"<< Background >>The rapid increase in digitalisation across most sectors is greatly affecting how professions are changing and what skills will be needed in the future in the world of work 4.0. There is a need for change in training contents as well as training methods; and teachers in the VET sector find themselves at the forefront of these developments. While most teachers must increasingly bring innovative approaches to teaching and incorporate digital technologies into their pedagogical practice, for many VET teachers the effects of increasing digitalisation are twofold: various forms of digital technologies have become the subject as well as the medium of their teaching methods. Thus, there is a high demand for VET teachers who can not only teach these new subjects effectively, but who also have the necessary knowledge, skills and competences to promote the establishment of successful digital learning environments in schools. The current COVID-19 crisis has only intensified the visibility of this need and highlighted some of the challenges VET teachers are facing. The VET sector, like other areas of education, was one of the most affected sectors - many institutions did not have the equipment or infrastructure to provide online teaching, and teachers were often not sufficiently prepared. In the European context, the use of digital learning technologies in the area of Lifelong Learning varies considerably and progress is uneven; though, most countries had room for growth. And despite various national and international initiatives in recent years aimed at developing training and qualification opportunities for teachers to build these skills, there remains a great need to support teachers in developing their digital skills and competences. While the shift towards digital education has been part of general school development policies and European and national initiatives and funding for some years now, the current COVID-19 situation has revealed that there is certainly room for improvement. Many teachers were more or less forced to (re)design or update their teaching materials and use digital technologies to varying degrees. The situation accelerated the process of switching to or incorporating digital technologies in the classroom, even though some teachers did not consider themselves ""ready"" for it. In many cases, this was done in a completely unstructured way and without regard to pedagogical approaches or methods; often, digital teaching was just delivered ""as well as possible"" because otherwise it would not have taken place at all. As a result, the situation revealed great differences between VET teachers’ capacity to facilitate online teaching; some have little to no previous experiences in using digital education tools while others can already use these confidently.<< Objectives >>DigiPath responds directly to the challenges faced by the VET sector and its teachers with regard to the increasing digitalisation; its main aim is building VET teachers’ Digital Education Readiness (DER), by developing an Open Education Resource (OER) in the form of a blended learning course, incorporating Learning Paths for learners with varied levels of digital readiness and skills. Approaches aimed at advancing digital skills must centre on the more comprehensive concept of DER, which goes beyond digital skills development to include people's beliefs and attitudes about their skills and the use of digital tools. The concept of DER encompasses more than just preparing and training educators; it is about improving the individual attitude towards and willingness to engage with digital learning tools, which ultimately lead to success in digital education. In a structured approach, the project team will develop modular Adaptive Curricula that will equip VET teachers with digital competencies and skills as well as familiarize them with innovative digital educational tools and approaches. The Adaptive Curricula aim to build the DER of VET teachers by improving their attitudes towards digital teaching environments and promoting their willingness to engage with digital technologies. Multi-layered entry points facilitate access to learners with different levels of DER; hands-on activities demonstrate the practicality of digital learning technologies and show how easy it can be to create innovative and appealing learning materials. In addition, VET teachers will experience first-hand how digital technologies can reduce overall workload (e.g. in terms of administrative tasks or learner support). DigiPath will demonstrate lightweight educational offers that can be seamlessly integrated into the daily routine of VET teachers, taking into account their specific work setting. DigiPath recognises the multiplicities of different sectors and regional or national contexts. Consequently, the transferability and applicability to various contexts is a major objective of the project. To ensure all projects outputs can be (re)used in multiple contexts, an effective transfer concept (in the form of detailed guidelines) will also be developed and shared widely.<< Implementation >>To ensure that all project results meet the needs of the target group, a thorough needs assessment will mark the first activity to be carried out by the project partners in their local vocational training institutions. Further activities include the creation of Adaptive Curricula, the collection of teaching-relevant digital tools and/or resources to be included in these curricula, the configuration of a learning management system for implementing the curricula, the piloting of the curricula and the creation of guidelines. All partners will be involved in these activities, at least by providing input in the form of content or feedback. In general, all project partners will be involved in common project management, administration and dissemination activities and will participate in meetings and regular exchanges between the partners.<< Results >>The main project results will be the Adaptive Curricula which can be implemented in an OER in the form of blended learning paths. These curricula take into account the specific needs and concerns of VET teachers and institutions. Further, the project will provide guidelines and a collection of learning materials which assist VET institutions to adapt the Curricula to their own needs and facilitate a localised version of the blended learning course. The course is primarily aimed at building VET teachers DER. Integrated on the learning management system Moodle and implemented in blended learning courses, these adaptive curricula support various learning strategies that will allow learners with varying educational and occupational biographies to access material from multiple entry points. The blended learning course will use innovative teaching methods and technologies; thus, they already offer a first-hand experience demonstrating how innovative practices can be integrated into the practice of VET teachers. In addition to free learning materials, which support the self-organised learning of educational staff in the VET sector, participants will be guided along their paths in the blended learning course (if possible face-to-face, if necessary also in virtual sessions). DigiPath's method of using a blended learning course will introduce teachers to various digital tools, but not with the aim of explaining every single one that may currently be popular or most used. Rather, the aim is to give the teachers small work assignments in which they have to try out the tools directly and use them for their own purposes. In doing so, they are also given the opportunity to create practical and immediately usable teaching materials during the training. Through this learning-by-doing approach, practical skills are honed. In addition, the attitude towards digital teaching materials is improved, because the teachers are gradually introduced to new tools and the fear of experimenting or trying something out is reduced through deliberate impulses.The envisaged impact of the project includes the increased DER of participating VET teachers, who will gain confidence in applying digital tools and implementing them in their teaching. Further and more generally, participating VET schools will increase the DER among their staff and will ultimately also improve their preparedness for and confidence in mastering crisis situations like COVID-19. Longer-term benefits include the overall improvement of digital teaching methods, digital literacy skills among VET institutions (with which all partners already cooperate or with future partners), which will provide more innovative teaching and learning environments for learners, who will also be better prepared to enter an increasingly digitised work force. Overall, this project will not only support VET institutions, all participants and stakeholders in the development and promotion of digital leadership in the competition with other educational institutions, but also (in-)directly affect the enhancement of future professionals that are trained at those institutions."

Students with mild mental disabilities who are named as “Inclusive / Special Education Student”(ISES) , mostly study in vocational high schools because of their low academic success. Our school is the first school these students prefer. Number of these students corresponds to %80 of the inclusive students in our city together with our local partner. Inclusive students have been taking classes with students in normal developmental levels. First time in this academic year the units named “Support Education Rooms” were opened and also individualised lessons started. We are one of several schools in which this new practice is being implemented. Moreover, our school is the only school that have a special education class between high schools in our city. The lessons intended for special education students are given in this class which is opened for the first time in this academic year. “At the end of primary education, students who do well in the TEOG exam are canalized to the schools which they got enough points to be able to attend and the others are canalized to the vocational schools” is indicated in regulation on Secondary Education Institutions. Our school and our local partner appear as the institutions that have a clear majority of inclusive / special education students in the upcoming years. We want to offer these students their fundamental right to be educated ideally. However, we are far away from getting expected results. We face different types of problems almost everyday and unfortunately they remain unresolved. Some of these students’ basic problems are: academic failure, continuous absenteeism or early school leaving, being ignored, exclusion, falling into contempt among their peers and not being able to adapt to school life, go on upper level education, find a job after graduation, get into social life. We cannot take any support from majority of parents who should help us most in solving the problems. Parents who cannot accept their children’s condition don’t want to even come to school for different reasons. The ones that come, express that they have different problems at home too and cannot solve them. Besides, we view that some families have other disabled person(s) and they live under economic and social problems hardly. We concluded that the teachers and schools have a key role in resolving these problems. On the other hand, insufficiency of equipment in schools and professional insufficiency of teachers take a stand against us indisputably. Teachers didn’t have training aimed at special education of these students. Under these circumstances, all studies cannot pass beyond trial and error. Every lesson taught without being able to recognize the differences between students, make right planning, use the time effectively, know effective methods and techniques, determine suitable material and most importantly establish healthy communication, accompanies failure and problems. Teachers who cannot see expected results of their efforts, get desperate and get used to have failure. We prepared this project considering a school with suitable equipment and academically/ pedagogically equipped teachers as a key point. With this project firstly we aim at developing teachers’ equipment and sufficiency then training these students creating suitable learning atmosphere and helping their families. If we reach that goal, we will resolve or minimize the problems mentioned above. Moreover, we will be able to unite parents and school actively. We contacted with many school in EU countries. We set partnership with 4 schools which are applying good practices for inclusive/special education students and will be role model to us. We planned the activities which of them are as follows Examining diagnosis and guiding process of special education students. Watching communication processes between teacher and student Observing studies intended for families. Examining ateliers, classes and life spaces. Teaching a sample lesson and applying a practice together. Examining Individualized Education Plans and Assessment and Evaluation systems Examining methods of giving homework and checking them. Observing methods, techniques and materials which are used. Observing cultural and vocational lessons. Observing working procedure of counseling service. Getting information about employment rates and positive discriminations. We planned to disseminate the acquirements first in our school then in our city and region. We aimed at reaching all institutions, individuals and parents using communication channels effectively. Dissemination process will be implemented by two institutions which are rich in terms of equipment and number of teachers thereby combining their forces. So, the scope of the project will be very wide and long-termed. We believe that the cooperation will increase in project process between two schools which struggle on their own and spread across the city and the region.

"The main aims of Vocational Educational Training(VET) is to raise ordinary employees for industry by giving workplace opening certificate and diploma to graduated students. Diploma ensures that the student can be certificated as a craftsman. Workplace opening certificate empowers the student can make production, maintenance, repair and being in a commercial activity. However, the curriculum of VET includes raising the student up only in a vocational sense. To bear the responsibilities of workplace opening certificate; being tested the entrepreneurship traits of students;business plan development, creativity training-marketing-production-management-financial-forming a business schedule-e-commerce-cyclical economy and using the resources etc. have to be given to the students. But, tutors and curriculum are insufficient in these subjects. And, it is necessary to teach students in ‘’Entrepreneur Education’’. Entrepreneur education ensures to teach basic features which provide to develop the plans and innovative ideas on students.Therefore; it is possible to see entrepreneurship as a teachable ability. Not only does entrepreneur education direct a workplace but also generally helps students to develop as being an entrepreneur. The output source of our project is all these needs. It is the basic aim of the project to equip young people, who have new generation demands and needs, 21st century skills, oriented towards information society, innovative and qualified employment, right, on-site, national and international level ""Entrepreneurship"" qualifications.In the coordination of Şehit Özgür Can İnce, two years project has been partnered with 6 VET schools in total from Turkey, Italy, Portugal, Lithuanian, Hungary. Our project is for 2 years. LTTs are the exchange of pupils groups.Our project objectives are listed below;- To gain the knowledge, skills, experience that can be given theoretically and practically in ""Entrepreneurship Education"" in vocational education,-to collect source data and experience for ""Entrepreneurial Education Module: e-module” which will be integrated to the curriculum- New teaching approaches in entrepreneurship are to improve teaching quality by acquiring strategies, ideas, and materials.For students;- Identify the business and enterprise world and learn by living,- Being a team, to present an idea which they have developed with striking points in a short time,- Entrepreneurship spirit, financial literacy and effective participation in the workforce,- Encourage self-reflective critical thinking about how to use harsh-soft skills to maximize learning potential and to pursue career paths,- Developing awareness of the diversity of local/national/international labor market and employment opportunities, equipping students with research skills and job search techniques,- They should be individuals who create employment, not just employee.In vocational education (in schools and institutions);- To produce e-module, career booklet, applicable lecture notes, workshop studies, website, social media pages, posters, brochures, logos for entrepreneurship, which can be used every school,- To obtain VET schools a literature on entrepreneurship and raise awareness about the importance of entrepreneurial teaching,- Equipping schools with contemporary and educational systems that bring 21st Century skills.In line with these goals and the results to be achieved, participants will be done local and international research assignments, academic seminars, workplace visits, stand opening and sales duties, entrepreneurial competitions, virtual firm and e-commerce training and activities, film, presentation and website tasks, drama work, games, e-material and marketing organizations. All achievements will be documented by the Europass Mobility Certificate. Besides, all participants will gain EU cultivation and working discipline, group working experience in multilingual and multicultural settings, and provide linguistic improvement."

*Context:Mathematics is the key to opportunity. No longer just the language of science, mathematics now contributes in direct and fundamental ways to business, finance, health, and defense. For students, it opens doors to careers. For citizens, it enables informed decisions. For nations, it provides knowledge to compete in a technological community. To participate fully in the world of the future, world must tap the power of mathematics. Medicine provokes math for answers.Not only Math teachers, but also Science, Sport, Art teachers have a mission to provide a supportive and stimulating environment for mathematics innovation and education for our students, and in doing so, with an interdisciplinary approach to contribute for health and well being of their students. In that path, with joint forces they will develop innovative methods for improving key competences of students, positive attitudes for healthy lifestyle, encourage students to careers in Math and Medicine and strengthen the profiles of the teaching professions. Students are extremely curious and impressionable, so instilling an interest at an early age could spark a lasting desire to pursue a career in any of these fields. By the time a student is ready to enter the work force, they must have enough knowledge to make invaluable contributions to our nation’s STEAM industries.*The objectives of the project:-to implement innovative and interdisciplinary approach, involving different STEAM disciplines for promoting learning based on real problems and innovative approaches to teaching contexts of math and medical science-to reinforce the centrality of the student as part of a training process, boost motivation to learn, the ability to build its own learning&training path, the sense of responsibility with respect to the future path-to stimulate interest in students towards a knowledge proposed by experimenting, with forms of learning on the job in real situations-to develop skills of self-orientation and train students to think critically and independently about the applying Math in Medicine and the challenges it creates for ethics,health,security, business and individual decision-making-to build pathways to careers that are deficient-to provide excellent, hands-on learning opportunities for students*Number and profile of participants:All of the organization partners in this Partnership are experienced in the field of teaching STEAM subjects and they will contribute to a great extent for the realization of the proposal. There is total number of about 80 students and 32 teachers from five partner schools that will be included in the student exchanges and activities.*Activities1.selection of students and teachers involved in the activities, quality assurance, budget control and time management, contracting with host families, risk management, archiving, reporting to the NA and EU2.Four LTTA with students3. One Short-term joint staff training events4. Self evaluation instruments5.dissemination activities (within the institutions involved in the project, in other institutions, public events and mass media coverage, publications and online dissemination).*Methodology1.months 1-2 (establishment of a communication between partners)2.months 2- selection and preparation of participants, specific rules3.months 6, 9, 14, 21 (students exchanges)4.month 1 (LTTA with teachers)5.months 2 - after (follow up phase with direct activities with the target groups)6.month 2-after (dissemination phase with previously defined activities in a dissemination plan)7.months 20-24 (completion of the project with specific tasks of each partner in the sustainability period, reinforcing the partnership and inviting new partners)*ResultsMain results of the project will be innovative educational method of learning mathematics with interdisciplinary approach with Medical science and creation of educational material Toolkit,lesson scenarios,videos, presentations, Catalogs, Illustrations, games, puzzles, exercise tools, Comic books,Posters, databases, models, Quizzes, Art books. Logo and website of the project, Films and Picture Gallery from Mobility, promotional materials*Impact1.Impact on participants:-improved assessment of the key-competences (mathematics and digital skills)-innovative approach to teaching math and integrated methodology of good practices-engagement, enjoyment and achievement in STEAM subjects-increased creativity, problem-solving skills-enhanced professional development of teachers involved in the process of education2.Impact on target groups:-21st century competencies-Increased problem-solving skills-Engagement, interest, enjoyment and achievement in STEAM subjectsThe potential long-term benefits1.new innovative approach to teaching and learning applied math in medicine2.implementation of the Toolkit in the curricular and extra-curricular activities3.new partnerships and projects to further enhance the results of this project

"Early school leaving (ESL) is one of the main challenges of education which causes unemployment, social exclusion. The Early Warning Systems (EWS) refer to different methods and routines aimed at identifying and responding to early signs of ESL. The intention is to provide timely and targeted support for pupils at risk of ESL. ""Absenteeism, marks- exam results of pupils, social, family-related and emotional factors, critical life events (including traumatic events) on the personal development of a young person"" may be the signals of ESL. An effective EWS system detects these signal and take effective precautions.The EWES project aims to define Early Warning Systems , create awareness and share best practices in order to reduce Early School Leaving.The Project consortium is consisted of five schools from Turkey, Poland, Lithuania, Romania and Portugal. There has been established a study group from 3 staff of 5 countries. The project will report the best practices using critical incident and scientific research methods.In the project 500 hundred parents has been visited and 225 teachers attended the meetings.The link between education and employment is well established and for young people making their transition from school to work, qualification levels do have an impact on unemployment rates. The project envisaged those impacts among the target group at local,regional and EU level: -Smooth transition from education to work -Less youth unemployment -Better skill matching between world of labour and education -Higher competitiveness -Strong partnerships at all governance levels -Leverage of public and private funding -Improved image of apprenticeships Firstly, the expected impact for participants - better point of view and understanding of education, how it's directly related to the quality of life (labor market, occupation, salary, employment, satisfaction level of life); for participating organizations would become more reliable if the quantity of students decrease after the implementation of project. Positive impact will be visible not only the education institution, but relevant stakeholders, of course, in longer period. Higher qualification and better educated students will enter the labour market. When we reduce chronic absence we improve graduation rates, increase academic achievement and give young people the best chance at success in their adult life. The project will contribute to establish better Early Warning Systems in the future."