“We Can't Stand Losing One More Student”Early school leaving (ESL) is a multidimensional and complex problem. It is the result of personal, social, economic, educational or family-related reasons. Schools play an important role indetermining ESL. However, schools should not try to solve the problem by expelling such students. Reducing ESL will help young people participate in the labor market and contribute to the solution of a significant problem that leads to social exclusion of a large number of young people.Lowering the rate of early school leaving in Europe by less than 10% by 2020 is one of the educational objectives of the 2020 European education Strategy. The investment in the success ofyoung people in education is very important for the employment of every young person.5 high schools from all over the Europe came together and prepared this strategic partnership project. Partner schools will cooperate in this project to solve the early chool leaving problem at a basic level. They will analyze the common problem. They will carry out improvement activities on the basis of social activities, student-teacher, student-school, student-society, student-parent, parentschool relations.The main purpose of this project is to reduce the number of early school leaving students, to increase students' motivation and to find new methods to create a more supportive schoolenvironment.Project activities include; sharing and analyzing good practices, and adapting these good practices to each partner's own training environment. Our project activities are aimed at reducingearly school leaving by providing a successful learning environment for all students. Students should feel comfortable and supported in the school environment, owning their own learning environment. This is important for the student's emotional, social and educational development and the overall management of the institutions. For a successful learning environment, teachers should play a facilitating role in learning. Teachers need improved opportunities for continuous professional development in education, as well as access to these opportunities. Our project will provide this opportunity for partner school teachers.In our project, the reasons for early school dropouts in partner schools were first investigated, and ESL rates in partner schools were determined. Accordingly, LTT activities and contents were determined. The coordinator school, Camlıdere CPAL, has an ESL potential of 33%. The rate of ESL is 22% within our Portuguese partner school. The rate of ESL in the Italian partner school is 22%. The ESL rate within the Romanian partner school is 17.5%. The ESL rate in the Greek partner school is 40%.)5 LTTs will be organized in our project.1st LTT:(Early school leaving (ESL): A big problem!): ): It will take place in Turkey with the participation of 3 teachers from each partner school. Duration is 5 days.2nd LTT: (Motivation to increase the participation and academic achievement of early school leaving students in the risk group): It will take place in Greece with the participation of 6 students and 2 accompanying teachers from each partner school. Duration is 5 days.3rd LTT: (For early school leaving, STEM is a remedy!): It will take place in Portugal with the participation of 4 participant teachers from each partner school. Duration is 5 days.4th LTT: (Parliament of European Educational Affairs): It will take place in Italy with the participation of 6 students and 2 accompanying teachers from each partner school. Duration is 5 days.5th LTT: (Art Workshop Works): It will take place in Romania with the participation of 6 students and 2 accompanying teachers from each partner school. Duration is 5 days.In our project, the number of participant students’ mobility is 72, the number of participant teachers’ mobility is 28, and the number of accompanying teachers’ mobility is 24.As the target group in our project, we have selected students who have little opportunities and have not been noticed. For this reason, we have identified our target audience as those students are in danger of early school leaving. In addition, the parents of students, at risk of early school leaving and teachers, who need guidance on innovative methods to deal with these students, are included in the target groups.In the long term, we aim to disseminate the project to all relevant people and institutions that play a role in the education and social life of students. These are teachers, families, peers, each equal educational institutions, local schools around the partner schools, local authorities, the public, local, regional decision-makers, national and European social media users. We believe that our project results will have long-term effects on our schools, education, economy and society through dissemination.

CONTEXTInnovative learning and teaching, more precisely the successful use of technology can improve the abilities of this century. The web society is influenced by the spread of cell phones, iPads or tablets. A wide use of these equipments can be observed in schools, although most European countries are not yet proficient in using mobile applications. Moreover, even if there are a few schools where suitable devices exists, teachers are not yet prepared for using these tools and that is why they prove to be useless.The starting point of this project is the fact that we want to observe different schools in European countries and the way and the level of mobile learning and innovation inclusion into the learning-teaching process. Since a small part of the schools have just started to know the technology based teaching process, it is important to get acquainted with the huge variety of mobile applications.OBJECTIVESStarting from the project activities at a local level, but also at a transnational level, we focus on the following objectives for teachers:- acquire knowledge concerning mobile applications, Google tools;-improve digital ability;-improve working on digital devices;-develop self-trust in using technology during the class;- improve the self-sense of initiative and creativity;-establish cooperation skills and communication ability;-improve the perspective on different societies;The activities we propose allow us to focus on aims for students:-to improve digital skills for educational purpose;- to develop their enthusiasm for learning; -to develop cooperation and communication skills;-to improve the self-sense of initiative and creativity;-to improve working on digital devices for educational purposes;-to communicate with their colleagues and share different knowledge;-to improve intercultural ability and cultural appreciation.-to enhance intercultural competence and cultural awareness.ACTIVITIESLTTA1, short-term joint-staff training – class on the use of mobile devices, apps, and Google tools for educational aimLTTA 2 is a student exchange with the theme “Google tools used in the class.” LTTA3 is a student exchange that has the same procedure as LTTA2. The topic refers to web 2.0 tools and mobile apps for collaborative learningLTTA4 is a student exchange with the theme “web 2.0 tools and mobile apps for content creation”LTTA5 is a student exchange with the theme “web 2.0 tools and mobile apps for assessment”LTTA6 is a student exchange with the theme “game-based learning”.Each country will create an activity that will be applied to the students previously each student exchange.PARTICIPANTSTwo primary target groups are included: teachers and students. Students between 16-17 years, both boys and girl, who come from vocational or general education high schools. 20 students from each country involved will directly take part in to the transnational activities. The rest of them will take part in the post exchange events. From the teachers group, 52 teachers will take part in the transnational activities as beneficiaries in LTTA1 or as accompanying teachers in LTTA2-6. They can be teachers of different subjects, but most of them will teach IT, science, language or Maths. IMPACTTeachers and students will start using mobile applications and tools in the learning and teaching process, which will represent a benefit for the entire school, as they will become more dynamic and they will develop their skills in the use of present day strategies. Classes will become more intuitive and participants will turn out to be more stimulated and involved in the educational process. All these will have positive consequences for the whole school after the dissemination of project activities and results. Taking this into account, more teachers are expected to be motivated to use present day technologies in their classroom. Schools will be prepared for the requirements of the 21st century; they will turn out to be more tempting for students and will be able to start new partnerships with nearby institutions in this field. The use of modern tools will turn out to be more captivating for both teachers and students. RESULTSMeasurable and non-measurable results will reveal at the end of this project. All those who will take part will be more determined to use technology in the teaching-learning- process. Students will find schools more captivating and able to educate students for this century’s requirements. The measurable outcomes of the project are represented by the reports concerning the use of mobile application in the learning-teaching process, written at the beginning and at the end of the project. These reports will include the initial situation for every school, the sets of questions for students and teachers, training materials, means of getting feedback from those involved, activities, lessons designed by all the partner schools based on the teamwork of each exchange, etc.

According to the European Commission, there is a “need for every citizen to have at least basic digital skills in order to live, work, learn and participate in the modern society”. Various initiatives aimed at increasing training in digital skills for modernising education across the EU and harnessing digital technologies for learning need to be taken.Moreover, according to the European Union “the increased mobility between EU countries and the rising number of third country migrants and refugees coming to the EU in recent years have contributed to greater (linguistic) diversity in European classrooms. … Multilingual schools are not a new feature of Europe's diverse and complex linguistic landscape”.In addition, teachers are expected to be highly educated and to continually improve their skills. Learning and teaching online through network technologies provide great opportunities to both teachers and students. This project is an international synergy between 6 European organisations from 5 European countries who share the challenges. All the partner organisations wants to improve their knowledge and performance of their teachers and educators. The aim of the project is to modernize teaching practices through updating/upgrading teachers’ knowledge and skills. To achieve this aim, the following objectives have been set:-to increase the professional development of teachers by means of 3 Short-term joint staff training events-to provide teachers with the required skills and competences to succeed in their teaching process-to develop transnational cooperation in the field of education by exchanging good practices and experiences between partner countries-to introduce the concept and potential benefits of using digital tools in teaching, applying CLIL method and using online learning effectively-to improve communication, interaction, cooperation skills of participants especially in an international environment -to improve language skills of participants-to introduce participant to the cultural environment of other partner countries-to strengthen the feeling of belonging to a European community-to strengthen the networking among partners by developing a website, including best practices in the topics of the ENGAGE project,-to launch an awareness-raising campaign aligned with the topics of the ENGAGE project.The project target groups are teachers, trainers, educators, digital technology experts, local authorities and other stakeholders involved in education.

“Teaching and Learning Arduinos in Vocational Training” Technology is developing very rapidly day by day. It is a fact that technological developments force a human to develop himself / herself continuously in his/her profession. More than any other field, electronic and information and communication technology are developing more rapidly. These developments have led to the production of more complex control systems. Arduinos are now used to control these complex systems. Since we are educational institutions that teach technology, we have to follow the developments in the world. “Teaching and Learning Arduinos in Vocational Training” Project aims to adapt arduino applications to vocational training and to develop a more efficient training set and a guidebook for the laboratories and the workshops of vocational & technical education students. The main objective of this project is to develop a good practice guide book and a Arduino training set, to introduce arduino training models to other participants during their visits to the host country, to compare different educational systems and training methods with other participating schools and to share best practices.Participants of the projects; electrical, electronic, ICT, automation VET teachers. Participants are teaching arduino in VET schools. There are one coordinator and a total of 4 partners in the project and partners are vocational schools from Turkey, Italy, Romania, Austria, Greece. The total number of mobilities in the project is 40. A total number of 5 TPMs will be realized throughout the project and each partner will participate in each TPM with 2 participants. One TPM will be held in each country. With the project activities, it will be ensured that the best practices will be shared for arduino teaching and the partners will adapt them to their educational environments. The project partners will produce Arduino experimental kits and a best practice Guidebook. Our project activities aim to provide a successful learning and teaching environment for all VET teachers and students. As a condition of successful learning, teachers need to strengthen their role in facilitating learning. Teachers need new experimental kits and modules for innovation, teamwork, feedback and evaluation. Teachers should be given this opportunity for continuing professional development. Main outputs of the project are; an Arduino Training Set for arduino lessons in vocational education and a GuideBook for this set, a project website, a project DVD.The methodology to be used in the execution of the project is “Make-Develop-Share”. In our project, good practices will be made first, then developed, and finally shared. Everything is open and transparent in our Project. Each task and responsibility will be recorded or written in the project. The products of the project are not only written or documentary products, but also a practical Arduino training set and kits. In the long term, we aim to disseminate the project to teachers, students and vocational education schools, local educational institutions, electronic and ICT labor market. We believe that the results and products of our projects will have short and long-term impacts on vocational education and labor market by the dissemination activities. The total budget of the project with 5 partners is 59,000 Euros.

"The 24-month project "" Energy Helps Strong Economy "" was established in association with Italy (coordinator), Macedonia, Poland, Turkey and Portugal. We have started to see the effects of the destruction that we have done to the world for decades. The amount of cars, the changing demands of the exponentially rising world, the madness of waste, utilization and unaware usage of energy capital making the planet a dangerous place to live. Since electricity requirements increasing every day, fossil fuels exhibit symptoms of accelerated failure. We aspire to raise potential scientists with higher added interest, such as green energy sources, sustainable energy production and usage, share best practices in this area, improve curricula, improve innovative technologies, increase awareness, asking, logical thought, by developing a series of schools in various states in Europe. Our goals are to provide participants with more knowledge, expertise and expertise in the European perspective on sustainable energy sources (solar power, wind power, hydro energy, geothermal power and biofuels) and to build eco-friendly ways of solving the energy crisis; to encourage future consumers to be conscientious citizens and to generate work options in science.Creating implemented best practices in green energies, studying innovative teaching techniques and incorporating them into school curricula; creating big-quality online access tools and expanding them globally through collaboration at European level.The primary population are students between 14 and 18 years of age and educators. The total amount of movement is 100 learners and 40 educators. Major tasks include: meeting collaborators on the eTwinning web platform, project launching day celebrations, conferences, visits to Wind Turbines Park, modeling automobiles utilizing Fusion360 and Arduino, developing wind power roses, Wind Turbine Design Contest, constructing solar stoves, laboratory by scene, Solar Car Race, fingers-on solar cell formation, School meetings, platform for student groups, constructing a photovoltaic and solar household warming network, developing ' Don't Let the Streets Be Frozen with Hydroelectric Power 'Creating apparel including solar cells in the design sector, creating a broad design of sun villages, researching biomass power, laboratory on ""Biogas; energy from junk,"" tracking pellet development and the Oil Fair. Every main individual is accountable for the project planning in their school. The project leader is at the center of the group. Every school must behave according to the working scheme;The predicted outcomes are as follows: students will improve their expertise in listening, reasoning, interviewing, issue solving and creativeness; they will obtain knowledge, abilities, expertise and understanding at European level in the area of clean energy sources; they will aspire to make smart use of energy resources; they will assess their successes in creating ecologically sustainable green technologies so that they will be curious for the energy zone. Participants will develop innovative approaches and strategies through the exchange of knowledge between collaborators, achieve better learning results and bring a foreign aspect to the program as a product of collaboration and alliance.People involved would have the ability to hear about clean technology policies and strategies in various schools. Children will have the ability to engage in the same events and to interact with their European peers; they will acquire more expertise and experience in the area of wind energy. Students ' studies, analytical thought, problem-solving and imaginative skills would improve. Students are involved in sustainability problems, will actively utilize carbon capital in the future and will further recognize the value of green energies. Involved people can improve their personal ability through the flow of shared knowledge and good practices between coworkers.Professors in partnership schools would utilize and improve curricula as open-access green energy tools, the Learning Program for Students and professors of Clean-up Technology and effective practices in their classroom for several years to come. Children will use their talents such as innovation, issue-solving, challenging, analytical thought and understanding of sustainable energy in their future learning or professional life. We will proceed to collaborate with our partners, discuss the findings with them and carry out specific practices. At the completion of the project, our efforts can be posted by the collaborators on the project social media pages.As an effect, the success of the project and its operations would improve the potential of our schools and they will be more recognizable; professors and students would be better prepared at European level."