PROJECTING EUROPEAN FUTURE

Acronym: PEF
Project code: 2010-1-RO1-COM13-06925 2
Project Type: Comenius Regio Partnerships

Project Summary

“Projecting European Future” aims at improving project-based development in accordance with teachers’ needs for a good educational management quality. Moreover, the project joints each partner’s interest to develop linguistic, ICT and management skills, to collaborate and to actively get involved in the educational process. All the partners will, by no means, share and exchange experience, take part in all the activities and provide intercultural information to attain project objectives and the goal to become a project manager.

Objectives of the project:

• To promote educational European values;
• To raise awareness on lifelong learning process for personal development, social cohesion, intercultural communication;
• To cooperate among schools and institutions from European countries and Romania;
• To improve quality in education;
• To improve ICT and new technological skills using efficient and modern tools and instruments;
• To develop communicative skills and to exchange ideas among partners;
• To develop project management abilities;
• To train teachers and local community staff in project management planning;
• To develop and share new teaching-evaluation methods;
• To disseminate project results;
• To provide project sustainability;
• To learn through experience;

Expected main activities and/or results:

• Training sessions;
• Flyers, Brochure;
• Workshops;
• E-magazine (follow-up) and Web-site;
• Conferences, seminars.

Expected impact and use:

• Project-based cooperation development;
• Project -based skills improvement;
• New teaching – evaluation methods acquirement;
• Good practices in planning European projects’ exchange.

Project duration: 1.08.2010 – 31.07.2012

Partnership:

Partner Regio 1 (ROMANIA)

• Coordinator organisation: School inspectorate of Bucharest

Partner organisations: "Benjamin Franklin" Theoretical High School

• "Dante Alighieri" Theoretical High School
• Local Council District 3
• "Managers without frontiers" Association

Partner Regio 2 (GREECE)

• Coordinator organisation: 3rd Primary Education Office Pyli Trikala

Partner organisations: Primary School of Pyli

• Evening Secondary School of Trikala
• Municipality of Pyli
• Anaptyxiako Kentro Thessalias- AKETH

Cloud Computing for School Networking & Learning

Acronym: RURALSC Project code: 540182-LLP-1-2013-1-ES-COMENIUS-CMP Project Type: Comenius Multilateral Partnerships Project Website

Project Summary

Many European regions, due to their geography, historical, work or other reasons, have many scattered villages with few people in them. Rural or island regions are typical examples of this situation.

In the last decade, member states, regional and local education authorities have placed emphasis on providing access to digital technologies and the Internet as well as bridging the digital literacy gap for schools with special challenges, including many rural schools. In order to ensure the right of all children from these areas to attend school and get the best education services possible, educational administrations provide different solutions.

In some cases, this has meant forcing students to travel every day to bigger towns to go to school. In others, small local schools have been kept alive with few students.

More than 14.4 million children live in rural areas in Europe, who have to receive compulsory education. These communities are given special protection in many areas of Europe, and one of the keys for this lies on the maintenance of basic services, such as education. Keeping children in local schools, at least in early schooling, assures a necessary bond between children and their home communities and help keep the rural communities alive and vibrant. This type of school, however, requires a special budget effort from educational administrations. Due to the small number of children at each school, it is a challenge for educational administrations to provide a quality, rich educational service for rural communities, while keeping costs in budget.

A key issue for this proposal is high-quality training of school education staff to enhance the quality of teaching and learning and to reinforce the European dimension of school education with the help of implementation of information and communication technologies. ICT in education processes is of high priority in the EU. Providing learning opportunities and ICT enhanced training also for teachers in small, isolated schools will impact positively on their skills and motivation to keep working in rural areas.

This project also focuses on providing an active ICT based learning community for rural schoolteachers, which will help to develop teachers’ skills and implement appropriate methodologies. Research specialists in rural education agree that this type of school requires specific training for teachers to be able to cope with grouping of students from different levels, maximizing the possibilities of personalized education that it can bring, using ICT for differentiation in the individual classroom as well as across classrooms – locally, regionally, nationally and internationally. ICT is a key to providing support, training and collaboration among these rural education teachers and specialists, so they can develop their careers and improve their daily teaching, focusing on the special values that an increased and collaborative use of ICT can offer.

This project aims to improve the quality of learning and teaching in small rural / dispersed schools in Europe, by exploring, adapting and improving several innovative European ICT based methodologies, that allow to respond to the different needs that teachers face when designing their classes, as well as in improving their professional competences.

This general goal will imply to:

• Analyse the situation of the participant regions in order to adapt and enhance the original technological and pedagogical approaches, in order to improve the quality of teaching and learning for both pupils, teachers and the educational community)
• Develop a flexible, rich and cost-effective solution based on the shared knowledge from ICT based solutions and initiatives in rural areas (Spain, Italy, Denmark, UK, Greece, FYROM).
• Experiment with various free online cloud based tools and social resource sites and their possibilities in the educational contexts where different levels and ages of students are found.
• Test meaningful educational possibilities in these new contexts, such as applying the solution to several educational levels (elementary, primary, secondary school), supporting live distance learning with remote teacher support, parallel teaching, co-operative creation of educational resources among students and teachers, etc.
• Boost students creativity by using a common cloud environment with online tools and resources where they can develop advanced ICT skills present in their leisure time (such as video editing, multimedia creation, communication in social networks…) and bring them to school.
• Strengthen the link between families and school through the cloud computing solution, by providing communication among teachers, parents and students, as well as support to parents to open the school activities to them, and supporting parents to share their children learning and collaborate with schools.
• Test and implement the ICT based pedagogical innovation in at least 2 schools in each country.
• Provide specific training to teachers oriented to use ICT to improve creativity and networked collaboration as well as providing guidance to support their students’ acquisition of such skills.
• Promote a connected community of practice at European level regarding learning in rural school context.
• Evaluate the experience thoroughly and extract practical lessons that can be useful for participant regions as well as other European regions that have similar needs.
• Find a common core and disseminate the lessons learned, open source software developed, and provide training materials for other regions to implement the solution.

Project duration: 2013 –2015

Partnership:

• Galicia Supercomputing Centre –COORDINATOR (SPAIN)
• University of Santiago de Compostela (SPAIN)
• Devon Local Authority (UK)
• Anaptyxiako Kentro Thessalias- AKETH (GREECE)
• VIA University (DENMARK)
• Provincia di Parma (ITALY)
• Institute for Integration (FYROM)

Alternative Agro-Food Supply Systems

Acronym: ALTAFOODSS
Project code: 2010-1-FR1-GRU06-14465 3
Project Type: GRUNDTVIG Learning Partnerships

Project Summary

The aim of the project is to emphasize the link between local productions and a mode of distribution and consumption of proximity, much more valuable in terms of sustainable development and of eco-friendly behaviour.

Indeed these devices at human scale offer many advantages:

• Social: to reinforce the bond between producers and consumers by supporting the co-education of the implied actors and the quality of the exchanges;
• Economic: to develop a production of higher quality while ensuring a better quality ratio/price for consumers
• Environmental: to preserve the ecosystem by practices less impacting.

The partnership is made up of teaching and training structures (universities, schools, apprentices' schools and training centers…) implied in the thematic. Will also be associated: producers, consumers, associations, official bodies.

Learners will take an active part in the project either through mobilities or through pedagogic actions led within the structures partners.

The object is to make a full list of the devices and experiments in existence in order to determine the characteristics and the key elements of success and development and then to consider a possible transposition and use in other countries. In a second time this project will help get a clearer vision of the requirements in terms of contents, pedagogy and training which could fit it. The project will take the form of a CD presenting the whole of the productions described above. It will be disseminated to all participants and partners through Internet (on site links, dedicated platform…)

Project duration: 1.8.2010 – 31.7.2012

Partnership:

• CFPPA de Toulouse Auzeville centre constitutif de l'EPLEFPA de de Toulouse Auzeville –COORDINATOR (FRANCE)
• ANAPTYXIAKO KENTRO THESSALIAS – AKETH (Greece)
• E.L.S. Form- Pantheon Park srl (Italy)
• Escola Profissional de Desenvolvimento Rural de Serpa (Portugal)
• Doumag Ltd (Cyprus)
• IMPULSE Agentur für Projektentwicklung und –management GmbH (Germany)
• Instituto de Investigación y Formación Agraria, Pesquera y Agricultura Ecologica (SPAIN)
• Szent István University (Hungary)

Valorisation of INnovative Technologies for AGing in Europe

Acronym: VINTAGE Project code: 518135-LLP-1-2011-1-IT-GRUNDTVIG-GMP Project Type: Grundtvig Multilateral Project

Project Summary

The presence of different kinds of barriers for the access of this target group to the ICT world – be it due to a lack of technical expertise or due to purely other economic or personal reasons - is a problem faced which all European countries are facing. In order to overcome this problem, large-scale and long-term innovative solutions are needed. Various organizations from Italy, the United Kingdom, Spain, Portugal, Romania, Greece, and Turkey will cooperate in a two-years-long project which aims to: - carry out a social survey entitled “Why don’t you like Me? – Where and when adult people face the biggest difficulties in using computer and software and how these can be overcome”.

- assemble and adapt a set of open source software in order to customize an operating system for users over 65, - set up local networks composed of public and private stakeholders for the economic and environmental efficiency in the process of dismantling of obsolete hardware, - organize an international workshop for staff and volunteers of organizations that provide adult education and other services for elderly people, - tackle the digital divide that affects elders by identifying a common European strategy to transfer basic digital skills,

- design and promote a dedicated Website. The impact of project activities will be ensured by the transversal involvement of different target groups, such as elderly people, voluntary associations, adult education institutions, public authorities, SMEs and other private bodies. We will implement a well structured dissemination plan both at local, national and international level, including numerous exploitation activities in order to set up the bases for the sustainability of the project. VINTAGE "Valorisation of INnovative Technologies for AGing in Europe" is an integrated action which aims to face the digital exclusion of this target group by placing the elder in the center of the contemporary digital world.

Project duration: 2011 - 2013

Partnership:

• Associazione Centro Studi Città di Foligno –CSF (COORDINATOR) (ITALY)
• ANAPTYXIAKO KENTRO THESSALIAS – AKETH (Greece)
• Governorship of Istanbul (Turkey)
• Peterborough African Community Organisation (UK)
• T4E S.r.l. One Technology Four Elements (ITALY)
• Inspectoratul Scolar judetean Iasi (ROMANIA)
• AidLearn, Consultoria em Recursos Humanos Lda (PORUGAL)

Development and Test of a Modular ECVET System in Europe

Acronym: MECVET Project code: 2013-1-TR1-LEO05-47553 Project Type: Leonardo Da Vinci – Transfer of Innovation

Project Summary

Considering the increasing percentage of the geriatric population in both Turkey and EU, problems and life conditions of the geriatric population is an important issue for community and family life. Families need to be informed and help from social workers or medicals. Because of the increasing of dependence and illness at geriatric period, care of the elderly poeople becomes more difficult. Not only physically both also psychologically, elderly people need support.So, there should be skilled person who attend service-training about elderly people. Here, the phases of work organization are very often associated with training. This gives a possibility for the recognition of acquired through informal and non formal learning and skills through final competences.The opportunity is to link with the acquisition of skills on the way of formal learning in vocational training. This project aims to transfer the EU project ESO-CERT developed method for ECVET assessment of vocational skills developed and be used anywhere in Europe. The result of the project is to develop and test a modular system of credits in vocational training at elderly care action-oriented skills in care sector.

Project duration: 01.12.2013 - 30.11.2015

Partnership:

• Governorship of Istanbul (TR) (COORDINATOR) (Turkey)
• Istanbul Provincial Directorate of Family and Social Policies (Turkey)
• Istanbul Aydin University (Turkey)
• ANAPTYXIAKO KENTRO THESSALIAS – AKETH (Greece)
• IBS-CEMES Institut GmbH (Germany)
• University of Applied Sciences and Arts of Southern Switzerland (Switzerland)
• Institute for Technology and Quality - ISQ (Portugal)
• Institute for Training of Personnel in International Organizations–ITPIO (Bulgaria)

Please Let Enjoy a Seniors Experience

Project Acronym: PLEASE
Project Objective: Framework conditions for enterprises

Project Summary

Seniors aged 55 to 70, already retired and receiving a pension are available to travel in low-medium season. The new touristic offer provided by the project will be organized in terms of sharing economy, according to the project requirements but respecting the customers expectations, except for international transfer, that will be provided through standard air carriers. The Senior target will also be trained to experience the self booking activity on the web, becoming the “Maker" of its own touristic product. Our project will be carried out in 5 EU Countries (Italy, Spain, Greece, Bulgaria, Malta), starting from an awarded touristic best practice born in Abruzzo that will enable its Sicilian partners to use its best practice and will share it with the other Countries. From the lessons learnt by Abruzzo.com, a web touristic services sme linking more than 80 local guides and equipped with a network of private holiday houses and B&B, an international pilot will be deisgned and rolled out, with flows from 4 countries to Italy. The project will be preceeded by a targeted research to crystallize the starting situation generally in Europe and specifically in the involved Countries. A training session to the destination managers and to the local guides of the involved Countries will take place to grant the homogeneity of each pilot touristic flows. Project results will be highlithed in national events and an interview will measure the approval rating by the targeted prospect customers. The structures involved in the project will provide a website where the pilot, becoming a normal offer, can be offered, and the project partners involve themselves in the creation of a network able to spread and expand the sale of tourism services created with the project. The project forecasts also the presentation of the Network in three different Countries (EU-Non EU) to the extent of new associates and web agencies.

Topic: Tourism
Total budget: 302.126 €
EU Contribution: 226.594 €
Call ID: COS-TOUR-2015-3-04-1
Start date: 01/04/2016
End date: 30/06/2017

Partnership:

• COMUNE DI SCONTRONE (Partner) - Italy
• ABRUZZO.COM SRL (Partner) - Italy
• ISEST - ENTE MORALE (Partner) - Italy
• ANAS ASSOCIAZIONE NAZIONALE DI AZIONE SOCIALE (Coordinator) - Italy
• Mediterranean Academy of Culture, Tourism and Trade (Partner) - Malta
• POPOV GANTCHO (Partner) - Bulgaria
• ASOCIACION ESTATAL PARA EL DESARROLLO DE SERVICIOS Y RECURSOS DE (Partner) - Spain
• UNIVERSITAT DE VALENCIA (Partner) - Spain
• ANAPTIXIAKO KENTRO THESSALIAS (Partner) - Greece
• PERIFERIA THESSALIAS (Partner) - Greece

Designing a 3D Virtual Environment For Teaching IoT

Project number: 2017-1-TR01-KA203-046672
Applicant: Marmara University

Project Summary

The project depends on a detailed background from the literature and a clear needs analysis. It also contains the requirements of the latest technology and the needs of modern education systems. The project offers important outcomes for both pre-service teachers and our educators at the partner institutions. The partnership includes three foreign partners from Poland, Spain and Greece. Moreover, a local partner is also included in the project as this partner has a key role in implementation and production of the intellectual output. The roles of each partner are defined in detail and a clear task sharing has been accomplished among the partners. In order to reach the stated aims, a project management and implementation team is established at every partner institution. These teams have important responsibilities such as conducting preparation duties, evaluating the quality of activities during the visits and so on. For the intellectual output, multiplier event is also planned. To manage the implementation of the project flawlessly, a contract among partners is planned to be signed before starting the project activities. Three project management and implementation meetings are planned. One of them is at the very beginning of the project and this meeting is important for reviewing the form, signing the contract and making all responsibilities clear. The second meeting is planned to discuss the process of the output and to evaluate the general progress of the project. Apart from these, another management meeting is planned at the end of the project with the aim of analysing and reporting the project results and outcomes, and more importantly, working on the final documentation. This project has local, national and international impacts and a dissemination plan is presented for dissemination of the impacts. There are also potential longer benefits thanks to the intellectual output. After the project, its impacts do not end as the virtual classroom, the R&D (Research and Development) Centre will be available for pre-service students at IT department and educators at the institutions, and they will be suggested to the other universities and the other relevant institutions to use for their programming classes and programming courses. Development of these virtual environments will create important added value not only to the partners in this project but also to other institutions which give education on programming, as currently there is not such a virtual platform to be used in classes and courses like the one we want to create. Development of these virtual environments will have enormous impact on the quality of education in our respective partners. The target groups will benefit in terms of improving the level of learning / teaching, linguistic skills and entrepreneurial approach. In addition, the deeper cross – cultural understanding and transnational cooperation will be brought about. It will trigger modernization of our teaching techniques and will be successfully used after the project conclusion. We anticipate that by means of this project will establish very good working relationships between the institutions engaged in the learning activity, as key-decision factors, and that this partnership will continue beyond the period of the project implementation as well as all the invented educational tools.

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Providing Learning Skills about Generating Solutions of Refugee Parents Facing to Educational Problems of Their Children

Project number: 2017-1-TR01-KA204-045870
Applicant: Gaziantep University

Project Summary

The project, which received a total of 134,678,00 Euro by the European Union, started on 1 September 2017 and the total duration will end on 31 August 2019 as 2 years. According to the questionnaires prepared for refugee parents during this process, an analysis report will be prepared. The Training Module aims to acquire new learning skills in the face of the problems faced by refugee parents. This Training Module is put in the most important targets to reach more parents through the project's Web Platform. The plan is to disseminate this Training Module to many levels of use while making the necessary effort to use the Training Module at universal level with various trainings that the international partners will also attend. The main objective of the project is to aid the needs of parents of refugee children and make them more equipped as to minimizize the social incompatibilities and problems of their children and to have better communication, providing skills and behaviours with solutions to problems through training modules.

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Let's Create Chances for Future Prosperity for Our Children from Broken Family

Project number: 2017-1-TR01-KA101-0409552017-1-TR01-KA1
Applicant: Adana Birinci İnönü İlkolulu

Project Summary

When we analyzed SWOT analysis of our school in detail, we recognized that on the threats level, we have 44 children from broken family. Besides this analysis, by the help of the surveys that we applied to determine risky factors, we tried to reveal these students' academic achevement levels. According to the results of these surveys, we noticed that our students from broken family fall behind their peers academically. As there is no individual to be given up within education process, all our school's teachers came together and decided that we are lack of having sufficient knowledge and experience to enable these students more supportive and safer social atmosphere at scool. We also analyzed several studies carried out abroad. Following this, we noticed that there are a few studies carried out in Turkey. As Steve Doughty who is an American researcher claimed in his article published in daily mail in 2008 , " Children from broken families are nearly five times more likely to suffer damaging mental troubles than those whose parents stay together". He added that " these psychological and mental trauma affect children's academic achievement". We will have sufficient knowledge of practices that can be helpful for this group of children by the help of course we will participate. We will also gain insight to help these children to be happier , to be more peaceful and to be more successful individuals. Apart from acquisitions mentioned above, we will be able to be aware of this group of children's inner worlds and we will be able to emphatise with them through the ways that we are unfamiliar before. By the help of practices aimed to reduce inequality between children from broken families and these children's peers, we will try to help them as guides. Furthermore, by the help of course, we will be able to help students from broken families to overcome prejudges owned by their peers and people in their immediate environment. As a result, we will be able to support our students from broken famlies academically, cognitively and personally. We will be guides for them to make our students from broken families proceed on their own ways emphatically. Moreover, teachers who will participate in this training and the teachers who will be trained by our project's team and parents who will participate training offered by our school staff will be able to approach the phenomenon of children from broken families through multi-sensory ways. We will enrich the communication skills between students from broken familes and their peers, and their parents. a a result of generalising practices of our project, our teachers and parents will become aware of Applied Behavior Analysis (ABA). Following this awareness, both teachers, parents and students will notice the fact that even the most complicated behavior has an unique explanation.

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Duy Sesimi!

Project code: 2017-1-TR01-KA101-038956
Applicant: Mugla Il Milli Egitim Mudurlugu

Project Summary

As Provincial Directorate of National Education, we have done field survey and current situation analysis in our province in accordance with the plans, programs and projects of our Ministry and international agreements for the purpose of integrating foreign students mainly Syrian into educational settings. According to this;

According to the February 2017 the National Education Statistics Service (MEIS) Module which was established in our Ministry for the collection, processing and reporting of educational statistics, there are 129,556 Syrian students in our schools affiliated to the Ministry of National Education throughout the country. Given that there are total of 708,000 Syrian students in basic education years, it is seen that only 18.2% of Syrian students are at schoolarised.

At the same time, 501 foreign students are trained in total in the province of Muğla and 325 of them are of Syrian origin, and this constitutes 64.8% of foreign students in our city. Of these students, 257 are in primary school (79%), 65 are in middle school (20%), and 3 are in high school (1%). As can be understood from these data, as the grade progresses, the schooling rate decreases and early school leaving tendency starts.

In our proposal in which we are the consortium leader, our partner institutions have been identified as 8 schools having the most Syrian students in the province. According to this, 8 primary schools (4 from Ortaca, 2 from Yatağan, 1 from Kavaklıdere and 1 from Bodrum) will take place as participant sending institutions in our project.

In the study we have done on the problems experienced in these schools it has been observed that school administrators are not at the desired level of consciousness; teachers are not capable of handling intercultural classroom management, communication, fight against discrimination, social inclusion, working with children traumatized by war and migration, and dealing with possible discriminatory and bullying behaviors among students in multicultural classes.

Multicultural Education is a process that seeks to create equal educational opportunities for all students from different races, ethnic and social groups, and to change and redesign the whole school environment for this.

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