<< Background >>One of the main missions of the modern Higher Education systems is to provide students with key skills to manage their life and career plans in a complex and challenging society. The levels of early leaving and failures of students still remain very high and the rate of youth disengagement is one of the social and economic risks in Europe. The pandemic crisis provided evidence of how high this risk is and showed the vulnerability of our communities and the need of re-shaping our priorities by also enhancing the set of crucial skills for future generations. Learning from real life is one of the challenges for Higher Education systems and enhancing the active role of each university in promoting civic engagement of all students and of the academic community locally and internationally becomes a priority. Student disengagement represents a human, social, cultural and economic cost for individuals and the whole society. Many countries are carrying out tutoring and peer learning programmes in order to prevent early leaving from Higher Education. Also career guidance is a more and more powerful strategy for preventing students' dropout rates, while widening career opportunities in different social groups, promoting lifelong learning and supporting students during transitions.According to the European lifelong guidance strategy (2008), the main aim of career guidance is, in fact, to equip the individual with transversal competences to better manage and develop his or her potential in education, work and life. “Career Management Skills” (CMS) represent the key concept of this strategy. They refer to a set of personal, reflective, social and digital skills needed for making and implementing career decisions and transitions. Consequently, the challenge for universities is to promote and enhance the quality of teaching, for which it is necessary to implement innovative student-centred teaching methodologies. These methodologies require the commitment of students to their studies, which is not always present. Misperceptions and misunderstandings of duties and commitments often play a role in the student's lifetime and adversely affect the study plan. This set of problems during academic life puts students at risk for problems such as exclusion, loss of confidence, dropout and unemployment. Furthermore, early academic leaving affects the academic system and undermines the performance of the HE system moving energies and potentials into the labor market. In this scenario the model of Community Service Learning (CSL) will become a great innovation in didactics because it promotes learning in real situations, involving students in civic initiatives and social programmes aimed to benefit local or international communities. A structured programme of CSL (integrated within the learning offer of the HEIs) helps students master important curriculum content by supporting them in making meaningful connections between topics they are studying and their many applications. Furthermore, it combines the needs for improving career guidance and tutoring services with the need to improve the quality of teaching.Service-learning offers a unique opportunity for students to get involved with their communities in a tangible way, by integrating service projects with didactic and learning. Studies indicate that “students evaluating their service-learning courses are more likely than students evaluating other courses to report that the courses promoted interpersonal, community and academic engagement, were academically challenging, and encouraged their continued study at the University.” (Gallini & Moely, 2003). Furthermore, a correlation seems to exist between Community Service Learning and increased personal awareness, increased social awareness, and improved student learning outcomes that are all rooted in learning conditions that ultimately engage and retain students in post-secondary institutions (Prentice & Robinson, 2010).<< Objectives >>From Student to Active Citizen is a key element of renewed and expanding HEIs commitment to both civic engagement education and more inclusive academic policies. After the Pandemic crisis, the education for civic engagement and a responsive academic governance is founding objectives of a renewed European spirit. These goals remain essential for the future as the European higher education system continue to seek productive ways to engage their community in the whole society. This need is combined with the priority to looking forward the academic learning system to be more student centred, be careful to improve students’ wellbeing and to increase their academic engagement to prevent drop out or poor performance. All the universities involved in the ENHANCE Project are looking to find smart solutions to increase the students’ performance and the academic social commitment in order to be more engaged in the society, to give answer to the emerging needs of the labour market and to address the research for social scopes.The ENHANCE project aims at design and develop an innovative Community Service Learning approach with related learning tools and digital resources. A modern CSL system will enhance students' self-knowledge, empathy, communication skills and cultural awareness. Its practices allow students to acquire social skills and attitudes that are implemented in everyday life. Meta-analyses also show the effect of Service Learning on the development of diverse competencies. Most papers present Service Learning as a valid pedagogical strategy for acquiring knowledge, attitudes and promoting civic engagement. For the ENHANCE partnership the Community Service Learning is also a fundament set of practices to implement career guidance and academic tutoring, because it helps students retain more information learned in class, achieve higher course grades, and have greater satisfaction with the course; these are aspects that irreversible impact on the future citizen, workers, and researchers. The ENHANCE consortium aims at finding smart solutions in design an innovative CSL system, also based on the partners experience to guaranteeing remote continuity of the teaching–learning process during the pandemic crisis.Equally, for this project, ICT is a crucial ally for a sound implementation of community service-learning into the academic services since it increases ease of access and relevance during the student's dynamic construction of a new career, training and educational pathway. New technology is an area of transformative social change (e- learning, virtual mobility, social media, etc.). ICT goes beyond conventional education and introduces a feedback loop that enables stakeholders and diverse target groups to contribute to the design of the system. Community service-learning will be provided at any stage of academic career, with the support of the tutoring and career services and within all learning environments. This innovative approach also implies an increasing need for a new set of digital tools and resources for empowering the tutoring and career services. The project achievements also include the implementation of a cooperative strategy for introducing and integrating Service-Learning in the tutoring and career service of the universities involved in the project. CSL will also improve the academic system of micro-credentials, related to several learning pathways. A micro-credential is a recognised proof of the learning outcomes that a learner has achieved following a short learning experience, according to transparent standards and requirements and upon assessment. Micro-credentials are owned by the learner, are shareable, portable and may be combined into larger credentials or qualifications. Through micro-credentials the new CSL system will be easily integrated in the formal learning offer of each HEIs.<< Implementation >>The main activities of the ENHANCE project includes: 1 - Participatory Action Research (PAR) - The consortium will collect best references, models and practices on Community Service Learning (CSL) through an international desk research and local and national focus groups with tutors, education staff and other associated stakeholders. PAR is a pedagogical approach based on the direct and active involvement of stakeholders and beneficiaries in the co-creation of the new CSL system, based on the related project outputs (IO1-IO2-IO3). The working groups will include tutors, career guidance practitioners, coordinators, trainers, students, experts and researchers. All participants play an active role as “researchers” and cooperate for building a new contextualised knowledge, developing innovative actions for solving common issues and for designing the new CSL model and to collect practices and models for implementing all tools and resources.The PAR will be the methodological base to design and to test all IOs (IO1 - IO3) through regional pilot actions with a wide and direct involvement of tutors and students in 5 Countries.2 - The European framework of Career Management Skills (CMS) will be the based to design the Virtual CSL platform, to build the learning offer and to define the micro-credential related to each pathways (in real situations or within virtual environments for e-learning). Each students involved in Community Service Learning will collect and upload learning evidences to gain micro-credential related to the CMS and other key skills. 3 - Pilot Actions: all regional teams in Spain, Italy, Romania, Greece and Turkey will set up the CSL system and test the model within the HEIs involved and through civic programmes and social initiatives in cooperation with the associated partners. The main achievements will be the validation of the products (IO1-IO2-IO3) and the implementation of the learning and tutoring resources.4 - International Training - In Spain a group of selected tutors from 5 countries will trained to use the CSL model and the related digital tools. Trained tutors will be appointed as ENHANCE Ambassador to lead dissemination and further exploitation activities and initiatives nationally and internationally. The training module for CSL Tutors (IO3) will be created and shared as MOOC by all HEIs involved in the project.The work plan shared and implemented by all partners will produce 3 relevant outputs (IO1 - IO3) designed and related as a coherent set of models and resources to providing tailored and effective CSL programmes for students' engagement and career education.<< Results >>Main project results will be:- Creation of a common international approach on Community Service Learning - CSL (IO1), as learning resource for enhancing the academic training offer and the tutorship services. It will be produced a comprehensive Handbook for tutors and educative staff, based on the best practices and learning resources. The main focus will be on the Career Management Skills framework, following the EU Resolutions, to support all students in the building of a lifelong career and learnig plan. This theoretical and methodological document will be used by all partners and associated partners to enhance and enlarge learning opportunites in real life and civic engagement for all students. It will be also a base model all HEIs in Europe for improving education policiesand build inclusive systems to validate informal learning through a micro-credential system. 2 - Development of an innovative web portal for supporting Virtual Commyunity Service Learning (IO2). This tool will have a potentially strong impact as it allows HEIs to provide community service learning on line and e-tutoring support to students and organisations involved. The platform will be multi-languages to foster an international use and widest exploitation.3 - E-learning platform and training module for CSL tutors and education staff of HEIs (IO3). This resource will be designed as MOOD to be used freely by all Universities and other HEIs for training and updating tutors, trainers and career practicioners.

We are experiencing a historical moment with an unprecedented challenge of the COVID-19 global pandemic.The outbreak of COVID-19 will have a long-term and profound impact on older adults’ health and well-being.Social isolation and loneliness are likely to be one of the most affected health outcomes.Social isolation and loneliness are major risk factors that have been linked with poor physical and mental health status(Wu,B.Social isolation and loneliness among older adults in the context of COVID-19:a global challenge.glob health res policy 5,27(2020).https://doi.org/10.1186/s41256-020-00154-3)While scientists and researchers scramble to better understand the ways in which the coronavirus affects the body,we have a very clear understanding of the ways in which social isolation and loneliness affect people’s health and especially senior’s.Those who do not feel sufficiently connected to others and are deprived of social contact are more likely to:have weaker immune systems and catch colds,develop dementia,develop cardiovascular disease,live shorter lives(Source: Age UK)Experts indicate Art Therapy(AT)can play a crucial role to prevent mentioned dysfunctions.AT involves the use of creative techniques such as drawing,painting,collage,coloring or sculpting to help people express themselves artistically and examine the psychological and emotional undertones in their art.It helps older adults explore their emotions,improve self-esteem,relieve stress,improve symptoms of anxiety and depression and cope with a physical illness or disability(Source: Psychology Today)Since shared artmaking involves meaningful interpersonal interaction,it fosters sustained involvement,increased motivation and social inclusion(Cohen,2006;McGrath,O'Malley&Hendrix,2011,Moody Phinney,2012)On the other hand,it is a well known fact that people regress physically,mentally,emotionally and socially in older ages According to Eurostat statistics in 2019,20.3% of the EU population was aged 65 years or over.Across the EU Member States,the highest share of the elderly in the total population was observed in partner country Italy(22.8%)followed by Greece(22.0%), and another partner country Portugal(21.8%),In Turkey,elderly population reaches 9.1% of the total,by 7.550.727 people,according to TUIK statisticsDue to the recent increase in the elderly population and physical and mental adaptation problems of the elderly.The need for increasing the quality of elderly care services is becoming more and more obviousIn the light of the mentioned facts,the project aims to facilitate the application of AT techniques on older adults and their caregivers to ensure their mental well beings especially during the lockdown and social isolation timesBy carrying out this objective,the project will also contribute to increase quality of elderly care servicesThe project will produce separate intellectual outputs for 2 target groups:Training Course Programme and Materials and M-learning Application will be developed for training of Adult Trainers who work in Elderly Social Services.Trained adult trainers will provide guidance to seniors who reside in Elderly Care Institutions.Activity Book,Video Series and Podcasts will be developed for guiding seniors and their caregivers to make them perform AT Activities on their own.After the completion of Intellectual Outputs,they will be used and exploited in following project activities:LTTA with participation of 30 Adult trainers,Local Workshops to be held in partner countries with participation of totally 60 Seniors,60 caregiversMultiplier Events to be held in partner countries with participation of 160 representatives from Elderly Care Sector,health sector,adult education sector,public authorities,relevant stakeholders.These activities will lead to following results in targeted groups:AT activities will promote senior’s socialization and communication allowing for an alternate means of connecting with others, helping to lessen feelings of loneliness and isolationAT will relieve stress and depression of seniors.Creating art allows for an open expression of feelings,which can help relieve stress,anxiety,confusionThe activities will promote self-awareness and self-expression of seniors.Expressing themselves through art can be a powerful,meaningful way to share their lives with othersThe adult trainers will learn the art therapy method,which is predicted to have an impact on the loneliness and psychological well-being of the elderlyAdult trainers engagement will be increased through the use of m- learning,After dissemination and exploitation of the mentioned results,long term benefits will be followings:Seniors will gain resilience to all negative effects of the pandemic like stress,anxiet,social isolationIncreasing competency of adult trainers on AT will increase the quality of Elderly Social ServicesSpreading use and easy accessibility of digital learning tools will enhance the quality of adult education.

The effects of chemical accidents disasters in industrial complex do not stop at national borders. The accidents that occurred in Schweizerhalle (Switzerland) and Baia Mare (Romania) are just examples. EU and Turkish citizens can be seriously affected by accidents in neighbouring countries. Therefore it is necessary to co-operate internationally and to aim at a high level of protection, prevention and preparedness also in non-EU countries. The strengthening of public authorities and providing a level playing field for industry are welcome side-effects of this cooperation. (The Seveso Directive, Environment Directorate General of the European Commission ('DG Environment')).There is a need to identify and tackle chemical accident prevention, preparedness and response. In order to decrease the effects of chemical accidents, the task is to examine best practices in this area and thereby to develop a professional profile who can manage together with local policymakers’ security, health, education, and emergency and safety concerns. In order to be successful in the search and rescue works in chemical disasters, it is necessary to use modern instruments in parallel with the modern technological advancements, to carry out these works in a planned and coordinated way using well trained professional search and rescue teams, to improve the efficiency of the institutions of vocational education and to increase the cooperation among universities, SMEs, companies, research and development centres and relevant stakeholders. In particular the aim of the project is to create a new profile and develop a Training Modules (EQF level 8) for professionals working specific sectors such as Security, Health, Emergency, Crisis Management Search and Rescue.Regardless of the type, risk,potential or quantity of hazardous chemical or substance involved, all Disaster and Emergency Agencies and companies like KARDEMİR and KARABÜK AFAD must have knowledge about the measures to reduce the potential for chemical accident and have a plan for responding to this. So the project that will be implemented between the dates 2016 and 2018 aims to:• To improve the effectiveness of the institutions offering education on the search and rescue experts, staff and personnel and to increase the strategic partnership between among universities, SMEs, companies, R&D centres and other stakeholders within the scope of the chemical disaster management.• Increase partner countries’ understanding of issues related to chemical accident prevention and preparedness• Improve the capacity of relevant institutions, agencies and experts to address the risks of chemical accidents across EU and Turkey • Help partner countries to develop and implement an appropriate chemical accident prevention and preparedness education modules within the scope of the EQFIn parallel with these objectives, the following activities will be carried out within the scope of our strategic partnership project;1-State-of-the-art Recognition and Need Analysis: 1.1. Questionnaire and Questionnaire Report 1.2. Research and Collecting Data 1.3. EU Best Practices and Know-how Transfer will help to determine the practical needs and daily observations of Chemical Accident Prevention, Preparedness and Response that would be very useful to decide what sort of education/training would bring benefit in developing modules. 2-Preparation of the Competency Based Education Modules, 3-Pilot Training, 4-Web site, 5-National and International Meetings and 6-Dissemination and Exploitation Activities.Project consortium which includes 7 members has been built by Karabük AFAD as coordinator. From Turkey Karabük University, Iron & Steel Institute and Karabük Iron &Steel Incorporated Company (KARDEMIR), from Finland Lahti University of Applied Sciences and HAMK University of Applied Sciences, from Spain Tesicnor Group, Industrial Safety Department and last from Portugal PREVIFORM, Development of Vocational Training, Safety and Health Work will work together to reach results such as Interactive Training Modules, Website, chemical accident prevention and preparedness guidebook (EQF standart).The concrete output of the project-guidebook- is foreseen positive impact on target groups and final beneficiaries as follows;Experts working in Disaster and Emergency Unit in industries,Academic staff,Universities Municipalities. Members, authorities, experts from Turkish Prime Ministry's Disaster and Emergency Management Presidency, Search and rescue experts and administrative staff working Public authorities,Staff working at Provincial Disaster and Emergency Managements Search and rescue experts and administrative staff working in Disaster and Emergency Unit in industries,

Background of the project: Nourishment is the most important factor for a healthy life. People especially in developed countries pay importance to their diets and they care choosing healthy food for their nutrition. Among these food types, sea products take place on the top in terms of being healthy. This fact brought seafood to the first place in the cuisine of every country. Unsaturated fatty acids, essential amino acids, minerals and vitamins in seafood increases the demand for them. For this reason, seafood has become one of the essential foods in cuisines of many countries. This potential of seafood has shown its effects in gastronomic tourism and has placed them on the top in gastronomic tourism. This situation has made cooking and presentation of seafood an important issue, and obligated healthy and creative applications in seafood preparation. Cuisines which has developed these innovative applications has been placed near the top in gastronomic tourism and has become essential destinations for tourists.Although national cuisines develop innovative and specific applications in seafood cooking and presentation, it is hard to say that the outcomes of these applications are quite appropriate for tastes of other nations. This fact makes an international level cooperation necessary in terms of seafood cooking and presentation.When we study national cuisines, we can find that there is a lack of a common culture of cooking and presentation, which is the main motivation directing us to prepare an international practice in seafood cooking and presentation. Number and profile of participants: 3 people from Italy (Giovani Per L'Europa), 3 people from Spain (M&M Profuture Training) and 5 people from Turkey (Safranbolu Vocational High School) are going to participate project works. Participants are instructors and students from gastronomy department. Administrators who are responsible for the vocational training of institutions are also going to participate project works.Activities:Activity 1: Signing the project contract.Activity 2: Establishing the project committees.Activity 3: Doing project preparatory works.Activity 4: Carrying out project trainings in Italy, Spain and Turkey.Activity 5: Holding an evaluation meeting in Turkey.Activity 6: Publishing sea food synthesis cuisine booklet.Activity 7: Extensification works.Activity 8: Preparing the final report.Methodology: Project committees are going to be established to carry out the project works. So it is provided to carry out the project in coordination and smooth. A contract is going to be signed with partner institutions before the project starts. Thus, partners are going to be informed about their responsibilities and they are going to discharge their responsibilities carefully. Participants are provided to have knowledge about the countries of partners by preparatory works. Sea food synthesis cuisine is going to be extended by extensification works. A short description of the results: a. Participants' proffesional qualities in Italian, Spanish and Turkish cuisines have been improved.b. Sea food synthesis cuisine has been created.c. International cooperation between participants in vocational training has been improved.The impact envisaged and finally the potential longer term benefits: Contribution to improvement of gastronomy tourism in partner countries has been provided by extending created Sea food synthesis cuisine in these countries.The local improvement of gastronomic tourism is expected to trigger other cities in the region. Outcomes which are going to be obtained in terms of seafood cooking and presentation techniques are going to be shared with the region and these outcomes are expected to satisfy the public of the region and visiting tourists by serving them.Outcomes which are going to be obtained in terms of seafood cooking and presentation techniques are going to be shared by dissemination activities in national level and the culture of seafood cooking is going to be extended besides its expected contribution to the improvement of a national healthy nutrition culture.Outcomes which are going to be obtained in terms of seafood cooking and presentation techniques are going to be shared by dissemination activities in international level and the culture of seafood cooking is going to be extended in international level. The combination of cuisines of different cultures are expected to appeal to the tastes of many people and the demand for seafood is going to increase, which is going to contribute to the improvement of a seafood based healthy nutrition culture.

<< Background >>Due to the elderly people be more sensetive physically and emotionally, it makes the process of the first aid applications for elderly people is more important. The mistakes which made in this process even lead to the death of the patient. For this reason, the training of vocational students about first aid for elderly people is very important. However, the first aid intervention process is a delicate process for geriatric individuals in terms of their life. That's why the vocational students stay behind in the first aid process of the elderly people. For this reason, the vocational students can't gain professional competences about the first aid of the elderly peoples. I this context, our project has focussed on preparing the Virtual training module about first aid of elderly peoples.<< Objectives >>We want to achieve the project results as follows:a. Virtual vocational training module.b. E-guide (Trainings of the trainers).We will prepare virtual vocational training module with Project works. With this module, vocational education students will practice in virtual environment and develop their professional competencies. In vocational education institutions, virtual education practices will be disseminated and digital education infrastructure of these institutions will be developed. The capacity of vocational education institutions will be improved and the success of vocational education of these institutions will be increased.<< Implementation >>The project activities:a. Current situation analysisb. Learning/Taeching/Training activitiesc. Transnational meetingsd. Production of the project resultse. Pilot trainingf. Dissemination activitiesg. International Conference<< Results >>The project results:a. The international cooperation between vocational education institutions, public institutions, universities and health institutions,and the continuity of the transfer of innovation has been developed. b. The quality of vocational training of partner institutions has been improved. c. The digital infrastructure of the participating organizations has been strengthened. d. The integration of AG technology into vocational training has been provided. e. The preference of participating organizations has been improved. f. The process of vocational training in partner institutions has been made more interesting. g. The skills of the professional education specialists about teaching with the AG Technology has been developed. h. The skills of the vocational education students about practice with AG Technology has been developed.i. The professional skills of the vocational training students about first aid practices of the in geriatric individuals has been developed.j. The foreign language competence of the participants has been improved. n. The participants has gained international work experience. l. The participants has gained the motivation about working in different institutions in different countries. m. The international working and cooperation capacity of participating organization has been improved.n. The more modern, more dynamic, more stable, more professional, more successful and highly motivated environment has been created in participating organizations.o. The participants has gained more understanding and sensitivity agaist to different cultures, different work disciplines, different languages, different work environments.p. The Erasmus+ strategic project implementation capacities of the participating organizations have been improved.r. The Erasmus + family has got new faces, new institutions. s. The participants has developed their teamwork skills at the international level.t. It has been made contributed to national and international policies on digital education. u. It has been made contributed to national and international policies on patient and elderly care.