<< Objectives >>OLIVER project will produce blended (in-class and practical training) learning environments for users that will increase the survival rate of small-scale olive producers. The outputs of the OLIVER will provide structural solutions not only to the project implementation regions, but also to olive producers facing similar challenges across the country. OLIVER will be a reference guide for those who want to grow quality products competitive in the market.<< Implementation >>Training manual will be prepared for small-scale producers. A user-friendly e-learning system will be produced for olive production. Thus,The main activities of the OLIVER are transnational meetings, creating an intellectual output, training activities where the details of the intellectual output will be shared with the target groups, and a project workshop.<< Results >>A training material will be prepared for producers, especially small-scale producers.Small-scale food producers, both having raw material resources and converting them into products and converting them into products, which offer limited opportunities for employment, even with a narrow budget, are able to remain in the sector by increasing their capacities and market shares. OLIVER project will develop strategies to support the commercial growth of young producers by developing production process

"Currently, in Bulgaria, the Czech Republic, Turkey, and Georgia, there is a 12.8%, 5.8%, 22.3%, 27.1% youth unemployment rates respectively. According to the “Youth Strategy” proposed by the European Commission for 2019-2027, one of the four main priorities for the European youth is to create and implement an “Agenda for youth work to further improve its quality, innovation, and recognition and to allow other sectors to capitalize on the potential of non-formal learning”. From this, it became evident to us that something needs to be done, that countries like the Czech Republic are working in the right directions and that one of the largest issues that many European countries are facing is youth unemployment. This issue is being battled on several fronts – formal education and apprenticeships, however, it has become apparent from our research that these measures can have a somewhat slow long-term effect and can be built upon. Currently, in many European and partner countries traditional educational institutions rarely help in career development and our research points that they often lack the capacity and training instruments to help guide young people in the areas of life regarding their future careers. We have found that many schools don’t have career counselors. That is why the “IEY” project is aimed at youth work and youth workers, specifically working in the prevention of unemployment (coaching, counseling, training).The ""IEY"" project aims at decreasing youth unemployment and increasing interest in social entrepreneurship among young people by promoting youth work and helping to inspire further development in the field of youth work. While taking into account the fact that, following the Erasmus + program, the next program 2021-2027 is predicted to grow the range of its reach in terms of learning opportunities from 4 million to 12 million, many of whom young people, participating in training, youth, school, university, and VET mobilities, there will be a high demand for trained and skilled youth workers to provide qualified assistance; to train, inspire, support and coach them into achieving what is best for them, their future development and the European economic conditions.The partnership that will implement the project is comprised of the Economic Development Union from Bulgaria, the Czech Youth Association z.s. from the Czech Republic, the Association for Development, Education and Social Involvement from Georgia and CANAKKALE ONSEKIZ MART UNIVERSITESI from Turkey. Each of the partners has had previous experience with Erasmus + and each of the partners is actively involved with youth work and youth workers on a national and local level. The reason for such a partnership is access to a very specific target group of youth workers, working with young people in a very difficult time - either unemployed or at the begging of their career paths. Furthermore, the partners also have strong relations with additional target groups including educators, who can benefit from the project results and other types of trainers working with developing young people. The project, however, is mainly aimed at youth workers who work with young people in education (still not employed) or unemployed young people. The main objectives are five. First of all, to create new approaches and integrate new practices by using ICT based methodologies and therefore giving youth workers the opportunity to become more competitive and increase their employability chance. Second of all, to improve the competencies that are linked to professional profiles like teaching, training, youth work. Third of all, to create more attractive non-formal training and coaching programs that can be utilized freely and easily by youth workers. Fourth of all and of very high importance is the creation of a process of self-recognition and validation of competencies among youth workers. This can provide quantitative results in terms of the quality of youth work. Last, but not least, our objective is to move ahead with the times and integrate ICT technologies further into the daily activities of youth workers.The planned outputs in line with the objectives are four:- The research into youth work and the establishment of good practices in the sector of youth work as a guideline to future development- The creation and distribution of a guide to youth work prepared with the feedback from youth workers on an international level - The creation and popularization of educational videos for youth workers and additional video materials that can train, develop and improve the quality of non-formal education- The development of a cell phone application, which is aimed at youth work and will provide numerous materials for youth workersThrough these outputs, the project will create a lasting long term effect by improving the quality of youth work and in turn, the employment prospects of young people, thus improving the European market."

The project titled DEVELOPING NEW SOFTWARE FOR PSYCHOMOTOR REEDUCATION OF CHILDREN WITH AUTISM (RCA-Reeducation for Children with Autism) is planned to start on 01.06.2020 and last for 24 months. The applicant Organization is Canakkale 18 Mart University from Turkey and the partner countries are Ss Cyril and Methodius University from Skopje, Macedonia; Sofia University St Kliment Ohridski from Sofia, Bulgaria, and Piriteknoloji Egitim Hizmetleri Teknoloji ve Ticaret Adı Ortakligi from Canakkale, Turkey. The idea for this project came from a long-term follow of the implementation of psychomotor rehabilitation exercises for children with Autism. Most of the countries are having the same problem of student’s rejection while doing the activities because the repetition of exercises in front of the mirror or in front of the Special educators is boring and monotone for them. Since children with Autism are having an interest in technology and since new researchers show that learning through fun is the most effective way for permanent learnıng and memorizing, we decided to create software for psychomotor reeducation for children with Autism.Therefore, the Special Education University experts from Turkey, Bulgaria and North Macedonia will gather for the first Intellectual output, sharing experiences and knowledge about the implementation of psychomotor reeducation exercises in their countries. This output is the basis for the creation of the software, as projects second output. In order to provide more software users in the future, as third output creation of an on-line course for software use is planned. By the end of the project, a Documentary for all project activities will be created, as fourth intellectual output.The project is planned for three target groups: Special Educators and other professionals, Special Education and Psychology students and Children with Autism.The first and second target group will attend the planned multiplier events. Three multiplier events will be implemented in each country; one training seminar for Special Educators (total of 75), one training seminar for Special Education and Psychology students (total of 75), and one conference for at least 35 participants of each country (total of 105). The 3-days seminar training will be implemented in order to educate the professionals and future professionals about the importance of psychomotor reeducation for the development of children with Autism, the way of using the software and evaluation tool, and attend the online course for learning the software and implementation of the exercises. All professionals attending the first training seminar will receive one software set, so they can implement the psychomotor reeducation exercises with the children with Autism in the Special Institutions they work in. The conferences will be organized in order to increase the number of professionals informed about the project and the software. Thus, on these conferences, all experiences from the software used while working with children with Autism will be presented, together with the evaluation results of the children's progress and Special educator's pre-post testing results, in each partner country. The participants of the conference will also have a chance to see the documentary about all the project activities in the three countries. As of the last multiplier event, a final meeting will be organized for at least 45 participants, covering all the intellectual outputs and activities.The applicant organization will organize three management meetings. The first kick-off meeting will take place in Turkey. The second ‘knowledge sharing’ meeting will take place in North Macedonia when all the psychomotor reeducation exercises for children with Autism will be selected by the University experts. The third meeting will take place in Bulgaria when all the countries will share the experiences of the training seminars and conferences. By the end of the project, 300 professionals and future professionals will be informed and educated about the software and its use, 75 of them will have the software sets in their Institution and the other 225 will have the access to the software on-line. With this educated staff, at least 3000 children with Autism will benefit from the software, providing them easy, fun, joyful and motivational ways of their psychomotor development. This number of users will increase in all Special Institutions every year.

Urban agriculture (UA) represents a growing movement toward transforming vacant lots, backyards, and even rooftops into productive green spaces. As such the urban agriculture has the potential to offer a wealth of benefits. Like any urban green space, urban farms and gardens can help improve air quality, moderate temperatures, and reduce storm water runoff. For many inner-city residents, urban farms and gardens may also be the only places where they can regularly experience nature. The majority of people today live in urban environments, and it is estimated that future population growth will be concentrated in urban areas of less developed countries. Urban agriculture has been drawing a lot of attention recently for several reasons: the majority of the world population has shifted from living in rural to urban areas; the environmental impact of agriculture is a matter of rising concern; and food insecurity, especially the accessibility of food, remains a major challenge. UA has often been proposed as a solution to some of these issues, for example by producing food in places where population density is highest, reducing transportation costs, connecting people directly to food systems, and using urban areas efficiently. However, to date, no study has examined how much food could actually be produced in urban areas on a global scale. Overall, the space required is regrettably the highest where UA is most needed, i.e., in countries like Bulgaria, Greece, and Turkey where a considerable percentage of the population has poor income. We also show that smaller urban clusters (i.e., <100 km2 each) together represent about two-thirds of the global urban extent; thus UA discourse and policies should not focus on large cities exclusively, but should also target smaller urban areas that offer the greatest potential in terms of physical space. Our project developed a training curriculum, training videos, training course for adults (aged 18+), who are interested to explore ecological urban agriculture either to produce their own food, to sell the product to small outdoor markers, or as part of their activities during their spare time/hobby. The training materials are provided via e-learning portal and two mobile applications for Android and iOS mobile devices. The following indicators were achieved: INDICATOR 1: Knowledge and good practice widely spread among adult educators on national and EU level INDICATOR 2: Spread of innovative approaches from country to country and their integration into common practice INDICATOR 3: Participants as learning communities became aware and exploited the project deliverables • Number of involved representatives of the adult educators - 1295 • Number of visitors - 5450 visitors • Number of educational institutions which are using the project resources - 32 institutions in total for the project. • Number of involved representatives of policy makers and systematic level gatekeepers - 87 on national levels + 12 on EU level. • Increased percentage of the increased number of stakeholders who have been attracted to use the app resources by the end of the piloting phase influenced by the results of their adult peers who have participated. INDICATOR 4: Active participation (including time availability) of project stakeholders and gatekeepers At the end of the project realisation, we may conclude on the reached impact:Those trained by the project are able to achieve better realisation on the market, where we expect an increase of the employment rate on local and regional levels in the next months. The project results were tested with illiterate, low qualified and low skilled people as well as NEETs. We helped them to acquire new knowledge, skills and competences as well as to have better chances for realisation in the labour market and to achieve better inclusion in the society. We covered the learning gap in terms of lack of provision of Adult education training materials in the field of ecological and urban agriculture. We supported the stabilisation of the eco-farming sector by increasing the number of potential newly established micro SMEs in this sector in Bulgaria. We achieved further strengthening of the capacity building of our organisation, which led to further extension of our staff’ competences, communication and team working abilities to cooperate with other colleagues on an EU level. The ECO-AGRI curriculum supported the National plan for the development of the agricultural sector in Bulgaria. This output improved the Adult training opportunities for existing adult educators, which received up-to date training materials provided via blended learning facilitation (platform and two mobile application – for Android and for iOS mobile devices). Overall the post impact after the realized training is definitely leading to an improved quality of the production of urban agriculture, which will support better health conditions of the entire society.

<< Background >>The Digital Education Action Plan is also a horizontal priority in the new 2021-2027 budget of the EU. The EU also announced a Transformation Agenda for higher education for the end of 2021, in which DELT is likely to feature prominently. Meanwhile, under the Bologna Process, a new working phase is about to start, which would have to consider the growing role of digital development with regard to several of its working areas. In addition, EUA is taking forward its vision for Universities 2030, with a publication being launched in February 2021. The report focusses on Digitally enhanced learning and teaching(DELT) at European higher education institutions. The DIGI-HE project of the European University Association explores different ways in which higher education institutions can increase their strategic approach to digitally enhanced learning and teaching and increase their capacity. The aim is to encourage and support a reflection on corporate strategy development and improvement and contribute to community building through sharing of good practice and peer learning among university leadership. The coincidence of the Covid-19 crisis has made these activities even more relevant and urgent.During the Covid-19 Pandemic period in 2020, all courses were held remotely in digital environments. This period once again proved that most students in education do not have the ability to access and to compile accurate information sources and that they lack digital information literacy.Education, as in every field, is rapidly becoming digital with each passing day. Students can not access correct and necessary information and can not use the existing possibilities of digital information literacy in their homework and thesis. Most of these students are not aware that they have all the information resources on their mobile phones in their hands. Therefore, most of the students to starting or graduating from university, graduate without learning how to use the internet and information literacy. Students who start using smartphones even in primary schools should be taught the digital information literacy lastly in university. We have to teach learning to students who have digital opportunities by gaining them the talents to use the right resources and the ability to compile and to present information.This project will naturally contribute more to complement the “lifelong learning” aspects of EU Erasmus support, which has already been invested millions of Euros. The epidemic, which we still suffered in 2019 and 2020, proved to us that students who do not know how to use the digital world correctly in distance education receive worse education than face-to-face education. Another goal of this project is to compensate for this loss.For higher education, students need to be able to choose the right information among all kinds of information on the internet, especially access the scientific resources of educational units, and gain the ability to select, use and compile information. Today, it will not be possible for any student who does not know how to use digital resources on the internet correctly to be successful in higher education and in business life.in this project, the key to student success in higher education and post-business life is digital literacy. In university education, it is a necessity to teach digital literacy in the first year and first semester of all faculties and all departments.In the project, it was aimed to develop the international digital education curriculum, digital education modules and distance education portal, and to popularize the digital literacy course as a compulsory course or elective course in higher education. In the second year of the project, the project will be implemented as an elective course in some of the partner universities as a sample application, and it will be made widespread.<< Objectives >>Information literacy, shortly, is the ability to feel the need for information, to define that information, to reach that information and to evaluate, organize and use that information . In today's world, there are all kinds of resources and information in the internet environment and it is obligatory to have the skills of: • Knowing the types of sources, • Evaluating the means of access to information, •Analyzing the need for information, and • Reorganizing the information. Being information literate in the digital world forms the basis of the lifelong learning process. The university youth, who lack information literacy and who use the digital world only for chatting, social communication and listening to music, proved once again that they lack digital information literacy with their performances in homework preparation and exams during the pandemic process in 2019-2021. In recent years, it has been observed that students have not been able to adequately use the digital resources, which universities have subscribed to by spending thousands of euros. In addition, they lack knowledge about the possibility of free access to information, programs and resources known to be accurate. The pandemic process experienced all over the world has once again demonstrated the importance of digital literacy in order to be successful in higher education as well.In this project, it is to create a basic curriculum, digital education portals and materials to teach digital literacy to first-year students in all faculties, colleges and departments in higher education. It is aimed that each department will be able to name this course as DIGI-KEY + DEPARTMENT, use all departments, project infrastructure and outputs of this course and can be developed according to its own department content.Total four Production of Project Results(PPR) will be created in this project. PPR1: AN OPEN ONLINE EDUCATION SYSTEM FOR DIGI- KEY in Higher Education, PPR2: Creating education modules and course CURRICULA of digital literacy in order to Higher Education PPR3; Mobill DIGI- KEY APPLICATION for mobile phones, PPR4: a DIGITAL AND PRINTED DIGI-KEY BOOK for Higher Education.*This project objectives to prepare a course curriculum to implement in all faculties and departments for dijital information literacy courses under the cooperation and the experiences of universities in partner countries. The principal goal is to design an innovative, guiding and competitive curriculum corresponding to present day digital information literacy and to design an e-learning course for university students. The project targets to provide for partners the knowledge, the experience and the applications of the partners related with digital information literacy and this will contribute to the determination of the frames of the curriculum for university students. In summary, in this project, the key to student success in higher education and post-business life is digital literacy. In university education, it is a necessity to teach digital literacy in the first year and first semester of all faculties and all departments.In the project, it was aimed to develop the international digital education curriculum, digital education modules and distance education portal, and to popularize the digital literacy course as a compulsory course or elective course in higher education. In the second year of the project, the project will be implemented as an elective course in some of the partner universities as a sample application, and it will be made widespread.<< Implementation >>*It is aimed to create digital and printed training materials and digital training portals as project outputs=PPR;.1-PPR1: Project Website “AN OPEN ONLINE EDUCATION SYSTEM-DIGI-KEY to create a digital World”. This open / online / digital education - Massive Open On-line Course (MOOC) website will be open to all schools that will teach digital information literacy in internet use course in their schools. All digital education and training materials of the project will be uploaded and upgradeable.2-PPR2: Course / curriculum – Design and development –DIGI-KEY: Creating education modules and course curricula in order to teach students' information literacy in digital environment.3- PPR3: Mobile APPLICATION for mobile phones: DIGI-KEY- APPLICATION will be free to be downloaded on the mobile phones of students and of the other target groups so that they can reach all kinds of teaching and training programs through the web portals and follow the distant education programs for students and for other interested persons.4- PPR4: A general DIGI-KEY-BOOK for distance education will be prepared in print and digitally and this book will contain all the outputs that will be produced during the project lifetime. *Promotional posters, brochures (1000 copies), catalogs and handbooks of the project and its outputs will be prepared and distributed to participants in promotion, dissemination and press broadcasting events.*All outputs will be prepared in English, Bulgarian, Turkish, Italian and French. Thus, the use of the project results in Europe and in the world will be open. Every institution and teacher that is a member of the system will be able to benefit from the project outputs.*Partners will organize training and informative meetings for project promotion. Pilot practices and dissemination activities will be carried out in schools during the project process.*Four transnational meetings are planned for the duration of the project. *Workshops planned within the scope of events will be organized by each partner. Each partner will hold at least one events meeting.*At the beginning and at the end of the project, surveys for need analyses and for project results will be conducted with 100 students and 50 teachers for each partner, 600 students and 300 teachers in total. Since these surveys will be conducted in both periods, totally 1800 people will have been participated in survey events until the end of the project.- The trainings to be carried out in pilot faculty and department will be updated in line with the suggestions of educators and students, and the deficiencies observed in the web portals used will be offered to the service of education.- The deficiencies in the DIGI-KEY training book will be corrected with the contributions of partner countries and partners and will be published after finalization. The aim is to serve education not only at the provincial level but also at the national and international level with project outputs.- Each partner will carry out project dissemination activities in their own country through the use of project meetings, events, digital and printed news sources and social media, and via the e-mail and web pages of the universities.Each partner will use the press, publications and especially the internet social networks on the importance of the issue for in faculties and different departments students in order to promote the project and will make it popular through direct information meetings.At the end of the second year of the project, Trakia University(BG) will ensure that the project digital education portal and digital education materials are applied as an elective course at its own university, and will carry out the necessary studies to implement the same application in other universities. After the course applications, portals will be updated according to the technological developments of the day.<< Results >>• The target groups of the project are university students, academicians and the other related staff and owing to the DIGI-KEY platform developed for general use the practical course program will not only be used by the participating universities. We hope that not only Bulgarian universities but also universities of all European countries will be able to use the project outputs.Educators and students who use the course curriculum and educational materials of the DIGİ-KEY Project will increase their success in preparation for other courses, homework preparation, seminars and exams. The content of the course can be updated by the lecturer who teaches the course, and open-ended sources will be especially useful according to the departments.students and even teachers can use according to the courses will be offered in the digital environment and guiding information for these software links to be used by students in their assignments, seminars and exams in different course branches will be given.•The partners will go on offering developed courses for multipliers and for the project's target groups. The other activities to provide the sustainability of the project outcomes and results can be stated as follows:• All outcomes and products of the project will remain available online after the end of the project's eligibility period.• The partners will also continue to use the project outcomes by means of various dissemination vehicles, such as online publications, conference contributions, networks, the articles in journals, and so on.• The participant organizations will integrate the outcomes and deliverables of the DIGI-KEY project into their interaction with the target groups and into their own national and transnational projects.It is important for the universities to have a training portal which can be used continuously with the link to be given from the library web site.•The project web page and information will be updated by the coordinator three years after the project is completed.* As the coordinator institution, TRAKIA University will provide a certified course to one lecturer from each faculty in the last year of the project. These instructors will add an elective course named DIGI-KEY + DEPARTMENT NAME to the department elective courses. They will use the DIGI-KEY project curriculum and digital training platform and will be able to make the necessary additions for their departments.•At the end of the project partner universities will be added to the education program as an elective course in at least one department and faculty. It will propose it to the university education and training commission to make it compulsory. Four years after the completion of the project, a board of directors, consisting of the trainers who teach this course, will be authorized to update and improve the project outputs. DIGİ-KEY outputs will be updated within the framework of student educator views and changing digital technology and programs over time.The satisfaction of the students taking the course and the increase in student success will be very effective in the sustainability of the project.It is important that universities' digital infrastructures are developed and adapt to the era. However, these infrastructures, for which millions of dollars have been spent, must be used in order to contribute to education. Therefore, students should be taught how to use digital technology for their education and for the future.***It is our responsibility to educate university students who use digital world resources and solve real world problems, not young people who see the digital world as real.