One of the most important economic sector in Europe is Crafts and small businesses, that employ more than 66% of Europe's workforce. In Europe, small enterprises and craft businesses are a prominent source of jobs and a breeding ground for business ideas. Handicrafts and Art handicraft (H&Ah) sector have a specific cultural and social value for Europe’s heritage and economy. H&Ah sector is facing huge changes due to the use of new technologies and market trend that could give new possibilities of business and job profile development. Main changes are: - increased connection to design, - new tools of promotion & selling (e-commerce& media) – availability of new technologies (for ex. 3D-Printing). A new e-commerce sector is increasing as Internet companies like Etsy (over 20 million users, including more than 800,000 stores with a total sales turnover of more than $ 700 million until the end of 2012) are helping to promote a renaissance in handicrafts in Europe and around the world. The firms provide platforms that enable individual artisans to sell their products on the web in a growing market niche. The business is booming, additionally there is also a new cultural trend of sharing on the web through blog and video knowledge and technique on handicraft. Behind this reality there is the need to share with future artisan old techniques that modern societies are losing. In the actual well known transversal economic crisis, that affects especially young people (but also adults with low ICT skills) innovative learning experiences are important to increase personal skills and self-esteem for better chance on labour market or professional career.Erasmus+ Project New Technologies for Handicrafts had the following objectives:- Offer new learning paths to the VET students in the handicrafts sector, - Support entrepreneurship and introduction of new technology in VET education and training within handicrafts sector,- Provide more effective opportunities to acquire or develop those skillsThe objectives of the project were reached by - developing the learning modules and employing the on-line learning platform to deliver those to the VET students and participants. - running the training for the VET educators of the partner organisations to deliver the training on the developed modules- by arranging spreading activities and bringing new insights on the definition of individual paths and on entrepreneurial training and self-employment as a strategy for improving the social and labour inclusion in handicrafts sector.The project was realised by the organisations from 4 countries Italy (Articity and Infolog srl), Poland (Inneo), Portugal (Epralima) and Svefi Academy (Sweden).Articity provided theoretical and practical contents to the learning modules about new and ancient handicraft’s techniques, such as 3D prints application to the artisan products. Infolog provided the on-site installation of the Moodle e-learning platform. The platform was used to deliver learning modules developed in cooperation by all the partners. Epralima, the Portuguese partner, was in charge of making a review on the Portuguese VET handicrafts sector and contributed with several parts of the learning modules. Inneo, the Polish partner, was in charge of making a review on the Polish VET handicrafts sector, producing the web site of the project, the logo and contributing to the learning module on on-line business. Svefi, the Swedish partner, was in charge of making a review on the Swedish VET handicrafts sector and make contribution of the materials to the handicrafts and business modules.The major activities realised: - development of the learning modules, - converting the learning modules into the on-line learning platform, - training staff of the partner organisations to use the learning modules- multiplier events in each partner country in order to reach VET students, educators, companies in the handicrafts sectors, culture and education authorities and spread the information about free learning resources available.Over 2000 people from the target groups were reached by the project dissemination activities.Over 300 people reached by the multiplier events. 130 registered users on the learning platform going thru the courses that lead to course certificate.24 trained VET educators who acquired or improved skills in creating and running courses using Moodle platform.230 VET-students, adult learners, course participants taking part in the evaluation activities of the produced project materials.1050 people reached thru the Facebook page.100 high school and VET students taking part in the evaluation activities of the learning modules220 users reached by Google AdWords marketing the learning platform and project deliverables (Sept/Oct 2018)Over 100 companies, Vet institutions, cultural entities, high-schools, handicrafts associations, networks, chambers of commerce, authorities reached by in-person contacts reached.

"Our project “Stand Up Against Bullying” is a cross-sectorial cooperation with 7 countries coordinated by Turkey to fight against bullying and its negative effects on education. To maximize the ultimate effect of main project activities, we started off our partnership with organizations with a successful background and experience in the project theme. Our project brings together a higher education institution, a VET center, a public primary school, a public secondary school, a youth organization, a centre for educational resources and assistance and a local/regional cultural organization. Our partnership is based on a collaborative work in an international setting to promote professional development and cross sectoral cooperation to build bridges and share knowledge between the different formal and informal education and training sectors.Cooperating with the relevant staff whose organizational profile, skills and competence, the project goals and objectives increased the impact of our project’s tangible and intangible results. As the project team, we defined key activities to raise awareness of bullying and its types. No Bullying Walk: A rally was carried out with different schools and partners to protest the bullying in schools. Slogans are said loudly with posters designed in a workshop beforehand to draw attention to bullying problem. Done in Turkey, Romania and Poland.Flash Mobs: Open-air stage performance was done in Turkey and Macedonia in sign language to draw public attention to violence at schools. Besides healthy crowds, our message was spread to people with hearing disabilities too. Sports Against Bullying: Done in Portugal. Two teams with multi-cultural footballers played against each other. Raised team-spirit and eradicated prejudices against people from different backgrounds.Story-Swap Sessions: Done at all schools. Teachers shared an anonymous introductory story about their experience and students are asked to write about their bullying experiences too. Then the stories were read aloud to emphasize that they are not alone.Workshops with Schools: Done in Macedonia and Romania. The specific sessions were to build the capacity of practitioners-teachers to implement activities for intercultural awareness.Project Presentations: Done in all countries by all the participants of the project. Also in Romania and Macedonia our partner paid visits to neighboring schools and did workshops with kids to raise them with positive attitude towards others and stop bullying.Erasmus+ Public Exhibitions: Done in Turkey, Italy and Macedonia. The materials produced during the project and the items that were collected by students during the mobilities were introduced to public. There were also posters, leaflets and booklets that were made by organizations for dissemination purposes.Surveys/Questionnaires: We applied these questionnaires first to students and then teachers to see what extent they are familiar with the term ""bullying"".We exchanged our experiences and good practice, carried out peer learning activities and workshops, attended 5 LTT activities and searched for ways to appease the aggression at schools. Questionnaires, interviews, observations and assessments helped us measure our performance.Dissemination was intensive and regular. We undertook a targeted and wide dissemination of our project’s tangible and intangible results through offline means such as making news in school magazines, and press statements in local newspapers, internal meetings and team sessions, utilizing audiovisual materials developed during the project and using online tools such as project websites, social media networks and organizational websites. Target groups were students, educators, school administration, parents and local authorities. They are now more enthusiastic to initiate new European projects. Thanks to proper information provided during the project, they are now able to figure out the extent, seriousness, and dynamics of bullying. They understood the roles of people involved in bullying. They are able to put into practice effective strategies to prevent bullying and deal with early bullying behavior at schools. The digital competence of people involved in this work were increased. There is now a more positive attitude towards the European Projects as they provide the opportunity and recognition of the EU values. Our enterprise made everyone inspired for starting anti-bullying initiatives in their areas."

Project aims at finding solutions to the problem cyber bullying nowadays rapidly increasing among teens and children. Most of the students exposed to cyber bullying had psychological problems , sometimes left the school and even some of them committed suicide. This project has a total of 9 organizations . These are Vahide Aktug Secondary School ( Turkey) , Automotive Industry Exporters Union Technical and Industrial Vocational High School (Turkey) , WSBINOZ ( Wyzsza Szkola Biznesu i Nauka he Zdrowiu, Poland) , EPRALIMA ( Portugal ) , EURO- NET (Italy), AIJU ( Asociacion de INVESTIGACION INDUSTRIE DE LA del Juguete , CONEXAS Y AFINES , Spain) , in Emergent Cooperazione of Paea (Italy), Glafka sro ( Czech Republic ) , IDS Institute ( Portugal ) .When selecting partners, we take into consideration that partners should have worked previously on violence , or be an expert in ICT or be sensitive to combat against this problem and have the knowledge and skills required to perform this project. Since cyber bullying is seen mostly on high school students, we have cooperated with two high schools. Among our partners there are private university to help us with the evaluation of results of scientific research and analysis to help and a few non-profit organizations to help with technical support for software. In addition, selected people in the organization are experts in various fields ( teachers , Educators , engineers, computer scientists , prychologists , pedagogues , etc.).The project has organized a variety of activities . The activities planned for this project can also be seen in earlier projects on Cyber Bullying Project . There will be some actions against cyber bullying on both social networking sites and in everyday life. Drama Education for creating awareness on cyber-bullying and develop empathy , traditional shadow or Puppet characters consisting of Animation / Game Software for creating awareness and conscious on cyber-bullying and various competitions will be held. furthermore, school discipline rules will be created on cyber bullying. For drama education, school discipline rules and developed software scientific methods and techniques will be used. If our project takes place; developed school discipline rules against cyber bullying, drama training and software will be a model for other schools . All the outputs of the project will be shared with everybody with no charge. The future researches and the results obtained will be shared with related people (researchers, teachers, administrators, faculty members) and the senior officials in the institutions by dissemination activities. We are also planning to write an article on the scientific studies we will carry out.

The level of violence in the classroom is a new phenomenon that reveals a change in the socialization of our students from early stages. Public administrations, schools, families ... seek its eradication by various methods. The commitment of our center is being important in this topic, developing many activities and taking measures so that awareness, integration and coexistence win the game to the bullying in our environment.For this transversal purpose, vocational training students and teachers from countries with different realities (Slovenia, Turkey, Portugal and Spain) have unified their work to offer as a result of the project a collection of digital tools with examples and tutorials of use, that allow other interested centers to use and create applications with different technologies and with a personalized subject according to their requirements and social needs. In this way, the partnership consists of the following partners, specialized in each of the technologies developed: - Solski Center Novo Mesto (Slovenia): specialized in advanced audio and video editing through Audacity and DaVinci Resolve.- OIB (Turkey): specialised in robotic programming with Arduino components - Epralima (Portugal): graphic design and 3D modeling with Unity 3D - Aiju (Technological Institute, Spain): support and training for the rest of the centers based on their experience in application development. Specialized in augmented reality and virtual reality. - Sant Roc: project coordinator and 2D animations and video games developer via Construct2D.Complementarity between the partners has been vital for the development of the project, which has consisted of transnational training provided by the AIJU technology institute in Spain to consolidate knowledge about the technologies worked, and 5 transnational meetings, necessary for the planning and monitoring of tasks under the agreement of all partners. As a result of the project we can consider in the first instance the resulting intellectual products: - O1: eLearning platform with tutorials on the technologies treated, adapting templates of use so that interested teachers can learn about their use and use them / personalize them.- O2: A database with 48 templates of social issues editions prepared for implementation in schools. To emphasize as a non tangible result of the project, the extension of the digital capacities of the students developers of the applications, for which it has entailed an extension of the curriculum of the subjects studied in its Vocational Training Course with the intention of updating the contents to the reality demanded by the current labor market, at the same time as obtaining a product competent in the social field for the management of the multiple intelligences (inter and intrapersonal) with the students of early educational stages, in which to apply preventive techniques that help to maintain a climate of tolerant and inclusive coexistence in the schools, working with bullying as one of the main topics.In terms of dissemination, all social media of interest have been used, generating great impact both on teachers and students in terms of the digital skills developed, but also on the rest of the educational community and other interested social agents, due to the social dimension addressed by the project and echoed so much in the media.The sustainability of the project is supported by the maintenance and updating of both the learning platform on which intellectual products are offered, and the project website, with information on the development of the project, for a minimum of 5 years since its completion.