The role of Today´s School is not easy and very different from what it was just few decades ago. The school finds itself facing the challenge of responding to the demands of the complex society we live in: a globalized highly competitive, constantly changing and increasingly complex world that demands professionals capable of innovating and managing innovation and flexible to adapt to the changing environment. Individual´s future opportunities increasingly depend on skills, human capital and the capacity to obtain, maintain and interpret information and to employ and acquire knowledge. But what happens if every sixth young person in EU27 leaves school with no more than lower education and does not participate in learning after that point? In some countries the situation in alarming (Spain 23,5%, Italy 17% and Turkey, EU candidate member, 41,9%). There are many reasons that lead to school failure; social, cultural and religious origins, parent´s and students attitude, cultural levels and competences, family situation but also school´s indifference to difference and inflexible and boring teaching and learning. The overall aim of this proposal is to reduce early school leaving by identifying the most effective prevention strategies, with special focus on alternative and motivating paths for “in-risk” students to engage with school, continue their education and empower them for life and participate in the progress of their community. To do so, the partnership will exchange and collect best practices with other European institutions that have experience on ESL and deign and test experimental activities that will be tested with at least 10 students from each participating school. The aim of this activity is to motivate and empower students and increase the attractiveness of education. Thus, SMILE aims: • To compile a Handbook containing the most effective strategies to reduce early school leaving and containing prevention & early intervention measures that can be used in schools• To design, test and implement an “alternative educational path” – e.g. set of activities that will develop students competences and motivate “in risks” to engage with school and actively involve the school, families and community in their learning process• Increase the attractiveness of education and training by using newest ICT in learning, motivating learners, empowering them with competences and thus, ease their transition from school to work• To promote European networking between schools with holistic collaborative approaches to teaching, develop methods and create conditions for personalized teaching and learning for pupils, thus increase their individual opportunities for the future7 partners from 5 European countries, forming a transnational cooperation unit with a balanced geographic representation of the Erasmus + area, which will be able to deal with the organizational, pedagogical, technological and project challenges and the desired impact due to their experiences, knowledge and skills:• Schools: IES Albayzín (ES) -PROMOTER, Liceo Científico A. Romita (IT), Graafschap College (NL).• Innovation Centers: STEPS srl (IT), Zahareña Conocimiento (ES), Technology Education Research Group (TEdU) of University of Helsinki (FI)• Public Entities: KMEM (TK).Main activities1. Integration of the partnership as a collaborative structure (Visits to educational institutions and Debates around the problem of school dropout)2. Experimental motivational Actions (IES Albayzín and Liceo Romita) for students at risk of school dropout, attractive and with intensive use of ICTs.Results1) Situational diagnosis about school dropout.2) Compilation of good practices and prevention strategies3) Design and development of experimental activities during the course 17/18 in IES Albayzín and Liceo Romita.Impact• In schools, direct participation of more than 30 students (many at risk of dropping out), 20 teachers and, indirectly, the entire school community.• In the schools comunities, actions with public entities and associations of Granada and Campobasso.• Transnational.Benefits in a long term-Sensitization of the entire educational community around the problem of school dropout.-Improvement of family-school and administration-school relationships.-Use of Google tools in the daily performance of teaching.-Inclusion in the Center Project of new educational methodologies.-Creation of mediation groups for the resolution of conflicts in the center.-Promotion of Erasmus + projects as a way to strengthen and develop the competences of students and teachers in the EU environment.-Creation of affective and emotional ties between the students participating in the project, between the Italian group and the Spanish group.-Interest to know other cultures, to have educational experiences in other countries.-Creation of professional and affective ties between the members of the strategic association.

The European Commission’s 2020 Strategy Report highlights three mutually reinforcing priorities for Europe: smart, sustainable and inclusive growth. This project is largely compatible with those priorities. To improve New Media Literacy (NML) skills of school students (12-17 years old), this project aims to gather and share knowledge among the participant countries (the Netherlands, Italy, and Turkey) and generate both definitive results and tools that serve teachers in guiding students’ enhancement of their NML skills. The context of the project is that of ‘new media’, which plays a central role in the creation of a participatory culture by giving a voice to the often unheard. On the one hand, this provides increased communication opportunities but on the other hand, it exposes users to the risks and dangers of the dark side of the digital world. Thus, NML represents a critical field as new media forms are becoming increasingly accessible to students. In accordance with the Strategic Framework for European Cooperation in Education and Training, this project aims to cooperate in building best practices by; (1) contributing to lifelong learning and mobility of teachers through LTTs on building the relevant NML skills, (2) improving the quality and efficiency of education and training through the development of NML skills, (3) promoting equity and social cohesion by including teachers of students with special needs and active citizenship by upskilling the NML of teachers and (4) enhancing creativity and innovation, including entrepreneurship at all levels of education and training through holistic NML training conducted by scholars of Communication and Entrepreneurship. Thus, the main objective, following best practices in Europe, is to enhance NML skills of teachers in order to best mediate knowledge for students. To achieve the objective, the first activity will be a TPM in Turkey. The second (LTT) will take place in Italy and the third (LTT) in the Netherlands. The last LTT will be organized in Turkey. Each partner will be responsible for disseminating the work, explorations, and interactions of the project. At the TPM; partners will introduce their countries and organizations and decide on the interview questions to be applied to teachers in their home countries. The LTT in Italy will include; the presentation of the best NML cases from each country, a discussion on the findings of the interviews and a workshop on the first two pillars of NML (access and analysis). The LTT in the Netherlands will comprise a workshop on the latter two pillars of NML (evaluation and content creation), discussions and a final decision on the integrated online platform applicable to all participating countries. The LTT in Turkey will include the introduction and an interactive trial of the online platform and an NML workshop on the effective communication skills required to transmit NML skills to students. All LTTs will involve a local stakeholder visit and a cultural tour. Partners (scholars, teachers, and representatives from Bornova District National Education Directorate) will participate in all four events. At the TPM, the Turkish partners will participate with their full project teams each foreign partner will participate with one representative. At the LTTs, the directorate will have two participants, Ege University four, University of Florence two, Istituto Enrico Medi three, and the remaining partners will have one representative each. While introducing the online platform at the final LTT, local stakeholders will also be available. At the last LTT, Turkish partners will attend with more participants in order to increase the dissemination since it does not necessitate an extra budget. Finally, all partners are expected to share the project results in their dissemination events with teachers, students, and local stakeholders. Both quantitative and qualitative methods will be used in the project. The quantitative method involves measuring the level of NML skills of teachers and comparing the results among partner countries, while the qualitative method will be used to understand best practices and what meanings teachers attribute to new media. Trained teachers are expected to convey their knowledge of NML to enhance students’ skills in accessing, analyzing, evaluating and creating new media content. Students will learn how to think creatively, develop innovative ideas and even create a digital start-up, designed to fight unemployment. Teachers with NML skills are also expected to begin to use more technology-based contemporary teaching methods. Project results will be transferred onto an online platform, where teachers will be able to access all the necessary materials on a single platform that will function as a long-term sustainable information source.

<< Objectives >>Our Project aim to break the Disaster Chain by doing sports and gaining environmental awareness.Thanks to our Project our students’ the mental depression caused by the pandemic will be repaired with outdoor education. Students can get to know the environment and can also make learning more interesting because activites are usually done in the classroom. Outdoor learning helps students to get know more about the environment in school or outside school.All results'll be gathered by WEB2.0 tools.<< Implementation >>Measurement and Evaluation Surveys and the Project Logo Competition will be done to adopt and follow the purpose of our project.Our activities will be organized to raise environmental awareness of our target groups and to encourage them to do sports. Save Our Earth Online Lessons,Seminar of Below Water Life are virtual activities Hiking and Sports Tourament,Project Evaluation Seminar are our dissemination activitiesWe have 3 LTT activities to come together and do sports together<< Results >>-The results of the surveys will be used to assess whether and to what extent, the project reaches its objectives -Project Logo- SAVE OUR EARTH e-book-three e-books will be designed related to the benefit of SUMMER&WINTER SPORTS-the information of the seminery of SSI Blue Ocean will be gathered as an e-book.-Increasing students awareness based on their observations for the Sustainable Development Goals& Climate Change-helping the participants develop character and teamwork skills,control

First of all it’s cooperated with different partners from europe which have coding classes or activities to improve their coding sikills under the coordination of Karatay directirote of national education .In general, robotic materials and robots can be expensive. It absolutely requires technical and financial support at this time. Karatay District Directorate of National Education, allocated a substantial budget for roboticcoding training. In addition to İzzet Bezirci Elementary School whose MEVKA Project was accepted before, the support started with MEVKA projects in several other schools have continued with the financial support of the National Education Directorate and it changed into and applied as a wide robocoding Project.By developing coding techniques for students whole roboticcoding for the first time, it’s aimed our target groups (mainly prmary school sudents are determined as the target group) gaining knowledge of software first, the algorithm, and the programming language training and finally coding skills. With this project, students and teachers had the chance to experience different coding training methodologies. They developed newcoding techniques by exchanging ideas. They synchronously performed the roboticcoding activities they planned. When doing the same activities, the studies took place in a tournament atmosphere and this motivated the students. One of the most concrete achievements of coding training was to reveal existing creative design talents. In the last decade, student-centered curriculum has gained weight. The activities that are appropriate to the interests and corecompetencies of the students were applied. There were many extra curricular activities in our pilot school, İzzet Bezirci Elementary School, but the most interesting and most favoure done was robotics coding training.The importance of the algorithm in roboticcoding is great. Algorithm: The algorithm is a way to solve a problem or to achieve a specific goal. It is usually used in programming and all programming languages are based on algorithm. No matter which software language youuse, youneed an algorithm. Before you start software, you should place your fiction exactly. Algorithm has to have a meaning. If you set off without fiction, nowind can benefit you. Algorithms definitely finish with an end (happy or unhappy). There is no unfinalised algorithm. If an algorithm does not end, it is not an algorithm it is an infinite loop.We can list the materials and systems to be used in coding training as follows.Primarily LEGO Educationand WeDo 2.0 robots on a simple level, then EV3 and Scratch and finally top level Arduino areused in the coding training,Arduino is a kind of electronic development card. It is an open source application. It is possible to see Arduino on all electronic devices. Arduino is an electronic motherboard. You can use it widely from robotic applications to simple electronic circuits. Encoding training beginning with LEGO will continue with robotic or tablet applications that perform very skilful function scoded on Ardunio.For training of new individuals equipped with the skills of the 21st century instead of memorizing, questioning, not criticizinggenerations, it is planned to develop these skills at an early-age with coding training. By seeing the coding training applied in our Italian, Portuguese Pollish and Croatian partners for many years, we observed and transfered the good practices there. It was started the digitalization efforts Long before the pandemic process even if there are some hitchs, it was applied succesfuly with the partners schoolsMore and more schools in Europe are including robotics and computer programming lessons in the school curriculum. Is computer programming now a compulsory skill for the 21st century? At what age can children learn the programming language the earliest?In some European countries, quick answers are given to these questions. Some European countries have even started to give basic training to primary school students. In fact, this project is an innovative, scientific project and als it’s a projet which added lots of new skills and concrete benefits to the students. These are ROBOKARATAY project (/https://www.robokaratay.com/roboKaratay) was intitated with the helps of national educational district of Karatay and lots coding classes were created in different schools with the help of Karatay municipality.İzzet Bezirci primary school which was a pilot school, improved its robocoding studies via this project and became the winner of the national robocoding project which was done in Turkey.Erasmus + will support individual learning opportunities and institutional collaborations in line with these purposes.These statements are extremely suitable for our Project purposes.When we consider that the Ministry of National Education will include coding as a compulsory lesson in the 5th and 6th grades and as an optional lesson in the 7th and 8th grades of secondary school in 2018-2019 academic year, we see how appropriate our project is for this plan.Later they got the 3rd position in an international competiton named “World Educational Robots” compettion which was held in China (https://www.trthaber.com/haber/bilim-teknoloji/konyali-ogrenciler-cindeki-robot-yarismasinda-dunya-3uncusu-oldu-447120.htmlIn this success the addings of the project is undoubtful. Our project is not only seen via the success of Izet bezirci andd Karatay educational district of National education but also via the local successes of our other partners.Our German partner which had newly started to work on coding via the project took the head as the first school doing ROBOCODING in Berlin. So even a German school which is also known as one of the most sucessful educations in the world had met the robocoding via this project https://www.bundeskanzlerin.de/bkin-de/aktuelles/kanzlerin-besuch-tumo-1983890)

"STEM FOR ALL aimed to encourage our new generations to find solution of globalized world's problems by motivating teachers to keep up the date and enriching their professional skills because we believed that STEM related subjects needed to be taught by engaged and enthusiastic teachers using hands-on and minds-on activities. In additonal, making Stem related subjects enjoyable and exciting didn't only help them to learn, to make connection with real life but also it became a step for anticipatory STEM career. Student engaged with basic skills in math and science as well as 21st century skills such as creative and critical thinking, problem solving,information literacy and communication. In STEM FOR ALL project we combined many methods and techniques as our methodology although we mostly used Inquiry-based and project based learning as well as active learning and Ict based learning for project activities. The objectives of project were; To broaden the STEM awareness among students, teachers, local authorities,communities and raise positive attitudes of Stem related careers. To empower the teachers' teaching profiles and build basic Stem skills hence to faciliate them use more student centered teaching styles by combining interdiciplinary teaching with the inquiry learning. To provide STEM curriculum which helped us to implement STEM activities, pilot implementation of the curriculum was practically implemented through 20 hour- course in each participant country, teachers and students tested the curriculum and manuals. To involve students with fewer oppotunities such as disability,cultural differences and economic obstacle as well as advantaged students into the STEM activities thus we we gave chance to these students to be part of the project while living STEM experiences, we took account for gender equality while involving students into the implementing stem activities . To disseminate the project results,experiences,impact as wide as possible. we set very strong partnership to materalized above objectives.Different type of organisatio strengthened our projects dissemination and impact of the project result on different types of teaching learning areas and communities ,too During the project life time, we planned 3 transnational project meetings and 4 LTT as short term joint staff training events. LTT activities took place for the 1st training in Portugal for ""Teaching STEM in the 21st century classrooms"" , for 2nd training in Sweden for ""The Role of Technology in Education and best practices of using it in our classes"" , for 3rd training in Greece for ""Innovative Curriculum and pedogogy in STEM disciplines "" and for the 4th training in Romania for ""A practical workshop for teachers and Science Fair"". The first and second transnational project meetings took place in Italy and the final meeting took place in Turkey. Many other project activities carried out in national level such as launching event, seminars,workshops, STEM conference and pilot implementation of the curriculum, celebrating World Science Day and Pi Day.With these seminars and Stem conference, educational stakeholders, public, local authorites involved in STEM FOR ALL and with the upgoing teacher training courses and seminars we ensured the project impact and results remained after the project. Moreover we are carrying out an Etwinning project not only for spreading our STEM experiences gained from our mobilities but also involving much more students and teachers into STEM FOR ALL. On our management meetings all the coordinators decided to use etwinning platform as follow up activity so we are using our e twinning project for our project's sustainabilty after its life time. we are currently adding new pages and new partners to broaden STEM FOR ALL's impact.By this way our lesson plans and stem activities are going to use by many teachers and may inspire them to produce new ones. Thanks to scientix community,they have chosen STEM FOR ALL one of the sample project, many teachers reached us to learn more about the project and wanted to collaborative with us. We will continue to work with new participants on our twinspace and continue to organize online events. Besides these,running a EU project gained us internationalizm and being tolerant to cultural differences as well as gaining us collaborating and project management skills.Our students and teachers not only educationally improved but also they lived the European values.For Romania LTT Meeting we managed to add students mobility without demanding extra budget,Students participation to this activityboosted our impact on our students .Thanks to Erasmus + programmes provided us to disseminate our project on the Erasmus Plus Dissemination Platforms thus we got chance to show our project results to not just our vicinities but to all around the Europe.We've joined international Scientix Conference and represented STEM FOR ALL as an Erasmus + project,IT was greta dissemination oppurtunity for us."