"The project has been prepared for people in the labor market that have received professional training in the basic and intermediate levels in the field of sports. The project aims to support strengthening of these people’s professional profiles in the business market, increasing of their employability and making them reach to the new job opportunities by developing ""Social Compliance Training Program Through Sports "", ""Talent Selection Training Program in Sports"" and ""Technology Usage Training Program in Sport”. Also project aims to;to develop new and innovative approaches for sports vocational training,to provide the opportunity to make collaboration of institutions that perform in vocational training field in sports sector, companies that include actively in different socio-economic sectors, public authorities, non-governmental organizations,to raise the accordance of vocational training for sports sector with labor market, to encourage to start of sport’s innovative experiences about vocational education by supporting open vocation resources, open and flexible learning and other innovative methods, to enhance the capacity of the institutions that get into vocational training act for sports sector Project will consist of these activities basically; 1- Project Management 2- Need Analysis3- Development of the programs such as ""Social Compliance Training Program Through Sports "", ""Talent Selection Training Program in Sports"" and ""Technology Usage Training Program in Sport” 4- Pilot implementation of training programs for audience5- Assessment6- Dissemination of the Results The scope of the training programs that are desired to be developed are as in the following; 1- Social Compliance Training Program Through Sports: Social Compliance Training Program Through Sports will be designed for disadvantaged people because of physical, geographical, economic, social and cultural factors to increase their accordance and participation and to social life by sports activities and to be implemented on people who will work occupational groups such as; physical education teachers, coaches, sport administrators, sport training specialists, recreation leader, youth leaders. As a result of implementing this training program to people that will work in the relevant occupational group, qualified personnel can be raised in social compliance field through sports. This qualified personnel raised will be able to work in special and public schools, child welfare agencies, youth centers, prisons, civil and non-governmental institutions that make studies about substance abuse, institutions that make training activities for physically and mentally disabled people and at the relevant departments about social work of local governments in social work. 2- Talent Selection Training Program in Sports: “Talent Selection Training Program in Sports” will be implemented for people in the infrastructures of sports clubs, tiny, stars and young categories of sports federations, stars and young national teams, the youth centers that depend on public and local governments, Olympic centers, public and private schools that give basic level of education, similar educational institutions and for people who work as physical education teacher, sports training expert and monitor, coaching, mentoring and youth leadership in the labor market.3- Technology Usage Training Program in Sport: As in all education activities, in sports field, using technology (especially mobile phones, personal computers and internet) has gained importance to catch the success and quality in teaching and learning processes while providing information flow. However technology can’t be used enough in all fields of the sports and it is seen that the skills to use these equipments have not been gained to physical education teachers and coaches.The most basic ones of technological equipment mentioned are technological system such as smart mobile phones, digital cameras, camcorders, desktop, laptop and tablet computers, GPS, web page, blog (web log), the Internet, databases, educational audio-visual material (video, DVD, CD, etc..) the movement and image analysis systems.Technology Usage Training Program in Sport wanted to be developed will raise the quality of sports training and provide the usage of technology and the relevant products in sports training by implementing on people who work/ want to work in sports sector such as physical education teacher, sports training specialist, trainer, mentoring and youth leadership."

Today, human pressure on environment has resulted in dramatic declines in natural capital and threaten the health of social and ecological systems. Human society is now face to face with complex environmental problems that require innovative solutions. Each individual should gain ability to apply what they learn about their impact on the environment to make changes in their behavior and live more sustainably. Several studies confirmed that for raising awareness, “ecoliterate worldview” is prerequsite to recognize that the earth is an intricate system of relationships that we are part of, and to live accordingly. An “ecologically literate person” has the ability to use ecological understanding, thinking and habits of mind for living in, enjoying, and/or studying the environment. However, it is not enough; it is required to understand the social–ecological systems (SES). Natural resource management issues are not just ecological or social issues, but have multiple integrated elements. These systems, in which cultural, political, social, economic, ecological, technological, and other components interact, are referred to as social-ecological systems. Using SES to improve ecoliteracy of young people will help to create possibility for combining different societal actors who are often times in each other’s vicinity and share common concerns but rarely find a way to collaborate. Along this line, this project aims to serve a platform for teaching ecoliteracy enhanced with SES approach. Emerging interdisciplinary endeavors of social-ecological systems, resilience, sustainability science, complex systems, are well-posed to contribute to finding solutions to contemporary environmental problems, and have the potential for increasing ecological mindfullness, environmentally behaving youth. Project consortium is comprised of 8 partners from 5 different countries; 2 universities (biology and environmental sciences dept.), 1 Research Institute, 2 SMEs working in the field of environment, and 3 NGOs dealing with environment-human related issues and education. These diverse perspective will strengthen the effectiveness of the project activities and provide it with a multisectoral, multidimensional approach. Young people ages between 17-26; leaders and members of youth clubs, scout leaders and scouts, members of environmental clubs in high schools/universities and young members of environmental NGOs are chosen as target group. The outputs of the project will be both theoretical and practical. The theoretical part will be textbook explaining ‘ecoliteracy’ and ‘social ecological system’ frameworks which will be contributed by different professionals in the project team. Then, for guiding practical part, outdoor training guideline focusing on teaching intrinsic value of nature will be prepared. This will be learner-centered and provides participants with opportunities to construct their own understanding through hands-on investigations. Once people & the participants value those assets, they will more likely be disposed to care for the environment and protect them. It will be problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. The toolkit used in the “mobile application” will permit examination of how relationships and social processes function to support or disrupt young people’s positive identity development which, in turn, shapes their actions and behaviour. Finally, establishment of e-learning training modules containing above outputs will be done. We consider learning systems composed of individuals interacting with their biophysical environment as embedded in the larger system of an environmental education program, which in turn interacts with natural resources management practices, environmental policies, and other elements of a local social-ecological system.The SES_ECO project is expected to achieve the following outcomes:- Building trainers’ capacity in the areas of ecology and systems thinking,- Increasing an awareness for the environment,- Improving the understanding of ecological science and its usefulness for real-world environmental issues,- Creating a sense of place and encouraging teaching with multiple learning styles. - Quantifying ecoliteracyThe use of project outputs will offer opportunities for personal growth by encouraging teamwork, collaboration, and the development of leadership skills, which serve participating groups who are well in their academic & professional futures.The overall impact of the project is that it will increase the ecoliteracy skills enhanced with SES approach. This will improve their environmentally-friendly behaviours and render them better citizens for their countries for the EU and eventually for the world. Such ecoliteracy skills will also improve their entrepreneurship in terms of establishing more ecofriendly businesses.

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.

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 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."