This project idea arise from the migration flow which is still a hot point for all over the world depending on the poverty, wars or other disadvantageous status for people. In this project, social adaptation of immigrant students in secondary school was selected as a main research problem. As it is, this project was a research project and it was designed to search the school experiences of immigrant and non-immigrant students in the same school environment. With this focusing point, this project was aimed to contribute on the inclusive education with the booklet which was aimed to create as a result of this project. To realize this main aim interviews made in Turkey, Germany and Italy with immigrant and non-immigrant students and their teachers. Three schools from Turkey, one school from Italy and one school from Germany was participated to the interview section of the project. Students from Turkey consists of 11 children, six of whom were immigrant and five were non-immigrant students at three different schools. Three immigrants and three non-immigrant students, from a school partner of the project from Germany constitute 6 participants. Students from Italy were 11 children, five of whom were immigrant and six of whom were non-immigrant students at a secondary school. Thus, student interviews were carried out with total 28 students, half of whom were immigrant and half of whom were non-immigrant from three countries. Additionally teacher interviews was consisted of 11 teachers from Turkey, 12 teacher from Italy and 5 teacher from Germany. The context of the interviews and the questionnaires were clarified in the first transnational meeting in Turkey and until the second transnational meeting all partner institutions conducted those interviews in their countries. Then all interviews was transcribed by the partners in English and they were carried to the second transnational meeting by partners. In second transnational meeting in Italy, those transcribes were discussed and the participants were informed about inductive analysis method by partners from Anadolu University. Afterly, transcribes was analysed, themes and sub-themes were clarified and a swot analyses were applied. Finally swot project was completed with a closing meeting which was hosted by German partner. This closing meeting was planed to be held in Frankfurt but depending on the covid 19 virus pandemia it was made in zoom.As it is aimed at the project application time, a booklet was created depending on the results of the SWOT analyzing in this project. This booklet includes the results of our project research and effective school practices which were observed in project schools or stated in the interviews by students or teachers. This booklet can be useful for all teachers, researchers or policy makers those of whom wants to make contribution on inclusive education and immigrant students social adaptation process. Additionally the data collection toolkit was generated and all those materials is presented on eu project results platform. Moreover the presentations about project process and minutes of the meetings are shared on eu results platform.

"Background of the project: environmental issues are among the main problems that the whole world is concerned about. Providing solutions to these problems with engineering-based disciplines con provide outstanding benefits. The project has drawn attention to realistic solutions to environmental problems and engineering approaches which is a field that students generally do not prefer. With our project, we aimed to produce engineering-oriented solutions with STEM understanding to real environmental problems. To thrive in a world that is changing rapidly and dramatically, we need education to inspire students to innovate, find solutions, love and enjoy learning, make an impact on the current situation and to make a big change for a better future. Objectives: to establish the theoretical framework, to ensure that different countries cooperate with each other in order to solve environmental problems and develop solutions to global problems by addressing local environmental problems. In other words, the goal is to provide solutions for big problems making small STEPs in each participating country.Number and profile of participants: it is a strategic partnership project implemented by 5 European countries, namely, Latvia, Turkey, Romania, Bulgaria, and Poland. Travelling restrictions during Covid-19 pandemic opened the opportunities to increase the number of participants. There were organized virtual mobilities therefore it was possible to increase the number of participants from 160 to 228. 2 project experts were engaged in the project to ensure project management. The participants for all mobilities were chosen by certain criteria: their academic success, interest in STEM and environmental issues, their engagement in school and extracurricular activities, communication skills, ability to tolerate other nationalities and cultures, good command of English language and no limitation to travel.Description of activities: our main activity was to visit every partner country, to determine the environmental problem affecting the region and to produce solutions by using STEM approach. The implementation of the solution was carried out by the hosting country after the visit is over. The report on the progress was shared with other partners during the next visit. Dissemination and sustainability plan was carried out during these activities. Dissemination plan was to create STEM school clubs. In sustainability, these clubs will be transformed into an international network club.Methodology: in our Project, we applied context-based methodology during our main activities. We intended to raise individuals’ awareness on how to do a research, to query, to analyze and the most importantly to learn through real life context. Context based learning has focused on making teaching-learning process active, enabling individuals to reflect experiences and relate studying to real life situations and making it possible to apply the acquired knowledge to real life. Secondly, in the very first meeting, there was formed a conceptual framework and then it was transformed into practice. So, we followed the method of ""from theory to practice."" This method also helped to concretize the concepts. Results: at the end of the project, STEM-focused solutions were developed for each country's environmental problems. Participants enhanced their ability to produce engineering-based solutions to environmental problems and they developed basic skills, creating a culture of collaborative work. Cooperation between countries increased and participants and stakeholders have become more sensitive to environmental problems. In order to provide the dissemination of project results, the best practice samples have been collected in a booklet ""Story of Small STEPs"" and published in the project website, project Facebook site and partners' websites. The project brochure and STEM social club instructions were prepared and disseminated via project website and Facebook page. Impact: through project activities and the development of STEM club participants have raised their awareness of local and global environmental issues, have learned STEM strategies, improved their grades at school in STEM subjects. Development and promotion of relevant and high-quality STEM skills and competences was indicated as the priority of the project. With this project, we aimed to improve the competences and skills of students in science, technology, mathematics and engineering and raise their awareness of the importance of STEM subjects at school and when pursuing the future career. Hands-on environmental education projects enrich STEM learning and offer an exciting opportunity to engage more students in STEM.Long term benefits: Project outputs will continue to be used after the end of the project thanks to the international STEM club to be founded. In addition, project work will continue to be used in school events and related school exhibitions."

"Employment for Independent Life aims including the individuals with intellectual disability in work life.Therefore the priorities of the project are as given below: -Disability is element of social exclusion.We aim to ensure that individuals with intellectual disability participate in social and work life and integrate them with the community;and increase their basic and employability quality,and motivate them to use their potential.-Training will be provided to the personnel who will be responsible for the job placement of individuals with intellectual disability after graduation.So, we plan to improve the qualifications of staff working on education of individuals with intellectual disability.-The training program,as the project output,will be introduced to vocational counselors and teachers working with individuals with intellectual disability.They will be expected to apply this programme in employment process of individuals with intellectual disability.With the task sharing between project partners,a training program will be developed for the personnel responsible for the employment procedure of individuals with intellectual disability.Training will be provided to the target group. Piloting results of the training programme in different countrieswill be evaluated.The participants will share opinions about the process.The employment practice for individuals with intellectual disability will be discussed,and an employment model will be proposed as the project output.The model will be compatible with the EU standarts and policies.Participating organisation:Anadolu University(Turkey),Eskisehir Governorship(Turkey),Eskisehir Provincial Directorate of National Education(Turkey),Down Syndrome Association(Turkey),The Association Study Center City of Foligno(Italy),INTRAS(Spain), Die Querdenker (Austria), The organisations work on employment of the disabled and will focus on individuals with intellectual disabilities. Target group:People and organisations that will provide counseling to individuals with intellectual disability on sustainable employment matters such as job placement, job preparation,job skills,job continuity,orientation to workplace and workplace rules, adaptation to work.With the European Platform Against Poverty and Social Exclusion,an attempt of Europe 2020 Strategy;-combating social exclusion and poverty,-promoting social inclusion,-promoting social economy through a collaborative approach are aimed.The project will contribute to the 2020 strategy with collaboration of stakeholder countries and local partner organizations.With the model in the EU standards for preparing individuals with intellectual disability for employment,the inaccuracy will be minimized and a common language will be established. We plan 3 Transnational Project Meeting. The participants of partner organisations will be as given:Kick-off Meeting in Italy with 10,Spain Mobility with 12,Austria Mobility with 10.We plan 2 Multiplier Events:Opening Symposium For Situation Analysis Report with 100 participants in local+24 participants from EU states;Final Symposium For Sharing Results 100 participants in local+15 participants from EU states including Law and Policy makers,teachers working in special education of individuals with intellectual disability,Academics working in special education departments of universities,vocational counselors responsible for job placement of the disabled,representatives of the Chamber of Industry and Chamber of Commerce to represent the employers,provincial directors of public institutions,municipalities and local governments,NGO representatives and families of these individuals.Partner organizations will introduce employment practices of individuals with intellectual disability during mobilities, workshops and symposiums.A report will be prepared by analyzing the practice.This report will form the basis for the training program and help us to create other outputs of the project.During the situation analysis process, each partner country will take short videos showing their employment practices to create an ""experience film"". Training program will be developed for the personnel responsible for the employment of individuals with intellectual disability, planned to be composed of six sections, will be presented to the stakeholders with digital and printed materials and on a web page.Programme book will be written and distributed to the stakeholders.The training of the personnel responsible for the job placement of individuals with intellectual disability will become widespread.Personnel who completed the training will place three individuals with intellectual disability in the job. The personnel will implement the supported employment model in line with the training.With semi-structured interviews, we will learn their views and experiences on the job placement process and make necessary arrengements.Finally, an employment model will be developed after piloting for EU countries."

"Digital change and transformation, which manifested itself in every field before the Covid-19 pandemic, gained momentum in the face of the necessities that emerged during the pandemic process and led educational organisations to adapt in their fields. The basic method of the mentioned change is ""distance education"". Although ""production"" for students who do not have any disabilities has increased significantly, the production of digital materials for students who need special education has remained limited. These students experienced serious material deprivation in the distance education process during the pandemic period. Considering the negative effects of language and mathematics deprivation on development, it is a necessity to develop the materials that hearing impaired children need in the distance education process.In our project, we aim to contribute to the distance mathematics education of the hearing-impaired students in the 6-15 age group, which emerged specifically in Covid-19 and will be improved on. Solutions should be developed for needs such as the inability to provide distance education support with appropriate methods and materials that arise in the education of hearing-impaired students during the pandemic period. Studies show that hearing-impaired students experience inadequate early learning experience and language delay due to the difficulties they experience in mathematics. Problems such as the nature of mathematics language and the inability of mathematics teachers to complete the curriculum due to their language-focused work also arise.MATH project, whose main aim is to improve the mathematics skills of the hearing-impaired students between the ages of 6-15 through distance education, also aims to empower the teachers’ professional working in this field and to provide them with a comprehensive educational material. Thanks to the wide partnership networks to be established with the project, it is aimed to create a common product across Europe on the subject and to raise awareness among all education stakeholders.Ensuring the participation of countries in different regions of Europe will contribute to both enriching the project content and spreading the project results in a wider area. The current partnership structure reflects the strongest aspect of this project. Participants from different institutions and organizations consist of people who are experienced in the fields of teaching mathematics to the hearing impaired and web design experts, pedagogues and experienced people in these fields.Within the scope of the project, 5 online meetings and 7 transnational meetings and 1 final conference will be held. 2 people from partner institutions will attend the transnational meetings. Participation of personnel with expertise in accordance with the meeting content of these institutions will be ensured in each meeting.To achieve Math project goals, the activities to be carried out can be summarized as ; examining the curricula of mathematics education for hearing-impaired students from different countries and creating a common curriculum, developing an e-platform that can be used by hearing-impaired students, creating an e-teacher guide book for teachers working in this field, preparing a project article in which all the data obtained during the project are analysed.Throughout the project, all partners will create a holistic product by adding their organizational experiences. In order to achieve this, working instructions will be prepared and work flows will be followed in line with these instructions. In addition, the products obtained will be tested on target groups, and areas open for improvement will be determined and enriched.The biggest desired effect in the MATH Project consortium is to improve the mathematics skills of the hearing impaired students by providing distance mathematics education in the best conditions and quality. The MATH project is expected to benefit not only the target group of students, but also the teachers who teach them, their families and other relevant stakeholders in the long run. The e-platform, which is the most important output of the project, will allow these groups to develop their mathematical skills anytime and anywhere. Thus, it is desired that the project will be an indispensable source of education in the region where the consortium members are located and later in other countries."

<< Background >>In the quantitative data collection study applied by Eskişehir Provincial Directorate of National Education to the young people studying at the Department of Agriculture in Vocational and Technical Anatolian High Schools, it was found that the youth employment in agriculture, did not think of living in the countryside. As a result of the survey, we conducted a total of 222 students in Yunus Emre, Beylikova Vocational and Technical Anatolian High School, and Sarıcakaya Multi-Program High School, this rate was realized as 81.56%. Despite the importance of agriculture, in recent years, the tendency to abandon agriculture among the younger generation has reached quite high levels. Agriculture is not preferred as a profession in rural areas. The migration of young people from rural areas for work and education has increased the tendency of the abandonment of agriculture. The dignity of agriculture in the eyes of young people causes them not to see agriculture as a means of subsistence for a good life. Consequently, it becomes difficult for young people to stay in the countryside and to be employed in agriculture.It is observed that the share of agricultural employment in total employment has been decreasing gradually over the years. As a matter of fact, while the agricultural employment rate was 46% in the 1990s, today this rate has decreased to 18.6% of those employed in January 2021. According to the data of January 2021, the other 21.1% of the employed people were in the industry, 5.8% in the construction sector, and 54.5% in the service sector (TÜİK 2021).Employment of the rural population and especially the youth in agriculture and rural areas is important for the sustainability of production and on-site development. The current situation and problems of rural youth regarding employment need to be researched, discussed, and improved. The future of agriculture, rural youth employment in the agricultural sector is very important.Medical and aromatic plants have many uses such as food, medicine, cosmetics, and spices, and have been known to have been used for similar purposes since the beginning of human history. Essential oils and aromatic extracts are used by the fragrance and taste industries in the composition of perfumes, food additives, cleaning products, cosmetics, and medicines as a source of flavor chemicals, or as a synthesis starting material for naturally identical and semi-synthetic beneficial flavor chemicals. Essential oils are produced from aromatic herbs such as lavender, centaury, green tea, chamomile, thyme, laurel, mint, rosemary, cumin, myrtle, sage, lemon leaf, anise, and lemon balm. Most of the essential oils are exported to EU countries.While the volume of the medical and aromatic plant market in the world is approximately 115 billion dollars, the target for 2023 in the Turkish market, which is expressed in million dollars, is 5 billion dollars. There are over 12,000 plant varieties in Turkey and 3,600 of them are endemic plants while there are 2750 in Europe. Our country has a great economic potential in terms of medical and aromatic plants collected from nature and cultured in terms of having different climatic and ecological conditions, and the flora containing many plant species and diversity.For example, the yield of lavender per 1 decare is up to 400 kilograms of flowers. Approximately 7 kilos of oil are obtained from 70-80 kilos of lavender bunches. The selling price of 1 kilo of lavender oil is approximately 400-450 TL. 1 kg of lavender oil of Lavandula angustifolia can reach a price of 80-150 euros. Lavender water is also available for 3-5 lira per liter. Dried lavender flowers are sold for around 110 TL in herbalists. It is grown in many regions with its climate and soil structure.Our project aims to decrease the youth unemployment rate by increasing the employability of young people in agriculture and to ensure the continuity of employment for young people by creating new employ<< Objectives >>2 kinds of outcomes are expected during and at the end of the project.A.Tangible Outcomes:As stated in detail in the project's intellectual outputs, our tangible outcomes are;O1- Medical and Aromatic Plants Raw Material Production Training ProgramO2- Medical and Aromatic Plants Raw Material Production Virtual LaboratoryO3- Medical and Aromatic Plants Raw Material Production E-Learning PlatformO4- Medical and Aromatic Plants Raw Material Production Smart Greenhouse ApplicationO5- Medical and Aromatic Plants Raw Material Production E-GuideAll these outputs will lead us to abstract outcomes such as the knowledge, skills, and achievements expected to change with the project.B.Abstract Outcomes:The project will primarily affect the quality of vocational education. It will contribute to the digital agriculture knowledge skills and competencies of young people in the field of agriculture, which is our target group. Professional knowledge and skills will develop. They will have opportunities to facilitate employment and strengthen entrepreneurship aspects of young people.In addition, the expected results of our project in the agricultural sector are;-Increasing product diversity,- Developing smart greenhouse and agricultural practices;-Support greener agriculture;- The reduction of wild and unconscious agriculture- Raising awareness in agriculture,-To prevent youth unemployment,- Increasing the employment rate of young people in agriculture,- To prevent migration to the city,-Efficiency in agriculture and digitalization,-To protect plant species, soil and endemic structure- Getting the best efficiency from medicinal and aromatic plants- Its positive contribution to the region and the agriculture economy is one of the expected results.Another expected result is the positive contribution of our project partners to their common working culture, institutional capacities, and internationalization.<< Implementation >>Our activities1.Signing agreement with the National Agency/ 11.2021With the project grant agreement, project accounts are opened and project activities are started. Partnership agreements are made with partners. The first 40% budgets are sent to the accounts of the project partners.2.Starting project preparation and dissemination activities/ 11.2021Logo, Poster, Brochure, Canvas, Roll-up, Swallowtail Flag Designs are made with the project partners and announced on the official accounts of the institution. Gmail and Google Drive accounts are opened.3.Publishing the website/ 11.2021The domain name and hosting, which is going to include the project website e-learning platform, are completed. Design and content are discussed with project partners.4.Opening social media accounts, producing and updating content/ 12.2021Instagram, Twitter, and Facebook accounts are opened. Dissemination activities are started.5.Project Opening Meeting/ 12.2021Each project partner holds a project opening meeting in their country. Local and sector representatives and shareholders are invited. Project goals, objectives and expected results are shared.6.1.TPM Bulgaria Mobility/ 04.20227.Intellectual Output Activities/ 05.2022 – 05.2023Researchers, technicians and young people who are going to work on intellectual outputs are assigned and studies are carried out.8.Youth Agricultural Employment Report/ 02.2022A report study consisting of current situation analysis, legal legislation, state of the countries, measures to be taken and recommendations are made.9.Monitoring and evaluating project activities, budget, quality, time management/ 11.2021 – 11.2023Throughout the project, the project coordinator, legal representatives, contact persons, and national agency experts are constantly monitoring and evaluating.10.2.TPM Spain Mobility/ 10.202211.Interim report – Mobility Tools/ 05.2022The interim report, to which mobility tools are going to be filled in every 6 months, is completed and submitted to the national agency.12.Training Programme for Raw Material Production from Medicinal and Aromatic Plants and e-Guide / 05.2022 - 05.202313.Medical and Aromatic Plants Raw Material Production Virtual Laboratory / 05.2022 - 05.2023Virtual Laboratory software, which is one of our intellectual outputs, is developed. It is made available and the project partners apply it to young people in vocational high schools locally.14.3.TPM North Macedonia Mobility/ 04.202315.Raw Material Production from Medical and Aromatic Plants E-learning platform / 05.2022 - 05.202316.Medical and Aromatic Plants Smart Greenhouse Application / 05.2022 - 05.2023The Smart Greenhouse application, which is one of our intellectual outputs, is developed. Project partners start this work in a local area.17.4.TPM Turkey Mobility / 09.20218. Raw Materials from Medical and Aromatic Plants International Convention / 09.2023The project will be closed with an international convention in Turkey. Project results are going to be shared and disseminated with all shareholders.19. Project Closing / 09.202320. Final Report - Mobility Tool / 11.2023The final report of the project is completed with the contributions of the project partners. It is submitted to the national agency.21. Sustainability / 11.2023. -The results and outputs obtained in the project are used and applied after the end of the project.<< Results >>Our project results and outcomes O1- Medical and Aromatic Plants Raw Material Production Training ProgramO2- Medical and Aromatic Plants Raw Material Production Virtual LaboratoryO3- Medical and Aromatic Plants Raw Material Production E-Learning PlatformO4- Medical and Aromatic Plants Raw Material Production Smart Greenhouse ApplicationO5- Medical and Aromatic Plants Raw Material Production E-Guide