With this project;Manisa Guidance and Research Center (GRC) staff in particular, including,Special Education Teachers working in GRC and Psychological Counselor/Guidance Teachers, teachers working in the field of Special Education, parents of disabled individuals, in all districts, a total of 3,042 disabled students in order to overcome the problems related to sexual development is aimed to make training and Information Studies.As part of the development of sexual changes and developments, especially in the transition to adolescence manifests itself. Sexual problems that are transmitted to us both by families of adolescents with mental disabilities applied to our institution and that are seen in the social life that we observe from time to time during the diagnosis process and the social activities that they participate in and in the home life are attracting attention. In adolescents with mental retardation, the concept of special zone is not fully seated, in social environments, special areas of touch or others, inappropriate speech, such as contact is often faced with situations. In addition, this behavior makes individuals with special education more vulnerable to abuse poses another important danger. In such cases, the lack of sufficient theoretical and practical knowledge to properly inform and direct the disabled individual and his / her family leads to inadequate solutions to the problems experienced. Therefore, the purpose of this project is to educate the educators working in our institution who are at the beginning of the process with the diagnosis of specially trained individuals on sexual education of mentally handicapped individuals in adolescence and to meet the deficiencies and needs of both the other field employees and the parents and students in this field.Guidance and special education teachers participating in the project will plan training seminars and carry out exemplary activities in special education schools and other guidance and research centers outside the Central District, which are equivalent institutions providing education and training in the area of special education throughout the province after EU field visits and studies. In this sense, they will contribute to both the professional and personal development. With the work to be done, it is aimed to change both at the level of students and parents and teachers. At the same time, change and development of educational institutions will be an example to other institutions. ACTIVITIES1. Determining the quantitative data and ratios of disabled individuals in the regions where they are located. Implementation of the knowledge and attitude scale on sexual education of disabled children for disabled professionals and disabled families. The scale of knowledge and attitudes developed by Poland and applied to fifty teachers and parents in all countries. Evaluation of results by Poland 2. A workshop will be held under the leadership of Lithuania on the development of a common methodology for the development of a programme for the education of disabled individuals for their sexual education. In this workshop, we will try to determine which subjects should be in the content of Education.3. A curriculum on educational content will be established under the leadership of Poland4. Under the leadership of Italy, a training program will be established by adhering to the curriculum created.5. Under the leadership of Germany, training activities for project partners will be carried out by adhering to the educational content created.6. Implementation of the necessary procedures to promote and disseminate the training program, implementation of the preparation of the website by Manisa Governorship7. Transfer of training program for all psychological counsellor and guidance teachers in Manisa province by Manisa Guidance and Research Center 8. Transfer of the program for special education teachers working in special education schools and special education schools in Manisa province by Öğretmen Şükran Bilginer Education and Practice School

The project aims at stimulating curiosity, innovative ideas and awareness about general consumption, waste production and therefore reuse of waste material among the involved educators. The main goal is to create a partnership for a better awareness of the target group educators working with vulnerable group - prisoners in the areas of sustainable development, environmental issues and reuse of waste material.The main result of the project is to disseminate ideas to reuse waste material to as many educators as possible and to the general public. The project will establish a consortium of partners working in different fields and performing different activities for vulnerable target groups. Our end users are prisoners. This will increase the competences and expertise of educators to work with end users (prisoners) and introduce them to innovative working methods. This will allow prisoners to:- gain new competences,- higher employability,- positive self-image,- raising the quality of life inside the prison.The project is recognizing the need for new teaching methods and forms of work for the target group and to raise awareness of consumption habits and waste production. In its annual report 2018, the Ministry of Justice, Administration of the Republic of Slovenia for the Execution of Criminal Sanctions, states that education can assist in the rehabilitation process and reduce the negative effects of imprisonment, and that special attention should be paid to education.For these reasons, our project idea aims at four goals:1. Provide educators with new skills that they can pass on to end users (prisoners).2. Pilot implementation at the prison in Lithuania.3. Issue a handbook on reuse of waste material.4. Exhibition.We would like to establish network of re-use centers and prisons; in which we will provide prisoners with newly designed educational workshops.The main purpose of education is to overcome the lack of knowledge about environmental issues, the impact of an individual's actions on the environment and the behavior itself. In this way, we aim to motivate participants to take action, thereby achieving a change in environmental awareness that is expressed in environmentally friendly behavior.The objectives of the project are:1. To develop a handbook for educators on how to reuse waste items2. To improve the competences of educators to transfer knowledge in the field of re-use and environmental awareness3. To promote sustainable lifestyles and consumer habits by introducing the 3R concept (reuse, repair, reduce)4. To organize learning workshop for educators and a pilot implementation in the prison5. To provide guidance on more diverse teaching techniques, innovative methods for educators to work with prisoners6. Strengthen the engagement and professional development of educators7. Testing innovative practices that will prepare educators and end users to become real actors of change (3R concept - reuse, repair, reduce)8. Raising awareness of the target group of educators and end-users (prisoners) to develop social and work competencies in the circular economy - empowering them to live in scarce resources

Skillability is a in initiative which is based on project partners' expertise, shared values, commitment to equal opportunities and to design and development of innovative education-based solutions. We are well aware of the specific challenges that many people with disabilities need to overcome in their lives. Many such challenges are in the focus of national and regional policy measures, and within the EU there are a number of common frameworks on coordinated policies and strategies. With Skillability, we are addressing a niche group withing the wider group of people with disabilities: people with talents or skills which can, if supported, become for them an additional source of financial income, contribute to the development of entrepreneurial attitudes, open the road to greater financial independence, reduce the reliance on the social systems, facilitate the return to formal or non-forma education and training systems, provide direct opportunities for digital training in developing new skills and partial qualifications, extend their contact and social networks, help reduce the impact of inaccessible physical enviroment and geography-based challenges.We intend to create a digital platform where people with disabilities can present their talents, skills or products for the visitors of the platform - individuals and businesses - to purchase or to support in other ways. The platform will be people-centric with its main property being a solid centerpiece of a wider and more comprehensive support infrastructure. This infrastructure will consist of specially-deisgned digital training courses focusing on: Personal presentation skills, Digital sales, Product presentation (incl. copywriting, graphics and video), Terms of service in the digital world, Remote services, Logistics and delivery (National/International), Pricing and promotion, and a range of additional topics and subjects which will come up from the direct work of our organisations with the target group of the project. The platform will be focused on bringing the two parties in a typical marketplace together, but in a spirit of support and common purpose. No payments will be made through the platform - all purchases and other support will pass through other standard secure channels for this, and Skillability is not designed to be a commercial platform.We will develop a comprehensive methodology for individual needs' assessment and for designing individualised training paths for each Skillability platform member. A team of trained mentors in each country will then work with interested people and help them on the platform. We expect that this work will also include the various stakeholders in this very specific field - these could be parents or other family members, the immediate support network of the candidate, their case social worker, their doctors, physical or occupational therapists. We will then, based on a thorough assessment and the personal plans and aspirations of each participant, carry a complete training needs analysis and develop an individual training path for them. The training will be a product of the collaboration between key licensed education and training institutions and organisations who have joined the project, and who stand by to develop further digital training courses and resources for Skillability based on the aggregated results from all training needs analyses.To further support the Skillability initiative participants, we will carefully construct and anthology of stories, successes and failures, personal stories and achievements. This will be used to shed light on the potential, on the capabilities, and away from the disability. We expect that such a collection can have an imprtant inspirational and motivational effect for many others - in particular in countries and societies where a disability is still largely a drive for stigmatisation, or where there are still significat obstacles - physical and otherwise - to successful and seamless integration of all people with disabilities in the economical, social, cultural and educational systems.

Social enterprises are an important driver for inclusive growth and play a key role in tackling current economic and environmental challenges. It is estimated that they employ some 14.5 million people, 6.5% of the workforce in the European Union. The European Commission has given support to the development of social enterprises and in 2011 has launched the Social Business Initiative. Yet, only eight countries (Bulgaria, Greece, France, Italy, Luxembourg, Slovenia, Sweden, and United Kingdom) have a policy framework in place to encourage and support the development of social enterprises. In addition, “the lack of business support and development structures, training, and workforce development” is one of the five main barriers faced by social enterprises, according to the first in-depth study on mapping social entrepreneurship in all member states commissioned by the European Commission. This barrier in training and support was also identified in a report by Richardson (2013) commissioned by the School for Social Entrepreneurs (SSE), which brought together public authorities and social enterprise organisations with extensive experience of developing strategies to support social enterprises. SENSCOT (2015) has made the following recommendations to policy makers, in terms of start up support and training: • Start-up support should be provided at two levels: mainstream business advisers should be capable of giving initial advice, and should signpost potential social entrepreneurs to a specialist support infrastructure, well linked to existing federal and support bodies of the social economy• Training for social entrepreneurs should focus on leadership• Training support should be provided that is appropriate to the enterprise life-cycle; start-up support of should include new business creation but also also worker takeovers and growth plans, include diversification, replication, acquisition and stronger relationships with conventional enterprises.• Networking capacity of social enterprises should be geared by supporting scaling and replication mechanisms such as social franchising• Social Impact Measurement methods which provide an evidence base should be supportedThe project aimed to address the lack of business support and development structures, training, and workforce development by developing an online incubator for social enterprises where they are able to offer technical support, training and achieve knowledge transfer from the most advanced countries/regions (UK, Germany) to countries with least experience (Cyprus) but also by creating a common curricula for the managers and trainers of these support structures, which will include thematic units as SENCOT has identified. The recommendations made by SENSCOT were:• Social Entrepreneurship (for mainstream business advisors)• Leadership for Social Entrepreneurs• Social Impact Measurement Tool• Social FranchisingOne of the essential outcomes of this project proposal was access to greater mobility across the EU alongside the formal recognition of the lifelong learning that this will bring. New initiatives in training and business will support models for social businesses and were generated through this initiative. New strategies for successful and innovative delivery were developed and shared across the project teams. The project was in line with the General Objectives of Erasmus Plus, which is explicitly, the implementation of the EU2020 and ET2020 strategies and the EU HE Modernization Strategy of 2011, with particular emphasis on capacity building, harmonization of training and the development of strategic partnerships. The project was also committed to the Priorities of the 2015 Call especially the priorities previously identified and in addition: the development and ultimate accreditation of basic life skills as well as transversal skills such as innovation and creativity, working with under-represented groups as part of a commitment to Equality and Inclusion, and using new and innovative approaches to teaching and learning. The conceptualization of the project owes much to the social inclusion dimension of Leuven and Louvain-la-Neuve communiqué (2009) and the Bucharest communiqué of 2012 with its emphasis on providing higher education for all, enhancing employability and strengthened mobility.The project aim was to develop an integrated pan-European approach to the educational and training support of social business in all of its forms.

"In line with the Strategic Framework for European Cooperation in Education and Training and the Education and Training 2020 Forum on the implementation of this framework within the new European priorities in education and training, higher education systems should boost the knowledge economy and respond to labor market needs and contribute to the demands of a changing labor market by raising skills and applying innovative approaches to improve the relevance of curricula by enhancing the transition to the employment of university students, as well as promoting gender equality. The EU estimates that there are 900,000 unfilled technology jobs by 2020. In this context, improving the development of high-quality education in technical careers is the basis for the full achievement of the Innovation Union and the European Research Area. In the field of technical careers, a series of shortcomings have been detected in young professionals, since the existing gap between European labor market needs and the competencies that are being developed through academic programs. The labor market demands skills in more multi and interdisciplinary profiles and the curricula are lagging behind these expectations by not fulfilling these necessities. At the same time, in the field of design careers, while design methods and tools have increasingly become a channel to achieve transformation and integration of cross-sector achievements, a debate on the ability of the design curricula to provide itself with the capacity to fully respond to the ever-evolving demands of the changing society and labor market has begun. It is necessary to adequately ""adapt"" and equip students in these technical careers with a wide range of capacities and skills by applying an inter and transdisciplinary (and innovative) approach that promotes going beyond the multidisciplinary (and traditional) one and therefore, seeking interpenetration between disciplines thus generating new knowledge and methods. On this basis, the approach of INNO-TEC-LAB is twofold: firstly, to advance technical careers by enhancing the relevance of curricula in adapting to current labor and societal needs, secondly, to set-up a joint undertaking in educational and methodological innovation cross-careers. The main objective is thus to create and validate a model based in interdisciplinarity to support innovation in the field of design in technical careers through a network of innovation laboratories that will be connected to each other and will serve to improve learning tools, knowledge exchange, training of learners and researchers. A community of laboratories will be created through which the necessary tools will be developed and an approach and learner-centered model in the field of design to technical careers will be adopted. This framework will have an interdisciplinary perspective that will enhance the capacity of students in these careers and help develop high-quality competencies focused on learning outcomes, and other transversal skills. As a result, it will encourage the development of a change in curricula to equip students for the European labor market and its growing digital needs. In addition, the project will also have as objectives:-To initiate the creation of a transdisciplinary framework through careers-To develop a digital platform that connects innovation laboratories and facilitates the generation and exchange of knowledge The target groups of the project will be students of technical careers, teachers of the HEIs, staff related to them, related companies and Public authorities, policymakers, and the business sector.The project involves 7 entities from different fields (universities, non-profit associations specializing in education, training entities) from 6 different countries in Europe (Italy, Poland, France, Lithuania, Netherlands, and Finland) Four intellectual outputs will be developed in the project:- INNO-TEC-Lab learning module- Online ""train the trainers""- INNO-TEC-LAB courses- Creation of a platform of innovation laboratories 2 multiplier events will be developed at the European level that will help the dissemination and extension of the project activities and the sustainability of the project after its completion.A digital platform will be developed to help connect the innovation labs and facilitate interaction between teams for knowledge generation and exchange. The innovation laboratories will host pilot activities to test and validate the new academic approaches and feed results back into the transnational research platform for the enhancement of the curricula, methods, and tools. The international network of innovation laboratories will summarize the findings, paying particular attention to the gaps that curricula cannot complete without taking a step further in the methodology. These elements will be the basis for the conceptualization of a new transdisciplinary framework for higher education."