"""Statistical Data on Women Entrepreneurs in Europe"" (European Comission, September 2014) show that women entrepreneurs constituted 31% of all entrepreneurs in European Union. These statistics persist in 2018 and women make up only one third of all entrepreneurs in Science and Technology sectors, reflecting the ratio of female students studying Science, Technology, Engineering and Mathematics (STEM) at higher education institutes. The 2011 EU Modernisation Agenda lists; stimulating the development of entrepreneurial, creative and innovation skills in all disciplines, promoting through more interactive learning environments, strengthening the knowledge-transfer infrastructures and enhancing their capacity to engage in start-ups, as priority areas for higher education institutions. InnoWomEnt Project, is a strategic partnership of Bursa Technical University (Bursa, Turkey), Politecnico di Torino (Torino, Italy), I3P - The Innovative Companies Incubator of Politecnico di Torino (Torino, Italy), Silesian University of Technology (Gliwice, Poland), Technopark Gliwice (Gliwice, Poland) and KOSGEB - Small and Medium Enterprises Development Organization (Bursa, Turkey) established with the following objectives:• Raise awareness about the gender gap in technological fields and encourage female students to study Science, Technology, Engineering and Mathematics,• Improve transversal/entrepreneurial skills (creativity, analysis, critical thinking, risk taking, digital literacy, foreign langauage speaking, problem solving, and etc.) through curricular courses, seminars, workshops and teaching/learning mobilities,• Develop learning modules for all prospective entrepreneurs, and• Create a roadmap for an efficient Entrepreneurial Ecosystem where prospective entrepreneurs could reach the network, training, mentoring and support that they strive for.Development of transversal/entrepreneurial skills has been encouraged through workshops on 'Entrepreneurial Training' and ‘Innovative Entrepreneurship’, where experts from partner organizations gave seminars on; invention, innovation, women in STEM fields, technology transfer, intellectual property rights, business plan, status of women in society, leadership and entrepreneurship. Twelve female engineering students were placed at international high technology start-ups for a period of 6 weeks as part of the 'Transnational Entrepreneurial Internship Program' and they have been awarded ECTS credits for having completed the program successfully. Entrepreneurial training was embedded in Bursa Technical University's curriculum through a course titled ‘Basics of Innovative Entrepreneurship’ (taught in English). The students who succeeded the course were granted ECTS credits and the right to apply for KOSGEB's (Small and Medium Enterprises Development and Organization) Entrepreneurial Funding. A book titled ‘Experiences of the Innovative Women Entrepreneurs of the Future’, which presents a comprehensive guideline to not only women but everyone who is willing to set up their own enterprises and an e-book titled ‘A Roadmap to Successful Incubator’, which aims to function as a manual not only for prospective entrepreneurs but also for organizations willing to support start-ups were published. All the information gathered through this project are covered in these two books.InnoWomEnt Videoclips were produced and broadcasted to raise awareness and encourage more female students to study Scince, Technology, Engineering and Mathematics and start their own businesses. The outputs of this project are compiled and shared by the society without any limitations at the project website (www.innowoment.org) which functions as an e-learning module. The ‘InnoWomEnt’ Project Logo symbolizes a Women in Victory pose."

"The WEST project has addressed the audience, expressed as entrepreneurs, by dividing it into two as entrepreneurs and new business owners. Accordingly, the target audience of the project has been determined as women entrepreneurs and business owners.It is contributed to develop entrepreneurial key competencies by the “Women Entrepreneurs Supporting Tribune” using non-formal education methods with 7 partners from Bulgaria, Hungary, Italy and Turkey. During the project period 4 transnational project meetings, 3 multiplier events 2 learning teaching training activity were held and 3 intellectual outputs were created. In addition, all opportunities were evaluated to disseminate the project.The project process consists of the stages of analyzing the current situation of the target audience, determining the training needs, creating the training content and putting it into service. Now there is a platform called WEST which can be reached ""westprojecteu.org"". With this services provided the W.E.S.T Project aims to; -contribute the goals of the Europe 2020 strategy by improving the quality of education, contributing to the improvement of the business environment for SMEs, Improving the quality of education and strengthening research activities, -contribute to the development of the EU 2020 entrepreneurship action plan which supports the entrepreneurs designated as emergency response at every stage, -collect and share reliable data and statistics concerning women entrepreneurship in Europe, in the context of work, employment and entrepreneurship and to provide appropriate training and support services according to these data, -promote best policy practices in women entrepreneurship and Contribute to a change and an improvement in European policies in all the issues linked with female entrepreneurship, -work on development of lifelong entrepreneurial learning as a key competence, in line with policies and practice of those of the European Union, -foster entrepreneurial-friendly environments and strengthen the mind-sets for building entrepreneurially literate societies that lead to sustainable economic growth and development, -promote women’s entrepreneurship as a career choice, Increase the visibility of women entrepreneurs, -sensitize relevant stakeholders to the social issues women entrepreneurs have to face, -share and spread information, materials and examples of good practices about women’s entrepreneurship strategies, -encourage women to network across Europe and build links in the entrepreneurial ecosystem, -encourage the achievements and potential of women entrepreneurs and the dissemination of role models. Since the intellectual outputs will put into service via the website women entrepreneurs and women SME owners, policy makers, NGOs, public authorities, at the local, national, European and international levels were reached."

"The term food literacy reflects a great variety of definitions. Food literacy is understanding the basic nature of food, its importance to consumer and the community. Food literacy includes being able to gather and process information about food, and having the basic skills to safely prepare foods to eat. Being food literate empowers people to make informed nutrition choices (Cullen et al., 2015). Food literacy is not inherited, but an acquired skill. Unfortunately, there has been a decline in domestic food preparation skills (known as ‘deskilling’ in the literature) and other food related skills due to a lack of introduction to and opportunity for the acquisition of these skills from parents, grandparents, and/or school environments and lack of sufficient training materials about food literacy. Poor food literacy knowledge negatively affects not only people's health and well-being but also their spirit of entrepreneurship. For example, unemployed adults such as retired people, housewives can normally do home-based food business, however they do not feel confident to start these types of activities due to their low food-related skills. Then, they continue to stay socially excluded.*On the other hand, homes can be the center of food production and these adults can continue their life by doing food business from their homes. That is why, increasing the food related qualifications and skills of the adults has social and economic benefits.Objectives of the project;-To develop Easy-used, Free of charge, Understandable and Innovative guides or digital training materials for the target group-To enhance skills and competencies of adults related to food literacy-To help and encourage adults to start home-based food business in Europe-To transfer home-made cooks in a food safety-oriented and regulated environment-To educate people against myths through label reading -To increase knowledge of target group about sustainable food system-To diminish foodborne disease by increasing food safety and hygiene knowledge-To enhance knowledge of target groups about homemade food processing techniques-To increase incomes of adults with low skills-To inform target groups about healthy eating pattern-To educate people about ideal food packaging and storage-To promote health and prevent diseases like obesity -To enhance social inclusion of adults by increasing their job finding opportunities**""Improving and extending the supply of high quality learning opportunities for adults by making available flexible learning offers adapted to their learning needs (e.g. digital learning applications), and by the validation of skills acquired through non-formal learning"" and ""Supporting the setting up of and access to upskilling pathways for adults with a low level of skills, knowledge and competences allowing them to enhance their literacy"" are topics related our projects. According to Erasmus+ guide, priority is given to these topics in the field of adult education.**""Social Inclusion"" which is one of the horizontal priority is directly connected to our project goals. Social inclusion is an overarching priority across all sectors of the programme.The project consortium is formed by 8 experienced partners from 4 countries. The project coordinator is CRIFFC from Turkey. Its mission is to ensure the public health, provide customer satisfaction, to ensure food safety and to perform qualified, rapid and reliable control, research and training services that fulfill the needs of food sector in the field of food, food package, feed, water and fisheries.The other core partners are:-General Directorate of Agricultural Research and Policies (GDAR, Turkey)-The National Technological Centre for the Food and Canning Industry (CTC, Spain)-Center of Food and Fermentation Technologies (TFTAK, Estonia)-Bursa Provincial Directorate of Agriculture and Forestry (Bursa Il Tarim, Turkey)-Bursa Buyuksehir Belediyesi Tarimas Bursa Hayvancilik Tarim Tic San AS (TARIM AS, Turkey)-Széchenyi István University (SZE, Hungary)-Bursa Technical University (BTU, Turkey)The short-term impact of the project: FOODTR project will provide innovative Guides and E-learning platform about food literacy for adults with low skills and competence to enhance their knowledge in food literacy. Food literacy knowledge of people will be enhanced with international cooperation. They become more aware while they are preparing their meals, making food selection and storing & packaging.The long-term outcomes of the project: Health promotion and disease prevention will be achieved. With increased food related skills, many adults may start food business from their homes. By this means, they contribute to their home-income and they become socially included. Also, the project helps to make the shift to a more sustainable and healthy food system."

Sustainable economic development is possible through the active participation of young students into every sphere of life, especially employment and entrepreneurship. Young students having jobs and leadership roles in business, enables them to be economically productive, to have an increased standard of living and also to increase their countries’ economic output and to foster the economic prosperity of the next generation. Despite the importance of young students’ participation in economic life, youth creativity and entrepreneurial potential are an under-exploited source of economic growth and job that should be further developed (European Commission). Despite these promising actions and support programmes developed accordingly, young students still face some major challenges which sometimes cannot be transcended easily when establishing and running a business, such as reconciling business and education concerns. Young students continue to shoulder a disproportionate part of the responsibilities involved in studying at universities and many young students feel that they have to choose between a good educational career and their future objectives. A solution for them to actively participate in economic life by coping with this challenge is to engage in entrepreneurial activities and international markets which necessitate maximum mobility while acting in a larger market at the same time. This solution is simply to gain experience on global markets and is especially relevant for young students who have limited opportunities to work abroad and trying to take part in their local market, and also for those who wish to start their own business in foreign trade but have mobility barriers. In addition to the challenge of reconciling business and eduvational concerns, EC underlines three more important challenges faced by youth entrepreneurs; access to emprical information, on-site training and access to networks for business purposes. All these barriers signal that; young students who would like to businesses in foreign trade and who have limited access to international business network are in need of information and training provided at their locality in order to flourish their business ideas through foreign trade activities and global networks. The trainings and all relevant information from starting a business for foreign trade to business planning and management should also be provided through innovative solutions for them to reach at anytime and anywhere they wish. YOUNG TRADE AMBASSADORS Project has been designed as it will address these constraints and needs of young students. The project will increase the entrepreneurship initiatives of young students through foreign trade activities by the development and implementation of high quality learning tools which will be developed according to comparative analysis of learning needs of young students and potential foreign traders, and will include all relevant training modules for starting and running business for foreign trade, best practices, sources of further information, self-assessment tool, business model development wizard and a simple webshop for selling&exporting products to international markets.It aims to solve the problems of the partner countries who are in need of qualified personnel who can speak languages in native fluency of the target market countries, as well as to increase the foreign trade volume of the partner countries by creating synergies among the foreign buyers of partner countries which are engaged in production and sales in different sectors.In these regards, the project is addressing the priorities of Key Action 2, for contributing to increased sense of initiative and entrepreneurship with increased level of digital competence, improved levels of skills for employability and new business creation, increased opportunities for professional development and increased motivation and satisfaction at daily work. Besides, the project contributes to improving and extending the offer of high quality learning opportunities that are tailored to individual young learners’ needs through groups in need and also designing and implementing effective provision for enhancing key competences of specific young target groups that are currently not well served, by establishment of a strong transnational partnership. The partnership is composed of the organisations which have specific expertise in each core dimension of the project; such as development and delivery of trainings on foreign trade and entrepreneurship (Bursa Technical University), learning development modules (Bursa Technical University), integration of students and SMEs (all other partners).

Sustainable Production of High Entropy Alloys from Secondary Metals (SUSHEAS) emerges as a beacon of innovation, targeting the sustainable and efficient production of chemically complex multicomponent High Entropy Alloys (HEAs) through the use of secondary metals. This initiative is set against the backdrop of the current state-of-the-art, where HEA production predominantly relies on virgin materials, which not only contribute to significantly negative environmental impacts but also entail high energy consumption and financial costs. Positioned at the innovation forefront, SUSHEAS introduces a sustainable approach to HEAs production, underpinned by a collaborative framework that unites academic and industrial expertise. Through strategic staff exchanges, the project promotes a dynamic knowledge and skill transfer, enhancing the consortium's innovation and research capabilities. This collaboration accelerates the adoption of eco-friendly HEA production methods and fosters a learning culture. SUSHEAS's focus on AI- driven optimization, alongside techniques for metal recovery, manufacturing, characterization, and prototype demonstration, sets new collaborative research standards in HEA production. By directly tackling environmental, sustainability, and resource efficiency challenges, SUSHEAS demonstrates the power of collaborative innovation in overcoming the complexities of producing HEAs from scraps, marking a significant step towards the advancement of science and technologies in sustainable HEA production. It also highlights the anticipated widespread use of HEAs in future applications that require advanced materials, underlining the importance of defining and popularizing sustainable production methods for HEAs right from the start.