The VEO Europa project (www.veoeuropa.com) brought together 6 partners from 5 countries and addressed Strategic Objective 2 of the EU policy on Education and Training (ET2020) ‘Improving the quality and efficiency of education and training’ by using an innovative technological approach to support initial teacher training and continuing professional development. The project built on work undertaken by Newcastle University, who developed a prototype software application for classroom observation: the VEO app for Video Enhanced Observation. This App adopted a novel and data-driven approach to classroom observation by enabling the observer to ‘tag’ (video timestamp) a range of different aspects of both teaching and learning for later review. The flexibility of the App allowed for customised tag sets to be developed to match the requirements of the activity being observed.The objectives of the project were to: •improve teacher performance by sharing best practice •identify the specific needs of individual teachers and using peer learning and observation to improve their performance and competences •use the technology to monitor engagement and motivation •provide a low-cost and time-efficient model of CPD •provide in-house CPD which is focused on the individual teacher•use the technology for self-evaluation, monitoring of teacher performance and setting performance management targets •use the technology to implement and monitor new approaches to pupil learning•demonstrate how this digital tool can be effective in improving the performance of both teachers and their studentsThe main outputs were:•an enhanced App with multi-language interface translation, capable of live recording and tagging, along with a secure portal for retrospective tagging and sharing video, and customisable tagsets•an online platform hosting the full set of downloadable training modules •a YouTube channel showcasing training and best practice videos •a research report and partner publications, including an edited volume with chapters contributed from the project partners and the VEO community of practice•in addition, an interactive electronic book (iBook) was published via Apple iTunes to promote the project and its outcomes to a wider audienceThe project customised the App by developing a multi-language translation interface for tailored use across a range of different country contexts. Learning to use the app was facilitated by a set of downloadable training resources. The training resources were tested with trainees and existing teachers in each country, a minimum of 400 teachers. These local workshops also served to develop the technical expertise of teachers, who were able to cascade their learning to colleagues and act as VEO champions in their organisations, where the VEO trials took place. Through dissemination, the project reached approximately a further 500 key stakeholders in the UK, Germany, Finland, Turkey and Bulgaria, including School Leadership teams, Teacher Training Organisations including HEIs, NGOs, Teaching Unions and National Ministries. Within the exploitation strand, partners have plans to exploit their networks to reach European wide organisations and guarantee the life of the project outcomes beyond project end, including involvement in other projects to build on work already done as well as incorporating VEO into local practice in each country. The VEO Group spin-off company continues its expansion, bringing VEO to wider groups, including medical and other practice-based settings. The project research strand gathered evidence of teacher development to ensure maximum access at a European level and inform policy development. In addition, partners presented the VEO Europa project at a further 22 academic conferences and workshops. Dissemination of the project to academic and professional communities has enhanced the credibility of VEO with teachers and academics and will continue to do so following the publication of the edited book about the project, scheduled for 2018. Results: the project has provided evidence of:•improved confidence and motivation to use educational technology •increased and improved skills and technology use for education•increased use of technology for teacher professional development•new models of observation in teacher training•new approaches to video for teacher appraisal and performance management leading to improved teacher performance, confidence and motivation in teachers •a demonstration of how this technology can be used to provide a more targeted, effective and cost-effective method of professional developmentThe longer-term impact of the VEO Europa project will be evident in the continuing shift in policy and practice in relation to lesson observation. VEO is now an integral part of key educational institutions in five countries, with an academic and professional community of practice developing around its principles.

The main objective of the project was to decrease the school dropout rate in the partner countries with a holistic approach by developing education program for students, online inventory tools for teachers and students and increasing the teachers’ competences related to preventing school dropout and making contribution to the related measure around Europe. Early school leaving or Dropout is used by the EU to describe persons who are between the ages of 12 and 23 and have not completed their education at all or who have only received secondary education (European Commission, 2006). Every sixth young person aged 18 to 24 in EU-27 still leaves school with no more than lower secondary education and participates in no kind of education or training after this point. The children between the ages of 6 and 18 attend school as it is compulsory but some of the students are not interested in their schools. This situation can be described as hidden school dropout. On Council Recommendation of 28 June 2011 on policies to reduce early school leaving Council recommends as a prevention policy to reduce the risk of early school leaving before problems start. To prevent school dropout Council recommends: Enhancing the involvement of parents, reinforcing their cooperation with the school and creating partnerships between schools and parents can increase learning motivation among pupils. Developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out. Supporting and empowering teachers in their work with pupils at risk is a prerequisite for successful measures at school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations. In addition, extra-curricular activities after and outside school, and artistic, cultural and sport activities can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning. Second target group were teachers who can be more successful by increasing their competences on school dropout and awareness on it through professional solutions than individual solutions, and they need practical tools to detect the students who are at the risk of hidden or apparent dropout, and they need to know how they can handle the situation of the dropout and what are the innovative methods to prevent it. Third target group were the students who are at the risk of school dropout, who need better quality of learning process and conditions. The factors that influence their drop out should be defined and eliminated and their relation with the school should be improved. Through this project we aimed to develop competence framework on school dropout for teachers, to develop test for defining teachers’ competences related to the school dropout and to transfer the test to online platform, to develop course materials and to develop trainings for teachers, to develop inventories about school dropout tendency among students and to transfer the inventories for school dropout tendency to online platform and to develop education programs for students at the risk of dropout. Eight partners were involved in the project from the Netherlands, Turkey, Slovenia and Turkey, 2 partners per partner country. Except Turkey, all partners are from EU member countries. As above mentioned school dropout or hidden school dropout is an issue to be handled around Europe in order to reach the already defined targets. The project aimed to develop international tools, materials and programs which can be used in any EU countries. This necessitates project to be carried out transnationally.By taking into account all these statistics, project team was really motivated to contribute for overcoming school drop-out problem but the established partneship lasted only ten months. During this ten months we had the opportunity to organize two transnational project meetings. The first one was in Almere, Netherlands and the second one was in Konya, Turkey. During these meetings necessary plannings were made for certain period of time and partners discussed the project activites and required contributions which they would give. As project partners we organized 5 skype skype meetings the minutes of these meetings are attached to the report as separate documents. Moreover, during this period of time we were able to finalize IO1 and finished almost half of the IO2 those documents are attached to the report as attachments.Because of the fact that Coordinating organization had to leave the project, unfortunately we weren't able to complete initially planned project tasks.

The digital world is increasingly the natural habitat of children, adolescents and young adults. This challenges professional pedagogical work to address the associated opportunities and risks in a professional manner. The YOWOMO2.0-Train partnership - a European consortium of nine organisations from the fields of youth work, vocational education and training and research and development - has developed training courses for both youth work professionals and their trainers in order to acquire the necessary competences for youth work in the ager of smartphones and social media. These trainings are developed in a version for classroom teaching (e.g. continuing education courses, in-house trainings) and for online learning (Massive Open Online Courses). To develop these training courses, the consortium (1) carried out field analyses in the form of stakeholder interviews and focus groups, (2) analysed and integrated existing competence descriptions (YOWOMO2.0; Developing Digital Youth Work), (3) developed extensive material for the practical implementation of training for both professionals and their trainers (curricula, module descriptions, lesson plans, assignments, assessments), (4) tested the developed material in pilot trainings, and (5) presented the results for discussion in various regional, national, European and international meetings. This showed that the results of the partnership were both practically feasible and linked to the expert discussion on digital youth work.All trainings are based on the following four interlocking didactic approaches: (1) Situated learning, (2) Problem-oriented learning, (3) Self-directed learning, and (4) Discovery Learning. The offline version of the training for professionlas consists of seven modules: (1) Digital relationship, (2) Online attitude, (3) Ethics and practice, (4) Legal framework, (5) Social Media and Public Relations, (6) Professional network, and (7) Qualitymanagement. The training for future trainers consists of two parts: (1) a one-day kick-off training to introduce the trainees to the training of skilled workers and (2) flexible informal support for trainees during the implementation of the first training course for professionals (including final assessment). Both the materials for the training of professionals and the trainer training are freely available in the seven languages of the partnership (English, Dutch, German, Polish, Romanian, Italian, Turkish) on the Internet at the address https://yowomo.euThe English language online courses for both professionals and trainers are implemented on the Online Learning Platform Eliademy (https://eliademy.com). The MOOC for professionals comprises modules which are based on the contents of the offline training, but which focus more clearly on the contents of the modules which have proven to be of particular practical relevance for professionals. Therefore, the MOOC comprises the following three modules: (1) Digital relationship (To whom you are talking to - Identifying your target group; Good rapport - How to build professional relationship online; Media richness -The ladder of opportunities), (2) Online attitude (Online identity; Online influence and manipulation - Dysfunctional behaviours; The new normal; Are you also a professional when you are online?), (3) Ethics and practice (Moral compass - Ethics in your work; New acting - protocol). The MOOC for trainers includes modules based on the content of the offline training. Instead of flexible informal support, however, it offers information on the further development of one's own trainer skills. The MOOC comprises the following modules: (1) Introduction to the YOWOMO project and training, (2) Didactical approaches, (3) Training material, (4) Tips and tricks, and (5) How to become a better YOWOMO trainer. Both MOOCs are freely accessible.