"The facilities and opportunities the technology has provided have become an indispensable part of daily life. We are living in a period of time in that a life without technology can’t even be imagined. Technology is a driving force in today’s evolving professions and education in every field and has caused serious changes in very different areas of life, mainly in commerce, communication, transportation and banking. It is unthinkable to assume that education system was not affected, and remained insensitive to these changes and transformations taking part in different levels of society. We can meet the need of an individual for knowledge, increase the efficiency in teaching and learning activities and present teaching and learning alternatives according to individual differences. Thus, learning can be facilitated, enriched and improved by using technology. From this perspective, all four vocational high schools came together as having the same concerns in finance and accounting field.We all aimed modernizing the already taken route in our education. The coordinator school was Bayrakli Vocational and Technical Anatolian High School from İzmir,Turkey. The stakeholders were Profesionalna gimnaziya po ikonomika ""Aleko Konstantinov"" from Bulgaria ,Istituto di Istruzione Cesare Beccaria from Italy and 4EPAL KAVALAS from Greece. We utilized the learning management system MOODLE in our schools (www.ka2compass.com) as an e-learning system composed of many layers to complement the face-to-face education and developed a mobile application called “E-Count Your English” to improve the vocational English level of the students.Our mobile application consists of 1000 vocabulary items including common phrases in Accounting English. It can be uploaded free in any android device. The project covered two transnational meetings and four learning teaching training mobilities,two for the students and two for the teachers.Teachers had training about the MOODLE system and Web 2.0 tools to use it the lessons whereas the students had training about creating the Wikispaces and had part in testing the mobile application “E-Count your English”. The project also had a multiplier event in Turkey to publicize the output,moodle.A seminar was held in İzmir about how to facilitate the teaching and learning activities in Vocational Schools using learning management system Moodle and mobile application(s). The methodology consisted of management, control,innovation, monitoring, evaluation, certification, dissemination activities. During the project the students competence of foreign language,technology usage, positive attitude towards the European projects and European values increased."

One of the most important roles of education, and especially vocational education, is the promotion of entrepreneurial behaviours and attitudes, since the development of employees’ entrepreneurial thinking can contribute to the positive development of different economic indexes. With our project we tried to:encourage and boost the entrepreneurial spirit of young people and of secondary education students, introduce the notion of ‘teacherpreneur’ and to define his/her role in the educational system, provide opportunities for thought and research regarding the idea of innovation and the ways in which it can be used so as to improve and boost middle businesses,introduce students and teachers into the world of newly-found enterprises, andcreate the basis for the development of a culture which can lead students to become entrepreneurs as a basic outlet for employability.Taking into consideration that entrepreneurship is a person’s ability to convert ideas into actions, and that it is a fundamental skill which every human must possess, education and training can help young people to become more creative and it can boost their self-confidence in everything they undertake.Partners in this project were educational institutions from six European countries. The project’s coordinator was the 1st EPA.L. of Karditsa. It is a technical vocational school, the director and teachers of which are in a constant search of ways that lead to the globalization and modernization of the school. The participating countries were: the Public Education Vocational Institute of Beccaria, Italy (in Sardenia), the Martin-Behaim Technical Vocational School from Darmstadt, Germany, the Teachers’ Training Center from the municipalities of Albufeira and Lagoa Silves, Portugal, the Junior High School of Prosz\owice, Poland, and a Vocational Center from Tigru Mures, Romania.The activities which were materialized throughout the project were:recording of the current state of affairs regarding the ways in which entrepreneurship is introduced, embodied and promoted in schools, dissemination of the research results to all the institutions involved, so that they can take initiatives. The dissemination activities included publications in the press and on the Internet, seminars, visits to institutions relevant with educational and employability policies (like the Secondary Education Directorates, Chambers of Commerce, Municipalities, Development Companies, Employer and Employee Unions),presentations of the project’s activities and goals to international meetings,informatory visits from mentors of entrepreneurship, from the private sector and from labour market organizations,visits to medium businesses for the information of students and teachers regarding the way in which they work,co-operations and participation of schools in activities organized by the Youth Entrepreneurship Union,creation / production of support material for students and teachers, where techniques are developed and tools are suggested so as to support the incorporation of entrepreneurship to the school environment,creation of student and teacher groups who actually used the educational material in an effort to turn ideas into actions,briefing of parents to help them realize that entrepreneurship is a basic choice for employability.The partner group enabled all organizations to exchange good practices followed in their countries, to adjust techniques to their own standards, to develop activities which promote the notions of teacherpreneur and creative thinking, to set structured frameworks and procedures in the search for entrepreneurial opportunities and their materialization.The participation of teachers, students and the genuine interest shown by the formal educational institutions and the labour market is evident in their interest to make changes, not only as regards the curriculum, but also the way in which the school is linked to the labour market and interacts with it.

ContextA 2017 IPPR report revealed that mental illness amongst YP leaving school has risen almost fivefold in the past decade. There was also an increase in alcohol & drug misuse, self-harm & vulnerability to suicide. In 2016 about 250,000 children were receiving mental health care in England, the vast majority of those being teenagers. And there is no doubt that older school children are now in environments that make mental health worse. A recent stem4, survey of 500 12- to 16-year-olds revealed anxieties, including exam worries (41%), work overload (31%), friendship concerns (28%), lack of confidence (26%), concerns over body image (26%) & feelings of being overwhelmed (25%). While anxiety may have always been encountered in adolescence, academic, social hierarchy & performance worries are more of a modern-day phenomenon, & the feeling of insecurity in YP is intensified by the number of adults suffering from mental ill health. These experiences are being echoed around Europe. Our partners comment: ‘Recent evidence from Lithuania & Romania shows that upper school aged children are particularly vulnerable to social risks compared to adults. 0.5 m Children and students (18% of population) face factors such as emigration of parents, (often for work reasons) substance abuse, bullying, violence, institutionalization & reluctance to mental health services. Besides this, Lithuania has one of the highest suicide rates in the world particularly amongst students. Objectives of the projectThe project developed, tested & disseminated a modular curriculum and training course, & support materials delivered flexibly in a broad range of settings from secondary School to colleges and Universities. The course focuses on a broad range of issues that our research has highlighted to be problematic for students. During the training each issue is discussed, myths dispelled & students are reassured by the experience of teachers and tutors. The course uses a blended learning technique which features extensive use of ICT in order to identify with YP, & encourage them to be as interactive as possible. This includes making instructional videos, self-completion work books, and international interaction over a purpose built learning platform. Students had many opportunities to be actively involved in developing the materials and promoting them to their peer groups. Target groups & needs to be addressed Pupils and students aged 13 -21, at Schools, colleges and Universities were the primary target group as they are particularly vulnerable to mental health issues according to statistics & reports quoted above. We engaged at least 3000 students, 95 parents and 178 teachers. The target group specifically focused on students where more practical involvement in ICT could upskill them, and students in danger of dropping out of school. In addition we engaged 21 outside organisations as associate partners. Schools, school staff and parents were also target groups particularly for providing contextual research to build the modular curriculum from, to provide support to students both at school and at home. And local expert organisations in mental health were consulted. All organisations and individuals were tasked and encouraged to disseminate the project. Activities 1. Seven national pieces of primary research were undertaken to establish the priority fields of Youth mental health issues, which focused on the needs of the target groups. 2. A developed curricula in the form of a modular course on understanding and practical application of wellbeing issues for young people, broken down into 16 separate units, to be delivered to YP in schools, universities, colleges and a broad range of non formal settings 3. A set of 16 introductory instructional videos which allows remote learners to have a taster of the course and encourage them to become involved with the curriculum. 4. An interactive platform for students to contribute to and use as a learning aid, to interact with local and international students, and to improve ICT skills 5. A set of 16 worksheets to complement the course and the instructional videos. 6. A series of multiplier events held in The UK, Sweden, Lithuania, Romania, Bulgaria, Portugal & Italy, held both in person and remotely to promote the intellectual outputs and disseminate the whole project. ImpactWe calculate that at least 1360 people directly benefited, the majority c1090 being students, others including parents, teachers, schools, and partner organisations. In the region of 7-8,000 have indirectly benefitted so far. The project was disseminated to educational establishments, community groups, as well as local mental health support organisations, and will be sustained by networking, continuing with a website and social media campaigns and looking for complementary projects and other funding.