"The supplying of rising needs is just possible with using the improving technology. The improving technology have compelled the European societies to the changing promptly in terms of globalization, digitalization, socio-cultural and economic. While every new changing causes a rising of new industries and occupations, the needs having labour force that has more different skills and competence have risen.The social developments have causes quickly becoming old of the existence qualifications of the individuals, and the needs of renewal of the individuals have brought attendantly. The students have different skills and competence to be able to integrate their knowledge to the complex situations of the real life.Many research have showed that mathematical ideas are quite important to be effective in people's professional career and modern digital world. The researches reveal that the graduated students who have traditional mathematic education teaching mathematical concepts and connection among them couldn't use these knowledge in real time conditions .Therefore, traditional maths education causes learning disability of the students. Also, the learning disability causes the early school leaving. Our purpose with the help project is to integrate to the real life situations with to help of technology of the students maths knowledge.The real life conditions have integrated framework in terms of disciplines. It is impossible to solve the real life problems with only one disciplinary.So, we have to find a new maths teaching and learning method. While we provide the meaningful learning of our students with this method, we will richen the teaching method and techniques of our teachers teaching method and techniques and we intend to use them project-based learning method at least %20 in their classes.The World Economic Forum determined the skills ""complex problem solving"" and ""Coordinated with other "" as primary abilities for 2020. With our stem studying that are repeated regularly during the project will be able to improve coordinated studying skills with other people of students.Our project will take place with 216 people's attendance who are students and teachers.It will consist of boy and girl students whose ages are between 14-19.It will be provided equality of opinions-chances among students .It is essential that at least one maths and ICT teacher participate each training and activity of our project. Our project has consist of dividing more lower segments and with piecing together of these lower segments. These segments are complete in terms of reporting and evaluation in itself.Every evaluation will provide the effect of new ideas to the project in planning of the activity that will be taken place later. Each of stem activity states the segments. The lower segments that are consisted of piecing together of parts have separated each of others with different data structure, technological approach and algorithm. The participants will experience interactive European learning environment to improve their skills. The teachers will prepare stem lesson plans at the end of the trainings .It will be formed a collection including all the materials that will be improved during the project.These will be published related virtual platforms. Teach-meet activities will be arranged to reach new ideas at teacher trainings.We will compose web pages and blogs to improve their set of skills and sufficiencies, to provide getting in touch powerfully based on sharing and to improve communication skills of the participants. We will have provided to be able to evaluate process- driven of the students with becoming widespread in partner schools of alternative measurement and evaluation instruments.It will be given a speech regularly about project training on twitter and followed projects twits with common hashtag.Peer assessment rubrics will be implemented on stem studyings during the whole project and using alternative measurement instruments will be extended during and following the project in partner schools.Stem festivals will be arranged in our schools to exhibit project products every year, and these festivals will reach high level of participants at the end of the project .It will get easy our participants to suit up to the alternation and improvement process with their life long learning skills. In this context, to get data literacy and to increase digital sufficiencies are the most important competences to keep up in competitive economies of the participants. It will develop a common Europeanness aspect with their language improvement and to have intercultural understanding of our participants.We aim to reflect the best implementations, to communicate, to create and introduce new ideas with all kinds of real and social media communities that we want to constitute with the participants in the process and following of the project."

In the past when the civilization process used to develop at slower rate and more easily, the change of generations, the appearance on the social and economic stage of youths and their transformation into key social and economic actors also used to take place slowly and harmoniously. At present, we observe an extremely high intensification of everything social and economic and the cultural processes, which leads to various misbalances in some of the fields, channels, and institutionalized forms of socialization of young people. We are witnessing an expanding youth unemployment, incompatibility between obtained professional qualification and the needs of the active economic actors and processes, lack of entrepreneurship opportunities and undertaking independent creative enterprises for the young people up to 30 years of age, etc. The general aim of the present project is to provide young people with up-to-date, electronic communication solutions for the stimulation and support of their entrepreneurship activity, carrying out an informal training, and the use of open educational resources of entrepreneurship in an effective and innovative way corresponding to the modern lifestyle of the youths. The innovative educational products developed within the project stimulate youth entrepreneurship to both the youths who have completed a stage of their professional education and actively search the field of theirs economic realization and those currently acquiring their professional qualification in secondary and higher educational institutions. To realize this common general aim via a project in the Youth Sector in collaboration with youth workers of the three sectors - NGO members working with youths, teachers and university professors, we found the overlapping segment of priorities common to all three sectors – formation of knowledge and development of skills for the application of the obtained professional qualification in the field of business entrepreneurship. We have orientated the specific aims of the project towards: - Organization and classification of open educational resources and high-quality educational services in entrepreneurship in an accessible and well-arranged educational environment. At present, the Internet abounds in educational resources which would in general be of use to the young people trying to realize their business enterprises. The youths, however, due to the lack of social experience find it difficult to orientate and sift out the resources suitable for their enterprises. Meanwhile, the very presentment and the used formats on the Internet are not enough up-to-date and adequate considering the technological boom of ICT. Our ambition is to create a highly organized educational space with numerous interactive functions and a simplified interface. - Acceleration and initiation of youth entrepreneurship activity via modern software communication solutions. The increasing role of social networks in all spheres of social life is apparent. Recently, we have been witnessing how, via facebook, social protest of great scale growing even into revolution have come into being. Our idea is to create a specialized thematic network by using all innovative software solutions, which literally develop and improve with every passing day. It will be a creative communication environment provoking youth activity and having numerous electronic tools facilitating and supporting partnership relations and business interactions and cooperation. - Influence on the behavior and qualification of young people directly in their everyday agenda and specific living conditions. We expect to reach the needs and aspirations of the youth and to achieve the opportunity to render services to the maximum via the project using the personal communication devices of the youths – smartphones and tablets. After the realization of the project activities and the creation of the three innovative educational products, we expect the youths deliberating over any type of economic activity, or simply feeling entrepreneur potential within themselves to be provoked and receive great support in setting up their own business enterprises. They will be able to make use of the created online training courses in entrepreneurship on the basis of appropriate information and acquaintances with mentor coaching systems to acquire th e necessary knowledge and master adequate skills of the modern business environment, to obtain information regarding the opportunities for funding and crediting, or simply prepare and take part with their own projects in the various grant schemes of European, National, Public, or Private donor programmes.

The aim of the project 'MaTo' has been to help motivate teachers to a teaching methodology and students in a new approach toward the mathematics and its learningIt included multidisciplinary competences of literacy (the working language is'English) and calculating capacity by facilitating the exchange of knowledge and good practices between 6 European countries: Italy (leading partners); Hungary; Poland; Germany; the United Kingdom and France.The pursued and shared idea was to plan, prepare and conduct a series of recreational mathematics competitions by using ICT in each of the participating countries and to make teachers skillful at' the use of the software and the autonomous management of a race, both to collaborate in the production of problems on topics shared, both to help making use of mathematics fun and interesting.In races during the meetings of project, teams were transnational, each composed of six students of different nationalities, while during the training on-line the teams were formed by students of the same school.Teamwork allowed the opportunities to solve problems with mutual aid of companions, and the type of race by updating the results in real time allowed to come back to study an alternate process of resolution when verifying errors, encouraging students to try and possibly try again, especially those who find the mathematics difficult and boring.Since mathematics is often considered an insurmountable obstacle, our goal was to build a climate of confidence and to demonstrate that errors are an essential part of the learning process.Maths contests are not currently widely used in schools because they are sometimes regarded as a waste of time or a diversion from the formal syllabus, but they contribute significantly to build a cross-curriculum favoring the critical thinking in students and encouraging the use of mathematical skills in other fields.The project has consolidated and extended the acquiring of basic skills as well as offered an opportunity for comparison for teachers and deepening for students.Thanks to the cooperation grown between the teachers participating in the project, the ability to share and compare the basic knowledge of mathematics was developed , as well as similarities and differences between content, share and compare techniques of problem-solving, experiences, methods and comments and other aspects that have helped to achieve positive results.

With My Life Window, which we apply in consortium schools, we seek solutions with peer counseling, which enables us to deal with our problems more effectively and faster than classical methods that are not sufficient in solving our problems.As a result of the survey we concluded these:1-I spend a lot of time with technology.%45,72-I was subjected to peer bullying. 42,1%3-I can't control my anger. 41.8%4-There are not enough social activities at the school.%40,45-I am disturbed by the discipline understanding at school. 39.9%The average of early school dropout is between 10% in our high school and 5% and 11% in our consortium schools.Youth behaviors are generally caracterized by their relationship with friends and peers. According to the researchers, the family's being the center of the child cannot achieve the success of the peer group in teaching values ​​and gaining personal trust.It is thought that students with low academic success but high social skills have the potential to solve problems in schools.A 20-hour Peer Counseling Course will be given to 20 students who are determined by Sociometry in all consortium schools. The training of peer counselors will include basic assistance skills (effective listening, asking questions, emotion and content reflection, communication skills, etc.) and the implementation of these skills.Our peer counselors in all partner schools will organize contests, shows, theaters, concerts, concerts and tournaments in the fields of music, sports, literature, painting, science and drama within the scope of social, cultural and sports activities, with all relevant students. While our peer counselors increase their personality traits in many aspects such as leadership, organization, teamwork, communication etc., they will have the social activities that our students desire in the school.* We use the rapidly developing technology in every area of ​​our lives, but we are driven towards technology addiction. By increasing the use of effective technology, we aim to use our aimless technology use by 20% at the end of the project.*The existance of 42.1% of peer bullying is a problem in itself. We target to reduce the problems among peers by15% with peer mediation and peer counseling at the end of two years.*We will handle the problems of youth in dealing with their problems,controling their anger caused by communcation problems with peer counseling and we aim to reduce anger by 20% .* We aim to decrease the rate of not having enough social activities at school to 5% level with our peer counselors' organizations such as sports, painting, music, drama, and competition.* We aim to reduce the problematic behaviors that is against discipline rules to 15% by preventing events before they occur.Our parents profile of our consortium schools are rural parents, irrelevant parents, broken family, immigrant, parents with criminal history, parents with drug addiction, very low income families. In addition, we have students who come to school by transportation, who have to stay in the pension, who are physically or mentally disabled, who are dragged into crime, who have to work to provide financial benefits for their families, who have language problems. We bring an innovative solution to the common problems of our schools in disadvantaged areas, by making use of social communication and peer relations. Having peer counselors with special learning difficulties and immigrants will also add a very different dimension to the project. Project schools students will learn by acting with partners from Europe in solving problems, by applying different solutions, that they are not the only ones with similar or identical problems. Our peer counselors,with Erasmus+, will have the chance to develop foreign language, visits abroad,have European awareness, aware human rights and democracy, respect different beliefs and cultures with the memories they will never forget.

"The project called ""Role of Traditional Fruit Farming in Regional Development"" was a project aimed to sharing experiences at the level of several different organizations from five EU countries in which the organizations are more or less engaged in the field of fruit growing. All partners were actin in vocational training (education) in their region or provide vocational training to schools (as experts from bussinness practice). Why is it important fruit farming in regional development and in education? The project was aimed to demonstration of possibilities, opportunities and possible ways of development fruit farming (apples, pears, stone fruits or other specific species and their varieties) in connection with education. Always with reference to locality, local varieties or old and classic varieties. In most cases, they are historically proven in terms of resistance and adaptation to particular climate and local conditions. They are specific for both taste of the fruits as well as appearance and aroma. For uniqueness and local specificity, they are partially considered as cultural heritage and local wealth. Project participants were students of vocational schools, their teachers and people who is active in vocational training and experience in the fruit farming and local marketing. Goal was to combine theory and practice of teaching and local bussiness. Then demonstrate good practice and ""know how"", how to do business in fruit farrming. The main idea of this point was cooperation for innovation and the exchange of good practices between different institutions devoted to the fruit farming in education. In the whole time of the project duration, we made educational material which will be continue to be used for teaching subjects at schools and educational institutions - handbook. Results of the project is presented all the informations and dissemination activities on the web: www.fruitfarming.eu. The project also included ""local activities - four workshoops"". Based on implementation of local activities, the target group of the project shall become wider. These were 4 workshops in Czech Republic focused on the cultivation and processing of fruit, as well as on tree nursing and use in local culinary industry."