"Este proyecto ha surgido a partir de la crisis económica reciente que golpeado especialmente a Europa, como resultado el despempleo, especialmente entre los jóvenes. La educación pública no se adapta con suficiente rapidez a los cambios socio- económicos de nuestra sociedad y como consecuencia no provee a los jóvenes con herramientas y competencias necesarias para afrontar la nueva realidad con una actitud pro-activa. La mayoría de los jóvenes es más propensa para buscar un trabajo a cuenta ajena que crear su propio puesto de trabajo. Suponemos que una parte de ellos lo hace por falta de autoestima, capacidad de iniciativa personal pero también el conocimientos prácticos y herramientas que les sirvan de ayuda para crear ideas propias y considerar el emprendimiento como posibiliad de empleo.En el proyecto han participado los siguientes socios:- Asociación Jóvenes Solidarios, España- Patronus, Eslovakia- London Borough of Hackney, Reino Unido- Hacetteppe Univercity, TurquíaLos objetivos del proyecto ""If not you, then who?Teaching Entrepreneurship"" han sido los siguientes:1. Luchar contra la pasividad y falta de iniciativa de los jóvenes en su etapa escolar (enseñanza secundaria y formación profesional);2. Investigar las metodologías existentes sobre la enseñanza del emprendimiento y creación de una nueva metodología con el fin de ayudar a trabajadores juveniles y profesores, enseñar los conocimeitnos y las habilidades que se consideran necesarias para los futuros emprendedores, con el enfásis en emprendedores concientes del bien común y su valor añadido para el desarrollo.3. Aumentar la calidad del sector de la juventud como promotor de la enseñanza de desarrollo de iniicativa juvenil y del emprendimiento hacía la población joven, a través de la creación de un manual con sesiones didácticas.4. Complementar la educación formal con la metodología de la educación no formal.El proyecto se ha dirigido a los tres grupos meta:1. Jóvenes entre 13 y 30 años, miembros de organizaciones no gubernamentales y centros de enseñanza.2. Organizaciones sin ánimo de lucro interesadas en promover el emprendimiento entre los jóvenes;3. Centros de educación formal, secundaria, bachiller y formación profesional. Durante el aproyecto se han realizado las siguientes actividades:- Tres encuentros de trabajo de caracter presencial para los socios implicados;- Se han desarrollado las primeras 22 sesiones didácticas (11 por cada nivel) para niveles: Start up y Ready to Go;- Implementación de las sesiones desarrolladas para probar su evaluación dentro de grupos juvenilés y la educación formal (formación profesional básica y grado medio e universidad);- Evaluación de las sesiones diseñadas y su adaptación;- Creación del manual con la nueva metodología basada en los valores de la Economía del Bien Común, con sus sesiones didácticas (20 en total) y materiales correspondientes, basada en nuestra experiencia e investigación;- Creación de la versión online del manual;- Realización de cuatro eventos multiplicadores, uno por país, en Reino Unido, Turquía, Eslovaquia y España.Resultados:Manual pedagógico con sesiones didácticas sobre el emprendimiento basado en valores de la Economía del Bien Común :a) Start up - módulo de introducción al emprendimiento, pensado en jóvenes, alumnos de enseñanza secundaria entre 14 y 18 años o jóvenes adultos con ninguna o escasa formación en el tema;b) Ready to go - modulo de apoyo a los jóvenes con formación previa en el emprendimiento o jóvenes con ideas claras de emprendimiento (Formación profesional y formación superior);A través de este manual y sus herramientas didácticas esperamos haber contribuido al fomento del espíritu emprendedor entre los jóvenes y mayor entendimiento del tema. Vemos el emprendimiento como una de las salidas laborales para algunos jóvenes, que puedan crear su propia oportunidad de futuro. Impacto:El proyecto ha tenido un impacto especialmente en: 1. las organizaciones socias involucradas en el proyecto, 2. los jóvenes participantes en las sesiones impartidas,3. trabajadores juveniles, formadores y profesores interesados en la implementación de la metodología.El equipo de nuestras organizaciones ha ganado en experiencia y conocimiento acerca del tema y su implementación en práctica. Gracias a esta nueva metodología, atodos se nos han abierto nuevos puntos de vista y posibilidades dentro de los servicios que ofrecemos a nuestros usuarios con el fin de fomentar la iniciativa juvenil y el espíritu emprendedor. Los jóvenes que han participado en la implementación de las sesiones han adquirido nuevos conocimientos y habiliades, cuales les ayudarán a enfocar su futuro con mayor precisión y sobre todo incrementará su empleablidad. Esperamos que por lo menos han considerado la idea de emprender basado en sus intereses y competencias.Con todo ello esperamos haber contribuido a la calidad de la educación formal y no formal en el tema del emprendimiento"

The wider project objective is to enhance the quality of STEM Teacher training at partner universities in line with Bologna provisions and needs of knowledge economy. The specific project objectives are: to develop STEM Teacher Training Master programs in line with the Bologna provisions; to set up STEM resource centres ; to train teachers in new skills. The main project outputs are: Project policies, National STEM policies& practices, Integrated Master curriculum, 30 new course including 6 courses in English, innovative T&A methods specific for each module, 6 accredited Master programs in STEM Teacher Training; 6 STEM resource centres, retrained teachers, STEM ambassadors, 90 enrolled students, mobility schemes tested between EU and partner universities, Engagement program aimed at raisinf students' interest to STEM subjects. The achievements of outputs is reached through the implementation of 6 work packages. During the preparation phase the main project policies and plans will be devised and analysis of key employers' needs conducted. During the development phase main outputs are to be produced. Training of teachers will be done through the cascade model: first, the train the trainer program will be introduced for a small number of qualified teachers; then the trained trainers will transfer the skills to a wider circle of STEM stakeholders. All project outputs will be internally and externally evaluated. The project consortium consists of 10 universities from 4 EU countries and 6 universities from Russia and Kazakhstan. The associated partners will be actively involved in training and disseminating activities.

The project aimed to create awareness on the rational use of antibiotics among the adults living in Turkey and the adults migrated from Turkey in Germany, the Netherlands and Sweden through adult education. Within the scope of the project, it was aimed to learn the opinions of the health care providers on the rational antibiotics usage of the adults in Turkey and the migrants in Germany, the Netherlands and Sweden. The project had seven partners. Ankara SGK is the applicant of the project. Project partners were selected on the basis of their potential to support the outputs of the project and their level of information and experience on project objectives. Hacettepe University, Ankara Public Health Provincial Directorate and Ankara Chamber of Pharmacists are partners from Turkey. Technische Universitaet Chemnitz is the partner from Germany, Maastricht University is the partner from Netherlands and Uppsala University is the partner from Sweden.The project coordinator is SGK Ankara Provincial Directorate. Ankara Provincial Health Directorate is responsible for the provision of primary care and preventive health services and to increase the knowledge of irrational antibiotic use of the family physicians working in the field. Ankara 2nd Regional Pharmacist Chamber, which is responsible for reaching pharmacists to increase their knowledge of irrational antibiotic use in the community. Hacettepe University Public Health Institute which provides technical support for scientific researches and trainings conducted in the project, Ankara Provincial Health Directorate and Ankara 2nd Regional Pharmacist Chamber worked in cooperation with them. The project was finally achieved results appeared to strengthen interventions for rational use of antibiotics in Turkey.It was also aimed to increase the knowledge of the immigrants from Turkey on rational antibiotic use through adult education interventions in Germany, Netherlands and Sweden, which are the countries with a higher concentration of immigrants from Turkey. In this way the project evidence-based information, education and communication strategies using living in Europe, rational antibiotic use among immigrants from Turkey were developed with international cooperation. It was also aimed at reaching sight and hearing impairments during the project and special material production and distribution is provided so that the developed education and information material can be delivered to the disabled.Project ActivitiesWithin the scope of the project, 6 Intellectual Outputs, 6 Dissemination events, 4 Transnational Project Meetings, Opening and Closing Ceremony Organizations were successfully completed with the participation of all project partners.At the first step of the project, knowledge, attitudes and behaviors about antibiotic use of the community and approaches of health care providers to rational antibiotics were evaluated with qualitative research tecqniques in all countries. The knowledge and the behaviors of rational antibiotic use of the immigrants from Turkey were collected by using the same method.Within the scope of the project, it was aimed to learn the opinions of the health care providers about the antibiotics usage in the community.Based on the results of the research, knowledge-based and culturally appropriate information, education and communication materials were developed. Written and visual materials (eg brochures, booklets, posters and web page) were developed in different languages (Turkish, English, German, Swedish, and Dutch). TV spots for national TV channels in Turkey about the rational use of antibiotics were prepared in Turkish and sign language. Within the scope of the project, Braille Alphabet was developed for the visually impaired and informational materials were developed for the hearing impaired using the sign language.The training module for pharmacy technicians, who play an important role in informing the public about rational antibiotic use, was developed in the project.The family physicians and pharmacist were also trained about the project, the project activities and rational antibiotic use. Significant Results of the Project-The project also developed information-training and communication materials for health care providers and training modules for pharmacy technicians.-The project partner was held with the participation of interested parties for dissemination in each country, and materials developed for the public and health workers at the national level were disseminated.-Qualitative researches were carried out to evaluate the efficiency and effectiveness of the developed project materials. -European countries in the project is to create awareness on the rational use of antibiotics in the immigrants from Turkey and the health care providers giving health services to the immigrants in the community.

Familial hypercholesterolemia (FH) is the most common inherited metabolic disorder in the world with about 2.5 million Europeans affected. An accurate diagnosis through genetic testing confirms the disorder in only about 50% of the cases. Different effective treatments to reduce cardiovascular disease exist; however these high-risk individuals are not being clinically identified. FH-EARLY will enable new strategies for earlier diagnosis and co-management of familial hypercholesterolemia facilitated by well-defined data flows, identifying new mechanisms through multiomics, explainable AI modelling and co-creation with families with FH and caregivers. Its specific objectives are: 1. Use co-creation methods to involve FH patients, families and care teams during the project. 2. Enhance 4 federated multi-modal datasets collated from established cohorts, and realworld datasets. 3. Conduct large-scale functional characterization of FH-related gene variants, to illuminate affected protein function and the variability of the FH phenotype 4. Develop and test an integrative precision health profiling methodology using explainable AI for FH risk prediction. 5. Test and validate a new chip array for early diagnosis 6. Establish clinical and health economic benefits for the signature biomarker in a multicenter interventional study for FH screening. 7. Integrate the early signature biomarker into clinical practice to improve treatment selection and risk assessment of FH and severe hypercholesterolemia patients FH-EARLY will deliver a chip array for earlier, cheaper diagnosis, a signature biomarker assay for unique risk stratification and a XAI driven integrative precision health profiling tool. These will help reduce the burden of atherosclerotic cardiovascular disease, while shifting towards a holistic co-management approach including healthier living in families with FH. This will have a significant impact on cardiovascular health for families with FH and the wider population

STEM PD Net (2016-2019) is an innovative Erasmus+ project to strengthen European collaboration and exchange among STEM Professional Development Centres in Europe. To deal with the increasingly complex reality in class, which has accelerated in the last years, teachers need support through professional development (PD) activities to adopt new integrative methods. This need is particularly pronounced in STEM teaching since STEM is a field in which all pupils, including migrants or those from disadvantaged backgrounds, should acquire appropriate skills in order to ensure their participation in work and life. Nowadays, the need for high-quality STEM teacher PD and the promotion of approaches that allow teachers to deal with complex classroom realities has been recognized. Therefore, quality in STEM education and STEM teacher professional development is key to raising interest in STEM and increasing the quota of STEM graduates.Within the STEM PD Net project, solutions and approaches to these challenges were established. An EU funded group of experts of 12 different STEM PD centres and 2 schools in teacher PD from across Europe has put together a set of guidelines to improve the quality of professional development in STEM education by strengthening the position, work and knowledge base of STEM PD centres across Europe. Therefore, STEM PD Net developed guidelines to day-to-day implementation, which link the best practice and research in STEM PD and offer a solid basis for institutions to examine and further develop their own structures and processes. They inspire STEM PD providers to self-evaluate and improve their own courses. For this, we have considered several users: Government agencies can benefit from these guidelines for reforming and working with their professional development centres. STEM PD centres themselves may use the guidelines for reflection on their practice in order to maintain and achieve quality. STEM PD teacher educators will find stimulating material on STEM teacher PD that they can use and adapt, but can also familiarize themselves with quality assurance measures. The guidelines are ready to use and applicable in day-to-day implementation: (1) “Ready-to-use Guide for High Quality STEM Professional Development” presents concrete examples illustrating its theoretical content. It is easy to apply in a daily context and promotes the idea of challenging participants to reflect on their work. (2) “How can we measure the impact of a PD activity? Ready-to-use guidelines” gives pragmatic advice on the large variety of evaluation devices. It considers what they achieve and provides pros and cons for some of them. PD providers as well as authorities will find the guide useful for selecting and advising on how to obtain appropriate evaluative feedback. (3) “Guide to reflecting on PD culture and diversity and equity in the classroom” is a catalogue of ways to exploit diversity and will be a valuable resource for government agencies for their own national adaptations and PD providers for their own needs. (4) “Selection of PD materials with Comments” is a selection of ready-to-use STEM PD materials, which did not existed so far, and was collected from STEM PD Net project partners, designed in various STEM-related European projects. The expert group has provided comments on their educational approaches, applicability and compliance with the quality criteria for PD in guide 1. (5) Within the guide of “PD centre models: context, mission, structure and activities” the participating centres from across Europe have examined their own national landscapes and internal structures, which shows how PD centres might be set up or developed within different contexts. In addition, STEM PD Net contributes information to policy makers through the development of a set of three policy briefings in order to establish and strengthen cooperation with policy makers. These policy briefings target policy makers’ needs and summarize key messages concerning professional development in the STEM area. Policy makers received important information on challenges and ways forward in STEM PD provision, on the STEM PD network, and on effective models and possibilities to organize STEM PD centres. Within the development of an interactive web portal all information about STEM PD Net, participating organisations and activities within the project and the wider European STEM PD centres network is easily available: http://stem-pd-net.eu/en/. With linking the extensive European STEM PD centre network (30 participating centres) as an umbrella for the project, we strengthened the PD providers’ leadership role in education. Through the sustainable cooperation with the European STEM PD centre network and further dissemination of the STEM PD net outputs, the guidelines and conceptual materials are available for everyone persistently.