The model which Association for the Protection and Survival of Habitats (YAŞAD) proposed and succeeded in was designed within the scope of Social Progress Program by South Marmara Development Agency (GMKA). Applied in this project, “The model of the rehabilitation of the mentally disabled children and teenagers in the nature” has been put into practice as an innovative and applicable model to support the space of the disabledpositively and increase the service efficiency. During the studies aimed to reintegrate disabledchildren into the society, it has been seen that quicker results can be obtained in the rehabilitation works based on communing with nature, attachment to creatures and animals in the nature and to nature itself. With our project team, we started out to make a rehabilitation program that emphasize the concepts of “Together”, “Us”, “Embrace the Nature”, “In natural environment”, “Sharing” and in the end, we succeeded in. We reapplied our model with the professional members appointed by our European partners in Italy, Romania, Portugal, Spain, and Poland. We made them to enter the habitats of living creatures naturally. We made them share each other’s daily life. We provided them with a happy day by taking advantage of drama education in nature and natural environments. Thanks to the natural communication of love, we have seen that our innovative model highly succeeded in and we were very glad for that.We can say that we have exceedingly reached our following goals for the development, learning, and extensification of our project.The general purpose of our project is “Providing the learning and extensification of “the model of the rehabilitation of mentally disabled children and teenagers in the nature” in European countries and Turkey. This general purpose has been adopted by our partners and their members of profession have struggled for the project and its extensification through learning. With this reason, we have spent a successful two-year project process with our partners and other stakeholders.Special purposes;1-The purpose of increasing the quality of the rehabilitation works in the area of mentally handicapped children and teenagers by ensuring the learning and the supporting of the innovative applications by the members of profession, and experience sharing among them.In this context, our model has been tried and applied in each partner country. Its results has been shared in our seminars. With the experiences of our partners and their knowledge, our model has been grown up and shared more than ever. Europe’s support for our model has honored YAŞAD and our project team.2-Ensuring that our innovative experiences in the area of rehabilitation are developed by being transfered and extended at an institutional, national and European level.According to the evaluations of our project management team, the studies on the high level experience sharing, the application and the evaluation of the model, and the extensification at each stage have been completed successfully. With the idea that we set forth in the project, we have reached the studies; Q1- The Definition of Rehabilitation Model, Q2- The Regulation of Education Courses, Q3- The Applied Training of the Model, Q4- Obtainment of Feedback on the Model Applied by All Our Partners, Q5- Needs Analysis and Guidance Reports, Q6- Founding the Platform of Rehabilitation Trainers and Electing the Founding Board, Q7- Extending the Project Results. The purposes and the results of our project have been welcomed with a big interest in Turkey and Europe. Through our model, different cultures and different professions on the matter of the handicapped have focused on a common work. Although the project is over, the members of “the Platform of Rehabilitation in Nature Trainers”, founded during the project process, continues to extend the aims and results of our project.These activities continues with our web site and platform organization. Our project purposes have been reached with the interest and great support of our partners and stakeholders. With the same excitement and powerful stakeholder support, it has been set out on new projects for our handicapped children and teenagers’ happiness and their rehabilitation. In this process, our model will stay available for new projects.

The rational of the BE IN project is grounded in political statements like the Europe 2020 agenda regarding poverty and social exclusion, and especially on research-based evidence that shows that people with an immigration background tend to face more educational barriers compared to the indigenous population within Europe. Equally it has been shown that youngsters who have an immigration background in their family take up more disadvantaged positions within European educational systems (OECD, 2018). Especially crucial in this regard is early education - as research results show, it is difficult for children having gaps in early education, to catch up later. Besides, educational systems that segregate or track children from early ages based on standardized assessments exacerbate the problem. The aim of the BE IN project is to create a Blended Learning course for pre-service and in-service early childhood educators and primary teachers in order to improve their ability to promote the inclusion of migrant and refugee children (3 to 8 years old) in ECE settings and to address the risk of social exclusion those children face. The BL course will be used in pre-service training but also as an open learning environment in in-service training and vocational training of practitioners that work in ECE. In the design process of the BL course special attention will be paid to the development of educators/teachers’ competences, including skills and attitudes, that may allow them to handle daily challenges more effectively and enhance their ability for equity, diversity and inclusion in the learning environments.The BL course will be used in the participating universities, in the field of Early Childhood and Primary Education teacher training. Participating Universities will also work on its dissemination among other schools, colleges and universities. At the final stage of the project, it is expected to have established a larger network of universities with the aim of monitoring the use, maintenance and adaptation of BL course. This network will become not only a strategy to give sustainability to the project, but also a site for research, exchange and improvement of teaching activities connected with projects results.The consortium established for this project involves seven Higher Education Institutions, from seven different European Countries (Portugal, Spain, UK, Lithuania, Belgium, Netherlands and Turkey). Teachers and researchers involved (at least two from each partner University) come from diverse study fields, and it is assured that participants have the necessary expertise in the fields of teachers training, social and educational inclusion, and digital technologies including the design of blended learning environments. Teachers will work collaboratively but each activity will be under the responsibility of two leading universities.During the project six transnational meetings and two intensive learning programmes will provide the opportunity to work collaboratively in project outcomes as well as to get the students' involvement and contributions in the process of developing those outcomes and achieving the aimed results. In summary those results refer to: 1. A report (that will be open and available to the community) presenting the theoretical framework/common understanding that will be achieved on the training of teachers for social inclusion, on inclusive education in relation to migrant and refugee children, on the teachers’ profiles in relation to the topic and on the setting of professional competencies underlying this general approach. 2. A set of multimedia materials (such as life stories, learning stories, podcasts, videocasts, vignettes or e-books) that are intended to illustrate essential aspects of the report. These materials will be conceived to be integrated in the course that will be designed later, in Blended Learning, but also as materials that can be used in teacher training processes in the different European universities. With that purpose they will be translated or subtitled into the languages of the participating universities. 3. A virtual environment will be created to host the multimedia materials. 4. Finally, the blended learning strategy will be presented, which will include the selection of training activities and materials, learning assessment and a guide for teacher trainers, which will be also translated into the partners national languages. 5. At the end of the process an article will be written and presented to be published, as a strategy to disseminate project results and how they were achieved. This project is committed to the idea of an inclusive school in the heart of European values, and it is expected that its results will contribute to improve the education of educators/teachers of ECE on attending to the needs of migrant and refugee children. Monitoring of the project results and their impact will be attained through a broader network for research internationally.

NEEDS AND BACKGROUNDThe design of elements and environments for construction, engineering and architecture is radically changing in the world thanks to the increasingly massive adoption of BIM (Building Information Model) methodologies and technologies. BIM systems allow shared and updated knowledge of the situation of a construction project, as well as integrate the calculation, design, management and a visual representation aspects into a same system, so that is possible to maintain traceability in the different phases and integrate each element with which interacts to avoid uncoordinated “information silos”.The design of elements and environments for construction, is radically changing thanks to the increasingly massive adoption of BIM (Building Information Modelling) methodologies and technologies. The use of BIM brings an improvement in all dimension of the construction process: a) Quality of the materials, processes and final work; b) Compliance with the safety regulations; c) Environmental protection; d) Control of the conception and the development of the construction work or building by the authorities. In VET education the level of implementation of BIM is extremely low and the available resources are very scarce. However, construction sector is precisely in general where the need for dully trained professional is bigger, particularly in the higher level, in Tertiary VET, which is called to be the link between the designers (architects and engineers) and the specialised workers. OBJECTIVES AND TARGET GROUPSThis project is focus in the development of a curricula and training materials for implementing BIM at the Tertiary Level VET, developing an approach and content adapted to the curricular level and the global scientific and technical knowledge of the students following this courses, which must be aligned, at the same time, with the needs of the labour market. Main target groups of the project are: •The students of Tertiary Level VET from European countries. •Teachers in Tertiary VET that want to implement BIM in their lessons. •Professionals in the construction and civil work field without the required skills in this new complete system. •Educational authorities in all levels, which, will get an important resource for updating their training programmes. •General society, because of finally this project will contribute to the Europe of knowledge. PROJECT RESULTS The project will start by deeply studying the needs of companies and professionals operating in construction and civil works sector, in order to analyse which are the skills and competences required by a Tertiary level VET technician to properly carry out their ordinary activities with quality and efficiency. Based on the highlighted training requirements, consortium will start the development of the curriculum for the mentioned subject related to BIM. To facilitate the implementation of the developed course, consortium will develop the BIMVET3 Platform, which will include different type of learning materials developed according to the needs of each topic:Videos recorded with the drawing processes. Works made in Open BIM work platforms, as BIM.server.center, where numerous free functions are available. These platforms are designed to develop and manage BIM projects.Exercises regarding BIM using Virtual Reality tools and platforms Exercises regarding BIM using Augmented Reality tools and platforms Exercises regarding BIM using Fotogrametry resourcesCompile relevant works developed in open BIM to be used as examples when implementing BIM coursesA complete Guide for using BIMVET3 Platform content for implemented this Tertiary BIM subjectINTELLECTUAL OUTPUTS The project is aimed at the development of two Intellectual Outputs:IO1.- CURRICULUM OF BUILDING INFORMATION MODELLING CROSS SUBJECT FOR TERTIARY VET, BASED IN TWO MAIN ACTIVITIES:- A!.- Research about on the needs of professionals and companies regarding BIM for higher technicians in construction and civil worksA.2.- Design the content for a subject in building information modelling for Tertiary VETIO2.- BIMVET3 PLATFORMIncluding here three main activities: A1.- Produce the contents for the bimvet3 platformA2.- Technical production of the BIMVET3 Platform A3.- Testing implementation of curriculum and BIMVET3 Platform

Water has always been key for the development of human societies. Water is vital for life, to support human societies and well-being. Most of the oldest and larger cities around the world are settled around a river. Fresh water is vital for human life and has also proved to be crucial for the settlement of most economic activities such as farming, transporting, industries or quarries. Unfortunately these activities are in the basis of two big problems: firstly, the reduction of water flow level promoted by the needs of consumption of a growing population with an important impact on the streams’ life balance, and secondly, the degradation of water’s quality due to human usage. Such decrease in quantity and quality has important impacts in the biodiversity of rivers and streams, their riparian areas and catchments. These impacts have been particularly intense in the 19th century, during the industrial revolution, which waste waters , has been thrown into rivers or the sea. Despite the treatment performed in wasted waters nowadays, the rates of contamination are still much higher than those bared by the rivers ecosystems. Actually, rivers and other waterways are currently among the most degraded ecosystems on the planet, suffering higher biodiversity reduction rates than those occurring in terrestrial ecosystems. As water needs increase, in line with population density pressure and economic development activities, river ecosystems will continue to deteriorate if they are not managed in a sustainable way. This requires not only the involvement of authorities and other public agents, but also the active participation of citizens and all social and economic agents. In response to this, the Water Framework Directive (WFD) has established public participation as a requirement in the process of preparation and implementation of River Basin Management Plans. Raising public awareness and improving knowledge on the impacts of human activities in riparian ecosystems while defining efficient measures to change the course of its degradation is crucial. This project is developed in close collaboration with different political, social and economic agents who work together in mitigating the negative impact in rivers and contributing to improve life quality in Europe. It involves students from different learning levels (high schools and universities), local populations, authorities, NGOs working in environment and researchers from different subject areas. The Project follows three fundamental pillars: • Improving ecoliteracy through research and disseminating knowledge on aquatic ecosystems thus promoting positive and responsible habits • Promoting environmental volunteering through responsible research and innovation, engaging students, teachers and staff from higher education institutions • Fostering citizens engagement in the protection of water ecosystems by promoting awareness and knowledge. The LIVINGRIVER project aims at raising awareness, improving skills and competences and fostering initiatives to achieve more sustainable and healthy rivers by developing and disseminating resources and tools which resort on scientific research towards a well informed and consequent global action. The project will be structured around two main Outputs: O1 - E-book: Life in streams and their riparia The e-book will resort on visual graphic and multimedia materials: 3D and 2D animations, videos, pictures, drawings, etc, in order to better communicate the contents related to biology, ecology, specifically ecosystems and the water cycle and regarding the history of scientific research, river and water usage by men and civilisations, industrial, cultural and economic activities related to the river across time, making its use more attractive and at the same time, raising awareness of the natural beauty and richness of the rivers environment. O2 – Web Platform www.livingriver.eu The www.livingriver.eu platform will gather information related to the whole of the project, give access to pedagogical and other resources and provide a space for all stakeholders interested in the topic of the project — schools, universities, authorities, NGO’s, professionals and others — to share information, resources and ideas. It will also be the main tool for the project’s dissemination.

European Union Commission puts emphasis on education and training policy that enables all citizens, irrespective of their personal, social or economic circumstances, to acquire, update and develop over a lifetime both job‐specific skills and the key competences needed for their employability and to foster further learning, active citizenship and intercultural dialogue. It is also believed that early childhood education and care can lay the foundations for these goals in life in terms of education, well-being, employability, and social integration, especially for children from disadvantaged backgrounds. Educational disadvantage should be addressed by providing high quality early childhood education and targeted support, and by promoting inclusive education. Inclusive education can be defined as the education of children with and without disabilities in the same setting, mostly in classrooms. Its primary goal is to fight marginalization and exclusion. Inclusive education can be regarded as an important way to achieve “Education for All”. The GOPRINCE (Inclusive Education in Early Childhood: Developing Good Practices) Erasmus+ Project is a response to this call for a best practice approach and aims to make a contribution to the sharing of knowledge, understanding and best practices in inclusive education in early childhood education. The project was carried out by seven partner institutions from Turkey (Coordinator), Belgium, Denmark, Lithuania, Netherlands, Portugal and UK. The goal of the project was to analyse the inclusive education and its practices in each country and develop a new model with best practices in each country to use in teacher education to improve their teaching skills in inclusive classrooms in early childhood education. In the project we developed REACCH model which has 6 key elements, namely; Reflection, Ethos, Adaptations, Communication, Collaboration, Holistic view and supported the use of each element of with case studies prepared in different forms, such as video recording, stories, power-point presentations. The reports about inclusive education in each partner country, the model and case studies were provided as a manual to be used in teacher training to improve teaching skills in inclusive classrooms. This manual was also translated into partner country languages.During the project, the manual was used in intensive study programs. Pre-service teachers from partner institutions were trained and they were provided opportunities to gain knowledge and intercultural understanding about developing competencies and talents of disadvantaged children in inclusive classrooms through lectures, workshops and school visits and case studies in international group works; and they were encouraged to reflect about their experiences and to think how they can implement the good practices they experienced in their future teaching profession in international group works. In multiplier events, the model and case studies were introduced to in-service teachers and professionals from local educational authorities. In most of the participating universities and university colleges the project results of 6 keys of REACCH inclusive education model and case studies have been integrated in the curriculum.