The project idea was born within a context characterized by the mass arrival of refugees in Greece, from Turkey and other countries, mainly during the period 2015 to 2017.Thus, there was a great need to intervene for the benefit of the group of young refugees, aged 16-24, based on their characteristics and problems, as well as their wishes, such as relocating to a EU country. Relevant intervention should facilitate their integration into society and labor market, handling their difficulty to communicate in the Greek language, their difficulty to find a job, due to lack of relevant skills, as well as their difficulty to be integrated into a formal educational context, due to lack of relevant documents.In view of the above, at a time when other National Authorities’ relevant action was not yet developed, with the exception of the Ministry of Education, the Manpower Employment Organization/OAED, the Greek PES, in conjuction with Strategic Partners, designed and implemented this two-year project, under Erasmus+ for Youth (2017-2019). In this strategic partnership, OAED had the leading role. Partners were the GSEE Center of Educational Policy Development/KANEP/GSEE, the Turkish Ministry of National Education/ MoNE, and the German Training Organization “DEKRA”.I.Ref.SoS scope was to develop an effective transnational system of reception, social support and rapid integration of young refugee populations, inspired from the empirical finding about limited use of the long time period required from arrival in the countries of entry to the time of final settlement in the host countries. It was, therefore, considered that, this period should be positively used to support the steps for social and occupational integration in host societies.The project objective was to develop and test innovative VET pathways, methods and tools to enhance skills of young refugees and professionals in the field, in order to achieve development and implementation of a rapid integration mechanism and relevant good practice, at national and transnational level. Within the framework of the I.Ref.SoS project, studies were initially carried out on young refugees, aiming at gathering the necessary information, on their profile and needs, as well as on the labor market needs of potential host countries. Based on a specific methodology, process and appropriate criteria, forty persons, young adult asylum seekers with legal residence in Greece, were selected to participate in the pilot implementation. An intensive/accelerated language and intercultural training package was designed, for Greek language learning and teaching, enriched with intercultural elements, including tools addressed both to Trainers and Trainees, published in print and digital form, for use on tablets. The program of linguistic and intercultural training was implemented, at pilot level, testing the training methodology and tools. Both the participating young refugees and their trainers used the tablets and the printed material during the lessons. The participants’ needs were analyzed during Guidance/Counseling parallel implementation, based on personalized approach, via interviews with each trainee. The participants’ skills acquired during these interventions were reflected in an individual E-portfolio, whose design and production were also supported by the project. A Vocational Guidance Package was subsequently designed and implemented, oriented to technical and tourist occupations and entrepreneurship, including visits of young refugees at VET schools and laboratories. The action included development of material for vocational guidance counselors. A methodology was furthermore developed to promote the integration of young refugees into the labor market of potential host countries.All the above mentioned project outputs and products cover a wide range of methods and tools for young refugees’ social support, to be further used and/ or transferred to better prepare target group(s) for integration in the host society and labor market. Project results and relevant impact, however, are wider, including important networking and debate, at local, regional, national and transnational level, through multiplier events, with all the involved stakeholders, public authorities, non-governmental organizations, international organizations, social partners’ organizations, practitioners in the field, policy makers. A post-project dissemination strategy is adopted by all the four partners to sustain produced impact.In Greece, interaction with relevant actors, at local/national/transnational level, led to finalization of the project’s results and to a proposal for national strategy. This was an essential result of high importance, which is already yielding results, as it has paved the way to a wider project in the field, at national level, making use of the project lessons, practices, tools and networking, but also including actions to promote refugees’ integration in the labor market.

Qualified workforce is one of the key elements currently for the industry to ensure sustainable competition both in global and local scale. The emphasize and importance placed by the providers of vocational training and education, the policy makers and private sector enterprises on the vocational education and training and cooperations established in this regard are decisive to a greater extent for ensuring qualified workforce. SMART COMET Project, accomplished accordingly and supported by Turkish National Agency within the scope of European Union Erasmus + Program, aims to reinforce the cooperation between the vocational high schools and enterprises through the life-long learning perspective and therefore contributes to the sustainable development of qualified workforce. Providing the vocational training and education system with the capability to respond to the requirements of sector-specific employment market on a high-level and contributing to enterprises on an ever-increasing competition environment within the sector is among the main objectives of the project. In addition to this, enterprises provide support and assistance to vocational education and training through various activities and opportunity to reinforce and consolidate the theoretical knowledge with practical practices and applications is offered to the students. The main objective of the project is to reinforce and consolidate the reciprocative benefits, namely win-win practice between the schools and enterprises. The Project is realized by means of a partnership established between the providers of vocational training and education of Turkey, Germany and Spain and the national and international enterprises towards enhancing the international cooperations. The Project is realized under the partnership of Ministry of National Education Directorate General for Vocational and Technical Education (Turkey), MESS Training Foundation (Turkey), DEKRA Akademie (Germany), FLM Fundacion Laboral del Metal (Spain) and the strategic partnership with the Turkish Employers Association of Metal Industries. SMART COMET is consisting of two main components; first one is the competence management model and the competence development platform (IT Tool: http://www.cometittool.com) as the output of this component and the second one is to develop the school-enterprise cooperation and proposal of the school-enterprise cooperation model. Within the process of establishment of the project outputs of these two components, five study visits were performed covering three countries for the purpose of making observations and exchanging views and opinions. The report was further revised and finalized by the evaluations of the Ministry of National Education, observations of the project partners, current European Union regulations and practices, endeavors of technical specialists and substantial contributions of the human resources specialists. As a result of this, an innovative competence management model supporting the sustainable vocational development and addressing to the entire sector and the industries of 3 participant countries is established and a competence development platform (IT Tool: http://www.cometittool.com) is accomplished to support this model. The overall results reached through this project are:•A pilot basis for school and enterprise cooperation system for the metal sector companies using a competence management (COMET) approach is developed and piloted,•A model is created for metal enterprises to better manage their workforce through learning outcome-based competence management,•Enterprise and school capacity to analyze, understand, express, address and manage human resource challenges including, but not limited to the ability to better manage and anticipate skill needs over a strategic horizon is improved though the model,•Upgrading skills and qualification of all employees in metal sector in partnership with schools is facilitated,•Schools’ participation in the cooperation model to better adapt themselves to evolving labor market needs by working closer to metal enterprises is piloted.The involvement and evaluations of Turkish Ministry of National Education in project was advantageous for the success of dissemination and exploitation of project results. This created an impact for the VET teachers and school administrators in the way of generating close ties with the private sector. The second output of the project, competence management IT tool has started to be operating in order for the sector to evaluate the development of the employees.

STEM approach aims to help student have an interdisciplinary view on problems, and gain knowledge ans skills with a holistic educational approach. Therefore, it is very important to determining the subject that can be lectured together with other courses in every education program and design of integrated course activities in the integration of STEM education in different courses. Coding is considered as the most important part of the Technology section STEM, and coding is also covered while mentioning STEM in tehe project. While conducting all these works for curriculum, the curriculum for technology should be created especially with the coding logic. After deciding these two implementation parts of STEM education, the theories supporting these practices in Science and Mathematics should be determined. Bu yaklaşımı okullarında uygulayabilecek STEM eğitimi ile ilgilenen öğretmenlerin bir araya gelerek disiplinler arası STEM eğitim projeleri geliştirme ve uygulama ekiplerine doğrudan ihtiyaç duyulmaktadır. Bu ihtiyacı karşılamak amacıyla STEM ve Kodlamaya yönelik eğitmen eğitimlerinin yapılmasına ihtiyaç duyulmaktadır. Within this project it is aimed to prepare innovative educational programs in order to standardize the STEM and Coding practices which currently varies from region to region. These programs will define the content, duration, participants and the activities of the trainings. Therefore it is aimed to observe the good practices of STEM-Coding in Europe and receive trainings from the European Schoolnet which is a leading organization in STEM and Coding. After these trainings are organized and received, all partners will prepare the STEM and Coding Trainer Training Programs to be implemented all over the country. Meanwhile, it is aimed to prepare guidelines to be used during the process and produce STEM and Coding course plans and activities. YEĞİTEK will organize two pilot trainings in order to evaluate the functionality of the educational program and the guideline. These two pilot trainings will be given by project training team which is certified after completing the trainings provided by the European Schoolnet. This team will give two trainings to 20 teachers of each course who are experienced in teacher trainings and worked for the Ministry in different projects. Second pilot training will be given by 40 teachers to 400 teachers on STEM and Coding. These trainings will be organized in 10 cities who are leading in the STEM and Coding activities. After the pilot trainings the STEM and Coding program and guidelines will be ready. YEĞİTEK will coordinate the dissemination works after the updates. Since the STEM and Coding In-Service trainings need to be academically successful, easy to be implemented and compared internationally the partnerships are formed between the institutions which can implement the project effectively in Europe. During the implementation of the project: Trainers accredited and experienced in providing trainings on STEM and Coding will be raised. Besides, an educational program to be used by these trainers will ve provided. Trainer guidelines for the implementation of the educational program, contents and sample STEM and Coding activities will be produced. Also aweb platform to be used under the Educational Informatics Network (EBA) for the promotion of the project. Also there will be a special session and promotion for the project at the FATIH Project EDucational Techologies Summit whih is organized every year with the great national participation. After completiıon of the project successfully; An educaional and feasible model for STEM and COding education nationwide will be created. Benfiting from this model, STEM and Coding trainings will be provided in order to enable teaches receive professiobnal development opportunities. Also it will enable teachers to create projects with their students. There will be contest organized in order to promote the projects prepared on a national level. STEM projects jointly prepared by teachers and students will be exhibited. In this way, teachers and students will be motivated.

Migrant entrepreneurship has become a widely discussed form of migrant incorporation in both policy and social sciences. The EU acknowledges this & promotes Strategic Entrepreneurship. In many countries, young migrants are more likely to be entrepreneurial than natives and migrants are also more likely to be self-employed than natives (UN Report Migrant Entrepreneurship:Hania Zlotnik et al.). Entrepreneurship among young migrants must be seen as a new arena for social, economic and political action. Many governments are therefore trying to actively promote entrepreneurship through various forms of support. But the role of Youth Work in fostering entrepreneurial learning has been underexposed up until today (Taking the future into their own hands Youth work and entrepreneurial learning : final report – Étude EU 2017). With the migrants issue high on the calendar of the EU there has never been a more important time for an attractive Entrepreneurship Capacity Building Support for young migrants (born in non-EU countries). The Young Migrant Entrepreneurs (YME) project will focus on delivering entrepreneurial learning support through Youth Workers and Immigration Case Workers: *Reinforce links between youth work policy and migrant policy, research and practice; *Promote better knowledge about the situation of young migrants and youth work and migrant policies; *Recognition and validation of youth work and informal non-formal entrepreneurial learning at European, national, regional and local levels *Mentoring/Youth Worker schemes for young migrants and young migrant would-be entrepreneurs. * Approaches to the assessment of entrepreneurial competences * Develops the competences of youth workers and youth trainers Within the EU, young migrants represent an important pool of potential entrepreneurs, but can face, as other more vulnerable groups, specific legal, cultural and linguistic obstacles. These issues need to be addressed in full to give the right youth work entrepreneurial support equitable to that received by all other entrepreneurial groups. This is the main goal of the Young Migrant Entrepreneurs (YME) project. The 2 year-old deal between the EU and Turkey helped control an unprecedented migration crisis! In 2015 and 2016 alone, more than 2.5 million people applied for asylum in the EU. Authorities in the member states issued 593,000 first instance asylum decisions in 2015 - over half of them positive. 1.1 million asylum decisions were made. 61% of those were positive with one third of applicants granted refugee status, the highest level of international protection. Frontex, the EU border surveillance agency, collects data on illegal crossings of the EU's external borders registered by national authorities. In 2015 and 2016, more than 2.3 million illegal crossings were detected. It’s clear there has never been a more important time for youth work to identify, encourage & support young migrants in entrepreneurship capacity building. There are some factors that underpin migrant entrepreneurship: - Higher tolerance to risk among migrants than among natives - Cohesiveness of extended families - For migrants from least developed countries, larger families provide more sources of labour for a SME - Community ties can lead to migrant dominance in certain activities The partnership programme is about identifying and supporting Young Migrant Entrepreneurs, thesocalled ‘Migrant FuturePreneurs’ and will develop a transnational ID & Support programme targeted at young migrants (14-18) & their educators, youth workers and immigration case workers YME will produce; * Country Conclusion reports on Youth Work Support in relationship to entrepreneurship capacity building with young migrants, combined with expert views * Theoretical Frame Work & Study analysis: The aim is to provide an overview of relevant theoretical perspectives on youth work and migrant entrepreneurship capacity building *An app & e-assessment tool both for identifying entrepreneurial skills explaining the Project’s main objectives, key steps to build them and success stories will be developed and presented to each partner country. *Creation of a Youth Worker's Guide *Creation of a Young Migrant Entrepreneurial Learning Support Package: *An official dedicated ‘Young Migrant Entrepreneurs’ website & OED platform will be built & updated *A Green Paper will be published on line & in hard copy, to be available for capitalisation & dissemination at EU-level Target groups: Youth Workers, Immigration Case Workers, Young Migrants (aged 14-18). This project addresses the needs of Youth Workers supporting young migrant Entrepreneurship Capacity Building. The YME-partnership consists 5 countries (Turkey, Netherlands, Italy, Romania and UK), who have had statistically the most volumes of immigrants entering their country, keeping in mind that Turkey is the immigrants first safe haven.

m-Game is a MOOC portal for Mobile Game Development. Their structured curriculum and well defined target behaviors, tutor support create confidence and reliability when compared to similar but informal online learning mediums. m-Game platform has 15 MOOCs to strengthen different skills and competences about mobile game development. m-Game project aims to create a critical mass to mobilize VET learners who have basics of IT understanding but lack of structured knowledge to produce any mobile game or to be a member of game development team. To achieve this goal, massive open online courses (MOOCs) produced in m-Game are hosted by Bilgeis.net.https://bilgeis.net/moodle/course/index.php?categoryid=41 m-Game has 15 MOOCs to nurture “mobile game development” behaviors as habits among trainees and bring those competences into everyday life. Developed MOOCs deliver new learning outcomes for trainees through continuing non-formal and informal education which are applicable in job settings. MOOCs promote workplace learning, providing efficient and integrated guidance services in addition to flexible and permeable learning pathways. Additionally, m-Game project introduces systematic approaches to, and opportunities for, the initial and continuous professional development of VET teachers, trainers and mentors in both school and work-based settings, with a focus on developing effective digital, open and innovative education and pedagogies. The list of courses for Mobile Game Development Programme is given below as output of m-Game: 1- Object Oriented Programming 2- Unity Scripting (C#) 3- Developing Interactive Applications with Unity 4- Visual Components for Programming5- Database for Mobile Games6- SQL Querying 7- Database Design 8- Database Management 9- Monetization Strategy 10- Publishing on Application Markets 11- Marketing, Advertising for Mobile Applications 12- Mobile Game Dynamics 13- Game Design Documents14- Game Usability Testing 15- Measurement of Audience The MOOCS are available with different languages which are, English, Turkish, Greek, Italian and Spanish. The consortium leader is METU, a research university in Turkey DamaSistem, operating at the Middle East Technical University TECHNOPOLIS, is a research and development company focusing on design and development of educational software. MoNE is the Ministry of National Education in Turkey which manages one of the largest educational systems in Europe. AIJU is the Asociacion de Investigacion de la Industria del Juguete (AIJU) is a private not-for-profit organization in Spain. The Institute of Entrepreneurship Development (iED) is a Greek NGO committed to the promotion of innovation and the enhancing of the entrepreneurial spirit. And EURO-NET is a not for profit association that is member or associated member of 58 international networks.