Education for Zero Waste and Circular Economy
Start: 01-10-2018 - End: 30-09-2020 Project Reference: 2018-1-EL01-KA202-047749 EU Grant: 240340 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for vocational education and training
The transition to Circular Economy (CE) is an essential contribution to the EU efforts of developing a sustainable, low carbon, resource efficient and competitive economy (Closing the loop – An EU action plan for the CE, 2015). Such a transition represents the opportunity to transform our economy, generate green jobs and build up sustainable competitive advantages for Europe. This project aims to fill a gap in Vocational Education and Training (VET) programmes dealing with zero waste and circular economy.
Skills and competences for Zero Waste and Circular Economy (ZW&CE) are becoming extremely important. In Europe, we are using per person 16 t/a (tons per year) of material, of which 5 t/a become waste. Although waste management continues to improve, the EU economy still loses a significant fraction of potential 'secondary raw materials' in waste streams. The CE package, adopted by the Commission in 2015, has created an important momentum to support the transition towards a more CE in the EU. CE gained more significance in 2018 when the new CE Action Plan and a series of more restrictive waste and product policies have been adopted (eg, plastic policy). Transition to CE may only be successful if the corresponding awareness, competences and skills are deeply embedded in the knowledge and daily routine of EU professionals and companies and from this perspective VET education for ZW&CE is critical.
The primary goal of EduZWaCE Strategic Partnerships is to supporting exchange of good practices, enabling stakeholders to deepen and spread out knowledge, develop and reinforce networks, increase their capacity to operate at transnational level, and share and confront ideas, practices and methods. The project aims to create new VET programmes dealing with waste and circular economy, and focuses on developing the interdisciplinary skills needed for the jobs of the future that are tailor-made for the needs of the employers/SMEs.
With this project we would like to build up a common approach for VET Teachers and learners across EU to respond to the requirements of the future and flexible job market.
The project will focus on the following specific objectives:
- Develop partnerships amongst educators, businesses and stakeholders with the purpose of supporting VET learners in acquiring and developing skills and key competences in CE and foster employability
- Facilitate recognition and validation of competences for new jobs: the ZW&CE Manager and the ZW&CE Technician, by building two Skill Card Sets, structured in accordance with the standards and designed based on the ECVET requirements.
- Make education in ZW&CE available for all, by setting the EduZWaCE as an Open Education Resource (OER)
The project will be implemented based on a collaborative approach: cooperation between the project partners and collaboration between the consortium and the stakeholders at the local, national, and international level. EduZWaCE will respect the Sociocracy 3.0 collaborative approach. The project outcomes will be delivered using free, open, collective purpose based framework of patterns, will support exchange of good practices allowing organisations to develop and reinforce networks. It will increase their capacity to operate at transnational level, share and confront ideas, practices and methods whilst respecting co-creativity principles, fostering transparency and guaranteeing the equivalence of all participants in decision making.
Through its deliverables: (1) EduZWaCE Knowledge HUB; (2) EduZWaCE Skill Card Sets for two jobs roles; (3) EduZWaCE online collaborative platform; (4) EduZWaCE course and (5) EduZWaCE diagnosis tool, the project will foster cooperation between companies, stakeholders and VET educators. It will increase motivation of VET Teachers to use/re-use, adapt and/or modify the training materials, with the aim to improve the acquisition of key competences for their learners/students and to raise awareness of the local and regional policy makers on the importance of taking measures for promoting best practices and flexible learning pathways in VET from an interdisciplinary perspective.
On long term the project will have a strong impact on the creation of better interdisciplinary competences directly used for current or future professions and to the adoption of more circular economy solutions.
The project involves an appropriate mix of complementary participating organisations with the necessary profile, experience and expertise to successfully deliver all aspects of the project. They will become the facilitators of the EduZWaCE platform, support its utilization and the co-creation of CE solutions through cooperation and exchange – this will empower them as main stakeholders of ZW&CE application in the countries and will contribute to their organisational development.
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- UNIVERZA V MARIBORU - SLOVENIA
- ENVIROS SRO - CZECHIA
- PROSPEKTIKER INSTITUTO EUROPEO DE PROSPECTIVA Y ESTRATEGIA SA - SPAIN
- EKOrast - SLOVAKIA
- Laboratorio Nacional de Energia e Geologia I.P. - PORTUGAL
- STADTLABOR INNOVATIONEN FUR URBANELEBENSQUALITAT GMBH - AUSTRIA
- Asociatia Centrul National pentru Productie si Consum Durabile - ROMANIA
- Global Reach Astiki Mi Kerdoskopiki Etaireia - GREECE
- ATMOTERM SA - POLAND
Designing a 3D Virtual Environment For Teaching IoT
Start: 01-12-2017 - End: 30-11-2019 Project Reference: 2017-1-TR01-KA203-046672 EU Grant: 120910 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for higher education
Our 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.
- MARMARA UNIVERSITY - TURKEY
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- SPOLECZNA AKADEMIA NAUK - POLAND
- Gebze Halk Egitimi Merkezi - TURKEY
- LANCASTER UNIVERSITY - UNITED KINGDOM
Game-based Learning for Adults
Start: 01-09-2017 - End: 31-08-2019 Project Reference: 2017-1-TR01-KA204-046822 EU Grant: 136174 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for adult education
We focus on the development of an innovative non-formal game-based education simulation tool to enhance and improve communication and presentation skills with a focus on entrepreneurship for adults and through play and practice, teach them basic presentation and communication skills, the objective on finding employment or become an entrepreneur so they can be applied effectively in real life, in particular enhancing their self-confidence in presenting themselves thus increasing their chances of finding and maintaining suitable employment and abilities to communicate in an effective way.
It will be an interaction game that makes the social dimension the main element of one’s mechanism. In general games which are not competitive can be considered interaction games, where there are no adversaries to beat, but where the goal of the game is essentially merely fun and interaction among the participants.
The main objective is to create a learning environment (game/simulation) which simulates the communication and presentation skills process and stimulates the development of entrepreneurial attitudes and competences of adults. As the main learning outcome of this game/simulation is situated in the field of attitudes, it permits the expansion of the primary target group (young people), aspiring entrepreneurs, to include training specific target groups; marginalised groups such as migrants and unemployed, are more likely to have self efficacy difficulties. Setting up a new partnership with this project will stimulate the exchange of local and international experiences, expertise and vice-versa.
As an ideal complement to the realization of the project, the participating countries will focus on intercultural learning and non-formal working methodologies development in a multicultural context. Major milestones will be:
- to design and develop a specific game-based learning method for simulation training of adults with an aim of encouraging their entrepreneurship skills;
- to test and evaluate the impact of a game-based approach in formal teaching and pedagogic methodologies for adults;
- to validate the proposed approach as a means of learning and evaluate its impact on adult learners.
The project will be carried out transnationally because the synergy between international organizations and adults, will guarantee the knowledge and comprehension of different cultural realities and stimulates intercultural dialogue.
- Aydin Efeler Halk Egitim Merkezi ve ASO Mudurlugu - TURKEY
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- aydin kulturel gelisim dernegi - TURKEY
- Associazione Let's Keep Learning Onlus - ITALY
- Foxpopuli - SWEDEN
- Agena proje egitim ve danismanlik A S - TURKEY
- ARTEMISAWORLD, S.L. - SPAIN
Providing Learning Skills about Generating Solutions of Refugee Parents Facing to Educational Problems of Their Children
Start: 01-09-2017 - End: 31-08-2019 Project Reference: 2017-1-TR01-KA204-045870 EU Grant: 134678 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for adult education
Due to the war that started in Syria in 2011, our country was heavily exposed to the migration of refugees. Gaziantep city, which is one of the most refugee cities in this region, closely witnesses their life struggles. As people living in Gaziantep, we are witnessing their proplems in this harmonization and adaptation process since we can see them closely and have the opportunity to watch them. In addition to the economic, social and cultural problems that they have experienced, refugees have faced many problems in the field of education. When a society has to migrate to another country from a long-lived country, it is inevitable that there will be a variety of problems in other places where it has gone before, if it is directly exposed to the cultures. The most important aspect of this problem is that the individual internalizes the situation in which they are and can not control their feelings in the face of the situation and enlarges their problems more in their eyes. The other side is that in the face of the problems it has experienced, it does not know the operating system of the institutions of the country and the resources of the applicants. For example, if a refugee parent interprets the success of the child in his / her school in different ways and thinks that the child is being kicked out of the school by starting the crying or thinking that the parent may be exposed to social exclusion, the fear that the parent will be unacceptable to contact with the school administration, the failure of the child to adequately deal with his / her educational life or the lack of healthy communication with the child and the school, the failure of the community to empathize with the immigration process, the indifference to personal development programs as a parent, etc. We can list many problems such as this. For this reason, our project is a logical solution to the problems faced by the children of refugee parents who are children in school age in their educational life, and at this point the new gathering aims to integrate easily into this area. The target groups must be able to minimize their problems by participating in events such as trainings, conferences, panellas that may be useful for both themselves and their children in the collective adaptation process they are coming from. At the same time, the parents who will best understand the emotional dimension of their children who have to leave the country and have to study in another country, and who will solve the problems are also their parents. Our project will take 24 months starting on 1st September 2017 and ending on 31th August 2019. The project coordinator is Gaziantep University/ TURKEY and we have partners from Spain, Greece. Our project aims to create an applicable training module including social adaptation, integration and providing to increase the learning skills such as communication, empathy, social exclusion, cooperation with the environment and etc of Syrian and other refugee groups' in Europe (especially in the partner countries). This training module will be created and then implemented during the project to target groups then will be disseminated in local, ntaional and in Europe in the related organization and institutions. For this reason, we will give them the necessary support during the process of integration, with the thought that we can contribute to this sociological problem and at the same time taking them away from the point of their arrival and moving them to the target point. Work will be done to motivate their existing potentials and thus to lead them to the best, to increase individual productivity, to give them self-confidence, to prioritize their personal performances and to establish a planned development relationship to achieve their desired performance. One of our most important goals is to support refugee parents towards the goals we set and to ensure that they learn to overcome their problems on their own. We will contribute to the development process by creating awareness of what they should do in the face of their problems. While preparing our project for refugee parents, one of our most important main targets is to raise healthy generations and to contribute to them and to the people of the world. As a result of the research we conducted within the scope of our project, individual trainings, conferences and meetings, websites, etc. We aim to reach the target group and communicate with them in the best way and give them the trainings necessary for this process. In doing so, we aim to get support from all sectors, institutions and organizations of the society to be among our most important principles and reach our project goals in the most perfect way. The Syrian adult parents, who are the targets of the project, have a target language in Arabic and some of them speak English. Although most of them know Turkish language, we aim to increase our communication with our Arabic-speaking students and interpreter support.
- GAZIANTEP UNIVERSITESI - TURKEY
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- ASOCIACION CULTURAL Y DEPORTIVA LAHOYA - SPAIN
- Kayra Yoneylem Egitim-Arastirma-Muhendislik-Danismanlik Ltd. Sti. (Kayra Yoneylem education-research-engineering and consulting company) - TURKEY
- Aile, Calisma ve Sosyal Hizmetler Gaziantep Il Mudurlugu - TURKEY
- European Center for Education, Science and Innovation - BULGARIA
log on back to life
Start: 01-09-2017 - End: 31-08-2019 Project Reference: 2017-1-TR01-KA201-046632 EU Grant: 230477 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for school education
A modern phenomenon that has been recorded in recent years is internet addiction Disorder (IAD). Internet addiction is described as an impulse control disorder, which does not involve use of an intoxicating drug and is very similar to pathological gambling. Some Internet users may develop an emotional attachment to on-line friends and activities they create on their computer screens. Internet users may enjoy aspects of the Internet that allow them to meet, socialize, and exchange ideas through the use of chat rooms, social networking websites, or "virtual communities." Similar to other addictions, those suffering from Internet addiction use the virtual fantasy world to connect with real people through the Internet, as a substitution for real-life human connection, which they are unable to achieve normally.
Internet addiction has become of the main problems that European secondary school students are facing so our community has to deal with the source of the problem and its impacts. There is a tentative need to investigate the phenomenon and its impacts to all partners’ countries.
The proposed project will cover a number of gaps concerning the phenomenon of addiction to the internet and will detect others that will arise from the social research of the project and form the recording of the phenomenon. The project anticipate contributing to the scientific approach to the diagnosis of the factors that lead to addiction and help in the development of policies that will lead to prevention and treatment of the phenomenon in all its aspects, as they have been emerged from the scientific research so far.
Through the activities of the project, participating organizations, especially those involved with education will have the opportunity to study in depth the phenomenon of students' addiction to the use of the Internet and its impact. Participating organizations will have the change through the project activities and results to highlight those initiatives, educational methods and activities that will lead in both timely and valid revelation of the problem and in the proposal for implementation of all those policies and scientific methods that will lead to an effectively address of the problem. By the end of the project participating organization will be able to offer special training and information sessions to both their teachers and staff and to their students regarding Internet addiction Disorder (IAD) in terms of identifying, preventing and dealing with the phenomenon. That will be done by using the dedicated material and analysis that will arise as project’s results and by using the special eplatform of the project developed for this kind of activities.
Special mention should be made on:
- the social research to be carried out in the framework of our project using specially designed questionnaires by specialized scientists. The questionnaire will be based on already developed and internationally recognized relevant questionnaires, (such as The Internet Addiction Test (IAT), which is one of the most utilized diagnostic instruments for Internet addiction), but will be a customized version of these, according to the requirements and needs of our proposed project
- the Reference Handbook on Assess, prevention and Treatment of Internet Addiction to be developed in the framework of our project. The Handbook will not be a simple document (e.g pdf) file but also an ebook which will be available for all kind of mobile devices (e.g laptops, tablets, smartphones etc). Special mentioned should be made in the new approaches of prevention and treatment which will be proposed under the framework of your project and be included in the handbook
- the new cooperative methodology for the assessment and prevention of internet addiction of Secondary school students that will be developed. The proposed methodology will focus on non pharmacological interventions as these methods cannot be applied in the school environment in an easy way. The methodology is going to be based on the concept of cooperative learning in which students and teachers form discussion teams in order to explore a significant question or create a meaningful project.
We hope that the proposed project will be the starting point and an opportunity for academic exchange between partners and the associated partners, which will highlight the benefits of the Internet, as well the risks arising from abnormal use of the internet. Through the planned activities of the project we expect to have an integrated as possible knowledge of the effects of the use of new technologies, for shielding and empower of secondary school students regarding early diagnosis and addressing of the problem.
Our ambition is to influence, with the results of our research and our activities, institutional and policy makers so to start a dialogue and a thorough investigation of the problem at European level with the participation of the school community.
- ISTANBUL VALILIGI - TURKEY
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- Inspectoratul scolar judetean Iasi - ROMANIA
- UNIVERSITA DEGLI STUDI DI MILANO - ITALY
- DIPNOT DERNEGI - TURKEY
- YASAR UNIVERSITESI - TURKEY
ENtrepreneurial GAmes for Growing Europeans
Start: 01-09-2017 - End: 31-08-2019 Project Reference: 2017-1-IT02-KA201-036947 EU Grant: 299696 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for school education
EN.GA.G.E. - ENtrepreneurial GAmes for Growing Europeans
"Education institutions should be encouraged to become more entrepreneurial in their wider approach, to ensure that they develop and live a culture of entrepreneurship and innovation through their missions, leadership, stakeholder engagement, curricula and learning outcomes." (Commission, Entrepreneurship 2020 Action plan)
Promoting early entrepreneurial mindsets in education is one of the most important missions in Europe 2020. The Commission states that entrepreneurial mindsets and innovation mentality is the future growth engine of the European economy.
However, the Commission also states and recognizes that this represents no less than a cultural revolution in European education, and that there are no short-cuts to foster entrepreneurial mentality in schools: entrepreneurial mentality cannot be taught in traditional ways and cannot be guided by theory and research. Entrepreneurial mentality must be practiced and experienced through experimental learning and through opening schools to the wider community.
The way forward is therefore to review, produce, document and disseminate entrepreneurial practice in schools and role-models to share across European education. EN.GA.G.E. aims to be a significant and visible contribution to such practice and to be a role-model for schools in the European community. A concrete outcome will be an informal European network for game-based entrepreneurial learning in primary and secondary schools.
As practicing entrepreneurial mindsets in schools is not an adjustment of current practice, or an improvement of well-established teaching approaches, but precisely a “sea change” as the Commission puts it, including fundamental changes in school mentality and creating new collaborative infrastructures in the community, the EN.GA.G.E. project requests two years of experimentation and documentation.
The project will produce the following types of impact:
- Develop a sense of initiative among the young students, different from the traditional object-role of teaching
- Develop teacher teams’ capacity to create entrepreneurial dimensions in cross-subject and project based activities
- Develop an entrepreneurial atmosphere in the school, including management level
- Foster an increasing interest in the community to engage in school activities and projects
- Offer schools across Europe practice-based guidance and digital tools
- Contribute to networks of entrepreneurial schools in Europe
The project partnership includes school practice partners, knowledge generating partners as well as entrepreneurial partners, and then presents strong and sustainable double national partnerships from Italy, France, Romania, and Greece.
The key outcomes of the project will be:
- Study/research on game-based entrepreneurial learning methodologies in Europe
- EN.GA.G.E. digital games for entrepreneurial education in primary and secondary schools
- Policy recommendations “How to EN.GA.G.E. teachers, pupils and communities in entrepreneurial learning”
What is unique about the EN.GA.G.E. mission?
- An uncompromised user-driven approach
- A strong community approach, including private organisations
- An uncompromised entrepreneurial learning approach: no transmission possible, only experience-based knowledge creation
- A very realistic approach accepting that the project forms part of a cultural revolution expected to take decades
- A strong focus on the usability and quality of the final outcomes
- A very strong will to document processes, as this is the only way to capture entrepreneurial experience
- A well-balanced European partnership with a strong inclusion of Southern and Eastern countries, taking into account that the final guidance should be relevant to schools all over Europe, not only in selected readiness countries
- A strong will to continue the obtained results in the EN.GA.G.E. informal network
- Istituto Comprensivo Panicale - Piegaro - Paciano - ITALY
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- UNIVERSITATEA DIN PITESTI - ROMANIA
- PALATUL COPIILOR PITESTI - ROMANIA
- EUROPEAN GRANTS INTERNATIONAL ACADEMY SRL - ITALY
- MOUSIKO SCHOLIO TRIKALON - GREECE
- Conservatoire National des Arts et Métiers des Pays-de-la-Loire - FRANCE
- Lycee professionnel Rene COUZINET - FRANCE
YOUNG LEADERS INTERNATIONAL MEETING
Start: 02-01-2017 - End: 01-01-2019 Project Reference: 2016-3-IT03-KA347-009604 EU Grant: 21260 EUR Programme: Erasmus+ Key Action: Support for policy reform Action Type: Dialogue between young people and policy makers
The YOUNG LEADERS INTERNATIONAL MEETING project, identifying participation as one of the areas of intervention, aimed to support the participation of young people in representative democracy and civil society, and to support the involvement and participation of young people and youth organizations in the development, implementation and evaluation of policies through the structured dialogue tool.
One of the specific objectives was to devise or modify national laws that improve the juvenile condition.
SOS Europe, together with all the partners involved, using the structured dialogue as a tool for a better cooperation in the field of youth aimed at involving more and more young people, especially those with less opportunity, in the development of EU policies.
The thematic priority of our project was: "To allow all young people to participate in a heterogeneous, connected and inclusive Europe - Ready for life, ready for society".
With this project we wanted to give the opportunity to many young people and adults to get in touch with the organizations involved in the promotion of active citizenship and in the improvement of policies in favor of young people.
The project involved 48 young people plus 12 political decision makers or experts in the field of youth policies, for a total of 60 participants (including 28 with fewer opportunities) from 12 different countries. The project included a transnational meeting that took place in Ciampino from 27 to 31 October 2017 organized by SOS Europe in collaboration with all the partners. The activities were carried out with the most modern non-formal European methodologies of comparison such as Open Space Technology (OST), Focused Conversation, Future Search Conference and European Structured Dialogue (DSE).
The content and activity plan are based on the SALTO publication as "Working on Work for All" and "InclusionthroughEmployability". Each participant will then receive the YouthPass certificate. In order to share and disseminate the results of the project outside of SOS EUROPA and Italy and to promote the role of the Erasmus + program, a complete and complex dissemination plan has been implemented.
AFTER MEETING we have achieved the following results:
- the drafting of 12 projects to introduce a new law in favor of young people
- More 40% of participants in the next 8 months since the end of the meeting participated in other international mobility projects (including EVS).
- All partners continued to work together in future projects
- We presented the second edition of Young Leaders.
- ASSOCIAZIONE SOS EUROPA - ITALY
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- MOVE! Murcia - SPAIN
- MLADIINFO SLOVENSKO - SLOVAKIA
- Foundation for Society - LATVIA
- Association for Cultural, Economic, Heuristic and Linguistic Cooperation - BULGARIA
- Psientífica - Associação para a promoção e desenvolvimento social - PORTUGAL
- Fundacja Global Wave - POLAND
- Asociatia Tinerilor Cu Initiativa Civica - ROMANIA
- EUROKALLISKIVID - ESTONIA
- Symrnes Ogretmen Akademisi - TURKEY
- Subtiluship C.I.C. - UNITED KINGDOM
We M@ke IT H@ppen
Start: 01-09-2016 - End: 31-08-2018 Project Reference: 2016-1-TR01-KA203-034482 EU Grant: 123788 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for higher education
The project gathered three important elements of teacher education together; university, educational authority and teacher education course providers. The rationale of the project depended on literature review and needs analysis. The primary aims of the project were; increasing the efficiency of using ICT tools for foreign language teaching, creating an awareness of this issue for the relevant stakeholders and offering course contents for pre-service and in-service English teachers. There were participant organisations from Spain, Greece, Italy, Romania and Turkey. Foreign partners were in-service course providers and teacher education centres. Partner from Turkey was a local educational authority. During the project time, transnational project meetings and short-term learning, teaching and training activities were planned. At every destination different kind of activities were organised by the partner institutions. A comparative report about the current applications, available facilities and teaching methodologies were written collaboratively. As intellectual outputs two course contents were created. The first course content is for the pre-service English teachers. This output was written collaboratively with the partners after a long needs analysis and discussion process. The course content is offered as a course to the faculty and the members of the team are still working on this issue for further publications. The second course is for in-service teachers and it includes general trends in ICT use in education, specific methodologies and latest approaches towards this issue in the relevant literature. As for the visibility of the project and its products, a project webpage was created. All the information, documents and news were shared in this webpage. Social media platforms were also employed. Dissemination activities at different institutions were organised. All of the dissemination activities were carried out according to dissemination plans and portfolios were created for every dissemination activity by each partner. The efficiency of the project activities were monitored by an expert team. The project reached the predetermined objectives and it has the potential of having long-term benefits in the field.
- ANADOLU UNIVERSITY - TURKEY
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- Gebze Ilce Milli Egitim Mudurlugu - TURKEY
- INERCIA DIGITAL SL - SPAIN
- Associazione "Submeet - incontrarsi per crescere" - ITALY
- ASOCIATIA PARADIGME EDUCATIONALE - ROMANIA
Establishment of a Modular Ecvet System in Europe
Start: 01-09-2015 - End: 31-08-2018 Project Reference: 2015-1-TR01-KA202-022287 EU Grant: 352825.75 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for vocational education and training
Adult learning covers the entire spectrum of what we learn after leaving initial education and training. This includes work- and career-oriented learning –obtaining new qualifications, up-skilling or re-skilling for employment – but also learning for personal development and active citizenship. Ensuring that Europe’s citizens keep developing their knowledge, skills and competence throughout their lives is vital for employment, competitiveness and innovation, especially considering demographic change and the challenges of globalisation. For these reasons, In this project we focus on adult learning to enhance the quality of European education as well certification and validation of their skills through an ECVET Modular system. A major concern is tackling unemployment and raising the rate of adult participation in learning, particularly of low-qualified adults and older citizens. Vocational education and training (VET) in a broad sense, including formal, non-formal and informal learning – in particular learning at the workplace – is a fundamental contribution to lifelong and lifewide learning of adults.
This project contribute the recognition of abilities of adult learners which were acquired outside the formal (national) vocational education and training system such as in other countries’ VET systems, on the job, during work or study periods abroad, within in-company training or learning taking place during leisure time becomes more and more important in the light of skill shortages and skill mismatches. This is especially important in transition periods such as when recruiting new personnel, looking for a new job, changing career paths or entering into further education. In this project, The recognition of prior learning of “event managers” enables employers to make use of candidates full set of abilities, applicants to present all their abilities and those seeking additional training to shorten study periods in order to achieve a new qualification.In this project we will enhance the access of adult participation in lifelong learning ‘enabling flexible access to training and qualifications’ to raise participation and to open access for all adults. them without barriers through Online Training Platform.
The ESVET project is a response to the needs of event managers who have low initial qualifications and encounter obstacles to the acceptance and certification of their professional experience. In order to improve the qualifications of workers in this sector, the project will draw up a European qualification standard for event management by describing managerial competences. It is intended to promote the recognition of learning outcomes for the event manager profile by developing a method of assessment using an ECVET and learning outcome-oriented approach. As a main product, the project will create and develop an assessment tool based on the CEMES methodology for the occupational field event manager. For this purpose, learning units are defined and action-oriented skills are described.
- Inovasyon Proje Gelistirme Egitim ve Danismanlik Hizmetleri San.Tic.Ltd.Sti - TURKEY
- Centrul de Resurse pentru Educatie si Formare Profesionala - ROMANIA
- IBS-CEMES Institut GmbH - GERMANY
- INSTITUT ZA PODGOTOVKA NA SLUJITELIV MEJDUNARODNI ORGANIZACII ZDRUZHENIE - BULGARIA
- Global Egitim Kultur ve Iletisim Dernegi - TURKEY
- INSTITUTO DE SOLDADURA E QUALIDADE - PORTUGAL
- ANAPTIXIAKO KENTRO THESSALIAS - GREECE
- Biedriba Eurofortis - LATVIA
Start: 01-09-2015 - End: 31-08-2018 Project Reference: 2015-1-TR01-KA201-022552 EU Grant: 332744.11 EUR Programme: Erasmus+ Key Action: Cooperation for innovation and the exchange of good practices Action Type: Strategic Partnerships for school education
The horizontal objective of the partnership called “e-Services Education” is to develop new ICT services offered to schools and local community of Mersin, Turkey and Arta, Greece in the field of education. The idea is based on creating an innovative tool of multifolded e-learing platform accessible to different groups in reference to education. The idea of creating and implementing such tool is the answer to the call of modernity, digitalization and computerization of every aspect of life. We aimed to answer the wishes and needs of teachers, parents and students who are the main subjects and the beneficiary groups of this project The project aims at creating this vast and generic tool because never before have we developed such an education – supportive device concerning our regions.Socially it is important as it has brought schools together and created a network of organizations, schools and libraries important for our local societies. It allowed us to co-operate and exchange good practices between schools on local and international levels. It has built up the atmosphere of cooperation and friendliness. Professionally, by creating and producing teaching learning materials the project enlarged the database of edu – tools, teaching / learning ideas ( ELT), practical exercises and evaluation methods in unprecedented scale in our regions. The project offers such innovative tools as: e-administration, e-register for schools, e-learning, online teaching with lessons recorded and uploaded on the platform: podcasts, mobile schooling and educational games and applications, smart-phone and tablets applications, useful links, online contests ;art activites, parents portal and young entrepreneurial portal. We expected to achieve several different goals which would refer to different subjects who we addressed to like teachers, students, education workers, parents and other citizens of our cities. The project provided to activate people from different groups: administrative staff of our organizations, project workers and other beneficiaries. It contributed to upgrade the competences of educational staff and subjects of education who were trained both in local and transnational trainings to introduce new products and methods for practical educational use. Development of e-learning platform has had enormous impact on the quality of education in our respective regions. The target groups have the chance to benefit in terms of improving the level of learning / teaching, linguistic skills and entrepreneurial approach. Also the deeper cross- cultural understanding and transnational cooperation was brought about. It triggers modernization of our teaching techniques and will be successfully used after the project conclusion as the platfrom has already been integrated in education. In the project there directly or indirectly has involved about 15 administrative workers of our organizations, about 70 teachers from both regions, about 3000 students in the project activities and about 4000 parents in our respective regions. By means of this project we established 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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