Today, the necessity of people from different cultures to live together, scientific and technological developments, war and natural disasters affect the human life socially and culturally, making it compulsory for individuals to adapt to this situation. While individuals were trying to adapt to this situation, information started to spread rapidly and reached wide masses. On the other hand, the meaning and value of information has changed. It has become important for individuals to select, analyze and evaluate the rapidly disseminating information and revealed new skill concepts called 21st century skills. In line with these concepts, effective educators in preparing students for changing world conditions should be equipped with key skills consisting of computational thinking steps such as Critical Thinking, Finding Problem Solving Patterns, Developing Algorithms, Building Bridges Between Different Social Environments and Effective Leadership. Because, the computational thinking skills that enable individuals to meet the needs of the century they live, to sustain their lives, to be productive can be gained to a great extent through education.When the education programs of the partner countries are examined in the context of the project, the rationale for the emergence of the project is:- The fact that computational thinking is not fused as a field-specific or interdisciplinary subject in education programs,- The fact that alternative skills for the solution of complex problems cannot be developed due to the easier access to information and the increasing use of technology,- Being asked to be taught of computational thinking skills similar to problem solving and critical thinking skills,- Failure to combine critical thinking skills with powerful digital tools in course curricula,- The fact that as the abilities of individuals improve in the learning process, the concepts to be taught cannot be listed based on algorithm,- The fact the professional competencies of educators cannot be enriched with 21st century skills.Objectives:- Associating cognitive thinking skills with other aspects of the curriculum and /or real life,- Using collaborative working strategies in classroom learning,- Solving daily problems through human-computer cooperation by using various thinking forms that are specific to the field of computer science and not,- Integrating tools to be used in concept teaching with the learning process,- Developing students' computational thinking concept and process skills such as abstraction, algorithmic thinking and problem solving through various learning activities,- Entrepreneurship and Self-Management, Social and Intercultural Interaction, Creativity and Reliability,- Being able to sustain the lives of individuals with computational thinking skills in a more qualified way,- Being able to solve the problems more easily, to look at the events in the environment or the society from different perspectives,-Using information to solve the problem faced, providing information flow from various sources,-Enriching the learning process by providing interdisciplinary transition in education,-Being able to handle computational thinking with an interdisciplinary approach.It will be contributed to the renewal of the learning and teaching process by including computational thinking in educational programs. With this contribution, the competencies of educators and students will be equipped with 21st century skills depending on the enrichment and renewal of the course contents.The project period is 24 months and it will be carried out under the coordination of the Regional Department of Education - Burgas, in cooperation with the Directorate of Secondary Education of Heraklion, Yalova Provincial Directorate of National Education, Vaslui County School Inspectorate, Conselleria De Cultura Educacion e Universidade ( xuntda de Galicia) and Information Strategies Association. In the project; there are intellectual outputs of Discovering Algorithms, Finding Patterns and Developing Algorithms, and learning, teaching, training activities of Computational Thinking and Its Terminologies, Dimensions of Computational Thinking, Implementing Computational Thinking.

Bearing in mind the European 2020 Strategy, in the educational field, our aim is to:-Reduce the early school drop out rate to below 10%.-Increase the rate of 30-34 year old completing tertiary level education by at least 40%.-Increase the number of young people who continue their studies after the compulsory secondary education which is crucial for the proper development of individuals and communities within the Europen Union.In order to reach this goal, we have two main objectives:-Decreasing the number of pupils who drop out the C.S.E. (compulsory secondary education) before getting a certificate.-Scheduling a realistic second chance educational offer allowing them to return to the formal education, vocational training or toharmonize their personal and professional life.Adult educational providers are considered as second chance centers, as a mean of achieving the aforementioned aims.The main project objective is to develop working strategies for the schools to finally get said achievements.Our partnership is constituted of different schools at different stages belonging to different European countries in order to have alarger vision of the problem, thus to identify the main reasons of school failure and early school leaving.Having analyzed those reasons, we will elaborate and implement tools to solve those problems eventually, which are:- Early diagnosis of school failure.- Decalogue of succesful teaching-learning methods.- New learning and communication platforms such as e-Twinning.- Communication channels between teachers and students with the help of I.C.T.The project's activities will be about:- Presentation of the range of school environments.- Descriptive diagnosis of the early school drop out causes in each country.- Elaboration of questionnaires to help us find the causes of dropping out.- Job shadowing in each country.- Sharing and comparing those causes among the partners in order to find common aspects.- Compilation of lesson plans of different subjects to be gathered in a e-book format.- Creating and maintaining a website containing all the information and products developed within this project.- Sociocultural immersion.The activities will be developed by the staff, but students and the whole educational community will directly benefit from the resultsacquired. Special attention will be given to students with a school failure profile and at risk of social exclusion.The chosen methodology to carry out this Project is based on collaborative work among the staff of the different partners. Thiscollaborative work includes the sharing of tasks, taking decisions fairly and democratically. All the educational community will beinvolved in the Project directly or indirectly.The project will have an important impact on educators who are actively involved in the project: the exchange of experiences, newwork methods, contrasting strategies, etc.. It will also serve to improve the quality of adult education and to gain better cooperationbetween adult education institutions of the European Union.Those trainers who do not take an active part in the project will be influenced through meetings and seminars in which the teachersare involved.This diffusion among members of each institution will make the impact of this project have an effect on the quality of the collectiveeducation of adult students as well as the skills of teachers in motivating their students and mastering some latest newinnovative teaching methods which have been proved to be successful.Sharing this experience with other schools in the partner countries will bring added value for its organizers.The disclosure of each local and regional community, by means of specific documents developed within the framework of thisproject, conferences and meetings with other educational entities and the dissemination through the media (written press andproject website) will ensure the results to be spread to an even wider social network, contributing to present a common educationalvision within the diversity of a united Europe.The learning partnership hopes that the results and experience of the project can effectively contribute to improving access foradults to all levels of education and culture as it is the key to decreasing the risk of exclusion, ensuring and increasing participation inemployment opportunities and access to all resources, goods and services.As a result, the number of students who fail in certain subjects will decrease and the ones who drop out from school will alsodecrease considerably. With the charts, tables and graphs that we are going to elaborate, we will prove that educating people ismore profitable than ignoring early school drop outs.

Buckinghamshire and Yalova sought to work together to develop the knowledge and skills of young people, so that they could make sound career choices for the future, that prepare young people for working not only in their home country but across Europe. This would address the issue of young people leaving school with inconsistent advice and support.Throughout the project we aimed to develop the skills and confidence of teachers to deliver the support required by students when considering their next steps on their career or further education pathway. This guidance provides a consistent method for teaching good career and guidance counselling through the development of a module of work that can be used anywhere. The Career case studies are a selection of trades which will enable students to look at different career opportunities, and their educational paths in order to help make informed choices. It is very important that the decisions a student makes regarding his future are deliberate and purposeful, that the young person would understand that adaptation to the world of business and their emotional well-being depends on the right choice.By learning about the education systems in each country, and by sharing the good practices in both regions, we were able to create a package of lesson plans, which not only covered different career paths but also took into account the skills and personalities of young people, their likes and dislikes.Students in both countries were included in the discussions about what they believe in career guidance should focus on from their perspective and feed their views into planned interventions. All of the guidance and resources are available to be shared with colleagues locally, nationally and at a European level via the BCC website:https://schoolsweb.buckscc.gov.uk/equalities/erasmusplus-projects/right-choice-right-move-vocational-guidance/There were 8 participating organisations for this project. Buckinghamshire County Council work acros 234 educational establishments across Buckinghamshire to ensure a high standard of education. one of the key priorities for children and young people who are vulnerable to disengagement is to support and prepare then to make the right choice in education or career. YALOVA IL MILLI EGITIM MUDURLUGU is responsible for the provision of education throughout Yalova and its' aim is to improve student achievement through teachers professional and personal development, particularly in the field of career guidance.2 Local Authority Secondary Schools in Yalova participated, where the project would have a direct impact on the teachers and students within them.Yalova Rehberlik Arastirma Merkezi is dedicated to improving educational opportunities and outcomes for all children by identifying and developing effective school practicesAmersham and Wycombe College and Aylesbury College are both vocational colleges, one with links to media and film, the other with construction, so their participation not only gave us students retrospective feelings about their career guidance in previous schools, but also gave us access to employers for their feedback of requirements.Wycombe Youth Action support young people in Bucks who are not in education or employment, so accessing these young people was key to knowing that the lesson plans created were relevant and engaging for these hard to reach groups.Description of undertaken main activities;From the initial survey it was clear that there was not a consistent message going out to students in different organisation, about their options or the career path appropriate for them. After trialling the lessons, both Countries had positive results from the repeated survey. Overall with the students and staff that had taken part in the project there was a positive increase of knowledge and skills around choosing the right career path, however it was clear that for those schools that did not embrace the lesson plans there was no change in the views of their students, staff or parents.With staff there had been an improvement of knowledge and confidence from teachers that had taken part in the project. For the parents there was an increase in the positive results for now having enough information around future vocational options, with 100% of parents wanting more informationIn each country the schools and colleges organised a range of career events for their students along with teacher training events, to increase teachers confidence in careers guidance and how to bring it into the classroom. These were received very positively by both students and schools.There will be a number of long term benefits from this project. Yalova have already decided to include these lesson plans in their school curriculum, they have also seen the benefit in developing good relations between schools and businesses, and have decided to continue to hold career fairs with businesses participating.