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awareness, motivating and introducing fundamental concepts inaneasilycomprehensiblemanner(scope: 24 hours f2f, 20 hours online). Advanced modules primarily focus on people who already have prior knowledgeincomputerscience/mathematics,aiming at enabling a deeper understanding of fundamental concepts (scope: 36hours f2f, 50hoursonline). Exemplary, the following gives an insight into the Robotics Advancedmodule, which puts the focus on a fundamental understanding of robotic arms and mobile robots [7]. Preparatory online sessions pro- vide the necessary basics in calculus, linear algebra and Python programming. During the subsequent f2f units, participants are given two concrete prob- lems: 1) mathematical description/modelling of a certainroboticarmandits trajectory;2) indoor local- ization and navigation of a mobile robot; By work- ing on these tasks, participants learn about the kine- matical model (direct/inverse kinematics, homoge- neous transformation, DOF/DOM, Jacobian) as well as sensor fusion and state estimation (probabilistic model, Bayesian and Kalman filter). Teaching tools are paper+pencil exercises, simulators (Python) and the TurtleBot 2 robotics platform. The module con- cludeswith the final exam(certification). Adetaileddescriptionofallmodulescanbefound at [1] andon theprojectwebsite (edlris.eu). 4. ImplementationandEvaluation In2019,19RoboticsandAItrainingcourseswere conductedandevaluatedusingquantitativeandqual- itative methods. In sum, 271 people participated, whereas 66% also successfully completed the cer- tification. The majority (76%) of participants were trainers. A survey among participants was adminis- tered prior and after each course (Likert scale, open- ended questions). Summing up the results, 92% stated that their expectations towards the training were met and over 90% that the face-to-face (f2f) units were essential for their learning success. On the contrary, only 80% agreed that the online units were sufficiently aligned with the f2f units1. Fur- thermore, participants mentioned that the gaps (in terms of complexity) between the Basic and Ad- vanced modules are too large, making it hard for young trainees to fully understand the complex, ad- vanced topics. In addition to the survey, quantita- tive pre- and post-tests at AI Basic trainings were conducted using a questionnaire with 10 multiple- 1averagepercentageoverall 4 trainingmodules choice knowledge questions. Data analysis (paired t-test) showed a statistically significant learning gain (t(21)=18.086, p<.001). Further data analysis is ongoing and more extensive pre-/post-test evalua- tionswillbeconductedduringtheupcomingtraining courses. 5.ConclusionsandFuturework This paper presented the European Driving Li- cense for Robots and Intelligent Systems (EDLRIS), a training and certification system to teach people fundamental concepts of Robotics and AI. The first training courses have been implemented and evalu- ated in Austria and Hungary in 2019, and, due to the greatdemand, further trainingsandcertificationswill beconductedin2020. Inordertogetabetterfounded assertion regarding the success of the entire system, a more extensive quantitative evaluation will be im- plemented. Furthermore, contents and structure of the trainingmoduleswillbeadaptedaccording to in- sightsandlessons-learnedfromthefirst implementa- tions. Acknowledgements This project is supported by the European Union fundingprogrammeInterregV-AAT-HU2014-2020 References [1] M. Kandlhofer, G. Steinbauer, J. Lassnig, W. Bau- mann,S.Plomer,A.Ballagi,andI.Alfoldi,“Enabling the creation of intelligent things,” in IEEE Frontiers inEducationConference (FIE), 2019. [2] N. Csapo, “Certification of computer literacy,” THE journal, vol. 30,no.1, 2002. [3] C. N. Silla, M. Paglioney, and I. G. Mardegany, “jothellot: A java-based open source othello frame- workforartificial intelligenceundergraduateclasses,” in IEEE Frontiers in Education Conference (FIE), 2016. [4] C. A. Heinze, J. Haase, and H. Higgins, “An action research report from a multi-year approach to teach- ing artificial intelligence at the K-6 level,” in Sym- posium on Educational Advances in Artificial Intel- ligence, 2010. [5] ElementsOfAI,“ElementsofAIonlinecourse,”2019. accessed April 9, 2020. [6] S. Papert, Mindstorms: Children, computers, and powerful ideas. BasicBooks, Inc., 1980. [7] B. Siciliano and O. Khatib, Springer handbook of robotics. Springer, 2016. 20