<< Objectives >>Thanks to this project we aim to make adult people ;- be aware of their Cultural Heritage by searching about their own culinary items.- learn about the culinary of partner countries- improve their langauage skills- learn about true usage of IT technologies- learn about How to create slides, presentations, videos, websites etc.- improve their ICT skills- be more active and more social citizens- improve their entrepreneurial skills- break up the sterotypes<< Implementation >>We are going to implement;LOCAL / VIRTUAL ACTIVITIES such as Information and dissemination meetings with members of association and other stakeholders (at the beginning, after the LTTAs and at the end)Visits to local authorities,Creating rojetc website and other virtual accounts.Having workshops for newcomers to erasmus project.Appearing in local mediaWebinars (at least 3)INTERNATIONAL EVENTS3 LTTAs will be held to put the project idea into practice an International Webinar at the end.<< Results >>As concrete results;a Project Website (free version)a Youtube Channela Magazine (Cook-e-book) about culinary of partners6 Newsletters10 Webinars (9 local, 1 International)And, we expect to have;improvement in IT skills of participantsimprovement in their cooking abilitiesContributing their social inclusion and preventing of social exclusionimprovement in entrepreneurial skillsİmprovement in capacity of partner organisaitonshaving experience in erasmus+ and EU policies and bodies

"<< Objectives >>We would like to improve professiopnal skills of teachers, school leaders and administrators by making them meet with New , Trendy and Innovative Teaching / Learning activities including ""Outdoor Learning, Permaculture, Urban Gardening and Gamification"". Play Solves the Problems aiming to use the educational activities enabling students to play and thus to allow them explore their skills, improve their creativity, self esteem, true development of physically and mentally.<< Implementation >>We are going to have Local and International acts.As International activities, We will have 4 LTTAs (Joint Staff Cooepration including Teacher Training sections and exchange of good practices), online meetings to be held periodically, questionnaires and an eTwinning project through ESEP platform.As local activities, informative and dissemination meetings, applying of Sample techniques and experiences in classes, running social media campaigns and cooepration with media and other stakeholders<< Results >>We aim to make teachers improve their skills about the usage of ""Outdoor Learning, Gamification, Permaculture and Urban Gardening"" as an educational tool effectively in their classroom practices. Thus, We aim to allow students express themselves, explore their skills, improve their self esteem, creativity and manage of permanent learning. Besides imroving the language and professional skills of teachers and school leaders, we would like to improve the quality of Early Childhood Education."

<< Objectives >>The EU guide for adult education gives priority to Improving the availability of high quality learning opportunities for adults and creating upskilling pathways, improving accessibility and take-up of adult education. In our everyday life, there are adults are not always ableto adapt to the changing needs of vulnerable people. Considering that as risk of social isolation, we will discuss the immediate need for continued improvemen of expertise for engaging with adults with less opportunities.<< Implementation >>The partners will follow an innovative, integrated enquiry-based learning approach based in non formal education methods and tools, as a new approach to key competence building in adult work environments, based on a adults design approach. The course-ware supports free agent learners allowing professional and adult educators the opportunity to learn in new and engaging ways. We will equip the Adult and Community Educators with practical tools to use in everyday work with disadvantaged adult.<< Results >>A management plan describing procedures, workload and outcoms, concerning with event reports to trace the development history of the project and will contain copies of all presentations made and minutes of all decisions taken. Moreover, Internal evaluation exercises to ensure the project development actions are coherent with the needs and preferences of the target groups. Thus newsletters, website and exploitation plan can build framework for lobbying and devise actions for influencing policies.

<< Objectives >>DECOY aims to: -provide opportunities for entrepreneurial empowerment to YOUNG female migrants prospective entrepreneurs of first and second-generation in 5 countries and EU-avoid socioeconomic exclusion -produce high-quality learning and practical orientation resources -empower the dimension of autonomous learning, ongoing orientation and digital learning-bring a comprehensive support scheme as assisting the target in the establishment, maintenance and development of their own start-ups.<< Implementation >>DECOY will achieve the objectives through 5 Work Packages including:-2 onsite TPMs, -2 online TPMs, -monthly brief virtual meetings to ensure proper communication,-3 Results, -a virtual training of youth workers, -a phase of local testing-a virtual training activity for Testing of project Toolkit and Web Platform -4 National events/networking conferences-1 International event in Iceland -a Dissemination Plan including 16 progress reports, -17 financial reports, -17 newsletters<< Results >>WP1-ManagmentWP2- Analysis of best practices in entrepreneurial education of YOUNG female migrants (Guide for female entrepreneurs) WP3 - A Toolkit for youth workersWP4- A Web Platform in multiple languages integrating digital educational eModulesWP5- Dissemination and exploitation of the results. National Conferences in 4 countries and an international one in Iceland for the promotion of the results

"<< Background >>Every year, millions of children worldwide are affected by disasters in many forms (UNICEF 2007). Of these, more than seven million are children with disabilities, while millions more acquire disabilities during childhood as a result of the disaster. Subsequently, the literature on the disaster has identified children as a vulnerable group, but their diverse needs, experiences, perspectives, and potential roles in disaster risk reduction (DRR) have been largely overlooked or ignored by researchers and policymakers. Researchers argue that the perspectives of children and their capacities to inform decision-making processes, take direct action, and reduce risk have been neglected due to their status and skewed power relations between children and adults in society. In the absence of routine policies and procedures, students with disabilities may be placed at risk of ill‐advised evacuation efforts or neglected during severe emergencies. Some studies' results indicate that insufficient consideration has been given to disaster preparedness planning and management with respect to meeting the needs of vulnerable students with disabilities. The findings suggest that disaster preparedness is underresourced and possibly neglected. Although the particular needs of vulnerable students with disabilities are briefly noted in the various state governments' education policies, they have not been systematically considered in the context of overall disaster planning for schools, with the ambiguity of student characterization terms such as “special needs” adding to the problem. Consideration of the people with special needs in the planning stage of the development of a disaster plan is vital to ensuring the safety and well-being of all students and staff during an emergency. In every aspect of the planning phase attention should be paid to the individual and unique needs of every student and staff member. This is especially true for those with physical, emotional, cognitive, and sensory-based disabilities who may require additional staff, resources, or equipment than those without disabilities. Because the needs of those with disabilities are often the responsibility of the nursing, counseling, and/or special education departments, you are highly encouraged to include members from these departments on your emergency planning team. These professionals should be trained to consider the unique needs of individuals and can bring that perspective to your district/building plans. Creating an individual safety plan for eachperson with specific needs that includes exact details and assigns responsibilities to a specified person and an alternate person is highly recommended. This project will fill in the gap for the disaster plan for vulnerable students and schools. Based on the previous researching, the project team has concluded that a similar project dealing with the issue of creating OER, mobile app, and games in the area of disaster risk management as well as making OER, mobile app, and games accessible for persons with disabilities (visual impaired, hearing problems, intellectual problems, etc.) does not exist.During all these researches that we have done before applying the project, our team was not able to find an innovative methodology, IT education strategy for disaster risk management as well OER relevant with this topic but accessible for persons with disabilities.Every year, natural hazards and technological hazards become both small and large disasters. These disasters threaten the lives of children, their families, and education personnel.These disasters also deprive children of their right to a continuous, quality, basic education in a safe environment. Over and above it all were increased levels of trauma. And this situation is worse in a disadvantaged group of students. Especially when the effects of Covid19 are seen more apparently disadvantaged students than normal ones, ıt should be urgently handled to take an action.<< Objectives >>Project objectives:• identifying the most appropriate curricula and delivery methodologies, using innovative approaches to teaching and learning to improve procedures leading to greater levels of healthand safety.• improve the level of key competences and skills, with particular regard to relevance for the children, youth, and persons with disabilities and reduces the amount of thinking timenecessary after an incident has occurred• identifying ways to implement innovative teaching and learning methods to respond to the needs of children, youth, and persons with disabilities;• developing actions to facilitate inter-generational transfer of knowledge and this leads to an awareness of the possibilities of preventing disasters from happening in the first place• describing the ways in which assessment methodologies and procedures can embed all forms of learning, and facilitate the validation of skills and competences acquired prior totraining;• identifying adequate measures to track learners after completing their training in order to provide ""feedback loops"". These tracking and feedback systems can build on informationfrom the training of learners;• proposing the appropriate measures for the formal recognition of the new or adapted vocational curricula and qualifications in participating countries;<< Implementation >>The main idea of this project proposal is to develop new curricula, methodologies for education, web application, and games for the training of children, youth, and persons with disabilities in disaster prevention and emergency response. Within the project, it is necessary to develop intellectual outputs (IO) from which the final products of the project will arise. The first IO will refer to the conduct of comparative analysis, group interviews, and case studies in partner countries to draw specifications for the curricula and methodology for education and development of games and exercise for disaster risk response for children, youth, and persons with disabilities (materials will be available in audio and braille alphabet formats), the applicant organization will be the leader of the activity, together with the representatives from the associate partner - will work on creating and developing of thesecurricula and methodologies for education in disasters prevention and emergency responds. As well as a questioner for law system connected with disaster risk prevention in EU countries, with a special accent for disabledpersons.The second IO refers to the development of a web application, OER where all materials and tools will be posted.The third IO refers to the creation of a mobile application in the form of a quiz and multi-level interactive Games & Exercises for using disasters prevention and emergency response procedures using results from the first IO and respect the needs of children, youth, and persons with disabilities, materials will be made so that it will be available for visually impaired people who will be able to use it with a voice program. All of these materials (tools) through the dissemination process will be available all over Europe and shared on European tools for didactic materials (EPALE, School gateway, etwinningetc.).During the project, there will be organized training of trainers/teachers and children, youth, and persons with disabilities in disaster prevention and emergency response. Also will beorganized multiplier events, in each country where all the project results will be shared with relevant stakeholders.<< Results >>Project proposal results/outcomes:• innovative approaches for addressing their target groups, by providing more attractive education and training programmes, in line with individual needs and expectations;• Support the capacity building of children, youth and persons with disabilities;• use of participatory approaches and ICT-based methodologies;• greater effectiveness of activities for the benefit of local communities;• new or improved practices to cater to the needs of disadvantaged groups and to deal with differences in learning outcomes linked to the geographical and socioeconomic disparities;• integrate good practices and new methods into daily activities;* Carry out risk assessments of activities in as many areas of school life as possible. Once hazards have been identified, good management is about controlling the risks and reducing the potential for harm for students with disabilities.• strategic planning of professional development for staff in line with individual needs and organisational objectives;• reinforced cooperation with partners from other countries, other fields of education, training and youth and/or other socio-economic sectors;• greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity;• more active participation in society;• improved competences, linked to professional profiles (teaching, training, youth work, etc.);• better understanding of practices, policies and systems in education, training or youth across countries;• increased motivation and satisfaction in daily work.• Foster the inclusion of children, youth and persons with disabilities."