"Adult learning opportunities are essential to ensure economic and social progress, as well as personal fulfilment of individuals. The EU Strategic Framework for Cooperation in Education & Training highlights the crucial contribution of adult education and training to competitiveness, employability and social inclusion. In this context Strategic partnership project ’’Multi-purpose center for adult education in clean environment – ECO-Center” (Erasmus+ programme) proposes approach for combating adult unemployment in Europe having currently threatening dimensions. Recent development of ecology sector created employment opportunities and increasing needs of education as well. The vast expansion of economic activity is the main reason of the environmental decline and imposes negative effect on the global ecological situation. In this context, the objectives pursued by the project – ECO-Center are to:- incorporate principles of adult education in the planning and development of programs/courses that meet organizational and adult learners’ needs- design and deliver adult learning experiences that address learners’ needs through the integration of adult learning philosophy and principles into practice- promote education, monitor and evaluate program effectiveness and use the data for program improvement, technical assistance for organization of mobility process, capacity building and accountability- apply EQF and ECVET validation instruments to facilitate recognition of skills and competences adopted at national level via adult education- facilitate public understanding, information exchange, demonstration of professionalism and promotion the philosophy, goals and objectives of adult education.The ECO-Center consortium is formed on the basis of shared understanding and consideration of the need for provision of adult education of learning providers and a training program in clean environment. It unifies 5 partners from 4 countries – Bulgaria (P1 – P2), Cyprus (P3), Germany (P4) and Turkey (P5) and comprises 2 Universities (P1, P5), a R & D Center (P2), a research institute (P4) and a SME (P3).The Project is structured in 5 phases that comprise ordered work in terms of activities performance and technical, human and financial resources implication.Preparation: establishment of project multi-purpose ECO-Center for adult learning providers’ education & training and constitution of its operational departments. Implementation: working out of a scheme for e-learning of adult learning providers in clean environment.Follow up: results evaluation, appraisal, and verification.Dissemination & use: performance of dissemination activities assigned to involve short- and long-term beneficiaries and to cover overall project work.Closure: final project and post-project life activities to sustain its achievements and make them transferable to wider audience.The methodology used in carrying out the project activities comprises application of good managerial practice and includes:- proper budget control to avoid financial conflicts and ensure contractual obligations minding;- time management of project activities: distribution of project tasks by time intervals, type of activity and partner(s) responsible;- monitoring and evaluation the quality of the projects activities and results;- performance of regular quality checks and applying of quantitative and qualitative indicators of achievement;- elaboration and application of a multilevel contingency plan for risk handling.The ECO-Center results include:- ECO-Center concept development and need analysis;- Design, creation and operation of e-based platform for project implementation;- Establishment and functioning of a model for organization and operation of education process in clean environment based on improved accessibility;- Generation of a database of training courses in accordance with the project scheme: academic, work-oriented and enrichment; implementation of a training road-map;- Creation of a concept for organization and caring out the evaluation, appraisal, and verification of project results and their sharing;- Performance of evaluation events, workshops, webinar, bilateral meetings for sharing and dissemination of project results;- Preparation and issue of booklet ""ECO-Center achievements and prospects: towards sustainability"".The impact of ECO-Center project is realized among core players and wide audience at national/EU level. Project achievements contribute to the implementation of the concept for the major role that adult learning can play to improve workers' ability to adapt to changes in the labor market and society. The project exploits new approach for assisting those affected by unemployment, restructuring and career transitions, job seekers, and newly recruited, promotes their social inclusion, active citizenship and personal development, and shows new prospects for qualification adoption."

Alzheimer's disease affects more and more people around the world. Especially in Western Europe, it is reported by the researchers that Alzheimer's and dementia diseases are the most common diseases compared to the whole world (https://www.alzheimers.net/resources/alzheimers-statistics/). The European Commission's “Implementation report on the Commission Communication on a European initiative on Alzheimer's disease and other dementias” report states that new digital technologies have a strong potential to help individuals face challenges related dementia and neurodegenerative disorders (https://ec.europa.eu/health/sites/health/files/major_chronic_diseases/docs/2014_implreport_alzheimer_dementias_en.pdf). Some examples of e-Health solutions for dementia patients are reported in the report as wearable, portable or implantable devices that depend on appropriate platforms and services and support interaction between patients and doctors. The EU and Member States' strategic targets related Dementia are listed as: To diagnose dementia, to act early, demonstrating a common European effort to better understand the conditions of dementia, to support national solidarity in dementia, to share best practices for dementia patients, and to respect the rights of dementia patients. Scientists report that the progress of the disease in the early stage can be slowed down by intelligence games, physical exercise, matching games, and skills activities. Extending this stage can make the process easier for the individual and his/her relatives. Therefore, we have developed the REMEM idea. Within this project, it is aimed to develop mobile applications for the Alzheimer's patients in the early stages and their relatives/the person responsible for the patient's care. REMEM is an online and MOBILE APPLICATION. It is aimed to improve the memory of Alzheimer's patients and delay the progression of the current disease by using reminder applications, to provide more detailed information about the disease, and to ensure more efficient patient care.The patient's relative/the person responsible for the patient's care will be able to follow the daily life of the patient using a separate but interconnected mobile application. These applications will include individual reminders, family video and family picture albums, various intelligence and personal skill games modules that will provide personal comfort to the individual in his daily life. The patient's relative/the person responsible for the patient's care will be able to follow the daily work of the patient using a separate but interconnected mobile application. Before creating the mobile application, current data and treatment methods related to Alzheimer's disease in Turkey and Europe, will be COMPILEd and ANALYZEd. A REPORT that will be prepared as a result of the analysis will guide both of the creation of the mobile application and the information guide BOOK to be prepared for the relatives of the patients. Individuals who live in a home with Alzheimer's patient experience many problems and uncertainty about the patient's burden of care and how patients should be treated. More than 40% of persons who are responsible for patient care report that their emotional stress is high or too high. For these reasons, depression, intense stress, and strain are the most common negativity can be seen for the relatives of patients. Both of the APPLICATION to be developed and the patient relatives information guide BOOK to be prepared, will help to reduce these negativities. Both the figures put forward by the World Health Organization and the strategic objectives of the European Union reveal the importance of taking urgent and effective measures and developing strategies in this regard. In particular, young people to be gained awareness on this issue and to be raised their awareness are great importance. REMEM project is aimed to raise both Turkey and European youth's AWARENESS about these issues.

"Cultural heritage is a great value for European society from a cultural, environmental, social and economic point of view. This was highlighted by the Council in its conclusions of 21 May 2014: ""Cultural heritage as a strategic resource for a sustainable Europe"". Furthermore, cultural heritage was recognized after the meeting in Namur, Belgium, in April 2015, as a key component of the European identity and its promotion and conservation is a shared responsibility of all stakeholders. It is also present in the United Nations 2030 Agenda for Sustainable Development which recognizes global citizenship, cultural diversity and intercultural dialogue as general principles of sustainable development. Recognizes that all cultures and civilizations can contribute, and are fundamental to sustainable development. This was confirmed once again after the European Council of 31 August 2016, when a proposal for the establishment of a European Year of Cultural Heritage was presented in Brussels in 2018. The general approach on the proposal was adopted in November 2016 and 15 February 2017, the ambassadors of the Member States approved the provisional agreement reached on 9 February between the Council and the European Parliament, thus confirming the decision for the creation of EYCH2018. Digital skills and, in particular, the emergence of massive open online courses (MOOCs) are bringing new incentives for a strategic partnership between educational institutions and, consequently, new opportunities for developing the European dimension. At the same time, the cultural industry is destined to play a growing role in the future. It is a sector that has an impact, with the innovation that is inherent in itself, also on the positive growth of other sectors. Cooperation between universities, with the support of the international partnership, identifies the importance of higher education in the sector, keeping in mind a strategic program leading to the creation of an educational curriculum in Digital Cultural Heritage, Arts and Humanities. This goal has already been promoted in Italy through the creation of the #DICULTHER network. Based on this, we have developed a course, developed by 3 major European higher education institutions. It consists of 3 modules, in which each of them creates specialized skills in the participants, which will increase the quality and practical relevance of their studies. The design of each module is entrusted to a leading university in its field. The first module, developed by UNIBA, will improve the management skills of cultural heritage projects. Taking into account the digital change, the second module will be developed by UTAD, where digital storytelling will be used as an instrument in the interpretation of the intangible cultural heritage. The use of ICT will be further improved in PAU - University located in Turkey and dedicated to ICT. This will allow to include the knowledge of the use of the latest virtual technology, for the creation of augmented reality. EGInA will collaborate to the outputs through the guide of the internal evaluation of the modules and the conceptual definition of the IO2 platform. HOU, Greek university, will pilot the course (IO1) and will elaborate the training platform (IO2). The partner institutions will benefit from the increase in their level of intercultural competences and transdisciplinary commitment, in particular the ICT application in the field of cultural heritage. At European level this means a further integration between cultural institutions. Finally, the creation of the digital museum platform will make content more accessible by eliminating social, cultural and physical barriers. Overall, the project will increase innovation and creativity in the Cultural Heritage sector, through greater use of ICT. All this translates into the involvement of young people throughout Europe. Their commitment to the creative process can lead to new ways and ideas, including the creation of new business models based on heritage products and services."

Supporting of qualified entrepreneurship and enterprise” which is accepted today as the first option in the sustainable development of countries by all States is the leading one of important points between 2023 development aims of our country.Especially when we compare our country with developed world countries, the rate of entrepreneurship is around % 4,6 in our country while it is around % 11-12 in America and Europe.The rate of young entrepreneurs of Turkey is % 2,3. One of the main reasons for having a low rate of entrepreneurship in Turkey is that individuals are not encouraged about this matter during their education lives.Addition to all these scientific studies, important consequences came from a study of “PAU Faculty of Engineering Entrepreneurship Index – 2013” made under the leadership of IPEC Research.The audience of research is 183 young people who are 3rd and 4th class students of PAU Faculty of Engineering and are between 21-25 ages. Only % 8 of young people who attended to research is willing to be an entrepreneur after graduation. % 78 of these young people thinks that the education in university does not encourage them to be an entrepreneur.Only 5 of 54 firms with PAU Teknokent have been managing by students of PAU Faculty of Engineering.Young people’s interest in especially innovator entrepreneurship is low as countrywide. As a result of this, our country is 68th from 128 countries which are mentioned in Global Innovation Index.The most important entrepreneurship field is “Technological Entrepreneurship” in today evaluated as technological age. For our country products with high technology which make up very big part of our importation damage our economy and cause the current deficit. Encouraging of technological entrepreneurship as entrepreneurship field with highest added-value is a key importance for sustainable development aims of our country. Based upon all these, we made up “Academy of International Techno-Entrepreneurship – AITE” with the international partnership.Our project will be actualized with a strategical partnership formed from multinational and different corporate structures which will be occurred by the attendance of Pamukkale University, IYPF - International Young Professional Foundation (Foundation), UNIVERSITATEA DUNAREA DE JOS DIN GALATI (University), European Alternatives (Association), IPEC – International Research Org. Project and Education Center Ltd. (Private Corporation) and The Silesian University of Technology-SUT. AITE program is a non-formal education-based, easy-to-implement, innovative Technological Entrepreneurship Training Module (Trainer Box) and Online Training Module that can be applied to young people between the ages of 18 and 25 with the support of academicians, professional youth workers and experts from Poland, Romania, Australia, and Turkey. Within the scope of the project, 2 short-term learning activities were carried out in Poland and Denizli with 118 young people. The evaluation and feedback of the young people about the training module were taken and the produced training module was developed and revised accordingly. Participant young people should have knowledge about Techno-Entrepreneurship, Business Idea Generation, Innovative Approach Development, Marketing, Finance, Human Resources, Management, Projecting and technological entrepreneurship skills and competencies have been developed. At the end of the trainings, groups formed 13 business ideas. A nationwide dissemination summit was held in Denizli, bringing together 152 young trainer candidates from across Turkey, and entrepreneurship boxes were distributed to these young people and disseminated locally. Within the scope of the project, local dissemination trainings were carried out and 82 trainees were trained in Techno Entrepreneurship Trainer Box.

ADR project seeked to develop, pilot and test innovative training methods for ADR drivers based on: mobile technology for training purposes, web applications to enhance and motivate drivers to develop, enhance and grow their technology and online skills. The project’s target groups were the ADR trainers and ADR drivers (End Users ).The project provided additional opportunities for the transfer of knowledge to end-users by encouraging ADR drivers and trainers to discover and use new media in training activities, including mobile technologies and games. The innovative technologies used for creating course materials were enable them to access learning materials and ICT tools and creative resources in a much more accessible way. The development of training curriculum for a European harmonization and unification of skills was one of the primary objectives of this project.The transport of dangerous goods in the EU-28 slightly increased from 78 billion tonne-kilometres in 2009 to 80 billion tonne-kilometres in 2012. For most EU countries, the share of dangerous goods transport on road transport averaged around 4%. Statistic of stop-and-search police operations show that ADR road transport is disproportionate applied of compliance. In the regulations of ADR on the international transport of dangerous goods and in the DIRECTIVE 2008/68/EC on the inland transport of dangerous goods there are general standards for training ADR drivers, testing ADR driver and authorization of ADR trainers. While there is a general standard due to the ADR legislation both inside and outside the EU, there are differences in national implementation for the training for the ADR driver and the examinations for the ADR drivers and the licensing and training of trainers in the field of ADR training. The established partnership provided effective decision-making, clear external communication, operational internal communication, and effective administrative and technical control of the project. The objectives of the project were setting up standards of ADR drivers training, standards for requirements of trainers in the field of ADR driver training, standards for testing ADR drivers and having harmonization at National and International level for ADR Driver trainers.Therefore, ADR project is very important to set up an to create the same professional standards and increase the quality of ADR training throughout Europe.Considering this importance, ADR driver profiles, training needs, training conditions and environments, legal regulations, and course contents in all partner countries were examined individually. All educational contents and training materials used in the partner countries were examined.The international report, which was created as a result of this study, led to the formation of a common education path. As a result of the studies, it was decided to prepare innovative course materials for basic ADR training.ADR project is very important in terms of use new learning methods in addition to the uniformity and standardization.In addition, the inclusion of ICT-supported learning and teaching methods in line with the recommendations of the European Commission increases the importance and timeliness of the ADR project(DIRECTIVE 2003/59/EC).Because of the ADR drivers have long period work schelude, flexible solutions, which do not force the training activity to take place in a specific place and time instead of standard classroom based training method are becoming increasingly important and attractive for the drivers.In the context of the Erasmus+ objectives, the development and implementation of innovative methodologies for the training of ADR drivers in the transportation sector and in the improvement of the use of e-learning tools within trainers to trigger motivation of the end users were developed.In parallel with the training path, free online course materials were developed by the project partners and tested in three stages.The ADR project has been reported several times in the local and national media and dissemination activities have been carried out in the countries of all project partners.Especially the transportation sector and the public sector have paid close attention to our project and declared that they want to use the results.