QUALITY

Forward AIe Skills project is designed with a robust, coherent, and participatory methodology to ensure the effective achievement of its objectives. The approach is structured to align with the Erasmus+ Programme Guide’s quality criteria, ensuring consistency between the project’s objectives, activities, timeline, and budget. It integrates research, co-creation, piloting, and policy development to address the challenges of integrating Generative Artificial Intelligence (Generative AI) into education and training systems across Europe. Grounded in evidence-based practices, the methodology promotes inclusivity, innovation, and sustainability.

Importantly, the project adopts a lifelong learning perspective that embraces both formal and non-formal education settings. It explicitly includes adult education and VET institutions to address the diverse needs of learners across the lifespan and align with EU priorities on re-skilling and up-skilling in the digital age.

The project design ensures a clear alignment between its six specific objectives—ranging from mapping current uses of Generative AI in education to developing ethical guidelines, pedagogical tools, capacity-building resources, and policy recommendations—and a comprehensive set of interrelated activities. These activities are organised into a logically structured framework of Work Packages (WPs) that operationalise each objective through targeted and progressive actions. The detailed work plan and WPs are described in a dedicated section later in the proposal, where each WP is linked to specific deliverables and outcomes.

Each objective is carefully matched with evidence-informed activities that reinforce one another. For example:

• The research and analysis phase (Objective 1) lays the foundation for the development of ethical and pedagogical guidelines (Objective 2);

• The training modules and microcredentials (Objective 4) are shaped by lessons learned through pilot implementations (Objective 5);

• • The design and validation of AI-based teaching and learning methodologies (Objective 3) are integrated with co-creation activities (WP3), tested in real-world settings through pilot projects (WP4), and iteratively improved based on evaluation and user feedback.

• The dissemination of results and policy engagement (Objective 6) is supported by a targeted communication strategy and sustainability framework (WP6), ensuring uptake and long-term impact.

This coherence ensures:

• Continuity and logical progression across project phases (preparation, implementation, monitoring, evaluation, dissemination and exploitation);

• Synergy between research and practice, with user and stakeholder input feeding into tool and policy development;

• Scalability and transferability of results, including to adult learning and VET systems, through iterative refinement based on continuous evaluation and feedback.

Methodological Approach

The project adopts a multi-dimensional, inclusive and iterative methodology based on four complementary pillars:

1. Research and Evidence Gathering

       Activities under WP1, WP2 and WP3 include desk research, interviews, surveys, and stakeholder consultations. These are essential to identify success factors, gaps, and institutional needs, and to ensure that all outputs are anchored in real-world contexts and respond to diverse educational contexts and realities, particularly the challenges in lifelong learning and VET.

2.   Co-creation and User-Centred Innovation
   Through participatory design workshops, hackathons, and collaboration with educators, learners, policy actors, and EdTech developers (primarily in WP2, WP3 and WP5), the project ensures that tools and resources are pedagogically relevant, flexible, and accessible to different learner profiles—including NEETs, low-skilled workers, and career changers..
3.   Pilot Implementation and Validation

       WP4 supports real-world testing of AI-based tools, pedagogical strategies, and training content in a diverse set of higher education and VET centres. Evaluation mechanisms and feedback loops will focus not only on pedagogical effectiveness, but also on learner satisfaction, including adult and non-traditional learners.

4.   Policy Impact, Dissemination and Sustainability
   WP6 ensures that project results are widely shared, adopted, and embedded into long-term strategies. It includes a comprehensive Communication and Dissemination Strategy, the creation of an open-access AI Education Portal, and the organisation of networking events and policy roundtables. These activities focus on stakeholder engagement, dissemination of project outcomes, and development of policy recommendations that are informed by evidence and aligned with EU frameworks such as the AI Act, GDPR, and DigComp.

Importantly, WP6 also leads the development of a Sustainability Strategy, exploring pathways for the long-term viability of project results. This includes aligning project outputs with ongoing EU initiatives (e.g., Pact for Skills, Digital Education Action Plan, Digital Europe Programme, and Horizon Europe), fostering private sector partnerships, and leveraging revenue streams from certified microcredentials. In doing so, it reinforces the project’s ambition to deliver impact beyond its funded duration.

Quality of the Partnership and Cooperation Arrangements

The methodology is underpinned by a well-balanced and complementary consortium, bringing together partners with proven expertise in education, technology, ethics, and policy. The partnership includes:

• Higher Education Institutions and research centres, providing leadership in coordination and academic validation;

• VET providers, universities, and schools, ensuring real-world implementation and testing of resources;

• Technology and EdTech companies, developing AI-based tools and platforms;

• Ethics and privacy experts, supporting compliance with EU regulatory frameworks;

• Public authorities, ensuring policy relevance and systemic impact;

• Civil society organisations, strengthening inclusion and gender equity in digital education.

This diversity of profiles and geographical coverage across EU regions enables the project to address varied institutional contexts and supports the scalability and sustainability of results. Roles and responsibilities are clearly distributed across WPs, and collaboration is governed by transparent coordination mechanisms, continuous communication, and shared quality assurance protocols (developed in WP5). The consortium promotes mutual learning and knowledge transfer between more and less digitally mature institutions, contributing to a unified and equitable AI skills ecosystem in Europe.

Innovation and European Added Value

The Forward AIe Skills methodology stands out for its integration of:

• Advanced digital tools (e.g., adaptive assessments, AI-assisted personalisation);

• Innovative pedagogies (e.g., learner-centred, competency-based models);

• Ethical-by-design principles (e.g. embedded from inception), aligning with the AI Act and GDPR.

It goes beyond traditional digital innovation projects by embedding co-creation, regulatory alignment, and systemic change into all phases. Furthermore, by aligning with key EU instruments—such as the Digital Education Action Plan 2021–2027, DigComp 2.2, and the AI Act—the project contributes to EU strategic objectives on digital transformation, equity in education, and labour market resilience.

The transnational nature of the project creates European added value by enabling the exchange of best practices, the co-development of adaptable solutions, and the creation of a European repository of open-access resources.

In summary, the Forward AIe Skills project is designed with a coherent, structured, and high-quality methodology that ensures the effective implementation of its objectives. The interconnection between its research, co-creation, piloting, and policy dimensions guarantees that the project is both technically rigorous and socially responsive. Through a strong partnership and a participatory approach, it will deliver tangible, lasting impact across Europe’s education and training landscape.

Ensuring high-quality project implementation

Forward AIe Skills project has been collaboratively designed by all consortium members, ensuring alignment with each organisation’s priorities, expertise, and strategic interests. This inclusive and iterative process is in place since the very beginning of this project partnership, allowing further refinements that will ensure all partners are fully prepared to begin implementation immediately after the Grant Agreement is signed.

To ensure an effective launch and coordinated start, a set of preliminary activities will be undertaken:

•       The coordinating institution (PLDIS-IPSantarém) will prepare bilateral partnership agreements based on the Grant Agreement, to be signed before the official start. These agreements will clarify contractual obligations, financial rules, roles, and responsibilities.
•       An initial online meeting will be held with key representatives from each partner to review the project’s objectives, activities, timeline, risk scenarios, and collaboration framework. This will serve as a preparatory moment for the first in-person Kick-off Meeting.
•       Each partner will hold an internal meeting to mobilise their local teams, allocate tasks, and analyse internal contributions and resource planning.
•       Draft versions of the Management and Quality Handbook will be shared before the Kick-off meeting for discussion and validation.

All partners commit to general management principles, including:

•       Shared ownership of the project’s mission and deliverables;
•       Clarity on roles, work package leadership and responsibilities;
•       A strong focus on quality of execution and innovation;
•       Active engagement of staff, educators, researchers, and community stakeholders;
•       Promotion and long-term integration of project results within their institutions and networks.

These principles are supported by the diversity and complementarity of the consortium, the commitment to co-creation and equal decision-making, and the clear assignment of responsibilities based on expertise and capacity (see Annex Agrement) FALTA

Project governance and coordination

The management structure was designed to ensure collaborative decision-making, timely delivery, and quality control. It includes:

•       A Project Coordinator (PLDIS-IPSantarém), responsible for day-to-day coordination, overall compliance, and partner support;
•       A Project Steering Committee, composed of one representative from each partner, meeting regularly to review progress, risks, and strategy;
•       Work Package leaders and co-leaders, with clearly defined responsibilities and regular coordination with the consortium;
•       Cross-cutting leads for dissemination, ethics, impact, and policy alignment.

Project management will combine digital collaboration (shared repositories, virtual meetings, tracking tools) with periodic face-to-face meetings and work sessions. A common communication protocol will be agreed upon at the Kick-off meeting, including mailing lists, file-sharing systems, and virtual conferencing tools.

The management structure will be supported by:

•       One in-person Kick-off Meeting to launch the project;
•       Annual meetings hosted by different partners to foster trust, monitor progress, and align expectations;
•       Regular online meetings of the Management Board (at least quarterly), and additional monthly short coordination meetings when needed;
•       Bilateral meetings between the Coordinator and Work Package leaders;
•       Optional on-site visits by the Coordinator to partner institutions during key implementation phases.

Management and Quality Guidelines

At the start of the project, a Management and Quality Handbook will be finalised and shared with all partners. It will include:

•       A Project Roadmap: with detailed work plan, milestones, KPIs, deliverables, interdependencies between WPs, and risk scenarios;
•       A Financial guidelines: with guidelines and templates for reporting, budgeting, and compliance;
•       A Risk Assessment Table: identifying potential risks, likelihood, impact, and mitigation strategies;
•       Conflict resolution mechanisms and internal procedures for change management.

Quality assurance and evaluation strategy

A comprehensive Monitoring, Quality Control and Evaluation Plan will be developed during the initial phase of the project. This plan will guide all partners in maintaining high-quality standards throughout the implementation and will include:

•       Clear quality indicators and performance benchmarks for each Work Package;
•       Templates and tools for feedback collection (surveys, checklists, peer reviews);
•       Regular monitoring surveys to assess management, partnership dynamics, communication, and meeting effectiveness;
•       Peer review processes for key outputs, focused on quality, relevance, user-centered design, compliance with EU values, and innovation;
•       Integration of stakeholder feedback, especially from educators, students, and policymakers, to validate outcomes and inform iterations.

The following evaluation dimensions will be monitored:

•       Structure and management: work plan implementation, task distribution, communication effectiveness, administrative support;
•       Partnership performance: engagement, responsiveness, collaboration, and mutual support;
•       Deliverables and outputs: quality, relevance, compliance with project goals, innovation, and usability;
•       Meetings and coordination events: preparation, participation, quality of discussions and agreed decisions;
•       Learning activities and training events: content quality, relevance to target groups, and long-term usability.

Monitoring process and reporting

Internal monitoring will be carried out at multiple levels:

•     WP leaders will be responsible for collecting input from partners and reporting progress;
•     The Coordinator will compile this information into monitoring reports and share feedback with all partners;
•     Periodic reporting will include updates on milestones, financial execution, risks, and partner engagement;
•     Annual internal reports will feed into project-level evaluations and will serve as key tools for continuous improvement.

Whenever appropriate, external experts may be consulted to review selected outputs or processes, ensuring impartiality and strengthening the credibility of the project.

Risk management

A living Risk Register will be maintained and updated regularly. It will outline key risks (e.g. technological delays, low stakeholder engagement, ethical committee concerns) and define mitigation measures. This register will be monitored and reviewed in each Management Board meeting.
Management: solid management arrangements are foreseen. Timelines, organisation, coordination, supervision and other responsibilities are well defined and realistic. The proposal allocates appropriate resources to each activity;

Improving quality and effectiveness: the proposal clearly embeds its innovation into activities and results which improve the quality, efficiency and equity of education and training systems;

Cost effectiveness and financial management

Budget: the budget provides for appropriate resources necessary for success, is clearly linked to the proposal activities, and is neither overestimated or underestimated;

Cost effectiveness, Financial and quality control: control measures (continuous quality evaluation and training, peer reviews, benchmarking activities, etc.) and quality indicators ensure that the project implementation is of high quality and cost-efficient. Challenges/risks of the project are clearly identified and mitigating actions properly addressed. The work programme includes an independent external quality assessment at mid-term and a few months before the project end in order to enable potential project adjustments.

Cost effectiveness

The proposed budget of the Forward AIe Skills project is designed to ensure cost-effective implementation of all planned activities, while providing each partner with the adequate resources needed to deliver their contributions with high quality, within the agreed timeline. The budget reflects the real needs of the work plan, including the diverse nature of activities such as research, co-creation, training, pilot implementation, stakeholder engagement, and dissemination.

The project aims to achieve strong value for money by leveraging the expertise and resources of each partner and ensuring optimal use of EU funds. It is understood that the Erasmus+ grant will not cover the full costs of the project, and all partners commit to co-financing by mobilising internal resources and, when relevant, complementary funding sources. The consortium acknowledges that the economic context may change during the implementation period (e.g. inflation, increased travel or staff costs), and is committed to adapting if necessary, including by reinforcing their financial contribution to ensure that the project objectives are fully met.

A balanced distribution of resources is ensured across all Work Packages, and provisions are made for:

• Staff time and personnel costs based on realistic estimations of time effort and staff categories involved;
• Travel, accommodation and subsistence costs to support in-person meetings, training sessions, and learning mobilities;
• Costs related to the design, implementation and evaluation of pilot activities across partner institutions;
• Communication and dissemination actions, including events and stakeholder engagement;
• Production of training materials, microcredentials, and digital tools;
• External services when required for tasks beyond the expertise of the consortium (e.g. graphic design, translation, external evaluation).

A preliminary estimation of the overall project budget and EU grant is, as follows:

Xxxxxx colocar BUDGET and Grant

The allocation for personnel, mobility, subcontracting, and other costs is also detailed based on partners’ contributions and WP leadership:

Xxxxxxxcolocar valores de BUDGET

Financial Management and Reporting

The financial coordination will be led by the project coordinator (PLDIS-IPSantarém), supported by clear and transparent procedures defined in the ForwardAIe Skills Management and Quality Guidelines. This will include:

• Guidance on budget implementation and financial rules in line with Erasmus+ provisions;
• Reporting templates and documentation for periodic (e.g., annual) financial reporting;
• Rules for the use of additional sources of funding and internal co-financing;
• Timeline for reporting and transfers.

Upon receipt of the pre-financing from the European Commission, the coordinator will transfer the respective share of the grant to each partner, allowing for timely implementation of activities. Future installments will follow the same principle, based on progress and financial execution. Any deviations from expected quality or commitment levels will be addressed by the General Manager in consultation with the project governance bodies, and corrective measures may include temporarily withholding funds until issues are resolved. 

The financial management approach prioritises both accountability and flexibility, ensuring that all partners are equipped to fulfil their roles while maintaining high standards of financial responsibility