Context/background of the project:1) The European Union faces a significant influx of migrants and refugees which requires synthesising effective and innovative intercultural and social entrepreneurial processes to empower them and the decision-making processes to create sustainable communities in their host countries and their countries of origin.2) The Cross-border Intercultural and Societal Entrepreneurs' partnership, representing cross-sectorial educational fields, undertook this 3-year project to respond to this need, and set the following general and specific aims:General aims:1) to enhance the skills of adult educators working with migrant and refugee communities to overcome barriers to their inclusion and participation in the host communities, through a 5 Life-Skills educational programme aligned with the UN Sustainable Development Goals2) to develop a sense of care and responsibility in host communities towards migrants and refugees 3) to facilitate the exchange of inclusive, intercultural and social entrepreneurial training models developed in four countries: Spain, Sweden, Turkey and UK.Specific aims: 1) Output 1: An online curriculum for adult educators entitled ‘Migrants and Refugees as Re-Builders’ based on a 5 Life-Skills programme: i) Sustainable livelihood: The art of covering fundamental human needs and rights; ii) Affection and belonging: The art of caring and accepting to be cared for; iii) Prevention and protection: The art of promoting human security; iv) Understanding and engagement: The art of developing critical and constructive thinking and engagement; v) Participation and social entrepreneurship: The art of enhancing socio-economic value for communities.It uses, as a benchmark, Manfred Max Neef’s matrix of existential and axiological human needs, and Amartya Sen´s capabilities themes of political freedoms, economic facilities, and opportunities for social cohesion and social entrepreneurship, at three levels: personal, professional and societal.2) Video testimonies of migrants and refugees to illustrate each Life-Skills training area: 3) Output 2: Competence Self-Assessment (CSA) framework for adult educators to evaluate their progress in delivering training to migrants and refugees, specifically addressing the key challenges on i) Life Competence: the need to know how to navigate everyday life; ii) Autonomy Competence: the need to be independent and interdependent physically, spiritually and emotionally; iii) Relatedness competence: the need to belong meaningfully to a community.4) Output 3: Social Micro-Indicators (SMIs) for inclusion and economic engagement - Adult educators’-designed indicators of social cohesion and integration of migrants and refugees at micro-social level, using the Migrant Integration Policy Index (MIPEX.eu) and indicators of the Sustainable Development Goals as benchmarks. This enables a scan of the degree to which integration initiatives are working according to location.Number-profile of participating organisations;4 organisations providing services to migrants and refugees: Initiatives of Change UK, charity, provides training in trust-building; Progestión Association, Spain, provides wide variety of services; Kista Folkhögskola, Sweden, community college providing courses; Migrant Research Centre, Hasan Kalyoncu University, Turkey, undertakes research and provides courses and other services.Description of undertaken main activities;O1: Curriculum for Adult Educators of migrants and refugees; O2: Competence Self-Assessment (CSA) framework (hard-copy and digital) for Adult Educators; O3: Social Micro-Indicators (SMIs) tool (hard-copy and digital) for assessment of effectiveness of training on social cohesion and economic integration.Results and impact attained:1) Holistic Educational Resources comprising innovative tools for adult educators working with migrants and refugees 2) All educational resources are available in 7 languages: English, Arabic, Somali, Spanish, Swedish, Tigrinya, Turkish, and in Braille in English3) Interactive Tools to enable adult educators to assess both their training of migrants and refugees, and their contribution towards inclusion and economic engagement4) International organizations working in the field of migration have shown interest in using the resources in their educational programmes5) Local authorities have shown interest in using the SMIs to assess the effectiveness of their policies for social cohesion and inclusion of migrants and refugees6) The Resources give adult educators and migrants and refugees an opportunity to build training modules together that respond to their needs and desire to work to meet them. Longer-term benefits:This educational model enables migrants and refugees to create their own solutions to the challenges they face within their communities, with the host communities and in their countries of origin.

Today, significant decrease in the level of vocational motivation of entrepreneurs and entrepreneur candidates in the business world is observed. Thus, as the result of lack of motivation, expectations and needs have increased among individuals. A non motivated entrepreneur should not be expected to provide performance in the sectors which he or she will be involved in business life. For that reason, motivation is not only an issue that should be significantly considered by universities but it is a subject with which we envisage to increase the levels of motivation of the entrepreneurs with the motivation assessment tools and trainings we plan to develop in our project with different techniques. There was no curriculum at the vocational and technical training institutions to implement and to control the e-learning motivation training by the entrepreneurs and entrepreneur candidates at the universities. Innovative implementations should be developed in Turkey to implement the e-learning motivation training by the entrepreneurs and entrepreneur candidates at the university and to train qualified individuals in that field. Needs analysis training curriculum and e-learning system regarding development of implementations of virtual learning awareness systematically in technical innovation programs with academic studies were developed. In addition, web based networks were formed with survey reports, monitoring reports on motivation trainings in EU states, interview reports, analysis evaluation reports, numeric data, interviews, solution proposals, activities for establishing network among our partners. A training module, which involved innovative publishing methodologies that would be required at minimum level in terms of quantity regarding entrepreneurs and entrepreneur candidates, were prepared. Printed and visual training materials to was prepared within the scope of the module tested through pilot implementations and presented for use on the website with open access. In addition, it was available for the se of target group through mobile IOS and Android applications developed. Our project was completed in 24 months. The project managed by Uşak University, which is authorised for undergraduate, MA and PhD education. The project implemented together by International Method s.r.o. of Czech Republic, which addresses the needs of training of the consultants, Vistula University of Poland, which is experienced with its studies on IT hardware and techniques and with Hasan Kalyoncu University. With our project was implemented, broad participation in EU project encouraged. It was enabled an increase in the developed quality in preparing, implementation and monitoring projects at international level. With this project, we aimed all our partners and participants to benefit from the opportunities presented by Erasmus+ program and used the experience and innovative implementations provided with European Added Value.

"In a time of globalization and increasingly competitive environment, measuring performance in construction industry has become critical to business success. Performance measurement aligns organizational resources, activities and processes to the major objectives of the organization. It focuses on the long-term goals and cultivates a long-term strategic view of the organization and therefore produces meaningful measures. It has a wide variety of useful applications. It is useful in benchmarking, or setting standards for comparison with best practices in other organizations, provides consistent basis for comparison during internal change efforts and indicates results during improvement efforts. It is obvious that performance measurement alerts companies during negative performance and leverage opportunities. However, it also increases company-wide understanding of corporate vision and strategy. Stronger communication is provided through the measurement processes. Moreover, information overload is avoided since only the most important measures are considered. The issues related to the long-term targets and strategic objectives are underlined. Improved organizational alignment and employee performance and actions according to the identified strategy is a common result of a successfully implemented performance management system. The competencies needed and available in the company are determined and accordingly a continuous change management and strategic planning is provided.In strategic performance management literature it is assumed that the improvement in the performance of a significant component has a direct effect on the performance of its outer shell. In construction industry value chain, the success of the projects effect company performances and the success of the companies effects industrial performance whereby the industrial success effect macro economical factors. All parameters regarding this approach can be considered as the potential critical success factors of performance.In this project, it was aimed to determine EU wide key performance indicators (KPIs) of vocational training in order to design a conceptual performance measurement system. Vocational training is one of the significant components of project success in construction industry since increasing the success of construction practices and implementations of the well trained workers, will increase the productivity on site and decrease the cost of rework. The determination of European wide KPIs other than national or organization based indicators helps to improve projects success, companies success, industries success and macro-economical factors of the member countries of EU accordingly and homogeneously. By this way,KPIs which was aimed to be determined in this project have the potential to be be implemented and used in all vocational training centers of EU countries to increase their success in a way to reach overall success in construction industry in Europe. Different than the previous studies and projects depicted in literature, in this project, ""Vocational Training Centers and Models"" and their performance as one of the main drivers of productivity and the effects on the decrease of rework were investigated. This study became the first since it analyzed the data European wide, aiming to determine European Union wide key performance indicators. Since data were collected from so many different countries and partners by questionnaires and workshops and search conferences, ""fuzzy logic"" methods were used for the analysis. The KPIs that was aimed to be develop at the end of project have the potential to measure the performance of vocational training centers, see the current state in a way by benchmarking and best practices implementations. In the value chain of performance it is assumed that macro economy is affected by general industrial success and industrial success is affected by the companies and associated other components success. The construction industry as being one of the main drivers of macro economy of any country, the components associated in the construction industry also have significant impacts on the overall success of the industry. The KPIs developed at the end of this project will be an opportunity for the VETs to improve their performance and to train more skilled labour for the construction projects. At the end it will improve the productivity of the projects, thereby bring the project success, company success, industrial success and in the macro level will improve the economy of nations as well as all union member countries."

Nursing as a profession aims to provide excellent care. In multicultural evolving societies patients are entitled to culturally competent care as it is in the case of the EU. Nurses must be prepared to recognize patients’ needs that derive from culture and to develop skills that will facilitate their achievement. Transcultural nursing (TN) is an emerging area of both study and practice focusing on human care to provide culturally competent care to all patients and families with maximum respect to cultural values, beliefs and different lifestyles. Within the TN approach, each the individual is considered within their environment and culture which are intrinsic. Nurses should not neglect these features while providing care. Cultural values and beliefs are crucial elements in efficiently and effectively fulfilling the needs of patients from a nursing holistic approach. In nursing education, the transcultural nursing approach is unusual in countries such as Turkey. We have identified that often the transcultural aspects explored in baccalaureate degree nursing programs curricula (both theoretical and practical contents) appear largely scarce. Consequently, nursing graduates underline knowledge gaps on the TN matter regarding information and precise skills much needed in their actual practice. These difficulties may derive from insufficient and obsolete nursing syllabus.This project focuses on nursing academic experts who work actively on transcultural care and transcultural nursing and students following a bachelor's degree in nursing.This transnational partnership will work on developing the most up-to-date and evidence-based curricula on transcultural nursing skills as a result of this global collaboration. Students will be able to observe, compare and implement the methods favoured by partner countries. Subsequently they will be able to acquire cultural knowledge and skills in the TN context and develop their own abilities. The BENEFITS project is carried out in a transnational manner in order to close an existing gap. We will create a core curriculum and supporting publications on this innovative approach to create awareness, support learning and ultimately have a positive impact in each of the countries’ healthcare evolving practices. All project partners will benefit from within this project, but our actual aim is to share this knowledge on a global basis which adds to the existing body of knowledge but that shows a concrete example on how to embed the transcultural care approach in the nursing curriculum within various settings.The partners will meet six times in total and work on a collaborative manner on the project. In the first phase, faculty members in Hasan Kalyoncu University (HKU) (coordinator) and the partnership will determine the competency level of our nursing students on TN and potential gaps. The first project management meeting (kick-off meeting) will take place in HKU, Gaziantep, Turkey. In the second and third phases, our partnership will examine nursing education curricula on transcultural nursing and best practices in the Czech Republic and Spanish contexts. In the third phase, our collaborative network will implement a workshop on transcultural nursing education and identify practical training opportunities in medical care facilities in Turkey (Gaziantep and GPDH). After these three intensive examinations, final drafting of our TN curricula will be developed. The fifth phase, of the BENEFITS project intends to implement a collaborative intensive training program on transcultural nursing (one week). This course will be conducted in Belgium where students from all partner institutions will participate. Faculty members from our partnership will also participate in this training program as instructors. The program will be evaluated accordingly, and after this will be implemented accordingly. In the sixth phase, careful assessment of the results of our implemented TN program will discussed and held in Giresun with the participation of all partners. In summary, this project will create an evidence based global curricula on the topic of Transcultural Nursing Education. This change in the nursing education curriculum will enable students to learn these methods during their studies and to incorporate knowledge and specific skills into their global practice. Our partners will recommend the implementation of specific changes in curriculum of nursing education in their home countries accordingly. Global stakeholders will be hence briefed on the achievements of the BENEFITS project and future recommendations will be made. Due to our evolving multicultural societies and the challenges that this encompasses, this project will be a good example for nursing education across Europe. We believe that not only students and future nurses will benefit from this program, but equally patients and societies by providing respectful and culture sensitive care to our multicultural society.