The overall concept of our proposal is “Art of science” for both years respectively taking place on Friday 26 Septemper 2014 and Friday 25 September 2015 where we intend to generate an awareness and interest towards science by bringing scientists and all sections of the public close to each together in Istanbul, Turkey. Here, with this concept, we would like to enhance public recognition of researchers and their work, encourage active participation into scientific planning, experimentation and outcomes in one approache. Our approach is to assist the participants to be acquainted with how they “live, love, fun and learn” science in their daily life. For example, we will present them opportunities to the see how science affects our life, to experience the science in daily life by hands-on and minds-on activities, and to shape their view of science as a way of knowing. The participants will also have the opportunity to be introduced to the latest scientific developments in various fields by meeting and discussing with scientists. Vice versa, the researchers will find chance to make their work publically known. Furthermore, students at all levels will make meaning of their science courses, feel themselves closer to science and scientists, and eventually become more confident about science. Additional idea of the researchers’ night is to recognize the participants to be aware of the role of European Union framework programmes, the impact and effect they have had on the well-being of the public. This idea will be introduced by several activities involving participants and facilities demonstrated to the participants in EU corner.

"Youth work is a progressive field that provide space and opportunities for young people to shape their own future and has veryimportant role of encouraging young people to take responsibility for others and get engaged and involved in shaping societybeyond more individual interests. Youth sector employs many people working as full time, part-time, periodical/seasonal workers oron voluntary basis. In Europe, we only find a few countries with well-established youth work policies and structures governed bypublic authorities with paid youth workers, developed vocational training, and higher education curricula for youth workers. Youth Work in Europe started to develop intensively in last decades mainly through civil society organisation. Up to now, civil society organisations kept its position as the main providers of Youth Work. With the increasing number and scope of Youth Work projects, the need for professionalism, standardisation, and quality assurance work within the CSOs became a need. This created a demand for professional youth workers and related studies at the Universities. Considering the most recent report of the European Commission about the Youth Work it confirms the gap on the formalrecognition of the Youth Worker as a salaried or volunteer basis, there’s no existing census even of youth workers across Europe. Thisreport shows us that is not even comparable in terms of numbers due to various definitions of the youth workers. For example asalaried worker involved in the youth work sector are at least 1 230 000 across the EU and on the other hand the number ofvolunteers is even more difficult to estimate given the lack of official figures gathered at the national level however out of 9 EUcountries (Austria, Belgium, Denmark, Finland, Germany, Ireland, Italy, Poland and the UK) there’s an estimated of 1 370 000volunteer youth workers (Report of the EC on “Working with young people: the value of youth work in the European Union”. P. 113,201).Is in the name of this context that the Project will produce special products and initiatives to support the establishing a youth work studies that combine best practices of the theoretical studies about youth sector and similar subjects on one hand and grass-root and policy work undertaken by the CSOs as a complementary ""supplement"". As a result we will have a completely evidence based developed curricula and clear plan how to implement it from 2016 in the University of Istanbul as part of Pilot Project. We expect to have a pilot with at least 10 students for the year 2016-17 where the fisrt semester will be dedicated to theoretical knowledge and second semester for the practical work in CSOs. Advocating for greater recognition of youth worker as a profession on European level in order to increase quality in youth work, mobility of youth workers and achievements of the sector in generally is idea behind this project and innovative elements are related to the involvement of Universities who are usually not familiar with youth sector and its practices. The cross-sectoral evidence in this project will also bring other expertise, experiences and dimensions that we believe will bringsteps further on the recognition of youth worker as profession creating - consequently - impact on the labor market. The target groups of this project will be Youth Workers, Policy Makers and Youth organizations and Universities all of them benefiting from innovative practices the project will bring."

BACKGROUNDAccording to the European Commission, “social inclusion is at the core of the European Social Model and European values enshrined in the Lisbon Treaty”. However, in the past few years, social exclusion and inequality have emerged as a major concern in European society. European Higher education institutions (HEIs) have a responsibility to address these issues through the promotion of social, civil and transcultural competences, democratic values and fundamental rights, social inclusion, non-discriminating active citizenship and critical thinking. OBJECTIVESThis project addressed cultural, linguistic and religious diversity, and promotes ownership of shared values, equality, non-discrimination and social inclusion through education and training at higher education level. In particular, TC-Nurse aimed to: - Foster the development of social, civic and transcultural competences, and critical thinking, not only amongst participant nursing students and both teaching and clinical staff, but also amongst key stakeholders and decision/policy makers at local and regional level in all the participating countries. - Tackle discrimination, segregation, racism, bullying and violence in healthcare through the undertaking of preliminary research on this area, and subsequent creation of a multinational blended-learning module in transcultural nursing. In line with the above, actions, methodology and outputs have been designed to: 1) Allow the project team to draw a clear and realistic picture of transculturalism and cultural diversity at academic, healthcare and social levels. 2) Test the implementation of CLIL as a teaching methodology in higher education, in a multinational, multicultural, multilingual environment. 3) Pilot the delivery of newly developed content and teaching & learning materials on transcultural nursing. PARTICIPANTS, ACTIVITIES AND METHODOLOGY In order to achieve these goals, three intensive training programmes for higher education learners from the partner HEIs took place during the funding period. Nearly 120 undergraduate student nurses attended these events. In addition, a total of 30 academic staff members from the HEI consortium had the opportunity to take part in three short-term joint staff training events in CLIL methodology for teachers in higher education. These lecturers participated in the design and delivery of content and teaching & learning materials during the intensive training programmes. Each intensive training programme was preceded by a multinational research project in transcultural nursing at three levels, namely higher education, healthcare and society involving target groups and stakeholders. A research team comprising at least one academic member of staff from each partner HEI undertook qualitative research in the following three areas: - Year 1: Evaluation of nursing students’ knowledge, understanding and skills relating to caring for, and working with, people from diverse cultural and religious backgrounds. - Year 2: Qualified nurses’ values, beliefs and attitudes towards both colleagues and patients who belong to a different culture, and impact on culturally competent nursing practice. - Year 3: Barriers and facilitators to accessing and using healthcare services, and perceived healthcare needs of people from diverse cultural backgrounds. RESULTS AND IMPACT The aforementioned activities allowed the TC-Nurse project team to develop and produce the following intellectual outputs: 1 A multinational evaluation of transcultural nursing at educational, healthcare and social level. 2 A set of guidelines and teaching materials on teaching & learning in transcultural nursing in higher education. 3 A manual for the implementation of CLIL in higher education. 4 A learning platform. 5 A joint blended-learning undergraduate module on transcultural nursing. 6 A dissemination strategy7 An innovative learning model Evaluations of student learning and impact were conducted, not only on our participants but also on other target groups and audiences. Impact was recorded and measured at local, regional, national and European level based on the following criteria: • Impact on knowledge through before and after evaluations of participants' learning during the training activities. • Impact on emotional and behavioural change. • Impact on opportunity in terms of increased opportunities for student nurses to learn through a second language, and in terms of increased opportunities for training in transcultural nursing not only at HEI level but also at healthcare and professional associations level. • Impact on access to the project’s results and outputs. • Impact on social media and the wider public. • Impact on quality and quantity of contacts with key stakeholders. Despite Covid-19, the project was able to complete all outputs and hold all training events.

"<< Objectives >>We aim to develop a new methodology by integrating STEM subjects with storytelling (art) for the development of 21st century ""4 C's"" skills (critical thinking, communication, collaboration and creative thinking skills of students aged 14-18). The specific aims of the project are to encourage STEM + A (Storytelling) activities, to prepare guidelines for STEM + A (Storytelling) and to share good practices.<< Implementation >>A National Gap Analysis Report will be prepared by conducting focus meetings with teachers, students, parents and sector representatives in Turkey, the Netherlands and Italy. In line with the National Gap Analysis Report, the ""STEM + A (Storytelling) Guide"" will be prepared and tested with the partners. Good practices will be shared with sample lesson scenarios and materials obtained from the pilot application (sample LS, materials from the pilot implementation process, videos, photos..)<< Results >>A National Gap Analysis Report will be prepared in relation to the development of 4C's: critical thinking, communication, cooperation and creative thinking skills of the students between the ages of 14-18. The ""STEM + A (Storytelling) Guide"" prepared according to the data obtained from this report will be the most important result of our project. The sharing of good practice examples that emerged as a result of the pilot implementation will be another output of our project."

<< Objectives >>By implementing this project, VR4Skills partnership aims to achieve multi-level transformation at individual, institutional and sectoral dimensions, leading to improvements and new approaches in higher education institutions. Better skilled non-teaching staff will enrich and support in a more effective way the international and intercultural context of each institution, curriculum, students and lecturers, and thus contribute to building an inclusive and inter-connected academic environment.<< Implementation >>The project intends to firmly anchor development of competences of international non-teaching and support staff in European HEIs supported by the use of VR technology so that they are prepared to provide effective international services in a post-Covid era. For this purpose, thorough skills gap analysis, design of training courses and materials, online modules, VR scenarios and VR learning environment are developed, validated and made publicly available through the various project activities<< Results >>The main outcomes of VRforSkills project will be:1. Skills Gap Analysis that will allow to diagnoze and focus on key staff competences that will be developed.2. Innovative Training Design and Competence Framework enhanced by VR technology that will be piloted by staff of all partner HEIs during online and onsite learning and training activities.3. Comprehensive guidelines on how to apply VR technology and create VR learning environment into effective and powerful non-academic staff training.