A psychological disorder (anxiety, depression, suicide tendencies, depersonalization, derealisation and self-harm, hallucinations, trauma and stressor-related disorders) is a pattern of behavioral or psychological symptoms that impact multiple life areas and create distress for the person experiencing these symptoms (American Psychiatric Association). “5 of 10 of the most serious diseases of the 21th century concern psychological disorders: schizophrenia, addictions, depressions, obsessive-compulsive disorders. They are one of the primary causes for long-term health disease, disability and sick leave in Europe (source: http://ec.europa.eu/eurostat/statistics-explained/index.php/Mental_health_and_related_issues_statistics). In countries such as Turkey, Bulgaria and Spain the percentage of people aged between 16-29 is progressively increasing in the past years due to different type of political and/or financial crises. Regardless of the severity of his/her problem, most of the times a person affected by a psychological disorder faces learning difficulties and needs special support throughout his/her training period. However, a big number of trainers do not have enough experience and skills to deal with behavioural attitudes of people with psychological disorders (source: EUFAMI). As a consequence, they are not always able to adopt the proper attitudes or to adapt their tools/methods to the needs of these people. This situation produces a sense of powerless and a lot of frustration in the trainers; besides, it undermines the success of the training and trainers’ transition to work. This project traind and allowed trainers to raise their awareness about the behaviour and learning problems that such learners may experience in order to implement relevant coping strategies to ensure their full inclusion into the VET learning process and to avoid any possible dropout because not adapted learning strategies have been applied. Together with professionals (P2) and inclusion pedagogical university (P3), we equiped VET trainers with knowledge, skills and competences to implement strategies towards career development and social inclusion of disadvantaged learners. The project partners achieved this goal through the development of 3 intellectual outputs: IO1: Manual for VET trainers dealing with learners affected by psychological disorders aiming at raising awareness on behavioral characteristics of psychological disorders and related learning difficulties IO2: Handbook with coping strategies for VET trainers to provide reliable training to learners affected by psychological disorders IO3: Policy recommendation guideline for improving vocational training of people affected by psychological disorders The main results of the project lead to: - Significant improvements in the way VET staff (especially trainers) deals with people affected by psychological disorders (more confidence, adapted posture, more effective training strategies etc.) - Increased collaboration between VET structures and other players working in the field of psychological disorders - The emergence of a constructive debate on the topic of better understanding/supporting VET learners with psychological disorders in the VET sector, at the scale of the partner organizations, but also at regional, national and European level. The provided coping strategies and better understanding of the learning difficulties that learners with psychological disorders experienced, provided better opportunities to reduce the educational drop out and potentially unemployment as a coincidence. Bringing this project at a TRANSNATIONAL level allowed partners to:- Exchange experience and practices with other VET structures and any other actor active in the social and professional integration of people affected by psychological disorders/disability; - Equip VET trainers to better understand the learning difficulties that their disadvantaged learners expressed and enable them to implement coping strategies as part of development of new training approaches for people affected by psychological disorders- Allow different European actors to sit around the same table and engage an open and critical discussion on this issue. From 3 countries (TR, ES and BG) the partners are: P1: Leading regional educational directorate responsible for all educational units (schools, centers etc.) on the territory of Istanbul region P2: National umbrella organisation of psychologists, educators and social workers that are supporting people with disabilities and their parents from Bulgaria P3: Leading inclusive education university with dedicated department working directly with parents of people with disabilities from Spain P4: VET school from Istanbul area that is training students with psychological disorders and would like to further train their staff to equip with necessarily knowledge and skills

<< Objectives >>-Ensuring the sustainability of waste materials on the market-Learn sustainable methods blended in curricula-Find out materials can be used in workshops from waste products and create a guidebook on recyclable materials-Create an opportunity to raise environmental awareness-Share our experience with other VET providers and companies and provoke them to collaborate-Gain new perspectives on cultural and social matters-Understand the importance of environmental problems in international levee<< Implementation >>-One weeks of mobility for each country particaped in the project -Experiments on sustainable and recyclable materials in workshop -Discussion groups and activities to create innovate ideas to apply in schools and factories-Observe and learn convenient implementations the partners carry out-Visits to companies to learn needs and level of the countries' development-Guidance of many assocation and companies with trainings conferences.-Courses on climate change,pollution and sustainability<< Results >>-A guidebook on recyclable and sustainable materials that every partner can use and share with other institutions-Personal growth and raised awareness on environment in every target groups-Generating ideas for solving environmental problems-Gaining perspective and point of view for international strategies and opportunities-Learning methods and approaches that can be applied in curricula, creating a joint curricula on environmental implementations.-Lead companies to recover waste materials

During the past decades VET schools and providers in Bulgaria and Turkey experienced difficulties in provision of dedicated proper internship programmes for VET students who have completed Business and Entrepreneurship courses with regards to agriculture and eco-farming fields, especially for those that would like to initiate a start-up of a new enterprise. In the rapidly changing labour market, youngsters are faced with the lack of practical skills and support that could help them to bridge successfully from the education system to the actual business. Internship programs, as a type of work-based learning, have been recognized as an effective method for alleviating youth unemployment and equipping young people with relevant skills. However, major barriers for that is the time availability of the mentors at companies as well as the lack of tangible assessment standard which can measure and proof the effectiveness and impact of such internship programme. Furthermore, the VET students experienced geographic obstacles to visit the premises of the employers which in agricultural/eco-farming sectors are mainly at the rural area. Especially this is highly problematic for students with poor income and/or disability. In Bulgaria and in Turkey majority of VET staff and students as well as mentors are hesitant to recognize the value or learning benefit of such internships. Due to the lack of familiarity with that type of experience usually the time spent to complete internships are often not eligible for educational and school credits/value.In order to address these concerns and educate both employers and educators about a modern form of internships, this project will set up a model for the blended virtual internships by drawing up a structure that can work in a feasible and simple manner. This was the main motivation of the project consortium: to produce a programme for conducting blended virtual internships in the field of business and entrepreneurship, where a guidance material, assessment standard and virtual mobile internship application (software) will cover this gap and ensure via sustainable cooperation synergies the implementation and long-term exploitation/sustainability and usage. Our target groups will be:• VET learners in agriculture and eco-farming sectors• VET trainers & educators• VET schools/centers who are providing further training• SMEs/ Employers active as mentors/tutors in internship programmes• Policy makersAims and objectives:• to increase the entrepreneurial skills of young agriculture and farming students by provision of dedicated blended virtual internship programme• to deliver tangible and sustainable outcomes in establishing a guidance material for educators for its conducting, assessment standard of its efficiency and mobile solution for conducting the virtual part of the blended model, which will ensure better transparency, comparability and recognition of the acquired knowledge, skills and competence of young VET students• to further strengthen overall the quality, relevance and attractiveness of the VET provision• to implement blended virtual internships as part of the work-based learning, addressing ECVET learning outcomes and proper recognition and validation of the learning achievements• to cover skills mismatch and shortages as well as the need for higher level skills at sectoral level in the agriculture sector.Intellectual outputs:IO1: Guide for conducting blended virtual internships for acquisition and validation of entrepreneurial and business skills in agriculture and eco-farming sectorsIO2: Assessment standard for validation and recognition of the acquired knowledge, skills and competences related to business and entrepreneurship during blended virtual internships in agriculture and eco-farming sectorsIO3: Mobile application for conducting blended virtual internships towards business and entrepreneurshipPartnership:P1: Leading agriculture university with a VET center from BulgariaP2: SME from Bulgaria implementing further work-based ECVET based trainings and internships in the field of entrepreneurshipP3: Inclusion institute, who is responsible for further VET training of educators in the field of entrepreneurshipP4: SME who is conducting blended internships with an expertise in validation and impact assessment of the implementation of virtual internshipsEnvisaged impact will be:• Further validation of knowledge, skills and competences of young VET learners in the agriculture and eco-farming sectors.• Covering the learning gap in terms of lack of provision of proper and effective VET internships and training materials for their conducting.• Provision of targeted training materials (guide for conducting, assessment standard, mobile internship application) that supports the National plans for further development of VET sector in Bulgaria and Turkey.

The objective of our project was to increase the level of the success at English and Math competences of the students aged 15-19, integrated innovative teaching methods with ICT. Cooperation for Innovation and the Exchange of Good Practices-Strategic Partnerships for Schools. There were totally five participiants: Turkey, Italy, Belgium, Lithuania and Romania. As for the good applications of our participiants were as below:Turkey; Pearlsroom Italy; Clil Belgium ;Byod Lithuania; Geogebra Romania. JigsawWe shared the responsibilities according the capabilities of the schools:COMMUNICATION AND COORDINATION RESPONSIBLELithuania, which has a foreign language department in their school, is the main responsible for the communication and coordinationBUDGET RESPONSIBLEBelgium is the main responsible for the budget and prepare a budget plan to share with other partners at the first TPM. Budget team is responsible for all the financial works and prepare a budget plan. At the end of each 2 months, the team prepare a budget report and announce to the schools and send their own project coordinators.. Responsible for meeting the needs before the international movements. Takes all the precautions about travellingQUALITY RESPONSIBLERomania, submits reports after each international movements. Does the monitoring and evaluating of the each event . Responsible for all reports that will be submitted to National Agency and monitors probable risks. Also responsible for informing National Agency about possible problems and solving them. DISSEMINATION RESPONSIBLEItaly, which has an art department in their school, prepares a dissemination plan to share with other partners ,does the preparations of booklets, DVDs which introduce the country culture before the meetings. Responsible for the whole advertising and announcements in the context of our project. Creates account of PEARLS on Facebook, Twitter and YouTube. Plans, reports and gives the reports to their own coordinators. Italy prepares comics for PEARLS web portal every month. ICT RESPONSIBLETurkey, responsible for the whole computer communication works. If required, organizes webinars, buys domain and hosting of portal for the web portal, organized logo competition for our Project. Turkey trains web 2.0 tools in LTT's. After the project is over, Turkey continues to carry on the technical work of the web portal.WE WERE EXPECTING THE RESULTS BELOW:-Improvement In The Learning Motivation Of Students.-Improvement In The Teaching Methods Of The Teachers Integration Of New Methods To The Curriculum: -At least %30 increase in English and Math according to the pre exam.-At the end of 12 months ,80% success in the 240-word test-Increasing awareness of media literacy through Pearlsroom.com web site-Enhancement in the students' speaking skills,-Improvement at the students cooparative studying -Improvement of the students' self esteem and socialization-Enhancing the students' willingless to be a part of the solution about the problems of the others.-Broadening espect of Europan citizenship of the participants-Overcoming of possible racial and xenophobic feelings by fighting against stereotypes-Improvement the students' vocational competence on WEB programming and designing interface and logo-Mobile application for sustainability.We had 7 transnational meeting totally:-1st TPM-TURKEY-2nd TPM-BELGIUM-1st LTT for Students-LITHUANIA-1st LTT for Teachers-LITHUANIA-2nd LTT for Teachers-ROMANIA-2nd LTT for Students-ITALY-3rd LTT for Teachers-ITALYThe outputs of our Project-A logo was selected among the students designs and used in our web portal and all in our dissemination facilities-A web portal that we prepared by using selected collaborative teaching methods-At least 1000 video-lesson database that the students prepared-Posters that the students designed to advertise the portal-The reports that written after each meeting and at the end of the project-240 words were chosen by 5 countries and pronounced, then the visuals renewed. So the new version of DENIS which is suitable to us was prepared. -For the dissemination of the project, the news in the local press, brochures and posters were prepared. -Social media accounts were created and made sharings-Peer Education Rooms designed suitable for the purpose-Certificates that each participant had at the end of each meeting-All schools prepared Erasmus corners.-Scrabble tournaments -Satisfaction survey for the teachers and students

"<< Background >>Healthy eating for smart people. Gastronomy as an element that increases resilience and integration.New Learning Methodologies for Social and Labor Inclusion serving our Vocational Training students in the gastronomy branches.We have decided to undertake this project for our students, many of whom are at risk of dropping out of basic education because they believe that a higher education will not give them the opportunity to develop and they do not see a certain future job. We want to modify this trend. Our goal is to show them that they can opt for another type of education and training. We also want the project to provide schools with a pedagogical model and educational tools to help students connect with ""real life"" applications: the European reality, multiculturalism, integration, the job's world, companies in the sector, cooperation networks, ICTs.The 2020 Education and Training Strategy sets as an objective the need to improve the quality and efficiency of education and training, in particular to reach the benchmark: many students according to Pisa reports and diagnostic tests have an insufficient level of reading , maths and science. In addition, the project will also address the need to improve knowledge of and about science as a precondition for preparing the European population to be actively engaged and responsible, creative and innovative citizens, able to work collaboratively and fully aware and versed in the complex challenges facing society (Science Education for Responsible Citizenship, EC, 2015). It is a project created by six partners very involved in the social and labor integration of young people. This project is an opportunity to discover and experience other ways of life with the family, students, associations and educational workers; They are also part of our society and therefore have the right to a successful working life. It aims to strengthen the capacity of secondary schools to develop competencies in subjects such as languages, technology, sustainability, ecology, inclusion, multiculturalism through innovative and interactive pedagogical methods and approaches. The inclusion and integration of our students in the classroom is a matter of concern in today's society. How do we approach the learning methodology and how do they feel when they come to our classrooms, what can we offer them to prevent them from dropping out of high school classes? What can we do to improve their working conditions or their options for decent work? It is also important to know what their motivations, concerns, goals, projects and dreams are, so that we can begin to make them come true in the classroom, their new microcosm. Our intention is to create a participatory and cooperative project between teachers, students, associations and local entities to address the situation, based on transversal skills and the methodology that best suits them.We believe that the future of education is linked to inclusion and therefore that the learning process must be changed, taking into account multiculturalism and plurality, regardless of religion, culture, ideology, race, etc. ., because the most important is to learn to live together and provide an education for all, increase the level of awareness of the school community and other stakeholders towards young vocational students and ensure that these students become more active in the educational process through activities that promote social and labor inclusion.<< Objectives >>The main goal is to reduce the gap between professional training and the needs of gastronomic companies. This produces demotivation and the consequent school dropout, which is a cross-cutting phenomenon throughout Europe. To achieve this we have to change the mind, we have to motivate students and give them development tools appropriate to the current times. For this we have to improve teaching and bring it closer to the company and the new reality. It will be implemented with collaborative work with business associations, local entities and volunteers such as chefs of recognized prestige and different professionals from various areas related to the field of New technologies and training, Education, Languages, Sciences, Arts, Sports, Cooking with the use of ICTs to motivate students in the Teaching-Learning process.It is essential to elaborate the objective of the 2020 Education and Training Strategy in relation to the need to improve the quality and efficiency of education and training, in particular to achieve the benchmark: New learning methodologies for socio-labor inclusion. that there is still a need to apply a holistic approach that focuses on new methodologies, new flexible pedagogies and addressing the relationships between students and teachers, between students and students as well as the participation of parents and also other stakeholders: the local community , the business sector, public entities, political leaders in the different phases of education. It is necessary to adopt both new technologies and new pedagogies that are more in line with current changes at a social, cultural and economic level, in addition, it will improve the professional development of teachers and the quality of teaching at all levels, learning environments collaborative, inquiry-based learning, etc.Local networks will be created, made up of business associations, educational institutions, teachers, volunteers, students and local entities, and these networks will become a transnational network whose synergies allow the project's objectives to be achieved.Objectives regarding students:• Understand the current EU• Reduce school dropouts• Implement our objectives through business associations• Promote motivation and change, improve personal development, learn at school and adapt to a new society.• Increase their level of English, as well as other languages ​​with which students may be familiar.• Ensure that students are more proactive in the educational process through transversal skills• Work with new ICT, applications, brochures, PPTS, double space and high quality products: Scratch, programs to make videos and websites.The project aims to strengthen the capacity of secondary schools to develop competencies in subjects such as languages, science, technology, ecology, sustainability, entrepreneurship ... through innovative and interactive pedagogical methods and approaches:-Collaborate in the same pedagogical model.-Create a technological hub common to all participants.- Present in a blog all the participants their experiences.-Create on-board diaries.-Inform all EU countries of the lack of innovative methodologies to allow inclusion.-Learn new teaching methodologies to motivate our students.- Promote new technologies and their use in teaching to undertake activities that are inclusive for all.-Cooperate with various associations and organizations.-Increase responsibility, awareness, social sensitivity, tolerance and empathy for all people.-Promote mobility between students and internships in partner countries.-Eliminate stereotypes.<< Implementation >>From the outset, partners will define concrete methodological approaches and strategies to identify the most important competencies that teachers need to effectively teach subjects in secondary schools, also through innovative pedagogies and technologies. Local networks will be created in coordination with the business world, public institutions, volunteers, educational centers and students. Preliminary studies will be carried out on the socio-labor situation of VET teaching in the member countries of the partnership, as well as project impact indicators. The consortium will design and launch the project's technology HUB. Next, partners will develop the pedagogical model as well as various inquiry learning tools. All these contents, together with the learning program, will be integrated into the environment of the HUB. Students between 14 and 19 years old will participate in this project, as well as groups of teachers from each school. The work methodology will include small ""heterogeneous interactive groups."" Studies will be carried out during the execution of the project that will help reduce the deviations of the HUB, and finally, final studies will be made on the results of the project. All this material, in addition to the pedagogical that will be included in the HUB, will be translated into the different languages ​​of the partner countries in addition to English, which will be the vehicular language of the project. The centers will recruit student volunteers, who will be in charge of assisting and supporting members who participate in local activities during their stay here. The activities are designed to focus on self-confidence and the acquisition of skills that allow them to more easily access the job market and escape possible failure. In the different activities and workshops, students must collect data on the culture of their countries: Environment, Traditions, cuisine, companies .. In all these activities we will implement a methodology based on projects and on ""learning by doing"" because in each activity the students They must work collaboratively and integrate content from different subjects to create different end products. A general promotional program and activities will be organized for the project. The whole project consists of getting in touch, learning new skills, sharing experiences and appreciating other realities in Europe.Apart from online activities and networking, face-to-face activities will be very important. Displacements in multiplier events, administrative meetings and training activities. Face-to-face contact with partners from other countries will give a plus to the project, especially after almost 2 years of confinement. The face-to-face activities will be essential for the integration and motivation of the technical staff, local companies, teachers and local entities who will see that their students, their products and their culture and traditions are going to have a European impact.We believe that these activities will have an impact on all participants, on society, and on the implementation of these results to increase the number of students in the high-level school. This project is a good opportunity to show students, parents, teachers, organizations ... the importance of methodology in them so that they are motivated and do not abandon education. To conclude, we want them to receive high-quality education and achieve true inclusion in every way: Without discrimination based on religion, race, sex ... for a better future.""Education is the most powerful weapon you can use to change the world"", by Nelson Mandela.""Education is not preparation for life; education is life itself"" by the philosopher Jhon Dewey.""Education helps the person to learn to be what he is capable of being"", by Hesiod.<< Results >>According to the UN, education is a right for all women and men, as it provides us with ""the critical skills and knowledge necessary to become empowered citizens, capable of adapting to change and contributing to society."" Education is also protected in the Universal Declaration of Human Rights, and recognized as one of the five basic cultural rights.It is clear that education and development are two concepts that go hand in hand. We all have the right to an education. The most extensive formulation of the Right to education is found in the United Nations International Covenant on Economic, Social and Cultural Rights, which recognizes “that education must enable all people to participate effectively in a free society, promote understanding , tolerance and friendship among all nations and among all racial, ethnic or religious groups, and to promote the activities of the United Nations for the maintenance of peace. ” In this way, States must guarantee education to their citizens through resources, programs that are adapted to their culture, and ensure that no group is prohibited from studying.Education is development and integration, that is what we intend with our project and for this we are going to create a series of local networks formed by the engines of today's society, that is, public institutions, business organizations, educational institutions, volunteers .. and of course ... young students. These local networks will be grouped into a network with a transnational dimension, which will give the project a European dimension, with synergies between these groups and between countries that will be very positive for all.On the other hand, an online HUB will be created, filled with innovative pedagogical materials and good practices. A place where knowledge and good practices will be exchanged. A place and a project that will motivate the learning of languages, of new technologies in gastronomy, which will be a place of exchange of experiences, of networking, that will allow students to broaden their perspectives and contacts, to be able to carry out internships in a foreign country. It will allow teachers to share new and innovative methodological tools, which will increase the quality of teaching. It will allow volunteers to share and acquire knowledge and experiences. It will allow companies to adapt teaching to their needs and to have great professionals with extensive knowledge. Finally, for local entities, the project is a showcase of their places, culture and heritage, without forgetting the great social benefits that will allow them to have high-quality educational centers and citizens prepared for the new Europe.The mobilities of the project will also be very positive for all persons of interest since they will strengthen cooperation and trust between partners from very diverse countries, seminars and activities will be exchanged that will give those interested the new Europe, a plural Europe , varied, multicultural, with diversity as a strong and inclusive pointThe creation and start-up of the HUB entails carrying out studies on the socio-labor impact of the project, the socio-labor situation of our young vocational training students, the working conditions of each country, the teaching conditions, the methods will be studied and analyzed. teaching ... and a series of impact indicators will be developed.All these studies and tools that are developed in the project will be open source and free so that other citizens and institutions can consult them, and even participate in the future in the HUB and in the transnational network, since it is not intended that the project dies when the financing period is over. It must be a living project that grows and develops"