As of the first part, the Project targeted to reveal existing Key Skills knowledge and perception of VET teachers which corresponds to Output 1: Development and Implementation of the Assessment Tool for Key Skill Knowledge and Perceptions of VET Teachers In order to investigate the knowledge and perceptions of VET teachers about the key skills needed for the 21st century, a draft questionnaire was developed by Gazi University after a detailed literature review and experts views before the kick-off in Pamplona. Before preparing the items of the questionnaire, five factors according to literature review and expert views; critical thinking, problem solving, creativity and innovation, collaboration and teamwork, social and environmental sustainability were created. After the items were created according to the factors specified, the draft questionnaire was translated into English and was discussed in the kick-off meeting with the whole partners face to face. According to all partner views in the meeting, the items of the questionnaire were updated and then a time of one week were decided for all the partners to revise and send back their final reviews in order to prepare the final version of the pilotquestionnaire. Taking into account the conditions of the whole partner countries’ teachers (holiday, end of the semester, accessibility of the teachers etc.); 15 teachers from Spain, Portugal and Latvia and 50 teachers from Turkey VET teachers were decided to implement the pilot questionnaire in the meeting. Following the final views from all partners after one week from the kick-off meeting, the final version of the pilot questionnaire was translated into English again and was sent back to all partners to be translated into their languages. After the translation to Spanish, Portuguese, Latvian and Turkish, the pilot implementation was done by all partners. In order to receive the responses of VET teachers in the same format; a sample excel form was prepared by Gazi University with instructions and was sent to all partners to fill in their data they received from their pilot implementation.All partners sent back their filled excel forms, which were transferred into SPSS program by Gazi University in order to analyze the questionnaire forms to prepare the final questionnaire. According to the exploratory factor analysis, items the construct validity of which were completed were placed in the final version of the questionnaire. The Cronbach Alpha internal consistency coefficient was calculated as 0,89 which shows that thereliability of the data is high. The final version of the questionnaire was completed after the analyses. The questionnaire was applied to VET teachers; 30 from Spain, 29 from Portugal, 41 from Latvia and 147 from Turkey. Similarly, the data were filled into the excel forms and sent back to Gazi University. The analysis and the results presented, the draft training program for VET teachers that was presented to all partners in the second meeting in Riga, Latvia. After the Riga meeting Gazi University sent the draft of the Training program to partners. All partners provided feedback on the draft program till November 13-17, 2017: Then skype session was organized at the end of the November to discuss the content of the programme. The website www.skills4vet.eu established to have different login options for different users according to their role in the project activities. The project website content translated into partner languages. All partners provide the translations and sent to the coordinator ABIDINPASA. Before the the Portugal meeting all training programs ere sent to all partners . In this meeting, a very detailed discussion on the whole program has been made with special emphasis on deciding the “objectives”. The objectives of the training programs have been compromised by all the partners at the end of the meeting. According to all partners’ feedback on the training programs and deciding on the basis of modules that are “objectives” all partners decided to work on the modules altogether. The modules were developed by modifying and adding extra parts (activities) to the training programs. All partners sent their preparations and after one week’s examination on each other’s preparations a Skype meeting was organized in the second week of February (February 12). At the end of February all modules had been completed. After all the training programs and modules had been decided, training programs started to be implemented in Abidinpaşa and then in all partner institutions and last for 5 days and 6 hours in each day. Multiplier events as workshops head been organised in all partners' countries. Respectively Participants had been taken in workshops in Turkey to 95 participants, 93 participants in Spain, in Portugal 102 participants and 79 participants in Latvia. All the outputs were presented to the related stakeholders at those workshops.

In today's world, energy saving by efficient use of existing energy is a very important subject matter. Lighting systems has come to the fore as the most important element of the energy efficiency. technically skilled workforce is needed for the installation of the dynamic lighting systems and ensuring the sustainability. However, there is not any specific course about smart lighting systems in the current curriculum of the electric-electronic departments in the vocational high schools. Therefore, vocational high school students do not have chance to learn smart lighting technology through their vocational education. Although the energy efficiency has been increasing in importance and smart lighting sector has been growing, technical staff insufficiency is a major problem of the labor market. Since the vocational school graduates are not qualified enough and not equipped with technical knowhow, they are not able to meet the needs of smart lighting market.Our project is derived from the mentioned needs of vocational school graduates and the ligting sector. Based upon the problem of distinction between market demands and vocational education, aims of the project are explained below.The main aim of the project is to provide vocational school graduates employment opportunities in the energy sector with the knowledge and knowhow of smart/dynamic lighting. Within the project, it is aimed to support the development of high quality vocational education with a strong work-based learning component. Through the project, an e-learning program, simulation software and experimental kit about dynamic lighting for the vocational education institutions have been developed in order to equip vocational school graduates for the labor market. By creating these outputs, it was intented to provide the students of vocational training institutions to be able to graduate with an industry knowledge about dynamic lighting and to be ready for the sector. Besides,with the help of details and pictures of manifacturing phase of experimental kit, other vocational high schools will be able to produce an experimental kit for their own.

According to ILO Green Jobs Programme, green jobs are one of the main instruments of transforming economies, enterprises, workplaces, labour markets in to low-carbon, sustainable economy providing proper works.Green jobs reduce environmental impact of enterprises, they contribute to reducing need for energy and raw materials, avoiding green house emissions, minimizng waste and pollution, restoring ecosystem services like clean water, flood protection and biodiversity.Despite it has a big potential even in developing countries, it needs to be promoted by investments and programmes targeting at those who need them most: Young people, women and the poor.Only In Turkey, according to article from yesilekonomi.com, 50000 new green jobs are expected with 50-70 billion € new investment in environmental field in following two years. According to specialists, these investments will create jobs for scale of people from high school graduate to economists and engineers.In spite of such a big employment potential, there are certainly lack of resources and guides leading and informing young people on conditions, requirements, education, entrepreneurship oppurtunities, projected growth of local and European green jobs. Being inspired from mentioned needs, our project aimed to promote Green Jobs among young people who are looking for proper occupation or specialization area.Besides that, the project targeted to:- inform young people about profiles of Green Jobs,- help young people to find right Green Occupation matching to their own skills,- help young people to use Career Planning Tools.The intellectual outputs of the project were Green Career Guide Book and Web Site with Interactive Career Planning Tools.Interactive Career Planning tools integrated in to web site provided personalized career sugesstion according to skills and interest of users. Thats the most innovative side of the project output making it different from existing web links and other resources.Other difference making side of the project is that project outputs were designed to attract attention of young people using visiual elements instead of long and boring texts. This method will benefit from visual comprehension tendency of young people.All these studies were implemented by a strong consortium established by 4 reputable Education Institutions, one Green Engineering Company and one Career Development Guidance Company, which complements each others