Farm animals and horses commonly fall into wells, slurry pits and irrigation canals, can be trapped in holes, septic tanks, ditches, mud, water/ice. Villagers resolve entrapments with crude tactics that cause suffering to the animal before its often eventual death. The project's objectives are to establish a long-term cooperation and partnership in the animal rescue domain among the project partners, to establish an animal rescue training center in the Aksaray under organisation of AFAD Directorate and to develop the small and large animal rescue capacities of the Aksaray and Kilis Directorates, Aksaray University, Ss. Cyril and Methodius University, Macedonia, Ljubljana University, Slovenia through the establishment of European animal rescue model, to decrease injured rescuer numbers during incidents, to decrease animal losses during rescue events and economical losses of animal husbandry and to increase public awareness on animal rescue and to improve animal welfare.The Project coordinator, Aksaray AFAD Directorate is a public body responsible in managing and coordinating emergencies and disasters in the region. Our EU partners are the Ljubjana University, Slovenia and Ss. Cyril and Methodius University in Skopje, Macedonia. Our local partners are Aksaray University, Faculty of Veterinary Medicine and Kilis AFAD Directorate.English speaking course under Aksaray AFAD and basic veterinary education (anatomy, physiology, handling, restraining methods of animals) under organisation of Aksaray University for rescuers have been performed in the first stage of the project. Staff of Aksaray and Kilis AFAD Directorates, and veterinarians from partner universities have been trained under organisation of Ljubljana University, Slovenia. This activity was the cornerstone of the project because these trained skilled personnel will give basic animal rescue training to local veterinarians, firefighters and search and rescuers in Turkey, following the project completion.In the project scope; technical animal rescue books and CDs for rescuers, awareness books and CDs for public, public spotlight to increase awareness of public on animal rescue have been presented for beneficiaries. Also, surveys, leaflets, flyers, brochures have been distributed to beneficiaries for increasing awareness and capacities of animal rescue.Following local training, two practical rescue events have been performed to increase flexibility of local rescuers and international animal rescue conference has been held in Aksaray. Experiences of Aksaray and Kilis AFAD rescuers and veterinarians on animal rescue have been increased in parallel project activities. Ljubljana, Macedonia and Aksaray Universities organized animal rescue workshops.Animal rescue training center in the main campus of Aksaray University, under organisation of Aksaray AFAD, has been established . This center helps sustainability of the project. This center is aimed to give education by experts from the region and other regions and in collaboration on a long-term basis as a training and excellence center at national and European levels.

This project grew out of the concern that the advancing technology would shape the future of education by changing traditional education models, schools and classrooms and learner teacher interaction which could promote challenges for students, teachers and other stakeholders. In this respect, it is vitally important to keep up with the demands of this fast-growing technology by evolving traditional education methods and models to respond to the demands of technology in a way allowing personalized independent learning, constant access to the learning material and thus promoting lifelong learning. It is also equally significant to train and educate those who are responsible for training of individuals in different vocational fields in terms of improving the quality and efficiency of the training by utilising the pedagogical potential of ICT tools. Within this perspetive, Flipped Classroom Approach-Based Professional Development project for VET Trainers (Flipped-VET) aimed to improve the quality of vocational education and to engage a movement towards work-based, collaborative and problem-oriented learning/teaching by integrating ICT tools into teaching and training of individuals. The project was coordinated by Aksaray University and conducted with the participation of four institutions, Guimel, Bida e.V. Kultur und Bildung, E.ri.fo. Ente Di Ricerca E Formazione and Onageb.Spain.S.L. respectively. Aksaray University is a higher education institution in Turkey which benefited from EU grants through Erasmus + programme with its different actions. The main responsibility of the coordinator was organizing and managing the project activities and budget control including monitoring progress, dissemination and sustainability.Guimel SAS is a non govermental association (NGO) from France aimed to support social and professional insertion of people with difficulties into the society and works to develop autonomy and enpowerment of people supported. Bida e.V. Kultur und Bildung is an educational centre from Germany having broad experience in vocational training and education in terms of social integration of marginalized groups and groups at risk of social exclusion such as immigrants, women victims of violence, unemployed, low-skilled adults and refugees.E.ri.fo. Ente Di Ricerca E Formazione is a vocational educational training centre from Italy with a strong experience in LLP and Erasmus+ Programmes as it carried out and participated in many European projects Also, the institution is known for its training programmes and projects in innovative teaching methodologies, ICT based instruction and flipped educationOnageb.Spain.S.L. is an another NGO from Spain composed of experienced trainers with more than 18 years experienced in vocational education teaching as well as development of adult education contents and methodology. The institution has strong experience in methodology training and vocational education contributed to the project through its expertise in needs analysis and valorisation and dissemination of the outcomes.There were 6 transnational meetings planned during the course of the project including two IP events and creating a web based platform and dissemination of the results as the main project activities. Additionally, a guideline with regard to how to train the VET trainers with Flipped Classroom was planned to be developed on the basis of theoretical and pedagogical literature. Depending on the data obtained from the needs analysis collected from the trainees, the IP event content was determined and the programme was scheduled . With the organization of national meetings, the trainees in each participating country were trained in relevant fields. Furthermore, tutorial videos both in English and the national language were created by each participant. After the implementation of the intensive training programme, qualitative and quantitative data was collected to assess the effectiveness of the application. Finally, the project was disseminated at both local and international levels through conferences, leaflets.The project was instrumental in contributing to the personal and professional development of both trainees and trainers in terms of technology integrated instruction as it provided opportunity to access the theoretical information, ideas for methods, teaching techniques, best practices, activities and resources on Flipped methodology. Also, the project provided an innovative teaching methodology for the VET trainers through the use of web based platform that they can reach rich source of theoretical and practical knowledge about Flipped Education which allowed for personalized professional development. Additionally, the project paved the way for new teaching methodology for VET institutions that they could train the individuals without being constrained by time and place.

The global emergency of COVID 19 pandemic requires a response through science and technology means, wherein nanotechnology approaches may contribute with advanced solutions. They can address the many clinical and healthcare challenges that have arisen from the coronavirus activity, the fight against the disease, and the ongoing mitigation strategies. The COVID 19 crisis has accelerated as well the need to digitally transform education and training systems. In Higher Education (HE), there is a need for strengthening the capacity to provide high quality, inclusive digital education and to realize an immediate impact of the new knowledge for combating the coronavirus pandemic. To address these needs, the project “Digital University Aula in Nanotechnology education to fight COVID 19 – Nano-Code” will develop an innovative educational programme, based on ICT and EQF/NQFs/HE strategic system for organization of an education process. It will improve the professional performance of HE tutors/graduates and encourage implementation of relevant quality standards in nanotech area. The objectives pursued by the project are:- To study the peculiarities of specific resources and define the applications of digital technologies in teaching/learning nanotechnology.- To create a virtual space (Digital University Aula) and educational content that offer individual solutions adapted to challenges and real situations at local level.- To apply EQF/NQF/HE principles for competence development of the target groups.- To show the innovative character of nanotechnology and its impact on COVID 19 combating through digital education.Nano-Code project consortium is created on the basis of mutual agreement and understanding for the HE needs to shift educational policy from traditional to digital environment and tools, operating through EQF/NQFs/ECTS instruments. It unifies 6 partners from 4 countries: Bulgaria (P1–P3), Germany (P4), Greece (P5) and Turkey (P6) and comprises 2 Universities (P1, P6), 2 R&D Centers (P2, P4), 1 NGO (P5), and 1 SME (P3). The project is structured in 4 phases comprising ordered work in terms of Activities (A) performance and technical, human and financial resources involvement.Ph1. Preparation (A1–2): Managerial and administrative arrangements and project commencement;Ph2. Implementation (A3–4): Methodology and work plan issue; Intellectual Outputs elaboration;Ph3. Follow-up (A5–6): Results evaluation, appraisal and verification; Dissemination & Use performance;Ph4. Sustainability (A7): Sustainability and impact: post-project sustainable actions organization.The methodology to be used in the project activities involves application of good managerial practice and methods for:- Administration: distribution of project tasks by time, type of activity and partners- Quality management: launch of objectives and processes required to deliver the desired results- Implementation: processes used to complete the work defined in the management plan- Monitoring & evaluation: managing and tracking the project activities- Dissemination & use (D&U): studying and evaluation of the project’s influence potential on target groups/sectors/users- Financial control: documentation and reporting to avoid financial conflicts and violations of contractual obligations. Nano-Code results will be elaborated in compliance with project development and will be defined by the outflow of the project phases:Ph1: Quality Management Plan, Project Communication Plan, D&U Plan and relevant supporting tools.Ph2: Intellectual Outputs O1: Nano-Code Digital University Aula design and establishment; O2: Digital competence concept: mapping advanced digital skills and knowledge; O3: Nano-Code innovative model for digital higher education; O4: Nano-Code digitally enhanced curriculum; O5: Fast Digital Organizer for teaching/learning on demand of HE tutors/graduates.Ph3: Follow-up & sustainability: Internal/external project assessment; Multiplier Events (E1–E6) performance.D&U and impact provision: dissemination checklist; publication of D&U materials.The envisaged Nano-Code impact will be realized among core players and wide audience at national/EU level. The innovative digitally enhanced curriculum in “Nanotechnology to fight COVID 19” creates prospects for targets-focused impact. Its structuring and operation within the established Digital University Aula through a Learning Outcomes-based model will contribute to the introduction of a competence-grounded approach to teaching/learning and assessment. The project will develop innovative educational materials and address a theme of particular EC interest: Nanotechnology vs. COVID 19. Potential longer term benefits are anticipated through implementation of project outputs into national HE systems and in-company training units; promotion of HEIs capacity to support and build up employability; mobilizing education, science and technology to realize positive effect in COVID 19 combat.

"The partners who have realized Social lnclusion Through Education (Acronumo SITE) have achieved the main objective of the action: to deepen and experiment innovative methods and approaches, in order to create interconnection between formal, non-formal and informal learning, to encourage the participation of adults in lifelong learning.The context of the project is that found by the partners in their activities at local level and confirmed by recent studies at national and European level. The picture that emerges is that in a society in which space and time are revolutionized by ITC, still persist barriers that hinder the participation of adults in lifelong learning. In most cases, impediments are related to time constraints, family responsibilities, working time and increasingly hectic lifestyles. However, even economic constraints, belonging to ""vulnerable groups"" low self-esteem, poor awareness of their own abilities and potential and lack of basic digital knowledge can prevent people from participating in lifelong learning initiatives. Thanks to SITE project, the partners have:- identified small ""vulnerable"" groups of excluded or demotivated adults to participate in lifelong learning.- identified their training needs, in terms of key and transversal skills;- investigated and analyzed the obstacles and motivations that make the target groups excluded or not motivated with regard to lifelong learning,- shared and studied the best practices and innovative methods in terms of adult education (in particular the peer to peer approaches; learning by doing and the andragogical model).- have experimented training activities, using non-formal methods for small groups at local level;- built “training modules” and materials that can be easily reused in the future by themselves or by other organizations involved in adult education.SITE was the result of a collective effort, as the partnership is formed by organizations with characteristics and skills that complement and reinforce each other, as specified below.-Informamentis Europa: is an association aimed to encourage social development, culture and education of citizens, promoting studies, research, cultural exchanges, through EU programs, especially in the fields of education, vocational training, culture and youth. The association has implemented, as a promoter or partner, several projects, at national and European level (LLP -Erasmus Plus), to promote international mobility, the exchange of good practices in adult education, the use and dissemination of European tools ECVET.-ARVET, is a social enterprise operating in the United Kingdom (London suburbs) with adult learners, so that they can acquire skills competences for personal development, for employment and active global citizenship. Its goal is to provide, through innovative programs, skills that allow learners to undertake personal paths, especially in the field of self-entrepreneurship.-University of Aksaray realizes educational projects of social inclusion and training of adults with respect to key competences. Lecturers and collaborators support ongoing training initiatives for disadvantaged groups such as women, unemployed people, people experiencing geographical distress, in order to improve their employability.-Lélekben Otthon Közhasznú Alapítvány is a foundation that works with people who have psychological and / or psychic distress, especially for suicide prevention. The foundation staff carries out non-formal education activities and support to improve the skills of adults at risk of marginalization and suicide, improving their self-esteem and their employability.-AKADEMIE ÜBERLINGEN VERWALTUNGS GMBH: is a training center specialized in the education and professional training of disadvantaged people, as people who have dropped out of school early; long-term unemployed; the disabled and people with a difficult social background. Collaborates with companies, public authorities and associations to promote employability and social inclusion.-Zavod Karo: is an NGO that supports projects to promote social business development in Slovenia. In particular, it works to contribute to greater social inclusion of vulnerable social groups by improving their employability and by combining bussiness oriented activities with the social needs of the territory."

As stated by the Europe 2020 Strategy, highly skilled individuals with critical mind-sets are needed to create the businesses of the future and more generally, to help business and the public sector to innovate their processes and systems to accomplish with the high standard set by European and National Governments. In order to facilitate students’ transition from full-time education to the labour market, contents and learning approach have to accompany individuals in challenging their thinking, practices and routines, so to evoke mindful thoughts about new sustainable ways of improving organizations / networks / society from within.For example, ICT professionals have to develop skills in marketing or management; services workers have to develop customer-oriented skills and digital literacy or tourism services professionals have to look for new ways to attract interest by potential clients. In many knowledge-intensive sectors, skills as managerial and scientific knowledge are in fact more and more frequently needed. The aim is offering participants a solid knowledge on how organizations operate and what employers expect from employees. The thematic workshops, based on collaborative learning methods, accompany students in acquiring skills requested by the 21st century workplace while learning the most common (and implicit) rules within a working organization, to meet employers’ expectations. The SUSTAIN program will accompany participants in analysing different aspects and situations related to sustainable and socially responsible organization, ethical behaviours, social equity and sustainable management of resources thus building up the necessary skills and competences to be a suitable and reasonable employee. The process is aimed at offering students a better prospective on how sustainable and ethical organizations operate, to learn how to behave in a work environment and be better prepared for their internship or work insertion.One aspect concerning innovation is the provision of easy to understand information on organizational awareness (allowing students to understanding different aspects of the organisation including workings, structure, and culture of the organization) and organization competences (basics attitudes and competences necessary to be an active part of an organization) contained in the eLearning of the project. All those contents are usually absent in technical vocational carriers, but information as social responsibility and quality management or environment management (ISO 9001 and ISO 14000) are utterly relevant for companies of all type and shape – especially the small ones, that require staff to cover different position within the organization. Class activities structured in workshops, structured around company’s departments, will help them experimenting and practicing what real life situation, to get a better prospective on how organizations operate and have a hands-on experience. The inclusive education implies a vision different from the common education based on the heterogeneity and not on the homogeneity. Any inclusive training methodology is a fundamental element in students and trainers' curriculum. The use of diverse strategies will allow trainers to generate tasks and activities in which all learners have possibilities of participation, simultaneously which will encourage the cohesion of the group as well as foster collaborative learning paths.The content is developed jointly by 6 partners from different countries which ensure transferability of the learning content. Blended solutions are more likely to achieve success with ‘millennials’ or ‘digital natives’, for this reason some learning and evaluation activities will be conducted online. This will also facilitate data collection and reporting, sparing time to the educators while monitoring the learning outcomes level along the process.