"Gender-based discrimination does still exist in all European countries. Belonging to a gender, an ethnic group and/or having disability and doing a kind of predominant job, domestic work, deprived of social recognition, makes women subdued to a triple marginality: social, economic and cultural. The project aims to provide holistic approach to the issue of women’ entrepreneurship and equal participation in civil society which will be an answer for the problem of women’ unemployment and economic dependence. As a target group in our project we have chosen women at the risk of social exclusion. Our organisations help women in different age, suffering from: disability, lack of education, unemployment, discrimination of immigrants, race, ethnicity or religion, disadvantaged place of living (rural areas, ghettos). We want to build real connections between women from our countries, let them opportunity to get to know each other, different places, cultures, ways of living, awake their creativity, curiosity. The exchange is the key to develop their vision of the world, transform perspective, build self-confidence, independence, encourage the sense of belonging to the local and European community. The opportunity to travel and meet new cultures and people is one of the most important value in this project. Our beneficiaries don't have such possibilities. There will be organised 3 learning teaching activities for our beneficiaries from each partner's country. All these activities will be related to the work on specific topic, in which each host partner is specialized:1st activity - Spain (main topic: ICT workshop, social networking tools, starting to create Facebook community)2nd activity - Poland (main topic: handicraft workshop, building self-presentation and communication skills)3rd activity - Italy (main topic: cooking workshop, enterpreneurship, human rights).We aim to raise the level of ICT skills of our beneficiaries, to raise learning and communication skills in order to help them achieve independence and success in their future life. In this way we will direct ICT usage to social benefits.We also want to share experience of our staff, whose daily work is connected with exclusion (trainers, social workers, project managers). We want to create conditions for sharing ideas and learning from each other. Thanks to observing work in partner's organisations our staff will get new competences in new areas.Thanks to this project we will be able to create a new value in our partners organisation offer by extended the experience and improved practical skills of their employees and strengthen their cooperation with the new beneficiary groups.The project will be realized as a part of institution's curriculum in each project partners. The project activities will be integrated in the daily work. Our beneficiaries will be involved in many local activities, allowing them to better understand themselves and each other:-handicraft workshops-cooking workshops -self-defense training and other sport activities-time management consultancy-health days-communication skills training-image consulting -professional photo-sessions-sharing success stories of other women with the same background-computer courses-basic English language consultations-career counseling-counseling for single parents-meetings with employers, eg. recruitment fairs in our organisations-meetings with policy makers, responsible for education, employment and gender issues-creating and maintaining Facebook group-dissemination activities like filming our activities and sharing own experience.Together with our beneficiaries we are going to elaborate:1. Benchmark report of the needs analysis of the target group2. ""My rights"" - Handbook written by women for other women in a simple and concise format, making it particularly suitable for a self-study, available in printed and electronic version.3. Project facebook group and website to create platform for communication, sharing knowledge, ideas and experience between our beneficiaries. It will be a place to make friends, learn, search for education or job opportunities, create and promote social events. It will provide information, pictures, ideas and thoughts from the project. 4. ""Women power"" final movie, based on the scenario written by our beneficiaries, summarising our project's activities, mobilities, achievements. We are hoping that our project will enhance debate about women's citizenship, boost intercultural dialogue as a mean of understanding, secure the fullest participation of women in all aspects of society, expand media engagement and public political discourse on issues of common interest, including disability, migration, democracy and human rights, fomenting the values of tolerance, volunteering, active participation and mutual understanding between European citizens living in different social realities."

The more Europe is assimilating, politically as well as socially, the more our young people will be working in foreign countries. Mobility of labor will not only be necessary in their home countries but also transnational. To know about the specific demands of working in a European country is the foremost task, apart from speaking the language. Companies that send their apprentices abroad to get trained do already exist.Our project conveyed an insight into: ° The different structures of the job market. ° The various methods of working. ° Site-specific jobs. ° The tasks of regionally working politicians in countries of the European Union. ° The different ways of life of young people of the same age.The project encouraged young people and adults to reflect their personal lifestyles and their ability to adapt to new and different working and living conditions. Some students are considering training in other European countries.The project involved two Bavarian secondary schools in Haar and Höhenkirchen, a Latvian school with comparable academic qualifications and qualifications, and Canterbury Highschool, which also offers pre-vocational training courses.Students (aged about 14 - 19 years) and their teachers took part in the transnational meetings. The aim of our project was enabling young people to maybe think about finding a job abroad, make them getting to know and to learn about cultural and geographical facts in advance.We had the following transnational meetings: o three meetings of all teachers to get to know and fix the project; to create a brochure; to evaluate and discuss a new common project o three Project meetings with students and teachers (working on the project )Students, also those who are not taking part, got an impression of the foreign countries by giving them audio-visual information about the given tasks.With the help of local teachers, the students selected companies around the school locations (visits to specialized vocational schools and universities in Canterbury and Daugavpils, small and medium-sized businesses (e.g. Hotel Aying, Ziegler GmbH) as well as companies (such as Audi AG and Rohde and Schwarz in Munich and Ingolstadt), factory tours and explored various professions and job opportunities, documenting the results in words and pictures. At the same time, the students got to know the nature and culture of the country by visiting families and by going on sightseeing. Numerous friendships were closed.Results and impacts:- Geographical, cultural, economic knowledge about the partner countries- Awareness of Lifelong Learning is essential especially nowadays - Contact to peer groups in Europe on digital Media e. g. Facebook, Skype, whatsapp, brings a rapid exchange of new developments and living situations - Developing an awareness and willingness for the mobility in an integrating Europe in education, training and vocation- Improvement of personal skills (e. g. initiative, purposefulness and flexibility.)- Cross-cultural openness that also preserves their own cultural identity- Better chances in future professional life- Contribution to a peaceful coexistence- Awareness of a multicultural citizen- Lifelong Learning- improvement of language skills (employee, staff)- Increased employees' self-initiative as a key competence- Establishment of European contacts beyond the school project - maybe European cooperation of firmsThe sustainability of results:- other schools in the field of the project partners have benefited from the experience by seeking similar projects or use the results in their teaching-The example of the project informed the local public about interesting progress at European level- Students received valuable application tips from personnel managers - Students with learning difficulties were motivated to leave school with a good qualification- Presence of the participating schools by publications and project präsentationsThe project is an example for succsessful cooperation in Europe. It enlarges already existing European cooperations of vocational education.

As many as 75% of children and adolescents report experiencing some sort of peer victimization, researchers estimate, with 10 to 15% experiencing more severe and prolonged victimization. It has been suggested that the mental health of schoolchildren can be undermined by repeated bullying at school and further exacerbated by having inadequate social support (Rigby, 2000). Researches has indicated that being peer victimized is associated with emotional distress, anxiety, and depression (Kochenderfer-Ladd & Wardrop, 2001). So, peer victimization and bullying (PVB) is one of the biggest problems that affects psychological and sociological well-being of students in their school times and future. Mediators and Peacemakers against Peer Victimization (MEPEV) project, as its name implies, has been created for developing long-term and sustainable solutions for PVB in schools by educating some students as peacemakers and negotiators. MEPEV project is innovative since it use peer-mediating in solving the problem. MEPEV primarily aims to transform the disagreements among middle school students into peace by means of mediator and negotiator peers, before they turn their disagreements into conflicts/violence. Secondarily, MEPEV aims to * support personal and social development of young people, providing opportunities to show their potential,* encourage young people to work together on a common purpose, * encourage young people's participation in democratic life and active citizenship awareness, Target groups of MEPEV are secondary school students, other students, families of students and teachers.Project partners were selected among the best alternatives by prioritizing schools, training centers, education related departments of universities, youth clubs etc. and experienced partners. Main working fields and countries of partners were also regarded secondarily. So, partners were selected as 1 local government authority, 1 university and 1 non-profit association from Turkey; 1 vocational high school, 1 association and 1 universty from Italy, Austria and Slovenia. Project coordinator and partners will use Project Management Institute's PMBok® Guidelines for effective project management. Particularly, time and budget management, risk and quality management and dissemination strategies management will be implemented by pursuing these globally accepted guidelines. Partners will prepare progress and financial reports in each 3 months, quality report in each 6 month during the project period. These will be done for time, budget and quality management. Moreover, an independent external expert evaluator will be subcontracted for evaluating the quality of all project outputs and activities.MEPEV is an innovative Project since it proposes to create peer-mediating solutions against PVB problem and since it will use new types of training materials in PVB education such as e-learning platform and educational games. MEPEV is also complementary to other Works and projects of the partners since all of the partners are working in education field and have some programs for bullying at schools. Specifically, ITT has a Erasmus+ Project in which they explore psychological affects of PVB and AMEM is a local government authority in education field which has substantial curricula and plans against PVB.Partners will do their best for ensuring optimum level of communication and cooperation among themselves. They will hold transnational meetings 5 times in 4 partner countries. They will use all media channels for uninterrupted communication such as e-mail group, telephone, Whatsapp, Skype, Twitter, Facebook and the Project website. Within the scope of MEPEV, partners will 1- analyze best practices in the World, 2- create effective training modules for students and teachers, 3- implement these modules to some number of students and teachers in selected schools, 4- produce peacemaking and mediating handbooks for students and teachers5- create an e-learning platform and conduct test trainings of it6- create an educational game and conduct test trainings of it7- create some academic publications and publish them in peer-reviewed journals8- organize 2 conferences in Turkey and 1 workshop in each of Austria, Slovenia and Italy.In order to increase the impact of MEPEV, partners will use all dissemination instruments like the Project website, TV and newspaper news, leaflets, posters, workshops, academic journals, Facebook, Twitter, Whatsapp etc. All partners will also use their connections in their locations and enhance the impact of the Project. Project website, e-learning platform and educational game will be accessible for 5 years. Furthermore, MEPEV results will be transferred to public and private schools curricula by using appropriate channels and maximum local public participation will be ensured for long-term sustainability of MEPEV project.

Today children are born into the world of technology. Most of the children start pre-primary school knowing how to use smartphones or tablets. But most of them know how to play games, as they grow up, they start using social media and other online games. Since the parents and teachers do not know the educational sites or how to use or adapt them into their lessons or curriculum, the children become addicted to tablets and they begin to break up school because they got bored of traditional methods which the teachers use. They even don’t do their homework because they don’t like using pen or paper. They think spending time to write legible is waste of time.In2018 with the leadership of Czech partner Czechia and Turkey met on an Etwinnning project platform and started to use some web2 tools . Their enthusiasm to speak English, to use web2 tools and to get online on eTwinning inspired Czech and the other institutions. As a result the Czech partner wanted to spread this to other countries’ directorates and show the efficient way of being successful by using web2 tools.We are 7 institutions that have come together with the same problems and with the same goals. All our objectives and goals met the Et2020. This Project “The Power of digischools” has been created by aims to adapt these 21st century skills. By learning different web2 tools to be integrated into lessons we will find out and improve students’ critical thinking skills, problem solving skills, creative thinking skills and communicative thinking skills. More than 2000 participants will play active role in project activities. The profiles of the participants have one in common. They all met web2 tools very short time ago and all of them are willing to adapt them into their curriculum.The games, digital storytelling and evaluation web2 tools will be adapted. Games will enable students have fun while learning. Games could be adapted to each lesson so that next generations will also use and get the most benefit from them. It will improve coordination and problem solving skills, enhance memory and multitasking skills, improve attention and concentrationDigital storytelling will improve their creative thinking skill and this will motivate them to obtain new skills to ensure they succeed. It will mix different media and skills, and that creates a powerful exchange of information. Students will work together, learn from each other and recognize the value of storytelling as an art form. They will learn from their peers by developing awareness and even empathy based on the digital stories they choose to create and share with each other and online.Learning to evaluate assessment using web2 tools teachers will save time Instead of assessing papers, they will get instant results or feedbacks and thus can prepare extra activities for students to practise. Online examinations are highly interactive, customizable, trustworthy, secure, and can be accessed in multiple devices. It also improves students’ performance a better engagement.By learning what to change into digital and what not to; we will be aware of that everything do not need to be changed into digital, some traditional methods are still essential for students learning.The methodology used is based on the principles of learning-by-doing, peer-education, team working and collaborative learning, with a strong focus on developing problem solving skills via web2 tools.The impact of the project will be European wide. More than 400 schools will be aware of our project by the cooperation of Education Directorates. Our books will reach more than 10000 students and 1000 teachers. The exchange and combination of a variety of working methods, teaching styles and competences will also allow developing a common, work-based learning methodology, which will be replicable and adaptable to different contexts and in different European countries. Teachers and trainers will increase their relevant didactic and methodological skills, and will promote collaboration between schools and companies/organizations across Europe

"<< Background >>According to OECD-EU and Turkey data, approximately 15% of the world population consists of individuals with disabilities. According to United Nations Children's Fund reports, there are eighty million children with mild and moderate disabilities under the age of 18. The European Union (EU) Commission stated in the 2021-2030 Disability Rights Strategy that efforts should be made to ensure that disabled people access health services on the basis of equality. However, in some unexpected situations, access to these services may be interrupted. In such a situation, the sustainability of health depends on the healthy lifestyle behaviors (HLBD) of the individual. Unfortunately, the knowledge and behaviors of disabled individuals towards a healthy lifestyle are not at the desired level.COVID-19 has affected the whole world in a short time, starting from China in December 2019. Due to the rapid increase in the number of cases and deaths, the World Health Organization (WHO) has described this crisis that threatens public health as a pandemic on March 11, 2020. One of the most affected by the COVID-19 pandemic is the European continent. WHO draws attention to social isolation by emphasizing the importance of avoiding crowded environments and staying at home in order to protect against the virus. The United Nations has declared that children with disabilities are a vulnerable population and their isolation is mandatory. Considering the effect of the mutant virus on children, it is obvious that more attention should be paid to children with special needs. COVID-19 has the potential to affect all individuals physiologically, spiritually, and socially, whether they get the disease or not. It affects the musculoskeletal and cardiopulmonary system functions as a result of the decrease in the physical activity levels of the individuals, especially due to the duration of staying at home and the time spent in front of the screen in distance education, and psychologically, it causes an increase in the incidence of anxiety, stress, and depression. Due to these physical, mental, and social impacts, it is estimated that the participation of disabled individuals in social life will be seriously affected in the long term and their health expenses will increase. The EU Commission stated that people with disabilities are among the most affected by the COVID-19 crisis and that it is necessary to strive during the crisis to ensure that the quality of life of people with disabilities is improved and their rights are guaranteed (https://ec.europa.eu/cyprus/news/20210303_2_en). Parallel to this, the EU has started to work on combating the pandemic and reducing the effects of the crisis. In March 2021, the EU and UNICEF announced that they are launching a program to reduce the impact of COVID-19 on the most vulnerable children and families. However, this problem has not been addressed specifically for children with special needs.In addition to the students with special needs (SSN), during the distance education given during the pandemic process, teachers also face various physical and mental health problems due to their prolonged immobility in front of the screen while teaching. It is possible to minimize the short and long-term, direct and indirect effects of the pandemic on SSN and their teachers, and therefore to keep social participation and quality of life at the highest level both during and after the pandemic (to the extent permitted by pandemic conditions) with health promotion strategies. For this reason, during this crisis faced by the world, countries to improve health need studies focusing on ""Development and Sustainability of HLB"", especially for SSN and their children.<< Objectives >>Within the scope of the project, it is aimed to improve the HLB knowledge, skills and competence of the SSN and their teachers, and to create a guide and interactive book that enables the development and sustainability of HLB in crisis situations such as COVID-19 for SSN and their teachers. In this project, HLB will be discussed under the heading of physical activity, nutrition and psychological well-being. With the guide that will develop the HLB to be created in order to enable the target population to overcome the COVID-19 pandemic process with the least impact and to reduce the long-term effects of the pandemic;Primary-To increase the physical activity level of the participants by at least 30%- Raising awareness of the participants about healthy eating habits-To improve the psychological well-being of the participants by 50%- To reduce the anxiety level of the participants by 50%-To increase the knowledge level and competence of teachers about HLB by at least 70%- To ensure that the experiences gained in the realization of these goals are shared by the partners-To provide an innovative perspective on the development and maintenance of health in children with special needs in crisis situations.Secondary- With this project, to improve the language skills of the partners in the project, to increase the intercultural interaction- To contribute to the transnational masses by providing awareness of the needs of children with special needs in crisis situations such as pandemics.- To feel the European culture by producing solutions to the problems experienced by the disabled individuals and their close environment on the basis of equal opportunity without considering prejudice, racism and xenophobia<< Implementation >>The learning, teaching, training (LTT) activities will be implemented to the teachers and SSN for their HLB knowledge, skills, and competence. Before all activities, the participants will be assessed via questionnaires (Semistructured Assessment Form, Healthy Lifestyle Behavior Scale-II, International Physical Activity Questionnaire Short Form, Beck Depression Scale, Visual Analogue Scale for anxiety, Healthy Nutrition Attitude Scale) to determine the impact of the activities in this project. The questionnaires will be performed 3 times at the beginning, mid-term, and end of the project. LTTs will include the activities that are consist of adapted motor activities, psychological intervention, evaluation, elaboration of the intervention plan, stress management, and healthy nutrition. Academicians (physiotherapists and sports trainers) will provide knowledge and practice about physical activity to the learners. The SSN will be involved in the training about HLB, the session of physical activities, the handicraft workshop, STEAM workshop, healthy snacks workshops, and the stress management workshop. The handicraft workshops and STEAM workshop will be used to maintain psychological well-being and will be carried out by the teachers in the schools. The physical activities in LTTs will have differed via the exercise selection such as strengthening the upper extremities, strengthening the lower extremities, stretching/relaxing exercises, posture exercises, strengthening the core and back muscles, balance and coordination exercises, and aerobic exercises (brisk walking, jogging, dance therapy for cardiovascular endurance). After each LLT, the partners will make a pilot implementation to practice what they have learned. During the pilot implementation (local activities), the learners will also benefit from innovative methods. Within the scope of this project, local training given for the development and maintenance of HLB will be given online via telecommunication and computer systems. The exercise videos, healthy nutrition videos, and stress management videos will be created by specialists. The accessibility of the videos planned in the project is important in terms of being accessible by everyone with equal opportunities. For this reason, communication will be provided via WhatsApp application and ZOOM due to having it mobile phone in every home, and training/videos will be distributed via mobile phone. In addition, training materials to be used to improve HLB will go beyond brochures and posters and will be provided with an interactive book. Exercises (strengthening, stretching, posture exercises, cardiovascular endurance, balance and coordination, core stabilization) benefits of physical activity, healthy nutrition, stress management, and activities to maintain mental health are the main topics of the interactive book. Additionally, all videos used within the scope of the project will be uploaded to the project web page and the target population will benefit from these outputs asynchronously. It is planned to establish WhatsApp groups by the partners within the scope of local activities. A key-person experienced in physical activity and a key person experienced in nutrition who is a member of the teams of University partner will provide mentorship to these groups. End of the pilot implementations, the consortium partners will give feedback for the good practice. The partnership will create the guide and interactive book according to the feedback from the pilot implementation as well as scientific knowledge.<< Results >>After the LTT activities, the partners will create a guide, an interactive book, and training videos regarding physical activity, exercises, stress management, and healthy nutrition. After ending of the project, the consortium partners expect these results; 1) Formation a guidelines for enhancing and sustaining healthy lifestyle behavior in crisis situations2) Creating an interactive book that enables healthy lifestyle behavior to be adopted and reinforced3) 30% increase in the physical activity level of the participants4) A raise in the awareness of the participants about healthy eating habits5) 50% improve in the psychological well-being of the participants6) 50% decrease in the anxiety level of the participants7) 70% increase in the knowledge level and competence of teachers about HLB8) Sharing of the gained experiences 9) The improvement in the language skills of the partners participating in the project, to increase the intercultural interaction10) A contribution to the transnational masses by providing awareness of the needs of children with special needs in crisis situations such as pandemics.11) The feeling of European culture by all partners in solving the problems of people with disabilities and their immediate surroundings12) Development of awareness of European citizenship13) Promoting of the transnational cooperation"