"Code4Europe project was created to create awareness about coding education, to prepare coding education plan in primary school, to develop materials for coding education, to create coding education games. coding training because coding helps to:● Improve academic success by improving students' attention, motivation and problem skills,● Make the lessons more enjoyable and ensure that students attend school,● Develop students' behaviors such as taking responsibility and being more disciplined.These activities will ensure changes in teachers, students and schools.The general objectives of the Code4Europe project are:O1: To raise awareness about coding education in teachers, students and families.O2: To prepare ""Coding Training Plan in Primary Schools"".O3: To create new materials and documents for coding training.O4: To develop "" Coding Training Games"" so that coding can be taught more easily.O5: To provide coding education in our schools.O6: To strength the profile of the teaching professions, including teachers, school leaders O7: To support teachers in adopting collaborative and innovative practices (ICT included) - STEMIn addition, the following changes will be provided in teachers, students and schools.The project is addressed to pupils between 9 and 12 years old. It is extended to all grades of primary school (also lower secondary school, if the case) from 6 different European countries. Participants: Teachers from Primary/Lower Secondary School, students, students' families, local authorities.Results for Teachers:● more prepared to develop coding materials for daily education● awareness of in educational training, particularly in coding.● modern methods to be used in the educational approach.● being more familiar with the European education system and coding education in Europe.● transfer of good practices to partner schools.● better knowledge about European countries and cultures.● increasing motivation in learning a foreign language● collaboration and experience in Erasmus + projects.● improving the teamwork, reporting, coordination and cooperation skills.● developing European Union, Active European citizenship awareness.● use information and communication technologies effectively in the school.Students:● increased awareness of coding activities.● better motivation problem solving skills and academic achievement through coding training; ● acquire new methods and techniques for doing researches.● more willing to attend school● better knowledge about European countries and their cultures. ● improved skills in foreign languageSchools:● Quality, efficiency, internationalization.● strengthen relationships between School, student and family.● support to the achievement of some of the 2030 Agenda's objective.Tangible results:● Posters, brochures and banners will be prepared in which project promotions are made.● Videos, posters and brochures will be prepared to raise awareness about coding training.● Questionnaires and evaluation forms will be developed on coding education.● Coding Training Plan will be prepared.● Coding Training Games and their manuals will be prepared.● Coding Box will be prepared.● Coding education and project introduction book will be prepared in primary school.● A project board and Erasmus+ corner will be established in each school.● web page of the project, facebook and twitter pageBehavioural skills to enhance and develop will be:-cultural and social competence: a positive attitude which will involve the appreciation of cultural diversity as well as the interest and curiosity for languages and intercultural communication;-the ability to work in team;-the problem-solving capacity;-the ability to interact with people of different cultures;Within the scope of the project, 6 transnational LTT activities were planned:1. LLT Italy: I.C Corinaldo school will demonstrate the contribution of coding education to the development of analytical thinking, problem solving skills and academic achievement. Presentation and organization Coding, Robotics and STEM activities.(O1,O5, O6,O7)2. LLT Turkey: Mustafa Necati Primary School will reveal the contribution of coding education to the students' adaptation to school, positive behavior change.(O5, O6, O7)3. LLT Portogallo: The school of Agrupamento de Escolas João da Silva Correia will produce materials and documents for coding training.(O3, O5, O6)4. LLT Greece: 1st Primary School of Palaiokastro will develop Coding Training Games.(O4, O5, O6)5. LLT Croazia: Ivan Istituto Cankar Primary School will develop methods and techniques to raise awareness among teachers, students and families. (O1, O5, O6)6. LLT Polonia: Szkoła Podstawowa nr 103 im Bohaterow Warszawy 1939-1945 will prepare Coding Training plan.(O2, O5, O6)"

This project is going to focus on results of PISA 2017 reports which means: it is a chance to compare situations causing differences in mathematics success. This project tries to find what the biggest reasons of these varieties in mathematics education are, what the sources of these big differences. During this project, collaborative activities, exhibitions and university visits, short films will be organized.The project will facilitate the active participation of students in each region, to give them the opportunity of using their skills, their free time and their energy to discover and promote. The main aim of the project is to increase the success percentage in following PISA assessments and quality of learning and teaching the mathematics as higher as possibly. During the project, the key competences will be developed for students, which are essential in a knowledge-based mathematics.OBJECTIVES:To exchange knowledge and experience on mathematics teaching and learning within the people of the partner countriesTo discover new ways of learning that is not the traditional methods, by creating a learning environment where students can gain knowledge and experience at the local and European levelTo offer opportunities for future career for project participantsTo give the opportunity to young people to take initiative, to be creative, to use multimedia toolsTo perform the acquired knowledge and to exchange its using new technologies and ICTTo improve foreign language skills of the participants in a real contextRESULTS:Project website and Facebook Page.Mini PISA assessments that will be organised on the internet each year.Mathematics games. Students will learn the mathematics and mental games played in other countries.Forum website for mathematics teachers from all over the Europe.They can exchange their experiences with this forum web site and find partner countries for their following Europe projects.Short movies prepared by participants. These movies are the souvenirs of this project.Promoting higher level of education in order to prevent Early School Leaving.Project E-book. This result will be the story of the project as a movie.PROJECT IMPACTS:The target groups of our project are students and teachers. Students will get an international viewpoint to the Maths so that they can be more interested in this lesson.Students will get an international viewpoint to the Maths so that they can be more interested in this lesson. They will find out how they can use the maths subjects in their daily life. They will gain self-confidence by using their imagination and creativity by attending activities in the the project. Teachers will be aware ofand eveluate the different teaching methods and material used in other countries. This impact helps their vocational developments. The most desired impact of the project is to increase the success of participant countries in PISA assessments. It helps young people to develop the participation in and the understanding of mathematics learning methods from other countries which enrich their mathematics success in their school life in following years.

Background: Today, with the development of technology in every field, education technologies continue to develop at the same speed. Educational technologies are mostly used in schools and are mostly designed as systems for students. Today's students are now students from the classical education system and have undergone radical change. Today's students are natives of digital natives who can use technology naturally because of being first generation with modern technology. These students spend the vast majority of their time effectively using digital technologies that surround them. Technological devices such as computers, tablets and smartphones have been integrated into the lives of these students. For this reason, the technology perception of today's students is very different from the perceptions of teachers who teach technology to them. While only the students in Turkey with advanced computer skills at a level of 1%, this ratio is 37% in the Czech Republic, 35% in Korea, 34% in Poland and 33% in Australia. Studies have shown that early childhood education curriculum is not sufficient to study learning, coding education, effective use of technology, problem solving and critical thinking. Objectives: This project we are doing is a work with innovative objectives in the field. It is envisaged to make a platform where the use of coding and ICT (Information and Communication Technology) in our project will be more attractive to teachers and students, and that teachers and students in vocational education on an international scale can share their work with each other. Such a platform is not yet available. From this point of view, our project is a size that can cover a significant deficiency. In this project, we aimed to minimize the loss of material and time and to use classroom (ICT) and coding effectively. Another important goal of this project is to accelerate the flow of professional knowledge among the boundaries and contribute to the internationalization of education by providing continuous cooperation with teachers and students in preschool education in different European countries. Profile of Participants: Our target groups are pre-school teachers and students who are trained in preschool education. There will be no division and country limitation, but the project start and expansion activities will be carried out by 5 countries. Outputs: 1) The project web portal where all data will be entered, 2) CLT android, iOS and Windows Application, 3) CODING usage guide 4) Statistical data analysis Expected Impact: - More efficient and faster spreading of information in vocational training through mobile, desktop applications (TR, EN, IT, RO, SI) Acquisition of coding skills - Development of cooperative learning skills -Development of basic and digital skills - Increasing social and digital skills to raise the probability of employment in the future. - Increasing the quality of education by using ICT more effectively in education, - Increasing the quality of education given in the long term in our region, - Encourage new teaching methods to be included in education more, Multisectoral, multi cultural and multi-geographical partnership including Turkey, Italy, Romania, Spain and Poland.

Coding in Primary Schools project was created to create awareness about coding education, to prepare coding education plan in primary school, to develop materials for coding education, to create coding education games. Within the scope of the project, 6 transnational LTT activities were planned. Local activities are planned. These activities will ensure the following changes in teachers, students and schools. Teachers' ability to develop materials in coding education will increase. Teachers' awareness of coding education will increase. Teachers will be able to develop modern methods. Teachers will be familiar with the education system of European countries and the coding education in Europe. They will be able to transfer good practices to their schools. Teachers will learn more about the cultures of other European countries. Teachers' foreign language learning motivation will increase. Teachers' experiences will increase Erasmus + projects. Teachers' teamwork and reporting skills will increase. Teachers' understanding of respect for differences will develop and peace, integration feelings and thoughts will develop. Teachers' awareness of European Union and active European citizenship will develop. Teachers' ability to use information and communication technologies effectively will increase. Students' awareness of coding education will increase. Students' attention, motivation, problem solving skills will increase. Students will learn research methods and techniques. Students will increase their willingness to come to school. Quality, efficiency and internationalization of schools will increase. The communication of school, students, parents will increase. With this project, our schools will be the ones that support the achievement of Europe 2020 targets. In project scope ; Posters, brochures and banners will be prepared in which project promotions are made. Videos, posters and brochures will be prepared to raise awareness about coding training. Questionnaire and evaluation forms will be developed on coding education. Coding training plan will be prepared. Coding training games and their manuals will be prepared. Coding training materials will be prepared. Coding education and project introduction book will be prepared in primary school. A project board will be established in each school. There will be a project web page, youtube channel, facebook and twitter page where the promotions of the project are made and the products obtained are shared.

In Europe 5.5 million young people quit school before they have completed the upper secondary education. In Romania the rate of early school leaving (ESL) is 18% (2012) and in Turkey it is about 44%, the average rate in the EU is 12.4%. The risk of ESL is especially high for disadvantaged minorities, including Roma. 9% of the Roma in Romania (aged 18-30) complete high school (compared to 41% of other groups). Moreover young people from a migrant background often display a higher than average rate of ESL.In its conclusions on a strategic framework for European cooperation in education and training (‘ET 2020’) the Council agreed that, by 2020, the share of early leavers from education and training should be less than 10 %. The PEARLS Project – Preventing Early School Leaving Through Inclusive Strategies – contributes to this objective.An improvement of the situation will be reached by two ways:1. The project partners will develop a further training for teachers. Teachers will deepen their key competences with regard to handling the diversity among pupils in their classes – in order to commit to the promotion of learning of all students. Units about collaborative teaching, like team teaching will be applied in this context (see Recommendations of the Council, June 2011, 2011/C 191/01).2. By means of a comprehensive empirical needs analysis at the beginning of the project, it has been explored, which systemic support frameworks need to be implemented in order to reduce the rate of ESL, i.e. mentor programmes, homework clubs, extra-curricular activities to enhance pupil’s self-esteem, parents cafés etc. The objective is, to develop schools into learning environments, viz. external stakeholders (parents, representatives of minorities, enterprises etc.) are being involved into the sphere of school in order to promote the intellectual and emotional development of pupils at risk of ESL. A working group on ESL, which comprised experts nominated by 31 European countries, recommends such measures, since they are considered to be very effective.The PEARLS further training also entails a module with regard to “school as learning environment”, so that participants can implement basic offers at their schools. They were qualified as multipliers, in this way PEARLS outcomes has a substantial impact in several European regions. Participants successfully took part in the course and they received the EUROPASS certificate (more info on the course: https://www.pearls-erasmus.eu).The results and activities of the PEARLS project were developed in transnational teams, they were tested, evaluated and some of the modified.Project partners are:Elementary schools in Budapest (Hungary), Iasi (Romania) and Edirne (Turkey) and six so called hot spot schools in Berlin, as associative partners. All schools comprise a disproportionate share of pupils who derive from weak socio-economic backgrounds. The Turkish school exclusively has Roma pupils. The Romanian NGO “Gipsy Eye” and the Hungarian Foundation “Artemisszio” have been engaged for years in the field of teacher training, i.e. antidiscriminatory pedagogy.Applicant is the unit Civic Education of the Leibniz University in Hannover, which educates students to become teachers. It is responsible for the didactic-methodical implementation of the teacher training course. It will be supported by the Humanistic Association Germany. The Teacher Training Agency in Zagreb is responsible for the development of curricula in general education in Croatia, it will ensure, that the PEARLS results will be implemented in national curricula.The PEARLS project partnership comprises 9 partners from 5 countries. Results:- 1 week teacher training course; EUROPASS certificate- PEARLS toolkit, OER and handbook in five languages; hands-on approaches, topics: children’s rights, diversity in class as a resource- PEARLS website in six languages (hu, ru, turk, ger, en, cro) – all products as OERImpact:Extensive public relation activities, using diverse channels to reach the end-users: teachers, teacher trainees and pedagogues, educational authorities as well as the interested public. Thus the PEARLS results will be available for 10.000s of European teachers. Moreover it is envisaged, through national conferences with policy makers, to insert the PEARLS approaches into national curricula of teacher (further) trainings. As such structural changes will be initiated, more inclusive schools will be established and in the long run the ESL rate will decrease.