"Karaman Provincial Directorate for National Education (Karaman MEM) conducted the project “Enhancing Employment Opportunities for Vet Learners with Red Book” with 9 project partners successfully. Our role was to coordinate the activities, introduce the project, manage time & budget and complete the roles and tasks in the project. We decided to apply a project in the field of vocational and technical education under Erasmus+. The project idea was come from the crucial urgent needs of vocational education & training of Karaman povince after long debates with the department of vocational and technical education in Karaman MEM and teachers from vet high schools. We firstly created a project team to prepare the project; to find the appropriate partners, to identify the tasks and roles, to make the literature reviews of vet systems in Turkey and partner countries. We could summarize the needs of vet system in Karaman as:The business market needs more qualified welders, mechanics, technicians and electricians. The apprenticeships of vet learners have not enough to get the qualifications of their specific fields. Moreover, there is a huge gap between vet systems and business sector. This gap makes a loss of connection so the vet learners could not get the qualifications that the business sector and employers need to have. Within the scope of the project, we succesfully added more values in teaching and training of vet learners in Karaman. After completion of the project, we reached these given the practical objectives: - We identified the needs of business market in Karaman and partners’ countries,-We informed vet teachers about new facilities to improve themselves,-We attracted the attention of vet suppliers and teachers on job based professional development and the understanding of teaching,-We supported vet teachers and trainers' professional development,-We exchanged good practices of vet systems between project partners,-We identified vet learners' needs and analyzed their skills and characters,-We created solutions for the problems of vet teaching & training systems of partner countries,-We monitored and evaluated learning and development of vet systems of partner countries,-We integrated the families in the education system,-We advised new innovative in-service trainings of vet teachers and trainers.The project's Concrete Objectivities that we reached successfully are:-We created a bridge between education systems and business market,-We cleared out the needs of vet learners, business market and education system with questionnaires and surveys,-We prepared the intellectual output and published it; it includes good practices on training methods, questionnaires and project activities,-We created database about Vet Learners' Competencies between EU partners-We organized meetings, round table discussions, analyses, seminars and questionnaires,-We investigated vet learners' demographic, economic and psycho-social status,-We opened a web site and put the project results including the details of the studies carried out by the participant organizations during the project period and also informed the press, -We created ""facebook Group"" to review and develop best practice materials education for teachers,-We built good cooperation between the trainers, educators and the parents, Number and profiles of the participantsWe were 10 organizations from 5 different EU countries in the project implementation period. We conducted 5 transnational meetings in each partner countries. The participants in transnational meetings (total number 71) were the experts from department chiefs responsible for vocational education, teachers & trainers working in vocational education, researches, and specialists from project partners’ teams. The Project Partners:There were 10 organizations including the project coordinator in the project. These were:*Italy:-Consorzio Innopolis,-Camera di Commercio Industria, Artigianato e Agricoltura di Frosinone*Portugal:-APLICAPROPOSTA LDA BragaMob-Associação Comercial de Braga-ZENDENSINO - Cooperativa de Ensino IPRL*Spain:-AGIFODENT - Asociacion Granadina para la informacion, formacion y desarrollo de las nuevas tecnologias-Asociacion Rural De Desarrollo Y Cooperacion Europea Culturae*Lithuania:-UAB ""Alfa idejos ir technologijos""-Kauno mokslo ir technologiju parkasMain Project Activities and Their Outputs:*Developments on Methodology with articles and surveys,*Project book ""Red Book"" ""Guidance Book for Enhancing Job Opportunities for Vet Learners"",*Project Film,*Project Logo and banners,*Photo Album,*Project web page (redbook-vet.eu) and it is online for 3 years,*Leaflet and brochures,*Seminars, conferences and workshops for teachers, trainers and vet suppliers,*Press meetings,*We conducted 5 transnational project meetings,*Project ""facebook"" group *Social media tools for the project*Meetings with firms, factories and employees."

"<< Background >>Education got hurt seriously with COVID-19 epidemic has started in February 2020 of which affects has been felt in the whole world. According to the report published by UNICEF in 27 August 2020, at least one third of school-age children in the word, in a word 463 million children couldn’t access distance education because of COVID-19 pandemic. In case the report published by United Nations in April, the rate of students affected by pandemic worlwide is 94% acoording to data in the middle of April. This rate is equivalent to 1,58 billion child and young from kindergarten to higher education. It is stated that nearly 40 million children missed out kindergarten education because of COVID-19. According to the report published by OECD in 8 September 2020, there will be long term affects in economies because of coronavirus destruction in education systems and loses in competences will cause meltdown to 1,5% rate of gross national expenditures(GDP) of countries. In the report “Effects of COVID-19 on Education” it is stated that this meltdown means a lose reach up to 69% of an average country’s GDP in next 80 years. The thing we want to make real within the scope of the project; to create processes that require them to compensate for their learning loss in Mathematics Learning Difficulty (Dyscalculi) and to produce a Mobile Application so that they can develop them independently from the school. The main theme of our project is students with mathematical learning difficulties are in the priority position of the project's target group, individuals of all ages feeling insufficient in Basic Mathematics skills will have the opportunity to develop themselves with the Mobile Application, which is planned to be produced.<< Objectives >>Due to the project; with project partners students’ having mathematical learning difficulties,-to identify reasons preventing being successful in Mathematics classes,-to produce a ‘Mobile Application’ to raise our students levels stepwise within inductive approach and to increase thier mathematics suffiency with this ‘Mobile Application’,-We aim to contribute to support our children’s basic mathematics skills with game based Mathematics education and to increase mathematics success of them after Distance education process with the Mobile Application which will be the intellectual output of our project.With the help of Mobile Application which is planned to be our project’s intellectual output, we will use ‘Dyscalculi Seperator’ to identify students having Mathematics learning difficulties primarily. ‘Dyscalculi Seperator’ is a tool to provide to diagnose Dyscalculi which was developed by Butterwooth. This tool is comprised of a range of items having time limitation. We will have chance to Mathematics Learning Difficulty diagnoseto our students with these items and evaulation scale. After diagnose of Dyscalculi with the mobile application, 1st level, which aims to develop student’s Mathematics skills in 6 levels, will start. The Mobile Application will be carried out by six project partners’ fieldwork working on the same aim from different cultures and different education systems. Supporting in all programme countries languages to the Mobile Application will enable every individulas from all ages to use the Mobile Application.<< Implementation >>Partners of the project in the common ground are; Karaman Provincial Directorate for National Education (the coordinator), university (Italy), four other organizations (Spain, Czechia, Portugal, Greece) secondary schools. There will 6 mobilities project process. Two of these mobilities are kick off and closure meeting and there will be 3 participants from all of the partner organizations. We requested grant for 30 participants for these two transnational meetings. Other two of four mobilities are LTT activities to increase teacher abilities every partner institution will participate with 4 teachers for these meetings except for the partner from Italy. We requsted grant for the other two mobilities for 36 teachers. The other two LTT mobility will be for students and every partner institution will participate with 2 personnels and 5 students except for Italian partner institution. We requested grant for these two LTT activity for 16 personnels and 40 students.<< Results >>The project has also a supplementary affect on policy reforms of EU. Then the topic of the project; it aims at the EU's target to increase the number of students entering higher education from 32% to 40% by 2020 (Europe 2020 targets) and the worries about poor student performance in international researches, necessity of being less than 15% rate of stduents aged 15 having inadequate skills in reading, mathematics and science (A framework for European cooperation in education and training' ET 2020 ', Council Decisions May 2008, OJL119,28.5.2009). It also has supportive effect on; ""e-learning should be disseminated; online developing and using learning materials should be encouraged."" stated in 17th education council. We believe that putting the Mobile Application (intellectual output of the project) into use with all programme countries' language, being free downloadable and usable for IOS and Android platforms will guarantee sustainabilty of the project. Although the Mobile Application, planned to be produced, aims to identify students who may have Mathematics Learning Difficulties in secondary education and support them with educational content, it is a useful material for individuals who aren't at secondary education level but want to improve their Mathematics skills, since it is not an education system based on 'Developing Basic Mathematics Skills'. We think that the Mobile Application, the intellectual output of the project, will be a useful resource considering that many countries in Europe and in the world mother tongue and Mathematics proficiency ground on in the transition to higher education (Special Boat Squadron exams in the USA and Academic Personnel and Postgraduate Education Entrance Exam - ALES in Turkey), have an idea for individuals who need education in different fields and need to increase their Mathematics competence."

"There are several elements consisting the education at school and one of the most of them is""school management"".Because all the decisions taken and activities carried out by school management teams not only effects students but also all components(teacher,personal,parents)at a school.The duty of school management is to keep alive the school according its objectives.The expected basic function from school headmaster is to reconcile expectations of people(staff and students)and groups out of school and to make real the school's objectives while directing the school.However,school management teams can face some problems while they are doing their duties.Some of the problems are related to students,teachers,school building and office stock,social,cultural,politic and economic situation of the school’s region,school’s culture and climate,even to the management skills that school management teams have.Therefore,Karaman Provincial National Education of Directorate and the other participant organisations studied on effective school management practices and shared their experiences within the partnership.ObjectivesThrough the project we tried to find out general and common problems at schools,especially originated from school management teams and tried to find out solutions to the problems.We also tried to minimize the problems at schools which are located in the regions of partner countries.Addition to these all the partners cooperated and shared their experiences about education,especially on the topic of""Effective School Managenment"".Participating OrganisationsThe project carried out by 4 partners from Turkey,Romania,Spain and Italy.Karaman Provincial National Education of Directorate;is a state institution in charge with the planning and coordination of all kinds of educational and training activities in pre-school,primary,secondary and adult education in Karaman.The instituiton is responsible all of the activities related to schools,students teachers and other stakeholders.The institution gives in service training services to teachers to develop themselves on different topics.Also seminars and courses are held for people in disadvantaged area in order to help them to develop themselves and to find jobs.The instutition also applies and implements both EU and local projects to improve its organisational capacity.Inspectoratul Scolar Judetean Teleorman;offers training courses on a wide range of topics(school management methodology for all school subjects,interculturality,parent education,human rights,democracy,promoting European values and integration)these courses are either proposed by Teleorman House of Teachers or have been provided as a result of collaboration with various training institutions from other parts of Romania.Being aware of the need to comply with the educational practices from other European institutions,the instution has provided training courses to teachers and other participants to educational process in order develop their knowledge and abilities related to the competencies identified in the European framework.Nafarroako Ikastolen Elkarte;is to promote in an associative manner the ikastola’s model and the Basque language and culture.It aims to provide comprehensive,quality education,in Basque,offering some services(economic,administrative,educational) legal advice and representation.Among its objectives the Association also seeks and organizes any other educational activity in any branch of knowledge or technical training,artistic,sports or other.Regione Molise;is a public body and the organisational chart shows that the structure is divided into:Presidency,Regional Council and 6 General Directorate with specific activities and purposes.The system enables an efficient governance providing development of social welfare,economy,infrastructures and employment,protection of historical,cultural heritage,supporting local investments,research and external trade.With its employees and consultants,works for political,legal,economic and social integration in the EU,giving information about European Funding Programmes and supporting for the exploitation of International Relations.It has an'ad hoc'structures with experts and staff with a long experience in the management and implementation of international and European projects.Undertaken Activitiesto produce“Different Aspects of Effective School Management”(intellectual output)to produce booklet and leafletto establish websiteto organize a multiplier event for the Intellectual OutputResults and Impact AttainedAt the end of the project all the partners had chance to share knowledge with each other and to transfer good practices.There was an effective atmosphere of cooperation.All the activities carried out by the partners had a postive effect on partners and awareness was achieved on the educators about how to manage a school effectively.The intellectual output of the project will make contibution to the school management on the readers."

"The project team have decided to set up a vocational education project and have identified the needs of vet system in Karaman province. According to the need analysis, Karaman MEM made a final decision and on the topic of entrepreneurship skills of vet learners to foster vet learners autonomous skills to be moved smoothly to the labor force. The reason and rationale of the project is: Entrepreneurship and Education of Vet Learners have been vital issues of modern compound of vet's employability. Within the scope of project, we have organised 4 TPM and 2 LLL activity. For TPMs , there were 53 official participants ( we have add more participants by using management budget, but we didn't reques budget for them) working in the field of vocational education. For LTT activities, there were 27 participants working on the field of vocational education. Within the scope of the project, we succesfully added more values in teaching and training of vet learners in Karaman , After completion of the project, we reached these given the practical objectives:- We identified the needs of business market in Karaman and partners’ countries,-We informed vet teachers about new facilities to improve themselves by the meaning of entrepreneurship-We attracted the attention of vet suppliers and teachers on job based professional development and the understanding ofteaching,-We supported vet teachers and trainers' professional development,-We exchanged good practices of vet systems between project partners,-We identified vet learners' needs and analyzed their skills and characters about entrepreneurship education-We created solutions for the problems of vet teaching & training systems of partner countries,-We monitored and evaluated learning and development of vet systems of partner countries,-We advised new innovative in-service trainings of vet teachers and trainers.The project's Concrete Objectivities that we reached successfully are:-We created a bridge between education systems and business market for entrepreneurship-We cleared out the needs of vet learners, business market and education system During the period of the project, the participants has been working in the field of vocational and technical education as a teacher, trainer, manager or working in this field directly. We also integrated the vet learners in our project so as to make the project work for its concrete objectives. The students have created innovative creative materials in their own field, they made prototypes and models in robotics, electronics, wooden technoogy and decoration, cnc works in wooden technology, 3D printer works, designs and models of industrial sectors. ENTREDUCATION project is based on strengthening the corporation and innovation between vet schools and and business. The idea comes from the strict role of entrepreneurship on vet learners affecting their current and future life. Creating a link between business world and the possible future workers force us to attract the attentions of all relevant stakeholders. The need of increasing employment opportunities for vet learners is a crucial issue to see how far the vocational and technical education will be successful for the vet learners' future life. Vet learners and other relevant stakeholders expect that they will have a good job with good salary and social facilities after completion of formal and informal education period. Thus, vet learners are supposed to attain required skills and competences. Project's Outputs -We cleared out the needs of vet learners, business market and education system with questionnaires and surveys,-We prepared 2 intellectual output and published them; it includes good practices on training methods, questionnaires and project activities. We have sent them 80 National Education Directorates in Turkey and vocational education stakeholders in Karaman. We have sent its e form all partners and also they have published and shared them.-We created a professional WEB page about Vet Learners' Competencies between EU partners and including project activities and articles. It will be online for 5 years and a professional team will keep up to date it. http://www.entreducation.com/-We organized meetings, round table discussions, analyses, seminars and questionnaires,-We investigated vet learners' demographic, economic and psycho-social status,during the project period and also informed the press,-We created ""facebook Group"" to review and develop best practice materials education for teachers, (ENTREDUCATION) - We have prepared visibility documets such as; roll up banner, brochures, leaflets, press releases,banners, pencil, flagi project logo. We have used all this materials during project activitis. -Developments on Methodology with articles and surveys,- Project film and photo album- Seminars, conferences and workshops for teachers, trainers and vet suppliers,-Press meetings,We have added these matarials as attached file in annexes."

Our Project main target is, improving teachers’ competencies between partner Countries. For this aim, we have organised 4 Transnational Meetings. First meeting was in Romania, second one was in Lithuania, third one was in Spain ve final closing meeting was in Turkey. And we have organised LTT activity in Lithuania with 24 participants. For transnational meetings, there was 80 participants. ( In application form, it was 66 participants, for extra participants we have used Management budgets and we haven’t need demand for extra payment for them) . In these meetings, we worked as groups to complete activities written in application form. In these meetings, participants visited some schools and have change to see different teaching methods. And also there was some cultural activities for participants. All visibility materials, used Project process, were prepared during these meetings. Materials prepared at the end of Project;1-Questioanries for teachers. Results of Questionaries have been put in e- book, prepared at the end of Project. For these Questionaries, all participants were selected from different level of education2-We have prepared articles and used these articles during LTT activity and dissemination process.3-Within the scope of Project, we have prepared rol lup banner, brochures, posters, press bulletins and used for dissemination of our Project. And also we have prepared pencil, notebooks, file with Logo and Flag of EU commission. These materials were used during dissemination activities and seminars. 4-Within the scope of Project, we have published “Guidance Book” ( can be seen as attached this report). The contents of the book; Project activities, articles for improving teachers’ competencies. It has been prepared in English. This book has shared with their local relevant stakeholders as e-book by EU partners. It has published 100 item as colored version by Karaman Provincial Directorate for National Education and disseminated to 80 Province. It has been also sent to the local partners as e-book via their official e mails. 5-Within the scope of Project, we have prepared a book including information for partners. It ws published 10 items and shared with partners. 6-At the end of the Project, we have prepared a photo albüm including photos during Project meetings and LTT activities. This albüm can be seen as attached file.7-Within the scope of Project, we have organised 4 seminars in Karaman. For these seminars there has been 700 teachers. The topics were “ Teachers’ Competencies, Actual Subjects for Education, Effective Comminication and Good Examples for Education”. For these seminars, we have used our Project Management Budget. In these seminars, we have used all visibility materials prepared by partners. Project partners have also organised 4 seminars. Sign sheets and photos for these seminars can bee seen as attached file. 8-We have prepared PPTs for using TPM and LTT activities. 9-We have created facebook group (https://www.facebook.com/TeachcomErasmus/)10-We have prepared Project film.Learning Outcomes; -Participants have good cooperation with their collegues and shared good examples -They have seen that, they had similar problems for education and they had the change sharing experiences. -They have improved their foreign language skills. -They have built new cooperations with partner countries. -They have had new skills on ITC while they were preparing Project materials-They have had the change observing and comparing with different education systems. -They have had the change sharing experiences with their collegues in partner countries. -Participants have had information for social life and traffic rules in partner countries and they have shared all these good applications in their schools.