“Teaching and Learning Arduinos in Vocational Training” Technology is developing very rapidly day by day. It is a fact that technological developments force a human to develop himself / herself continuously in his/her profession. More than any other field, electronic and information and communication technology are developing more rapidly. These developments have led to the production of more complex control systems. Arduinos are now used to control these complex systems. Since we are educational institutions that teach technology, we have to follow the developments in the world. “Teaching and Learning Arduinos in Vocational Training” Project aims to adapt arduino applications to vocational training and to develop a more efficient training set and a guidebook for the laboratories and the workshops of vocational & technical education students. The main objective of this project is to develop a good practice guide book and a Arduino training set, to introduce arduino training models to other participants during their visits to the host country, to compare different educational systems and training methods with other participating schools and to share best practices.Participants of the projects; electrical, electronic, ICT, automation VET teachers. Participants are teaching arduino in VET schools. There are one coordinator and a total of 4 partners in the project and partners are vocational schools from Turkey, Italy, Romania, Austria, Greece. The total number of mobilities in the project is 40. A total number of 5 TPMs will be realized throughout the project and each partner will participate in each TPM with 2 participants. One TPM will be held in each country. With the project activities, it will be ensured that the best practices will be shared for arduino teaching and the partners will adapt them to their educational environments. The project partners will produce Arduino experimental kits and a best practice Guidebook. Our project activities aim to provide a successful learning and teaching environment for all VET teachers and students. As a condition of successful learning, teachers need to strengthen their role in facilitating learning. Teachers need new experimental kits and modules for innovation, teamwork, feedback and evaluation. Teachers should be given this opportunity for continuing professional development. Main outputs of the project are; an Arduino Training Set for arduino lessons in vocational education and a GuideBook for this set, a project website, a project DVD.The methodology to be used in the execution of the project is “Make-Develop-Share”. In our project, good practices will be made first, then developed, and finally shared. Everything is open and transparent in our Project. Each task and responsibility will be recorded or written in the project. The products of the project are not only written or documentary products, but also a practical Arduino training set and kits. In the long term, we aim to disseminate the project to teachers, students and vocational education schools, local educational institutions, electronic and ICT labor market. We believe that the results and products of our projects will have short and long-term impacts on vocational education and labor market by the dissemination activities. The total budget of the project with 5 partners is 59,000 Euros.

“We Can't Stand Losing One More Student”Early school leaving (ESL) is a multidimensional and complex problem. It is the result of personal, social, economic, educational or family-related reasons. Schools play an important role indetermining ESL. However, schools should not try to solve the problem by expelling such students. Reducing ESL will help young people participate in the labor market and contribute to the solution of a significant problem that leads to social exclusion of a large number of young people.Lowering the rate of early school leaving in Europe by less than 10% by 2020 is one of the educational objectives of the 2020 European education Strategy. The investment in the success ofyoung people in education is very important for the employment of every young person.5 high schools from all over the Europe came together and prepared this strategic partnership project. Partner schools will cooperate in this project to solve the early chool leaving problem at a basic level. They will analyze the common problem. They will carry out improvement activities on the basis of social activities, student-teacher, student-school, student-society, student-parent, parentschool relations.The main purpose of this project is to reduce the number of early school leaving students, to increase students' motivation and to find new methods to create a more supportive schoolenvironment.Project activities include; sharing and analyzing good practices, and adapting these good practices to each partner's own training environment. Our project activities are aimed at reducingearly school leaving by providing a successful learning environment for all students. Students should feel comfortable and supported in the school environment, owning their own learning environment. This is important for the student's emotional, social and educational development and the overall management of the institutions. For a successful learning environment, teachers should play a facilitating role in learning. Teachers need improved opportunities for continuous professional development in education, as well as access to these opportunities. Our project will provide this opportunity for partner school teachers.In our project, the reasons for early school dropouts in partner schools were first investigated, and ESL rates in partner schools were determined. Accordingly, LTT activities and contents were determined. The coordinator school, Camlıdere CPAL, has an ESL potential of 33%. The rate of ESL is 22% within our Portuguese partner school. The rate of ESL in the Italian partner school is 22%. The ESL rate within the Romanian partner school is 17.5%. The ESL rate in the Greek partner school is 40%.)5 LTTs will be organized in our project.1st LTT:(Early school leaving (ESL): A big problem!): ): It will take place in Turkey with the participation of 3 teachers from each partner school. Duration is 5 days.2nd LTT: (Motivation to increase the participation and academic achievement of early school leaving students in the risk group): It will take place in Greece with the participation of 6 students and 2 accompanying teachers from each partner school. Duration is 5 days.3rd LTT: (For early school leaving, STEM is a remedy!): It will take place in Portugal with the participation of 4 participant teachers from each partner school. Duration is 5 days.4th LTT: (Parliament of European Educational Affairs): It will take place in Italy with the participation of 6 students and 2 accompanying teachers from each partner school. Duration is 5 days.5th LTT: (Art Workshop Works): It will take place in Romania with the participation of 6 students and 2 accompanying teachers from each partner school. Duration is 5 days.In our project, the number of participant students’ mobility is 72, the number of participant teachers’ mobility is 28, and the number of accompanying teachers’ mobility is 24.As the target group in our project, we have selected students who have little opportunities and have not been noticed. For this reason, we have identified our target audience as those students are in danger of early school leaving. In addition, the parents of students, at risk of early school leaving and teachers, who need guidance on innovative methods to deal with these students, are included in the target groups.In the long term, we aim to disseminate the project to all relevant people and institutions that play a role in the education and social life of students. These are teachers, families, peers, each equal educational institutions, local schools around the partner schools, local authorities, the public, local, regional decision-makers, national and European social media users. We believe that our project results will have long-term effects on our schools, education, economy and society through dissemination.

Context/background of the project; Our project was based on the improvement of electronics´ training. “Electronics'' was considered especially in regards of the design and engineering and because of the fundamental changes in the production of industrial technology and, therefore, vocational education it had.Electronics, especially micro controlling, is essential for today´s technology as digital devices and robotics are widely used in all fields. By means of our project, we intended to address the issues, described below:-There was a deficiency of equipment in microcontroller applications such as development kits and not enough application to the VET curriculum.-We tried to solve the complicity of the existing development kits.-We solved the problems that both students and teachers encountered during the application of microcontroller in VET schools.-We set up cooperation with institutions and partners from across Europe.-We addressed the need of further qualification in electronics to fulfill companies´ needs of staff. Objectives; As we implemented our project, Our concrete objectives for this partnership were emphasized as below;-We got information about the use of microcontrollers in Vocational education,-We learnt about the PicBassicPro language and different types of equipment which were used in education,-We found out about the microcontroller applications used in industry,-We visited the local companies which were very important in the field of microcontrollers in the international meetings,-We developed teachers' and students’ professional skills and job vision,-We compared the various educational systems and training methods of the participating schools and exchanged best practices,-We introduced the microcontroller models each partner prepared to the other participants during the visit in each host country,-We provided the sense of qualified manpower to both teachers and students,-We increased awareness of the importance of microcontrollers throughout the Europe,-We improved the quality of teaching and learning on microcontrollers lessons,-We promoted intercultural awareness and reinforced European values (demolition of prejudices, xenophobia, cultural differences). Number and profile of participating organisations: The number of participating organisations was 6 VET schools and institutions in the projects. In all partners’ schools, students are learning microcontrollers at electronic, automation, electrical, ICT departments.Gölbaşı MTAL(Turkey) Liceul Tehnologic Grigore (Romania) EPRALIMA (Portugal ) HETEL (Spain)The 2nd EK of Piraeus (Greece) IPIAS G: GIORGI (Italy) Description of undertaken main activities;During the project, main activities below were realized:A1: Activation of the project team and set up of dissemination channels; (Logo, Flyer, Dropbox, twitter, YouTube, Facebook ):A2: Preparing the project web page (www.pbpinvet.eu)A3: Celebration of 6 transnational project meetings during the two years´ project A4: Production of 7 training kits (Button and a LED Module&Kit, Dot Matrix Module&Kit, ADC converter Module&Kit, Keypad Module&Kit, Motor (DC, Servo, Step) Module&Kit, LCD Module&Kit,Sensor Module Kit).A5: Development of the PBPinVET Guidebooks in Turkish, English, Spanish, Portuguese, Romanian, Greek, Italian. A6: Preparation and delivery of Project DVD, A7: Elaboration and dissemination of 6 Newsletters, A8: Selection of the best photo of the Project, A9: Planting of Erasmus+ trees (6 TPMs =6 Erasmus+ trees)A10: Implementation of dissemination activities,A11: Final works, Financial and administrative reporting from project partners. Results and impact attained; We had two types of results and impacts: Regarding tangible results, we delivered Open Educational Resources, namely:-A guidebook addressed to VET teachers in 7 languages to be used as a tool to teach microcontrollers in VET programmes.-A common methodology to teach microcontrollers, including different training kits divided in different teaching modules addressed to different aspects of microcontrollers. -Dissemination materials, including a project Website, tutorial videos with subtitles in English, a logo, a short film, banners and posters, a DVD, including all documents of the project, a Project Facebook, a Twitter, Youtube Regarding intangible results, we could mention:-Increased knowledge on electronics, particularly microcontrollers, of participants in the project, both VET teachers and VET students.-Reinforcement of the international strategies of each partner organization.-Gained skills by the staff participating in the project, related to better intercultural, organizational and managerial skills.-A better knowledge of the different VET systems and curriculums in electronics training across Europe.-A higher sense of belonging to the European project by the staff and VET students involved.

"The project aimed to improve and expand the opportunities of students in the challenging life phase of transition from school to working life. A competitive labor market demands not only a well-qualified workforce, but also the ability to apply skills in the workplace, be adaptable, and be entrepreneurial. BACKGROUNDThe background of the project is the poor implementation of pedagogical approaches (entrepreneurship education) that can strengthen entrepreneurial thinking and acting. This has been highlighted in relevant studies by the OECD and the European Union. The high level of youth unemployment in parts of Europe should thus be combated and the transition from school to working life improved.Entre@VET has developed approaches to assess and strengthen individual entrepreneurial competencies. In addition, the aim was to show paths on how these can be harnessed on an individual basis. The project directly reached a large number of people from the target groups. There were six events with a total of 226 participants (teachers, entrepreneurs, career counselors and students). Among them were five multipliers with 189 participants and one blended mobility with 37 participants. There was contact with 468 people (153 entrepreneurs, 151 students, and 164 vocational school teachers or counselors) as part of the target group survey. OBJECTIVES and RESULTSExtensive training material, professional development courses for teachers to promote entrepreneurial young people were developed. The material can be used via the interactive platform. Specifically, the project also aimed to disseminate and make accessible the activities and materials carried out in the project. Another important task of the Entre@VETSchools project was to better understand the current situation in the VET sector focused on entrepreneurship. It also developed tools that can help teachers and career counselors develop new approaches that focus more on entrepreneurship.The results are distributed across the 5 IOs- IO1: Career Orientation Index for Pathways to Entrepreneurship in Vocational Schools: Career Mapping. Specifically includes a competency framework: A comparative report describes current practice in partner countries on career guidance with a focus on entrepreneurship-oriented career pathways. - IO2: Career Guidance with a Dual Learning Approach. The IO focuses on the development of all essential teaching and learning materials to support the expansion of career guidance programs toward entrepreneurial orientation and competencies in vocational schools. - IO3: Interactive portal for vocational orientation with Open Badges eco-system for assessment. Two interconnected products were developed: The dynamic and interactive PORTAL/PLATTFORM and the e-assessment tool linked to Open Badges. - IO4: Tool Kit for implementation. Pilot implementation of the Tool Kit to develop adequate strategies in partner countries. IO4 is complemented by strategy templates, good practices examples, SWOT analysis for implementation, and tips for implementation.- IO5: ENTRE@VETSCHOOLS Strategy Pacts for Sustainability. Includes linkage points for steakholders and other decision makers.APPLICATION and PRACTICEThe interactive platform offers two main application areas the ""Professional Development Course"" for vocational students and the extensive presentation of exercises, pedagogical approaches and resources for vocational teachers. Both the above mentioned target groups and the partner countries benefited and will benefit from the implementation of the project on a transnational level, as the development of such an innovative and comprehensive program for vocational education and training is not possible without the exchange of information, the identification of good practices and the complementarity of expertise. In addition to the teaching and learning approaches mentioned above, the project provides such examples of good practices as well as approaches for disseminating the project results in the partner countries and beyond.Events conducted were:- Corona-Conditional Online, C1: Short-term joint staff training: Promoting Key Competences (Entrepreneurship) took place July 13-15, 2020. .- Corona-Conditional Online, C2 - Blended Mobility for VET Learners took place between March 2 and March 4, 2021.- There were a total of 5 multiplier events prior to the completion of the project.- Additional events to disseminate the project products; series of interviews with a total of 8 entrepreneurs."

In 21st century adults and especially students have as essential part of their life the extended use of internet and social media. Despite the many advantages that such a habit create there are always many problems and risks that arise from it. Students create accounts and share information and personal data with innocence, parents deal with it without the proper concern and analogue teachers declare ignorance to educate their digital students. In countries like Turkey, Greece, Italy,Spain and Hungary, these phenomena are more intensive than other European countries due to the luck of proper education. Spanish and Greek partners will provide, with their experience, the necessary skills and knowledge. So, it becomes highly important to create a culture, among all these, of an identity that will characterize the appropriate digital citizen of today and tomorrow. This will be achieved by detecting and documenting the related needs and problems across Europe within this context and by providing the outputs (guidelines, web page etc.) for students, parents, teachers and the general public to deal with the matters of cyber safety efficiently. Six partners from five countries will collaborate in this project. A directorate and a high school from Edirne,Turkey and a high,non profitable school from Greece which includes all educational levels, a public primary school from Hungary, a high school from Italy, specialized in innovative practices in education and a high school from Spain which is an expert in the development of digital products such as e-learning. The project will begin by informing the participants (students, teachers and parents) about the aims and the objectives of it and the activities that will take place. The main body of the project, after some preparation actions (linguistic support, stuff meetings in every institution, forming student groups etc.) will include project meetings in every participant country, creation of facebook group, a blog and a digital hero (an animated comic about cyber safety), surveys before and after about digital footprint habits, short term exchanges of groups of pupils in Italy and Greece on designing digital hero and designing comic book, events to give information on multi-media safety, evaluation of the project by students and teachers and a final assessment of it from all the participants via video conference. Communication, which is vital in such transnational projects, will be conducted in English through e-mail, social networks, teleconferences and in person meetings in an open minded and constructive way. Time management and budget control will be controlled by the legal representative and monthly monitoring reports will be published and shared from the responsible for the project of every institution. The main actions will include training sessions from experts to teachers, exchange for students to observe good practices, the observation of new and innovative ICT technologies in action and the development of a web site with guidelines. Tools for monitoring and evaluation will include checklists, lesson observations, histograms, stratification, surveys and questionnaires and statistical analysis. In each partner school there will be a post project monitoring from the responsible person of the project. A skills document will be produced during in each transnational meeting and we will adopt enjoyable and teenagers’ friendly means such as apps and videos that will increase the adoption of products concerning digital footprint from our students. All these open source materials will be embedded in an interactive website (where users can add and download materials). Publications for parents and the local community will include innovative curriculum guidelines that will raise awareness about digital literacy for teenagers. We hope that, at the end of the project we will have materials about digital citizenship education for schools. From this project we hope that, students will acquire a broader knowledge regarding the safe use of the internet and especially the social media that are very common to them, will learn the different kinds of cyber bullying, the causes and the effects, and the proper way to report it, will understand that the web has much more potential for them, including innovative practices and maintain an attitude of safe use in the future. Teachers, in the other hand, will learn to recognize risk factors of cyber bullying in their students, purchase the skills to deal with it.