"Mega VET (Move to Enhance Gamified Applications at Vocational Education Training) project is directly related to the educational gamified course materials through several interactive activities. The fact that the term “gamification” first gained widespread usage in 2010 has emerged from the reasons specified below;- ""An EU-wide survey shows that while 70% of teachers recognise the importance of digitally-supported methods, only 20% of students are taught by digitally confident teachers and the percentages of teachers using information and communication technologies (ICT) in more than 25% of lessons has not increased since 2006. http://epthinktank.eu/2014/04/01/digital-opportunities-for-education-in-the-eu/"" - the ever-increasing curiosity and interest of all persons in education community for the new term 'gamification' and 'game mechanics'. And the horizontal and vertical indicators related to 'gamification' and 'game mechanics' in Google Trends show that the graphic values of the words are gradually increasing, notably a big increase after 2011. (http://www.google.com/trends/explore#q=gamification)Mega VET project gave mostly priority to the following objectives to be able to enhance the capacity and quality of the education system;- the entrepreneurship among the individuals who wish to keep pace with today's ever-increasingly technology, notably web-enabled devices and its outputs. - tackling early school leaving and reduce the rate of the dropouts across Europe via educational testing service and training activities such as LLT activities, - reducing the unemployment available in developing countries by creating new job opportunities and supporting vocational competences due to the fact that gamification is included to the education sector. - embed vocational teachers and learners with the key competences and skills in accordance with the gamified online or offline training contents. The Mega VET consortium involving 5 participant organisations has completely different and specific skills and profiles compared to each other;Ortaköy, being located on the way of Samsun-Kırıkkale, in a rural area of Ankara has been offering theoretical and also practical training in the field of Electronics/Electrics, Machinery, Metal, Computing, Climating and Ventilation, Wood technologies. Ortaköy with 10-year experience in Erasmus+ projects has the ability to design printed materials, develop digital-supported tools, e-Learning modules and host many national/international events. EPAL KAISARIANIS is a public vocational school which gives secondary level education in the field of mechanical engineering with specialty in:* Vehicle engineering with specialty in mechanical and electrical automobile systems* In the field of Electrical engineering with specialty in Electrical InstallationsIPIA ""M.O CORBINO"" is made up of 39 classes with a population of about 700 students and 75 teachers. It is a state vocational school with different courses of studies: electrical, electric, mechanic, fashion and wellness. AIJU research centre is a private, non-profit making organization aiming to boost research, development and technological innovation within toy and related industry, thus making it possible the achievement of a constant competitiveness increase in the sector. School centre Novo mesto The secondary school of electrical engineering and technical gymnasium educates approximately 1000 secondary school students, who can choose among educational programmes in the fields of computer science, electrical engineering and technical gymnasium.Mega VET Book, is a book which involves detailed explanation about the basics of Gamification, the positive ways of gamified applications, the cutting-edge innovations and news, benefits of gamification, teachers' skills in gamification. The chapters and countries are listed above;Turkey, Game dynamics and Mechanics; Italy, Benefits of Gamification; Slovenia, Gamification; Greece, Why and how to make it?; Spain, Teachers' skills in Gamification. Mega VET IST has a well-designed and heavy course agenda for the participants and public/non-public organiations wish to include in the future in adressing the following points; definition of gamification, game dynamics/mechanics, testing the game, the usage of the platform, the ability to develop mini game. Mega VET Web-based Online Game is an gamified application involving educational topics having selected by partners except Spain in the field of Electrics/Electronics. Mega VET Android, is an application involving a wide range of educational activities and runs on all mobile phones anywhere and anytime. At the end of the process ongoing, as a Mega VET consortium have realized that fisrt our target groups, and the beneficiaries succeed in; - integrating the gamified activities into the topics selected,- offering a well-planned gamified content training- having the spirit of self-determination to develop their own classes"

"Title: LEARNING THROUGH SCHOOL PROJECTS - MOTIVATE, CREATES AWARENESS AND MAKES STUDENTS MORE RESPONSIBLE Partners: Romania (coordinator) Turky, Greece, Italy, Croatia. Duration: 24 months. Argument: Education through and for culture represents a key concern for most schools, since cultural knowledge is essential for young people's development. Thus, culture must be a priority in their education. Based on the proposed activities, our project tar-gets students, offering an answer to their needs to learn and understand local, regional, national and European cultural values. Purpose: to educate and to stimulate students' interest towards the history of the town\city and their country, to discover the national identity by acknowledging cultural, spiritual and traditional values, getting involved in the conservation, harnessing and promotion of the national cultural heritage at a European level. Main objective: promoting European multicultural awareness, cultural diversity, multilingualism, intercultural dialogue and shared experience. Specific objectives. Students are expected to: - develop intellectual curiosity for discovering historical and cultural information regarding European countries; - create cultural diversity awareness by understanding their national cultural in relationship with the European environment; - increase their interest and motivation for learning foreign languages, by developing relations with the project partners; - develop positive attitudes, of respect towards diversity and cultural identity, based on developing the feeling of active European citizenship as well as fair-play; - understand the role and importance of local, national and international heritage in defining national cultural identity; - develop the ability to recognize similarities and differences between cultures by showing interest and respect for the national heritage items included in the International Heritage. Teachers are expected to: enhance their knowledge about European cultural diversity, the pedagogical best practices, the manage-ment of their discipline, the non-formal educational strategies by becoming aware of the models used by the partner institutions. Target group: approximately 1000 individuals: 1.direct beneficiaries: students and teachers of partner schools ( (100 individuals); 2. indirect beneficiaries (participants during disseminations): - the parents of students involved in the project; - other students and teachers from partner schools; - the local community (media representatives, museums, memorial houses, Creative and folklore centers, etc.). Effects=concrete results lasting sphere of learning, awareness, involvement and accountability of direct participants. Planned European Cultural Itineraries, to contribute to the discovery/definition of national identity, students’ awareness (direct/indirect), the sense of belonging to the European cultural-historical values. Non-formal education activities are an opportunity for: *students (beneficiaries of the first line),TO BE BETTER AND TO KNOW MORE, and so will give another dimension to their free time combining usefulness with pleasure and accepting that without knowing the history, culture and national traditions can not live in a modern society, you can not relate to the cultural space national in the context of Europe; * teachers: - new opportunities to exchange best practices for increase student performance; - a higher level in strengthening the teacher-student relationship in the context of partnership for learning; - supplementing teaching portfolio with specialized materials needed work in the classroom and in the transformation of an ordinary trip into a lesson of history, culture and civilization, to develop skills in assessing pupils / promotion of national cultural values. Methodology: -wokshops for: a) documentation, ""inventory"", selection and ordering information; b) research for mini-projects development, which will form the basis the project mobility; c) knowledge of customs and traditions specific to each partner countries (wedding rituals, folk festivals, or those occasioned by religious affiliation, etc.); - visiting regions, cultural-historical objectives from the partners countries included in the project; - working meetings; - competitions (face to face) on issues of history,culture, civilization's partner countries. It is transnational because: - involving participants from 5 countries located in different geographical areas of Europe; - each partner country comes to this project with the particular historical, cultural and civilizational specific. These coordinates will facilitate a multicultural and multilingual beneficial dialogue among participants, to strengthen the partner-ship between schools and an advantageous exchange of best practices in management education schools."

According to Eurostat and other European sources, youth unemployment is one of the major problems in Europe, the southern countries being the ones that most suffer from this situation. Therefore, a decision was taken by a group of different stakeholders to carry out a project that might contribute to improving this situation. The first decision was to form a partnership from diverse parts of Europe that faced different rates of youth unemployment. The second decision was to form a partnership made up of VET centres and administrative or economic institutions as it was considered that working together could achieve much better results than working separately and the third decision was to identify areas of work that could lead to solutions. Three major areas were identified and four operational plans were drawn up. Action plans were also devised:1. Improving professional competences by means of professional orientation and internationalization of the professional experience. The partners of the project observed that there are many existing publications and materials related to orientation and guidance but they are not adequately systematized which makes it complicated to search for and select the most suitable materials and resources. This is more evident when it comes to looking for resources elaborated in other countries. And as for international mobility, evidence was found (European Commission) that, five years after graduation, the unemployment rate of young people having studied or trained abroad is 23% lower than that of their non-mobile peers. Consequently, actions to improve both professional orientation and students’ mobility should be devised in the project.2. Adapting profiles to the real demands of companies, by means of implementing and increasing the dual learning offer. The Declaration of Riga (2015) stated that, in order to increase employability, work-based learning should be promoted. But, a CEDEFOP study pointed out that, while this had been timidly introduced in some European countries, it had not yet been implemented in most of them. So, the partnership decided to look for ways to contribute to its implementation.3. Fostering the entrepreneurship initiative and self-employment. We believe that the approach to this issue in most VET centres in Europe is mainly theoretical, focused mostly on entrepreneurial management rather than on the product and we believe that efforts should be made to improving the abilities of our trainees in the creation of sustainable entrepreneurial projects. Eight partners from seven different countries comprised EROVET:• GlobaLleida, an entity of economic promotion in Lleida (Spain)• Five VET centres: Ortaköy 80.Yıl Mesleki ve Teknik Anadolu Lisesi in Ankara (Turkey), Escola Profissional Amar Terra Verde in Vila Verde (Portugal), IISS des Ambrois in Oulx (Italy), Vilnius Tourism and Commerce School in Vilnius (Lithuania), and Institut Escola del Treball in Lleida (Spain).• Two administrative entities: Dieythynsi Deyterobathmias Ekpaideysis N. Rodopis in Komotini (Greece) and Landkreis Osnabrück Fachdienst Bildung in Osnabrück (Germany). The Results attained are:• Result 1: Orientation White Paper• Result 2: EROVET Job Pool• Result 3: EROVET Mobility Network• Result 4: Work-based Learning Guide• Result 5: EROVET Entrepreneurship Prize• Result 6: EROVET Entrepreneurship Label• Result 7: EROVET Entrepreneurship Business Management Course• Result 8: EROVET communityA well-established management structure and periodical Management Meetings (MM) were devised in order to guarantee the correct development of the project. The following meetings have been held:• 1st MM in Vilnius (Lithuania) from 6 to 8 November 2017. Host partner: Vilnius Tourism and Commerce School.• 2nd MM in Vila Verde (Portugal) from 1 to 2 March 2018. Host partner: Escola Profissional Amar Terra Verde• 3rd MM in Mamak, Ankara (Turkey) from 21 to 22 May 2018. Host partner: Ortaköy 80.Yıl Mesleki ve Teknik Anadolu Lisesi• 4th MM in Osnabrück (Germany) from 25 to 26 October 2018. Host partner: Landkreis Osnabrück Fachdienst Bildung• 5th MM in Lleida (Spain) from 8 to 10 May 2019. Host partner: GLOBALleidaTraining Activities (TAs) were also planned in order to enlighten all partners and provide information and insights into all the issues of the project:• 1st TA in Vila Verde (Portugal) from 26 February to 2 March 2018. Host partner: Escola Profissional Amar Terra Verde. Topic: Orientation• 2nd TA in Mamak, Ankara (Turkey) from 21 to 25 May 2018. Host partner: Ortaköy 80.Yıl Mesleki ve Teknik Anadolu Lisesi. Topic: internationalization of the professional experience – mobility network and job pool.• 3rd TA in Osnabrück (Germany) from 22 to 25 October 2018. Host partner: Landkreis Osnabrück Fachdienst Bildung. Topic: work-based learning• 4th TA in Lleida (Spain) from 25 February to 1 March 2019. Host partner: INS Escola del Treball de Lleida. Topic: entrepreneurship

The project aims at testing and transferring the pedagogic approach of “Learning by Competing” to other VET schools in other European countries. It has been tested by CEPROF successfully and the partners that are VET providers and knowledge providers/ receivers are very interested in the transferability of this approach. It has been observed that the students that better perform in classes and that obtain more job opportunities are the ones which were involved in the robotic competitions. This correlation is so strong, that it is independent of the socio-economic background of the students This observation is also reported by others, at university level (http://ieeexplore.ieee.org/document/7044136/ ). The key objectives are thus: create and test innovative teaching methodologies; introduce competition in teaching and learning methods; develop ICT and mobility competencies; promote perseverance and resilience as success tools; develop soft skills and use the motivational effects of robotics to excite students about science and technology. As a working model, this project will address as VET area the Robotics as the topic of Learning. This area was chosen because it is where CEPROF saw the most dramatic positive effects of the “Learning by Competing” approach. Additionally, it is an innovative digital technology that is expected to transform the European labour market in the near future, making many of the current professional skills obsolete. In the “Learning by Competing” activities the trainees work as a team, search and discuss innovative forms to solve the challenges and the problems they face and in the end of the competition the trainees share common stories/adventures that will strengthen their bindings to the class and to the school, thus increasing the motivation and decreasing the rates of early school leaving. Furthermore, the group-work within the team pushes the trainees with lower self-esteem to over-performance.Another advantage of the “Learning by Competing” pedagogy is that it often demands mobilities, which result in new social experiences and makes the trainees open to professional mobility. The 25 participants directly involved in the training programme, in the mobilities, in the pilot testing and in the competitions will be accompanied by 6 trainers. The project will develop 4 training modules on Robotics from basic to advanced level, available online in an e-learning format and free of charge. The modules will be tested and there will be 3 mobility flows to allow the participation in 3 competitions. There will be 5 transnational meetings and distance meetings, official reporting, budget control and reporting and overall management and coordination activities. In IO1 the partners will do a field research, a collection of best practices, a benchmarking analysis of existing Robotics curricula and design and creation of the structure of the Modules on Robotics. In IO2 the partners will create the training platform free of charge to host the training materials and resources. The participants will participate in the training programme and at the end of each Module there will be a mobility follow that will comprise intense training activities, pilot testing and competition (IO3). The Final Publication – “The role of competition and mobility in VET education” will provide accurate description of the project’s methodology and main conclusions and results achieved. Transversal activities: Multiplier Events, Quality Monitoring & Evaluation and Dissemination.The methodology implemented will be results-oriented. A Project Roadmap, a Project Management Handbook, a Quality Management Plan, a Communication and Dissemination Plan and an Exploitation and Sustainability Plan and Reports will be essential to keep the project’s activities flowing, the communication among partners effective, the quality of the deliverables high, the dissemination of the project’s results intensive, the budget controlled and the conclusion of the project on time. Beyond the referred documents, the project will also produce the following main results: the main findings and conclusions of the field research; 4 Training Modules on Robotics and resources; Training Platform; reports; better performance of the students and better multicultural skills; higher interest for foreign languages; higher motivation for mobility and interest of other schools for the teaching method “learning by competing”.The impact in participants will be the acknowledgement of the benefits of learning by competing; openness to mobility training experiences, interest for languages and technologies. The participating organisations, the stakeholders, the SMEs and the EU citizens will also benefit from the deliverables of the project and they will be active parts in the future sustainability. The transfer of these best practices to other EU countries will benefit the educational branch and the job market.

Students who are best prepared for the future are CHANGE AGENTS. OECD, “Education 2030”, 2018Encourage “open schooling” where schools become an AGENT OF COMMUNITY WELL-BEING… European Commission, Science Education for Responsible Citizenship, 2015The EU Commission, the OECD and leading learning pioneers all agree that school education should change dramatically to make students fit for learning, working and living in the 21st century.They all agree that-Students should become CHANGE AGENTS through new open schooling and taking action approaches-That schools must open the doors to REAL-LIFE LEARNING-And even that schools should become AGENTS OF WELL-BEING AND CHANGE in the communityThese are dramatic challenges to traditional primary and secondary schools that fundamentally breaks away from hundreds of years’ education.The ultimate goal of these changes, they all agree, is to make the new generations of students “change agents” in the community and in the world.They should learn not only TO BECOME change agents in school, but also to LEARN THROUGH becoming change agents in school.The SCHOOLS AS DRIVERS OF CHANGE project is based on the assumption that this can only happen to the extent that THE SCHOOL ITSELF BECOMES A CHANGE AGENT, A DRIVER OF CHANGE.The teacher or the student cannot move alone; the school needs to move.The project is missioned through practical experimentation in 5 schools from different countries to create guidance and best practice to secondary schools from across Europe wishing to engage in the process of becoming a “school as a driver of change”.The education we offer the new generations are not fit to give them the competences, skills and capacity to live and learn and work in the globalised 21st century.The world the new generations grow up in is above all characterizesd by constant change, unpredictable directions and serious local and global threats.At the same time the new generations of students are dramatically different from former generations: the young people think, live and learn in fundamentally different ways that the older generations.“Millennials worldwide are more similar to one another then to older generations within their nations.” Time Magazine, 2014As solidly demonstrated by research and by the EU Commission secondary school needs fundamental change: from traditional classroom and teacher-oriented education to real-life based open schooling through which the young students acquire the capacity to act in society, to take initiatives and to manage constant change.In short this is called capacity to agency, capacity to be “change agents” (OECD).The capacity to such agency cannot be taught in traditional classrooms, but only acquired through deep engagement in real-life and real-time challenges in the students’ local and global communities. Obviously, such new “didactics” fundamentally challenge what we call school education today.The many positive attempts to create new learning opportunities for young students have brought about a long line of useful improvements of traditional classroom didactics and pedagogies.However, they all have in common that they do not fundamentally break away from the basic axioms and discourse of traditional schooling, and therefore they have not been able to offer the young generations the learning opportunities they need.Key partners in the partnership have experimented with fundamental didactic innovation in secondary school for many years and through many challenging and hard-working Erasmus+ projects such as iYouth, iCAP, Open Science Schooling and similar Erasmus+ initiatives.The project will apply a double project methodology – innovation and progression methodologies - has been designed to accomplish its mission:an INNOVATION METHODOLOGY ensuring the proper implementation of the project innovation, and a PROGRESSION METHODOLOGY ensuring that the project at project level stepwise moves towards its results.The project consortium is composed to ensure quality implementation of the project’s major missions.The consortium includes experienced as well as new partners in EU collaboration, but also a quality assurance partner with 15 years of EU experience.The consortium is balanced between knowledge partners and practice partners, and the consortium includes partners from 7 very different countries and cultures.Key outcomes of the project are:-THE SCHOOL AS DRIVER OF CHANGE – 21ST CENTURY LEARNING FOR THE NEW YOUNG STUDENTSGuidelines and best practice for secondary schools, teachers and community-I’M A CHANGE AGENT – WHAT RU?Video documentary co-created by the secondary school student teams-HOW LOCAL POLICY-MAKERS AND EDUCATIONAL AUTHORITIES CAN SUPPORT SCHOOLS AS DRIVERS OF CHANGEPolicy paper-HOW TO PROMOTE STUDENTS’ ROLE AS PROTAGONIST IN THEIR SCHOOLS AS DRIVERS OF CHANGE INFLUENCING LOCAL AND VIRTUAL COMMUNITIES AND BECOMING GLOBAL AGENTS OF CHANGE?”Research paper