice, focusing on Industry 4.0 technology training, developing an innovative assessment system and offering a fair and student-oriented program; linked to professional profiles students and teachers will strengthen understanding of and action for Robotic, IoT and Cloud Computing education through the cross curricular activity and collaboration to be established among VET schools, SME, University and NGO.

<< 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.

Globalization and technological innovation (4th Industrial Revolution) bring long term changes in the world economy that are alternating the structure and the future of the labour market. The decision makers should realize that in the near future the job vacancies will not be reduced due to technological advances but the nature of these vacancies will change. These new vacancies will shift rapidly in favour of employees that are skilled and educated people in the fields of nanotechnology, robotics, machine learning, artificial intelligence, Internet of Things, programming, automations, data science. Moreover the market needs request employees that have the ability to solve problems, to take the initiative, to be innovative, to have management & entrepreneurial skills in order to survive & be employable under open market globalization conditions. Moreover the business word believes that new technologies such as AI will create more jobs than it will destroy; by 2020 AI will automate 1.8 million out of the work but will create 2.3 million jobs - a net gain of 500.000 jobs. It is harder to imagine industries that do not yet exist and how they will create jobs for all types of workers. This is why data science for example is so intriguing right now: it is one of the early, emerging industries that has come into being because of AI. A direct product of data science is the field of IoT; right now 8 billion sensors are connected to collect applicable information for various human activities (e.g. track noise, track pollutants, the number of cars in a parking lot); until 2020 more than 20 billion will be connected. This is expected to create more jobs related to new technologies the 4th Industrial Revolution will introduce. The Higher Education in Europe should react fast and shape its educational programs in order to ensure that its graduate students enter the work equipped with the sort of skills firms are willing to fight over in a global base. HEIs should contribute also to the life long distance learning of the European citizens in order the latter to be able to re-skill themselves and remain employable under the new conditions the 4th Industrial Revolution have set. CRETE projects proposes a flexible curriculum of modules & training activities that addresses all the aforementioned priorities. CRETE project that will offer innovative, high quality training in all the new and interlinked emerging technologies the 4th Industrial Revolution brings and will demand an electronic engineers to know. The proposed modules in nanoelectronics, nanophotonics, artificial intelligence, robotics, data science, neural networks, machine learning, management, innovation & entrepreneurship will complete the existing conventional course curricula of the consortium Universities. The project is not envisioned to cancel the existing curricula but to make them more competitive and tuned to the forthcoming changes. This will make the proposed modules easier to be integrated and accredited by all the partner Universities. The project is not only focused on the teaching of engineering students in technical themes but empathizes the teaching of academics of the most modern educational methods in order to provide high quality education which will result in competitive graduate students. So the program will offer training in problem solving learning strategies for engineers, online teaching & assessment methods, teaching oral & written presentation skills, performing open science research. The online form (online lectures) of all the proposed modules and theirs free access through the project's educational platform, is believed will contribute towards the re-education of the adult learners all over the globe in modern technological & teaching skills (technical & soft skills) and in accordance to the modern market needs and future developments. To increase the impact of the project all modules will be developed in English, all planned Intensive courses will be live streamed in the Internet in order for more people to benefit from the CRETE project. The consortium envisions to engage more partners into the project during and beyond its lifetime. The consortium promises to make the project's objectives priorities within the consortium Universities and update the project's educational platform with new material even beyond its funding lifetime. This action is very important to be followed by the consortium and beyond it in order for the HEIs curricula to be able to respond to the fast pace change of the market requirements regarding the skills an electronic engineer should have.

"""Ethno-design in fashion - exchange of good practices in vocational training"" was Erasmus+ Programme strategic partnership project of eight partners' organisations from Poland, Spain, Estonia, Greece, Italy, France and Portugal. The primary goal was to develop and reinforce networks, increased our capacity to operate at transnational level, shared and confronted our ideas, practices and methods. It was designed to share experiences and best practices in vocational training and to create innovative methods through training courses and worked on project results based on European cooperation, creation and production innovative products in fashion design. Target groups were staff members and learners from partners' organisations (unemployed at any age, women 50+, low-educated people, VET students, migrants, national minorities). The specific objectives were: 1) to develop the various ethnographic elements of traditional dresses, fashion accessories, handbags of each European culture and transfer to modern clothes; 2) to learn traditional folk ornaments techniques in own and other European countries; 3) to learn new types of ornaments, new techniques, materials, methods and skills from partners; 4) to create own samples of modern clothes, jewellery, handbags with folk motives using personal and experts' competences and share them with partners; 5) to develop strategic partnership and intercultural dialogue between project partners; 6) to support professional education for staff members and learners from partners' organisations; 7) to strengthen dignity of own culture and European cultures, the dignity to be European citizen; 8) to motivate learners and staff members to learn foreign languages and improve ICT skills. At the end of the project participants aquired skills and practical experience in order to make modern clothes with folk motives as a means of self-expression for galleries and shops; they improved ICT skills and communication skills in English language; they became more aware about own national culture and other European cultures. Partners established contacts with work world to help learners to find jobs and started to cooperate with locals galleries and workshops. There were trainings for staff, workshops, theoretical seminars about ethno-design and about intercultural dialogue locally for learners. There were two short-term jont staff training courses (in Greece and Spain ) for staff members and 4 international project meetings (in Poland, France, Italy and Portugal) during the project. Partners organised dissemination activities on local level to make project's impact more sustainable. Partners applied the best methods in fashion design training and in non-formal education in own countries and in Europe. The main methods was learning by doing, learning together, with each other and by each other. Apart managemet issues, to 4 project meetings were added workshops in ethno-design in fashion to achive project golas and exchange good practice. The main results were pedagogical and methodical learning materials in E-Brochure and materials for dissemination in own and other organisations, in local communities, on the national, European and international levels. There were also Power-Point Presentations, photo-exhibitions and videos about activities and best practices from every partner organisation. The impact of the project has be seen on project participants who gained new competencies and became able to compete on the labour market with professionals. Partners' organisations created strong partnership that is continued after the project end. The potential long term benefits have be seen as improvement of the quality of vocational education and training in the partners' organisations. It will emerge as improvement of the situation on the labour market when learners will share own experience and newly gained skills with future learners on professional level and start to work as fashion designers."