This is a social and cultural Project,where everybody is chosen according to their interests and abilities in the project topics and foreign language.It is supporting intercultural dialogue and our main goals are social adaptation,cultural transmission socialising,without any discrimination.Among our goals are comparing cultures and knowing the importance of our own culture.We aim to identify our common and different values and build bridges between cultures.We want to do cultural and sportive activities about literature, music, dance, art, clothes, dishes, and local historical topics.We aim to experience EU culture closely and bring our institute to a point that has reached cultural harmony.Students will learn about different cultures and build new international friendships.Cultural differences will be met with tolerance.All individuals will develop in quality and quantity and finally will have a rich cultural accumulation.ProfileTurkey,Italy,Croatia,Greece and Portugal are partner schools in this project.Each school will choose 4 students for each mobility.These students will be chosen according to their ability in folklore,music,English,literature,art and history.2 teachers with proper branches for the each activity will attend the mobilities.ActivitiesEach country’s participants will present its cities local history through short movies.Each country will present a local dance Show.In English prepared sketches will be presented.Each country will represent its local art through Powerpoint and a final common painting of each local art will be painted. Each partner will teach the others their local songs and a mixed group of all students will present these songs on the final day.Students playing an instrument will show their performances.Each country will introduce their local dishes to the other partner countries.Methods used during the projectGame based learning,Communicative Method,Collboration,Motivation and Creativity across the curriculum,Visual-Audial slide show,Student Centered Group Works, Animation.ResultsPartner schools will transfer the good practices.The partner schools will continue their connections.They will provide the continuity of the friendship,cultural cooperation and solidarity.Participants will get experience in foreign languages. They will become individuals having increased their social performance, open to foreign culture, increased to moral and motivation values, sharing and enterprising.With the transfer of the European innovative and succesful local culture education methods and executions,the quality of our school’s education will rise.Education standarts will be on international level. Students will prepare a brochure, banners and presentations and write diaries,and organise a photograph exhibition.Envisaged Impact Increasing cultural education activitiesProviding Education materials about learning about our neighbours A close cooperation between the town municipality and the schoolEnriching the creative urban local cultural programme with education are the expected local effects. Students will gain an educational development and ability to use this development.The improvement of the school atmosphere, openness and improving the cooperation between the other country schools,establishing a strong relationship between students and teachers,a better team work between education and management departments,a better team work between teachers are expected.Experiencing different education methods, knowledge experience about new topics, knowledge experience about European Union,knowing the partner countries’ education systems, creating strong bonds with the partner countries’ teachers, improving Project management abilities,improving English,opportunity to know other languages than English,improving social abilities,motivation to work with a disciplined group are expected.Self-confidence, knowledge experience about European Union, knowledge about partner countries’ life style and education, local culture knowledge, strong bonds with the partner schools’ students,motivation and improving foreign language abilities, improving team work, improving social abilities, showing interest and tolerance to other countries’ language and culture are expected.TargetsStrenghtening the European level of the participating schools in our Project.Increasing transfrontial cooperation capacity.Improving the ability to handle with new difficultiesThis Corporation will also encourage participation and tolerance values as mentioned in the Paris Declaration.Longer –Term BenefitsThe School,teachers and students will form a viewpoint which is meeting cultural differences with tolerance. All activities will have a possitive reflection in life. Some methods and techniques will be used in the lesson. Attending students will become individuals developed in quality and quantity with a rich cultural accumulation having experienced EU culture and founded transnational friendships.

"Sometimes people(students, parents, teachers, and administrators) are comfortable living in the shells of their own existence. They are satisfied with the status quo, choose to interact with those from the same religious backgrounds, cultural heritage, and political affiliations. They prefer their days to be filled with very little questioning, or feather-ruffling, or challenging. Sometimes they consider the alternative views of others to be wrong, not just different. From an educational perspective, this is downright dangerous. According to Article 2 of the Treaty on the European Union the Union is based on the values of respect for human dignity, freedom, democracy, equality, respect for human rights, including the rights of persons belonging to minorities. We, the partners from Bulgaria, Lithuania, Italy and Turkey, now have an enormous responsibility to ensure that our students develop cultural awareness and are engaged in acts of citizenship, not only within our schools and surrounding areas, but as active members of the global community. The objectives of the project are derived from the current challenges of education in Europe: • to build pupils’ cultural competences, including students from different background, in terms of becoming culturally aware, gaining cultural knowledge and achieving cultural skills through creative activities • to improve pupils' linguistic, communicative competences in different European Union languages • to make the pupils learn to use ICT to do some activities of the project and virtual collaboration and leadership skills • to enhance the quality of students’ education by exploring good practices in partner schools and adopting them in teaching and learning methods and curricula of each school RESULTS: 1) Learning materials: book""Story about friendship"", leaflet ""The oldest and strangest traditions in our country"", Glossary of terms for Diversity, Equity and Inclusion, interactive maps- ""Intangible Cultural heritage under the aegis of UNESCO”,”Landmarks of our countries” 2) Creative materials: logos, posters, Digital story ""How to communicate well with people from different nations”, presentations that include pupils drawings, paintings, video about family traditions, 3) Events: Logo competition, Dancing and Singing Concert, Parents Make a Difference evening 4) Workshops:"" Building Cultural awareness"" and ""How to make a digital story"" 5) Website of the project 180 participants (pupils , aged 16-19, and teachers) will take part in this project.12 pupils and 6 teachers per country ( 72 persons for the whole project) will participate in LTT activities. Many of pupils who will participate come from unprivileged situation and /or regions. In order to achieve the goals, the project includes national and four transnational learning activities in the time period of 24 months. In each initial activity, the students research their local environment. The findings are presented in international groups, where they serve as the starting point for cooperative creative activities – the research of characteristics, habits, culture, and presenting them in educational process. The teachers exchange examples of good practice and include creative approaches in teaching. Thus the methodology follows the pattern: researching/learning – creating – presenting/use of results. During the project, the website is being created, which comprises the project results: an online resource pack of creative learning material for classroom use, created by the participants, a collection of guidelines for interacting with people from different background, the findings of the international research on cultural heritage,human rights, and a gallery of posters, drawings, paintings, produced by the participants. The activities and the impact are evaluated with tools created during the project. The expected impact on students is the development of creativity in learning and its transfer to other spheres of their lives; the impact on teachers is the inclusion of creative approaches in their subject syllabus. Parents realize that educational process appreciates their active involvement.Local cultural organizations, craftsmen and entrepreneurs experience cooperation with an educational institution; their activity is presented to international audience. Creative activities do not end at the project completion: the website remains active and is upgraded into an online collection of examples of creative approaches in education. Schools to which the project results have been disseminated use the material and/or add their own creations."

The IoT for new business (Internet of Everything) project has been a challenge for all transnational partners. Somewhat familiar with the theme, the beneficiary invited into the project and encouraged the participation of the other partners, from the perspective of the technical-scientific and methodical-pedagogical contribution that each one could and offered within the project. The project started from 2 very clear realities: a super digitized economy that can no longer be satisfied with a certain level of competences of employees and national educational systems quite conservative in accepting that they must update to meet the needs of the economic environment. Of course, steps towards a curricular reform can be found in all partner countries, but it seems that this reform does not have the same pace as the European Agenda on Education. We all know what we have to do but how much do we do from what we need to do? The experience of the project has shown us that VET is that part of the educational system with great openness to innovation. We do not want innovation for the sake of innovation, but because we know, understand and accept the need to appropriate students' professional competences to the economic reality. This project has undertaken to connect people, information, processes and things. (IoE), starting from a technological reality: IoT and from a system need: bringing the curriculum closer to economic reality. The project encouraged peer learning through LTT activities, the collegiality being extended between students and teachers participating in the training sessions. We went beyond the concept of a project in which only some learn and we showed that our schools must be schools that learn, that in school both the student and the teacher must always learn, each from the perspective of his role in the educational act. Have we been able to create a network of IoT/IOE schools? Sure we did! We managed to prepare students and teachers the resource for others in terms of IoT curricular innovation for new business (Internet of Everything). Sure we did! We managed to bring to our educational systems, through the partners schools, a support for curricular updating: curriculum, textbook, e-learning platform? Sure we did! We managed to draw the attention of the local economic environment in our communities to the openness we have to learn about things that seemed inaccessible or undesirable to be known by VET? Sure we did! The participants: students and teachers, supported by representatives of local companies, of local public authorities, of regional educational authorities, have acquired added value professionally, by acquiring competences that other students and teachers, from other schools, do not have and have not designed to acquire! In this way, the partner schools in the project, VET schools have become more visible in their educational communities, more interesting as a school and vocational option, more reliable in the relationship with the economic environment. The whole project aims to make the IoT/IoE generation aware of the opportunities it has, on the challenges it has to respond to, on the solutions it has to provide. The project proposed a curricular innovation to help the schools that want to implement it to obtain the aforementioned results. It is a closed circuit: the educational environment must be more adequate to the economic environment which, in turn, through the evolutions it proposes, must support the educational environment to innovate. The project is an answer, but there may be others (through other projects) for constructive intervention, based on high-quality IoT competences and digitized entrepreneurship, in the economic future of the communities from which the direct and indirect participants come, but, why not, also thought from the perspective of the European economy.

"Our project was called ""ON THE MOOVE"". According to this slogan of the project we wanted pupils to realize that sport activities are very important for a healthy life. We wanted them to take over responsibility for their life. We wanted to develop their skills to live a healthier life. The basic of the project is a survey from the European Union about the health and the physical fitness of the european youths with the name “Helena”. It shows some dramatic results: Nearly every third boy and every fifth girl is too overweight. Thus, every year the number of overweight young boys and girls increases in an alarming way. “On the move” Sport and Healthy Lifestyle was based on a new survey at European level about the health and the physical fitness of the European teenagers that showed some dramatic results about overweight, wrong food habits, wrong lifestyles. All partner schools confirmed this situation because of their own experience and decided to exchange their experiences and support the teenagers to do more sport and to live a healthier life. The precondition for the successful realization of this aim was that students became motivated to organize their way of life attentively and actively and on the other hand, they had to be able to find offers and varied impulses to get ""on the move"". In addition to that, all students have trained their cultural and linguistic competences. The project has enabled also young people, especially disadvantaged young people, to learn more about Europe while travelling to foreign European countries. According to the study our aims are: We want our students to do more sports, eat healthier and promote healthy habits in their lifestyle. We want them to know, what the consequences are, if they live without enough motion and if they eat too fat, especially when they are young. We want them to know the consequences for their life, when they are older, too.The precondition for the successful realization of this aims is, that the boys and girls become motivated to organize their way of life attendive and active and on the other hand, they must be able to find offers and varied impulses to get ""on the move"". Every partner chooses 3 pupils for each learning/training/teaching activity. These pupils get a lot of information, impulses and motivation to life a healthier life. They are the ambassadors for the special topic of the meetings and will present the outputs to the pupils of their school by showing short clips, pictures and by telling about their experiences. The topics of the meetings were:Meeting in Germany: Initial evaluation about the lifestyle of the pupils, learn to know the partner schools and sportsMeeting in Poland: Get to know different sports that exist in the partner schools and special type of sports in the partner countries.Meeting in Italy: ""Mooving food festival"": Lern about the eating habits in all partner countriesMeeting in Croatia: ""Outdoor sports"": Get to know especially outdoor activities to live a healthier life and to be more in motion in the nature. Meeting in Greece: ""Dance moves you"": Get to know espacially that dancing is an exciting freetime activity to life a healthier life.Meeting in Spain: ""Be on the move"" with the students on the pilgrimway Way of St. James The focus in the methodical approach was on the students' direct interaction with the different activities proposed, so that they learnt with a hands-on approach, learning by doing. For example, all the sports activities proposed, the traditional games in which they participated, the festivals of traditional food which they tasted as examples of a healthy diet; in all these cases, they were directly involved and participated directly.Communication and ICT played also an essential role. The common contact language was English and because it was used in all activities, the pupils will improve their linguistic ability.Evaluation played an essential role in our project and the results of the activities were discussed during the meetings. What is more, all students reflected their nutrition and motion habits, discussed alternatives to their behavior and their action and they changed their behavior pattern (more motion and a healthier nutrition. The pupils - thanks to the work on the subject – understood that a unhealthy way of life may lead to serious health problems in advanced years. And finally, we believe this experience will encourage our students to participate in further European programmes like the Erasmus programme. Maybe they will take part again in further education or school attendance or even to make an internship abroad, to study abroad or to encourage their own children one day to do such an experience on their own. It will enhance their feeling of European citizenship and the students will definitely feel more confident of going abroad on their own not only for holiday but for a real exchange between European neighbours."

"Mega VET (Move to Enhance Gamified Applications at Vocational Education Training) project is directly related to the educational gamified course materials through several interactive activities. The fact that the term “gamification” first gained widespread usage in 2010 has emerged from the reasons specified below;- ""An EU-wide survey shows that while 70% of teachers recognise the importance of digitally-supported methods, only 20% of students are taught by digitally confident teachers and the percentages of teachers using information and communication technologies (ICT) in more than 25% of lessons has not increased since 2006. http://epthinktank.eu/2014/04/01/digital-opportunities-for-education-in-the-eu/"" - the ever-increasing curiosity and interest of all persons in education community for the new term 'gamification' and 'game mechanics'. And the horizontal and vertical indicators related to 'gamification' and 'game mechanics' in Google Trends show that the graphic values of the words are gradually increasing, notably a big increase after 2011. (http://www.google.com/trends/explore#q=gamification)Mega VET project gave mostly priority to the following objectives to be able to enhance the capacity and quality of the education system;- the entrepreneurship among the individuals who wish to keep pace with today's ever-increasingly technology, notably web-enabled devices and its outputs. - tackling early school leaving and reduce the rate of the dropouts across Europe via educational testing service and training activities such as LLT activities, - reducing the unemployment available in developing countries by creating new job opportunities and supporting vocational competences due to the fact that gamification is included to the education sector. - embed vocational teachers and learners with the key competences and skills in accordance with the gamified online or offline training contents. The Mega VET consortium involving 5 participant organisations has completely different and specific skills and profiles compared to each other;Ortaköy, being located on the way of Samsun-Kırıkkale, in a rural area of Ankara has been offering theoretical and also practical training in the field of Electronics/Electrics, Machinery, Metal, Computing, Climating and Ventilation, Wood technologies. Ortaköy with 10-year experience in Erasmus+ projects has the ability to design printed materials, develop digital-supported tools, e-Learning modules and host many national/international events. EPAL KAISARIANIS is a public vocational school which gives secondary level education in the field of mechanical engineering with specialty in:* Vehicle engineering with specialty in mechanical and electrical automobile systems* In the field of Electrical engineering with specialty in Electrical InstallationsIPIA ""M.O CORBINO"" is made up of 39 classes with a population of about 700 students and 75 teachers. It is a state vocational school with different courses of studies: electrical, electric, mechanic, fashion and wellness. AIJU research centre is a private, non-profit making organization aiming to boost research, development and technological innovation within toy and related industry, thus making it possible the achievement of a constant competitiveness increase in the sector. School centre Novo mesto The secondary school of electrical engineering and technical gymnasium educates approximately 1000 secondary school students, who can choose among educational programmes in the fields of computer science, electrical engineering and technical gymnasium.Mega VET Book, is a book which involves detailed explanation about the basics of Gamification, the positive ways of gamified applications, the cutting-edge innovations and news, benefits of gamification, teachers' skills in gamification. The chapters and countries are listed above;Turkey, Game dynamics and Mechanics; Italy, Benefits of Gamification; Slovenia, Gamification; Greece, Why and how to make it?; Spain, Teachers' skills in Gamification. Mega VET IST has a well-designed and heavy course agenda for the participants and public/non-public organiations wish to include in the future in adressing the following points; definition of gamification, game dynamics/mechanics, testing the game, the usage of the platform, the ability to develop mini game. Mega VET Web-based Online Game is an gamified application involving educational topics having selected by partners except Spain in the field of Electrics/Electronics. Mega VET Android, is an application involving a wide range of educational activities and runs on all mobile phones anywhere and anytime. At the end of the process ongoing, as a Mega VET consortium have realized that fisrt our target groups, and the beneficiaries succeed in; - integrating the gamified activities into the topics selected,- offering a well-planned gamified content training- having the spirit of self-determination to develop their own classes"