<< Background >>There is increasing recognition that AI should be developed with a focus on the human consequences as well as the economic benefits. Hence, there is an increasing need for education and training to ensure that the technical skills needed to drive the role of AI are guided by a general understanding of the harms that the misuse, abuse, poor design, or negative unintended consequences of AI systems may cause. To this end, Scuola Superiore Sant’Anna together with Kilometro Rosso Innovation District, Fraunhofer Institute - Robotics Systems, University College Cork – Insight Centre and EPRALIMA – Escola Profissional, designed the project REGULAITE, which aims to create a competencies strategy toward a common understanding of the ethical and regulatory aspects of Artificial Intelligence for the continuous vocational training of:1)Non-technical SMEs managers;2)Professionals in the field of policymaking, law and insurance;3)Vocational Education trainers.The need of understanding how to navigate the ethical challenges and regulations of AI development and implementation is on the spotlight following the fast development of the technology, the large use during COVID-19 pandemic and the numerous communications of the European Commission. Recently, the European Commission proposed its first legal framework on Artificial Intelligence. Previously, the European Parliament had issued a resolution containing recommendations to the European Commission. Before that, EU legislators enacted the 2017 Resolution and the “Report on the safety and liability implications of Artificial Intelligence, the Internet of Things, and Robotics” which accompained the European Commission “White Paper on Artificial Intelligence” in 2020.Moreover, from a market research conducted by IPSOS emerged that barriers for the digital readiness are not just the cost for adoption or for the adaptation to technology (cost of adoption 52%, cost of adapting operational processes 49%, lack of external/public funding 36%), but most important the lack of skills amongst existing staff 45% and the difficulties hiring new staff with the right skills 57%.Within this context, the partners apply with REGULAITE in order to:•Reduce the skills gap of managers, professionals within the field of ethics and regulation of AI so to facilitate readiness to adopt new AI-based processes and/or products;•Boost digital competences of managers, professionals, and educators to let them enable a responsible AI innovation within of the growing trend of digital transformation;•Introduce high-quality content on ethics and regulation of AI in continuous vocational education and training offer.To do this, partners identified the following solutions which will improve C-VET opportunities:•A methodology for the assessment of competences levels on AI which will help trainers in the personalisation of the learning experience;•A training method that will follow the European Credit System for Vocational Education and Training (ECVET) organised in units of learning outcomes that will describe the knowledge, skills, and competences developed during the training;•The creation of training contents through the combination of the knowledge provided by different organisations such as: Universities and Research centers, Innovation Accelerators, and Vocational education providers.<< Objectives >>REGULAITE aims to develop a competencies strategy in Continuous Vocational Training on ethics and regulation of Artificial Intelligence for those professional profiles are most affected by the skills gap in this field. Indeed, AI poses not only ethical questions to who is developing or using the technology, but it also raises a need for managers, professionals of a general understanding of the evolving regulation framework across policy domains so to identify possible barriers to the adoption of newly AI-based innovative technologies/ processes. In particular, the main areas of interest are:1)Risk assessment and management: understanding the classification of risks-levels;2)Liability, insurance, and risk management for damages arising from the use of AI applications;3)Product safety, certification, and testing approaches and procedures;4)Privacy, privacy by design, data access, management and use;5)Data quality, system training, and discrimination;6)AI as a tool to foster human rights;7)Safe and user-friendly design;8)IP generation and strategies for AI applications;9)Post-sale obligation, monitoring, adaptation.The competencies strategy would result from achieving the objectives that REGULAITE has listed as:•Create a training programme with high-quality content, tailored to the level of knowledge of the user, so as to adapt to needs and training methodologies spread over Europe. To this end, the competence levels of representatives of the target groups (managers, professionals, and trainers) will be assessed before the learning experience so to personalise the training path. The training contents will be delivered in the form of webinars, learning pills and demonstration videos. A guide on how to use the learning platform will be provided so to ensure learning flexibility;•Raise awareness on the ethical and regulatory aspects of AI so as to collect needs for the design of the training;•Create a framework of clear knowledge, skills, and competences for VET so to foster digital competencies. Vocational training will contribute to shaping the training methodology so to let trainers work at different VET levels (C-VET and I-VET) and so facilitate the adoption of the training with different educational backgrounds.To this end, the project will leverage stable transnational cooperation among the partners, most of them being part of large digital innovation hubs, competence centres, and AI networks of excellence.<< Implementation >>REGULAITE activities can be considered in two ways: •Awareness raising;•Results-oriented activities.The first is characterised by the partners constant effort to develop a culture of ethics and regulation of AI. To implement this activity partners will:•Establish a solid communication strategy not only through their own communication channels but also by exploiting their networks;•Bring the project message and the best practices collected during project implementation.at local, national, and European level, connected with existing initiatives on Artificial Intelligence;•Communicate at large scale REGULAITE main concepts trying to bridge the gap between the technology and the final users.The second range of activities is designed to create an integrated training path that can best address the ethical and regulation implications of AI.The project’s framework stands on 3 Results that will be achieved following a progression of interconnected activities. 1)ESTABLISH A COMMON GROUND ABOUT REGULAITE APPROACH •Set up the tools to build a Competencies’ framework;•Involve TGs in the co-creation of the project results to customize tools to their needs.2)ADDRESS HIGH-TECHNICAL TRAINING CONTENTS WITH A USER-FRIENDLY APPROACH•Partners will share their competences to develop a training programme;•Creation of open educational resources.3)EVALUATION OF TRAINING TOOLS• Trainers will be involved in a pilot test activity together with their learners with the aim to validate training tools; • Partners will assess the results of the pilot.<< Results >>REGULAITE aims to achieve 3 main results:1)Training programme;2)Training course;3)Learning management tools and strategy.Altogether the results will represent the REGULAITE competencies’ strategy that is developed in order to create a common understanding of ethical and regulatory implications of AI for Continuous Vocational Training. The results in details: R1) The training programme is the first result that partners aim to achieve. The programme will be described following the European Credits for Vocational Education and Training System with the aim to provide clear knowledge, skills, and competences on the subject and represent a standard for future adoption of the training programme by educational institutions, first for C-VET, and also for other levels. R2) The training course will be designed following the outcomes of R1. At first, partners will list the specific modules and units so to develop learning contents and learning objects. The learning path will then be conceived with a modular approach addressing at least the following topics:1)Intellectual property;2)Liability insurance and risk management;3)Data protection and management;4)Post-sale duties and obligations;5)Ethics and compliance by design.R3) The learning management addresses the methodology for delivering the training, with the aim to facilitate organisations and learners in the training path. Partners will develop the learning management space with an open-source approach and user-friendly interface. They will also organise a pilot with representatives of the target groups to assess the project ongoing results and collect feedbacks.Other outcomes the project expect to achieve are:•Enlarge the educational offer in AI with high-quality content;•Develop a reliable strategy to anticipate skills needs in AI and regulation implications;•Close the skills gap within this field so as to lower market entry barriers of newly developed product/processes;•Develop a training programme that can transfer knowledge in ethics and regulation of AI from research and tertiary level education toward continuous vocational training.

<< Background >>Kilometro Rosso Innovation District together with EOS, Mälardalen University, Letterkenny Institute of Technology, AITTP and ITS Aerospazio Puglia decided to apply for the project AM-TE@CH with the AIM TO PROVIDE AN EFFECTIVE TRAINING METHOD WHICH WILL ENABLE C-VET TRAINERS TO DEVELOP SPECIFIC COMPETENCES IN THE FIELD OF ADDITIVE MANUFACTURING FOR THE MANUFACTURING SECTOR.Additive Manufacturing (AM), the industrial production name for 3D printing, is a computer-controlled process that creates three-dimensional objects by depositing materials, usually in layers. 3D printing is well-known as it allows for rapid prototyping. AM is considered one of the keys enabling technologies for Industry 4.0. It facilitates agile production, and it is a promising solution for the increasing new trend of flexible manufacturing processes (for mass product customization). However, the industrial introduction of AM in SMEs is hampered by a profound skills mismatch, ranging from the selection of the right technology to the design needed for AM components, the selection of parts to be produced, and how to use AM tools. The skill mismatch is partly since the technology is constantly improving, especially in the field of additive processes and production. However, based on the experience of the consortium in the sector, while the educational offer is rapidly evolving in the higher education context, also related to research achievements, it is lagging in vocational training. In this context AM-TE@CH wants to address the following needs:•SMEs skills mismatch in the field of AM;•SMEs preparedness toward digital transformation;•manufacturing employee’s readiness to adopt new production techniques; •trainers’ competences development;•continuous vocational education and training offer in the field of AM.Specifically, the project targets C-VET trainers and the final beneficiaries of the learning experience, i.e. project managers, process engineers, designers, and buyers operating in the manufacturing sector. As it is conceived, AM-TE@CH wants to address their needs in:•Navigating the complex, multivariate landscape of AM equipment, materials, and applications;•Evaluating the business case for transitioning a product to be made using AM versus a conventional approach, either in part or in a whole;•Identifying how, when and where AM can create value across the entire product lifecycle; •Understanding the technical principles and workflows for AM of polymers, metals, and composites.AM TE@CH learning goals address the above-mentioned profiles since it brings knowledge on the AM innovative technology and on the related advantages in the product and processes.<< Objectives >>AM-TE@CH aims to provide trainers in Continuous Vocational Education (C-VET) with a training method and tools to BOOST COMPETENCES’ ATTAINMENT IN THE FIELD OF ADDITIVE MANUFACTURING (AM), not only for trainers but also for the final beneficiaries of the learning experience, i.e. managers, buyers, designer, process engineers operating in the manufacturing sector.In particular the project wants to: •Provide C-VET trainers with competence assessment to understand the learners’ level and then personalise the learning experience so to promote engagement, reflective practice, critical thinking, and skill acquisition;•Provide SMEs with the right tools for workers retention and skills attainment in cutting-edge technology, through the development of training contents which will be generated by the shared experience of leading european organisation operating with AM;•Give access to C-VET trainers to technical yet comprehensive open educational resources, based on a modular and user-friendly structure that can be adapted to different training practices and focused on AM for manufacturing sector. C- VET trainers are often regular employees with occupational responsibilities, as well as responsibilities to train and support learners during their learning experience. Consequently, AM-TE@CH is designed to support continuing professional development, with the objective to: • DELIVER HIGH-QUALITY TRAINING; • FOSTER TECHNICAL AND DIGITAL SKILLS;• WORK WITH DIGITAL LEARNING TOOLS IN DIVERSE AND MULTICULTURAL ENVIRONMENTS.To this end, the workers’ competence levels will be assessed before the learning experience so to personalise the training path. The training contents will be delivered in the form of webinars, learning pills and demonstration videos. A guide for trainers will be delivered on how to use the learning platform and organise the learning experience in a way that is flexible to the levels of the learners while addressing all the aspects related to the adoption of AM techniques. The project aims to achieve a stable transnational cooperation among the partners and their stakeholders’ network. The partners are representative of the knowledge triangle (University, Businesses, Vocational Organisation) with different area of contribution such as: 1Vocational Education and training institutions, for their expertise in recognising strengths and weaknesses of the trainers, and in the learning challenges trainers may face for the high-level skills development.2Companies’ clusters/representative, for their network of SMEs where to address awareness on the potential of AM and collect needs.3AM technology specialists, for their knowledge on this technology. In summary, the complementary skills is fundamental to deliver, in an effective way, high-quality content for a variety of training path as required in AM-TE@CH.<< Implementation >>AM-TE@CH will implement two different types of activities: 1Awareness-raising;2Results-oriented.The first is characterised by the constant effort of the partners to develop a culture of AM both for vocational education organisations and SMEs of the manufacturing sector. To implement this activity partners will:•establish a solid communication strategy not only through their own communication channels but also exploiting their networks;•bring the project message and the best practices collected during project implementation at local, national, and European level, also connecting with existing initiatives on AM;•communicate at large scale AM opportunities trying to bridge the gap between the technology and the final users.The second range of activities is designed to create an integrated training path that can best introduce additive manufacturing technologies in the manufacturing sector.The project’s framework stands on 3 Results that will be achieved following a progression of interconnected activities. 1)BUILD A COMMON UNDERSTANDING ON AM FOR TRAINERS AND SMEs OF THE MANUFACTURING SECTOR•Set up the tools to build a competences’ assessment methodology for trainers;•Involve trainers in the co-creation of the methodology listening to their needs and of their learners.2)DEVELOP HIGH-TECHNICAL TRAINING CONTENTS WITH A COMPREHENSIVE APPROACH•Partners will share their competences to develop a training programme for trainers;•Creation of open educational resources.3)VALIDATION OF TRAINING TOOLS•Trainers will be involved in a pilot test activity together with their learners so to validate training tools;•Partners will assess the results of the pilot.<< Results >>RESULT 1 COMPETENCES’ ASSESSMENT METHODOLOGYThe first result aims to draft a methodology that trainers can use to assess the workers' competences levels. Before the training starts, trainers will be provided with tools (interview/questionnaire templates) that can be used to understand the level of the learners. In this way, they will be able to tailor the training experience accordingly. The tools can eventually also be used for employee’s self-assessment to address the selection of the right training for the development of a certain skill and raise awareness on related opportunities.RESULT 2 TRAINING COURSE CONTENTS AND TOOLSThe set of tools for the learning path will be the following:•The training plan describing the learning outcomes divided in knowledge, skills and competences using ECVET standards;• The training programme divided in units of learning outcomes and described in details in the syllabus;•The learning objects such as modules, videos, webinars, contents presentation and project works.The learning path will be conceived with a modular approach addressing at least the following topics:1.Introduction to AM and its added value;2.Development and production with AM;3.Fundamental of the production process;4.Design for AM;5.Components selection;6.Data preparation;7.Job preparation;8.Operation of a 3D printing machine for Metal and for Polymers;9.Work safety.RESULT 3 “HOW TO” GUIDEThe last result is an “How to” guide addressing those trainers in charge of contents delivery with the aim to facilitate their organisation and the planning of the activities.OUTCOMES•Improve trainers’ digital competences;•Raise awareness on vocational training sector about Additive Manufacturing education and how can meet job market requirements;•Provide SMEs with the right competences for the implementation of an agile production strategy;•Improve VET educational offer;•Create a model of cooperation between Academia, SMEs, Businesses representative and VET.