Medice project ´´ Migrant Women as Healthcare Mentors´´ is a joint effort at European level between UK, Cyprus, Iceland, Czech Republic and Poland to supports migrant women by providing to them innovative tools to obtain the equality and participation. Furthermore, to foster an open mind-set of adult and language educators, health practitioners, social workers and volunteers by offering tools based on needs of migrants. Migrants across Europe have less control over their health particularly because they lack the skills to easily access health information. Researchers predict that the numbers of migrants will keep growing, especially because of climate changes. We are faced with a European challenge that needs European cooperation to address the growing needs of migrants. Health is one of the most essential aspect of migrants´ everyday life and closely interrelated with education and employment. All three aspects should be taken into account when fostering successful integration. According to the Report “Promoting the health of refugees and migrants” (WHO, 2017) women, children including unaccompanied minors, and people with disabilities – are particularly vulnerable to health problems. Health literacy is an important determinant of health. Strong health literacy enables migrants to develop the skills and confidence to make informed decisions about their health and the health of their families. Main objectives of the project was to support the social inclusion and integration of migrants, raise awareness of the healthcare and educational needs of this disadvantaged group and disseminate widely the idea of the project and its results at national and European level. Actions were taken towards two target groups. On one hand, to develop high quality learning opportunities tailored to the needs of migrant women and train them to act as healthcare mentors within their communities. On the other hand, to support adult and language educators by extending and developing their competences through the effective use of ICT. All tools developed promotes also communication between healthcare providers and migrants as service users. Two main target groups, namely migrant women and host country language teachers were directly involved throughout the project life-cycle. Over 237 participants together took part in short-term training in Lodz, Poland, piloting workshops, multiplier events in October 2020 and reference groups participating actively by contributing with their knowledge and feedback. Healthcare providers validated the healthcare subjects, words and phrases included in outputs. Migrant women sheared their feedback on the healthcare areas selected, the content and the visual elements of the material. Got involved in the translations and testing of Medice Multimedia Mentoring Guide. Language educators provided their feedback on the visual elements and the graphic design of the material ensuring that it will be attractive, engaging to learning and easy to use both by teachers and learners. Language educators also participated at the training on February 2020, Lodz, Poland. Adult educators were involved in the creation the guide of the providing their feedback about the content and the media used for its production. More than 19 associated partners were involved to contribute to the implementation of project objectives and tasks, dissemination and sustainability. Over 250 individuals were directly approached via various dissemination activities. Short term training for language educators brought 11 participants from 5 countries. Reference group for project outputs consisted of 22 migrants and health professionals together. Online and F2F multiplier event workshops took place in 5 partner countries and brought together 228 participants, including policy makers and academics. Medice intellectual outputs present the most relevant tangible products developed during the project life. First four outputs provide educational tools:- in five partner languages English, Greek, Icelandic, Polish and Czech- with key terminology in Afrikaans, Arabic, Armenian, French, German, Lithuanian, Russian, Thai, Ukrainian, and Vietnamese and audio-video files in partner languages. Healthcare system e-map of Iceland, Cyprus, Czech Republic, Poland and the UKDescription of health care system in each partner country under 8 categories including key terminology and links to obtain additional information of particular issue. E-glossary Language tool with 11 categories to facilitate migrant women in their learning of the host country language in relation to health issues. Data base provides over 500 words in easy, fast and user-friendly content. This output includes also a guide on the specificity of each 10 migrant languages as well as a mini guide to help users to navigate through the tool in the best possible way. Women Healthcare Multi-language Package Comprises 7 categories covering areas of women's health, diseases and lifestyle. Each category contains the phraseology required by the circumstance, from describing symptoms to the request of explanations of medical procedures and treatments and marked with 80 key words in partners´ languages and translated into 10 migrant languages along with audio pronunciation in partner languages and video- face expression to provide important contextual information when learning host country language. Infant and Child Healthcare Multi-language PackageProvides a set of expressions, multi-word lexical units, and typical sentences related to the children's healthcare issues under 5 categories. Contains the phraseology required by the circumstance, from describing symptoms to the request of explanations of medical procedures and treatments and marked with 52 key words in 5 partner languages and translated into 10 migrant languages along with audio pronunciation in partner languages and video- face expression to provide important contextual information when learning host country language. Multimedia Mentoring GuideThe Guide presents a series of modules for training migrant women to act as healthcare mentors within their communities. The innovative mentoring guide serves both as educational material to improve health literacy and as language aid for migrant women with low literacy. Units 1 consists of specific modules how to use the project outputs for face to face/blended teaching and for self-learning purposes, but also on how to empower migrant women in becoming informed and conscious users of healthcare system of the their host countries. Unite 2 consists of introduction and four modules with training designed for migrant women on mentoring and couching skills; on how to inspire their peers in believing in themselves and boost their self-esteem, confidence and psychological resilience; on skills to address anxiety and stress and share stress management techniques with their peers; and on practical advices on how they can support as mentors migrant women victims of violence. The Guide contains audio-visual and video materials, self-assessment tools and useful links and has been translated in 5 partners’ languages. Partnership used face –to-face approach, easy language, pictures, charts and developed 2-3 creative exercises in each module. Mobile AppThe project provides a Mobile App that has been designed to run on a mobile device such as a phone or a tablet. All the essential products created in the project previous stages are available on Medice App. The project online platform systematically catalogues 4 multimedia resources in 15 languages, the ‘Healthcare system e-map of Iceland, Cyprus, Czech Republic, Poland and the UK', the 'e-Glossary', the 'Women Healthcare Multilanguage Package', the Infant and Child Healthcare Multi language Package’ and 1 resource in 5 languages, the 'Migrant Women Mentoring Guide'. Empowering migrants to help themselves by providing efficient tools to obtain their rights benefits not only to the migrants´ wellbeing but also to society as a whole.

The project report is written in English.

CONTEXT In the wake of growing nationalism and anti-immigrant attitudes institutions of Higher Education are called upon to facilitate the development of “inclusive societies” (European Commission 2017). While internationalisation constitutes a top priority for most HEIs, its implementation in practice in the sense of ‘internationalisation at home’ remains lacking. Only rarely institutional practices are put into action aiming to further development of intercultural skills of students and staff or the strengthening of intercultural dialogue in the institutions.This specifically impacts on the situation of international students. Lack or inactivity to promote an inclusive organisational culture and to develop intercultural competences of staff and students may lead to international students feeling frustrated and dissatisfied or even exclusion and discrimination. Research shows that experiences of discrimination are considerably higher among international students than among locals and are heavily associated with nationality, language and ethnic background (Wejwar & Terzieva 2015). INNOVATIONIn order to generate sustainable processes of intercultural learning, the SOLVINC project transferred the proven methodology of critical incidents by Cohen-Emerique (2015) to the HE context. By collecting and analyzing first-hand experiences of international students, the project compiled a broad knowledge base from which strategies for conflict negotiation and resolution were developed as well as training material for HE staff to be better equipped to deal with an increasingly diverse student population.AIMSSOLVINC aimed to facilitate the development of intercultural and conflict management skills among international students, local students and HE staff and to further the implementation of intercultural student encounters in HEIs, thereby contributing to the promotion of inclusion in practice. PARTNERSHIPThe strong partnership consisted of four large universities with a high percentage of international students and experience on research on intercultural learning as well as an NGO specializing in intercultural training on the critical incident methodology by Cohen-Emerique.RESULTSThe specific aims of the project, within 25 months Strategic partnership, were:- Collecting and analyzing instances of intercultural conflict experienced by international students and making it available in an interactive online version: http://learningfromcultureshocks.eu/ (narrative) – IO1- Developing a reader on main areas of conflict / sensitive zones – IO2- Developing training material for Higher Education staff supporting professional development (educator’s training – IO3)- Developing a toolkit on intercultural student encounters and implement different formats at the partner institutions (IO4)TARGET GROUPS- International students and their communities- Local students- HE staff, both teachers and administrative- International Offices in HE institutionsIMPACTSOLVINC aimed to impact (1) international and local students facilitating their development of intercultural and conflict management skills, (2) HE teaching and counselling staff improving their ability to cater to a diverse student body, and (3) HE institutions in the institutionalisation of formats of intercultural dialogue. Students and HE staff were given tools to strengthen their intercultural competence by reflecting their own perspective in a conflict and the perspective of the other. This skill of being able to change perspective is the key in intercultural communication and understanding. The training material produced can be easily used for devising professional competence development measures. Further, the implementation of formats of intercultural student encounters contributed to organisational change and active diversity management as well as promoting social inclusion of international students and combat discrimination.Local members of NGOs, public bodies and adult education organisations working on interculturality, migration and anti-discrimination who participated in the multiplier Events (E6-E10), by impacting a knowledge transfer between HEIs working with international students and stakeholders working in a similar field, but with different target groups was a good opportunity for exchanging methods and approaches used.EUROPEAN IMPACT: Since international students are mobile throughout Europe and beyond, European impact was enhanced by connecting IOs to anti-discrimination platforms and associations and by the online-format in which the products are available and disseminated (http://learningfromcultureshocks.eu/). This ensures that an interested public and HEIs across Europe are able to access and adopt the product for their personal and institutional practice.

As a result of the rapid developments in the recent years, career management has become one of the key administrative function. The literature review conducted in the study suggested that the business world is on the edge of a new paradigm change called industry 4.0 revolution, human resources management has too many responsibilities to face. Although industry 4.0 offers new opportunities, it has some downfalls as well. The current education and training system is developed according to the requirements demanded by Industry 3.0. Thus, the current graduates, employees, and managers are equipped with an outmoded skill and competency kit. The aim of the project was to offer a career planning tool. After the literature review, the project team decided to include industry 4.0 within the project. In the end project achieved the objectives stated in the project proposal form adding Industry 4.0 perspective. Thus the project produced innovative educational materials and developed a mobile application by which potential employees, employees, and managers can evaluate their skills and competencies based on the requirements demanded by the Industry 4.0 revolution.The project achieved in producing 3 interrelated intellectual outputs. The first intellectual output is the Need Analysis, which covers both literature review on career planning and research on career planning adding Industry 4.0 perspective. Industry 4.0 introduces new technologies such as sensors, cyber-physical systems, the Internet of Things or smart networks that will influence the manufacturing processes, and that Industry 4.0 demands new competency and skillset from employees. Second intellectual output is the Career Planning Guide which is developed based on the research findings for graduates, employees and managers. The intellectual outputs are used as an antecedent of the stage where third intellectual output, the Mobile Application is designed. The target group includes employees, the individuals who are going to start working in the near future and the managers. Thus, need analysis, the career guide and the mobile application are developed for 3 target groups. By adding competencies required by industry 4.0 point of view, we have achieved in our proposed output that we have designed a career guide and mobile application according to the current developments in labor market. The literature review and survey have been conducted, based on the results of the needs analysis a career planning guide at three levels (the initial, intermediate and advanced career planning) have been produced, and finally the mobile application has been developed on the basis of the career guide, at three levels in each partner organizations’ mother language. The users of the mobile application can select a level based on their current status, and a language according to their preferences, and they can start carrying out their career planning. The mobile application scores the users' competencies required by industry 4.0 and offers suggestions based on the self-evaluation of the user. For instance, a graduate selects the initial level in order to develop his/her career plan. Likewise, an employee selects the intermediate level, and a director will conduct his/her career planning by selecting the advanced level in the mobile application.The final results of the project and the potential longer-term benefits are:The project achieved to rise awareness in industry 4.0 among the students as near future employees, experts as the current employees and managers. The student are now able plan their curriculum according to the competencies worthy in a industry 4.0 setting. Current employees are now aware that it would be difficult for them to find a new job in industry 4.0, and they should gain new competencies, that their skills, competencies, education and training may not be sufficient enough until they retire. The managers are now aware that there is current trend in the business world, and they should plan their human resources in the near future.The results of the projects offers tools for the potential and current employees plan their own careers.The mobile application offers tools to self-evaluate the current competencies of the employees. The mobile application can be used to determine the weaknesses and strengths of the employees. Overcoming the weak competencies is supposed to help increase in productivity in the long run.The mobile application supports information about the current developments in the business world and scores the users’ competencies. The scoring system can be used to determine the areas in which the user has the potential to succeed in business life.The scores calculated by the mobile application suggests the areas in which more or new training is needed, which can be used for future training plans.The mobile application offers an option to add competency score calculated in a CV and CV can be emailed by the mobile application.

STEM approach aims to help student have an interdisciplinary view on problems, and gain knowledge ans skills with a holistic educational approach. Therefore, it is very important to determining the subject that can be lectured together with other courses in every education program and design of integrated course activities in the integration of STEM education in different courses. Coding is considered as the most important part of the Technology section STEM, and coding is also covered while mentioning STEM in tehe project. While conducting all these works for curriculum, the curriculum for technology should be created especially with the coding logic. After deciding these two implementation parts of STEM education, the theories supporting these practices in Science and Mathematics should be determined. Bu yaklaşımı okullarında uygulayabilecek STEM eğitimi ile ilgilenen öğretmenlerin bir araya gelerek disiplinler arası STEM eğitim projeleri geliştirme ve uygulama ekiplerine doğrudan ihtiyaç duyulmaktadır. Bu ihtiyacı karşılamak amacıyla STEM ve Kodlamaya yönelik eğitmen eğitimlerinin yapılmasına ihtiyaç duyulmaktadır. Within this project it is aimed to prepare innovative educational programs in order to standardize the STEM and Coding practices which currently varies from region to region. These programs will define the content, duration, participants and the activities of the trainings. Therefore it is aimed to observe the good practices of STEM-Coding in Europe and receive trainings from the European Schoolnet which is a leading organization in STEM and Coding. After these trainings are organized and received, all partners will prepare the STEM and Coding Trainer Training Programs to be implemented all over the country. Meanwhile, it is aimed to prepare guidelines to be used during the process and produce STEM and Coding course plans and activities. YEĞİTEK will organize two pilot trainings in order to evaluate the functionality of the educational program and the guideline. These two pilot trainings will be given by project training team which is certified after completing the trainings provided by the European Schoolnet. This team will give two trainings to 20 teachers of each course who are experienced in teacher trainings and worked for the Ministry in different projects. Second pilot training will be given by 40 teachers to 400 teachers on STEM and Coding. These trainings will be organized in 10 cities who are leading in the STEM and Coding activities. After the pilot trainings the STEM and Coding program and guidelines will be ready. YEĞİTEK will coordinate the dissemination works after the updates. Since the STEM and Coding In-Service trainings need to be academically successful, easy to be implemented and compared internationally the partnerships are formed between the institutions which can implement the project effectively in Europe. During the implementation of the project: Trainers accredited and experienced in providing trainings on STEM and Coding will be raised. Besides, an educational program to be used by these trainers will ve provided. Trainer guidelines for the implementation of the educational program, contents and sample STEM and Coding activities will be produced. Also aweb platform to be used under the Educational Informatics Network (EBA) for the promotion of the project. Also there will be a special session and promotion for the project at the FATIH Project EDucational Techologies Summit whih is organized every year with the great national participation. After completiıon of the project successfully; An educaional and feasible model for STEM and COding education nationwide will be created. Benfiting from this model, STEM and Coding trainings will be provided in order to enable teaches receive professiobnal development opportunities. Also it will enable teachers to create projects with their students. There will be contest organized in order to promote the projects prepared on a national level. STEM projects jointly prepared by teachers and students will be exhibited. In this way, teachers and students will be motivated.