In many studies moving from the idea that level of entrepreneurship of the countries is due to the interaction of individual and institutional variables, research on the conceptual framework of entrepreneurship has been conducted and support policies and performance based on this framework have been established.Early stage entrepreneurship GEM index in Turkey,the average in 2006-2008 was 6% which rose 8.59% in 2010 , the increase continued in 2011 and 2012 and has been approximately 12% . So , 12 of every 100 people , either planned to start entrepreneurial activity in the last 12 months or already started a new entrepreneurial activity . When we rank countries in terms of early entrepreneurship index , Turkey ranked under the middle between 2006-2008 while rising two countries up from average in 2010 and rising 8 countries in 2011 with its increased entrepreneurial activity . In 2012, the number of persons in entrepreneurial activity increased. While the rate was 7.57% in 2011 , it increased by 17.8 % in 2012 . In the index of entrepreneurial activity in a matter of necessity , it became only 3.77 % ,from 3.75 % while the difference between needs and opportunities based index has continued to open .Educational materials of vocational education institutions and associated organizations, to encourage youth entrepreneurship and uncover their talent and interest and create new business ideas are insufficient in the EU standards. Young people interested in entrepreneurship skills do not have enough self-confidence. In this regard, the pool of ideas will be created with the idea of devoloping business entrepreneurship awareness among the youth. In order to develop entrepreneurial and innovative approaches in Turkey that will accelerate the development of vocational training institutions , initiatives that have the potential must be provided the necessary support. Especially entrepreneurial, innovative and R & D activities are required to be developed.Quality assurance system in Turkey needs to be improved for the growth of innovative practice. Within our project, entrepreneurial and innovative approaches for the development of entrepreneurship curriculum, web-based business idea pool, entrepreneurship manual, mobile applications and e-learning system will be established.In the first phase of our project, needs analysis, curriculum, books, e-learning and mobile application products will be developed towards the realization of business ideas. This will increase the quality of open educational resources, sustainability and will increase the number of young entrepreneurs. The project's goals are acquiring and developing entrepreneurial skills at the EU standards, encouraging innovative approaches and creating virtual training modules.It is essential to support the vocational education authorities and individuals for the development and accelaration of entrepreneurial activities in Turkey. Especially projects under the content of research and development activities should be developed in an innovative way. Within the scope of our project, we will create special curriculum, an online pool of work ideas, mobile applications and e-learning sytem to develop the innovative methods of entrepreneurship. Need-analyses (SWOT and reports of survey analyses) will rely on the e-learning system and work packages. Besides, dissemination activities will help the project to be heard and contribute to creating similar projects in future. Project's local partners include a university, a SME and an economic development agency.; while the outer partners include an Italian university and a Polish university. The fact that our partners include a development agency, a SME, universities and a work development centre will increase the quality of the partnership and help in the process of creating and disseminating project materials.

Project Background:For teaching to be seen as a profession, it can be argued that it needs to be research led (Lofthouse, 2016). To some extent, this is almost a rhetorical view as why would we not wish teaching practices to be underpinned by research. However, the reality of creating a research informed teaching profession has to date, proved problematic (Procter, 2015). Moreover, the notion of research underpinning practice needs to be valued conceptually by teachers. There are pockets of innovation, evidence-informed practice and excellence in teaching and learning, nationally and internationally, but if educators are to succeed in a time of global financial uncertainty and educational change, then we must act together to join these pockets up within a specialist environment, which connects us and our ideas and aggregates our networks for the betterment of our profession and the learners. Therefore the aim of this project is to make teachers research producers, not just consumers of research, thereby reducing the gap between research and practice and simultaneously strengthening the profile of the teaching professions (Hammersley, 1993). Moreover, for teachers to be supported, it is well documented that they need to see ‘a variety of living examples of implementation, as practiced by teachers with whom they can identify’ (Black & William, 2010). This project will inspire teachers to look at their own practice with criticality so that they engage in researching their own practice, moving them from being a teacher to being a teacher researcher (Hammersley, 1993). Project Objectives:The key objective of this project is to develop teachers into teacher researchers and evidence-informed practitioners through a supported infrastructure and resources which themselves are evidenced based, thereby giving back agency to the very people who will need to make use of and should be driving forward research in schools. To achieve this, we will develop and build an online research infrastructure for teachers, which supports teachers’ lifelong learning through evidence-informed research throughout their professional careers. The primary target audience are school teachers, however for this project to realize it’s objectives, it will necessarily have secondary target audiences which include strategic leaders in schools, educational researchers, teacher educators and policymakers. Project Activities and Results:This project seeks to respond to a central question: ‘how do we support teachers to become teacher researchers and evidence-informed practitioners?’ The project is therefore primarily aimed at teachers in the school sector. The project deliverables will enable teachers to access research, academic researchers and teacher researchers; learn how to carry out small scale research; collaborate on and publish research; support teachers as they take part in robust small scale classroom research. The activities and expected results can be summarised thus:1. Scoping Study and Reports2. Development of a Mobile App3. Training Programme for In-Service Teachers4. Influencing Strategic Leaders in Schools5. Multimedia Scenarios and Case Studies6. Academic Outputs7. Establishment of a transnational Teacher Researcher Network Participants:Throughout the project we will involve a wide variety of key stakeholders, including teachers, educational researchers, school leaders, teacher educators, trainee teachers, local, regional, national and international organisations, charities and institutions, policy makers and other stakeholders interested in translational research. Methodology:This project will be implemented using a Design Based Research (DBR) approach, which will guide all phases of the project, including the collection of evidence to measure the impact on participants, participating organisations and other stakeholders. DBR is ideally suited to this project because it aims to address systematically - in a participatory and principled fashion - the multiple dependent variables that characterise universities, schools and classrooms in their inherent complexity as diverse and dynamic settings. DBR is fundamentally participatory, employing inclusive, cooperative evaluation methods to involve learners and key stakeholders and this approach will be fundamental for this project which relies on partners from different sectors working together to create an app and associated teaching/learning resources. Impact Envisaged and Long Term Benefits:Impacts and benefits for participants, participating organisations, target groups and other relevant stakeholders will be realized through the various dissemination channels and specifically will amount to the professionalisation of teaching through the development of teachers as research producers and evidence-informed practitioners, thereby giving back agency to the very people who will need to make use of and should be driving forward research in schools.

<< Objectives >>We will develop tools and trainings for HEIs, Accreditation Institutions, and their staff to be better equipped to contribute to reduction of the Gender Gap which will lead to sustainable cultural and institutional change. Through this, we will contribute to a higher level of broadly equal opportunities and outcomes for women and men across sectors by means of sustainable cultural and institutional change.<< Implementation >>1) Report based on research and Analysis of GEP Implementation and Existing Accreditation Mechanisms2) Develop GEP Implementation Plans and Guidelines; 3) GEP IP for each partner school4) Guidelines for Accreditation Institutions (GE Criteria, Framework, and assessment process)5) LTT programs on GE in (1) Business Schools and (2) Accreditation6) Dissemination events for (1) HEIs and (2) Accreditation Institution<< Results >>Results:-Report on Gender Equality in Business Schools and Accreditation-GEP Implementation Plans for all participating schools (4)-Guidelines on GEP Implementation-Guidelines for Accreditation Institutions-Training on GE in Business Scholls (emphasis on GEP implementation)-Training on Accreditation for EvaluatorsOutcomes:-Removing barriers to the recruitment, retention and career progression of females-Integrating the gender dimension in development and quality assurance processes

Today, significant decrease in the level of vocational motivation of entrepreneurs and entrepreneur candidates in the business world is observed. Thus, as the result of lack of motivation, expectations and needs have increased among individuals. A non motivated entrepreneur should not be expected to provide performance in the sectors which he or she will be involved in business life. For that reason, motivation is not only an issue that should be significantly considered by universities but it is a subject with which we envisage to increase the levels of motivation of the entrepreneurs with the motivation assessment tools and trainings we plan to develop in our project with different techniques. There was no curriculum at the vocational and technical training institutions to implement and to control the e-learning motivation training by the entrepreneurs and entrepreneur candidates at the universities. Innovative implementations should be developed in Turkey to implement the e-learning motivation training by the entrepreneurs and entrepreneur candidates at the university and to train qualified individuals in that field. Needs analysis training curriculum and e-learning system regarding development of implementations of virtual learning awareness systematically in technical innovation programs with academic studies were developed. In addition, web based networks were formed with survey reports, monitoring reports on motivation trainings in EU states, interview reports, analysis evaluation reports, numeric data, interviews, solution proposals, activities for establishing network among our partners. A training module, which involved innovative publishing methodologies that would be required at minimum level in terms of quantity regarding entrepreneurs and entrepreneur candidates, were prepared. Printed and visual training materials to was prepared within the scope of the module tested through pilot implementations and presented for use on the website with open access. In addition, it was available for the se of target group through mobile IOS and Android applications developed. Our project was completed in 24 months. The project managed by Uşak University, which is authorised for undergraduate, MA and PhD education. The project implemented together by International Method s.r.o. of Czech Republic, which addresses the needs of training of the consultants, Vistula University of Poland, which is experienced with its studies on IT hardware and techniques and with Hasan Kalyoncu University. With our project was implemented, broad participation in EU project encouraged. It was enabled an increase in the developed quality in preparing, implementation and monitoring projects at international level. With this project, we aimed all our partners and participants to benefit from the opportunities presented by Erasmus+ program and used the experience and innovative implementations provided with European Added Value.

<< Background >>For the past several years, refugee access to higher education has been a critical topic in the European context and represented a chance for universities to scale up services for all students, not just for refugees. Refugees can face many barriers to accessing higher education, including a lack of information, advice and individual guidance sensitive to their specific needs, inadequate provision of intensive language courses for academic purposes, and restricted access to government student finance schemes.Research with refugees and the experiences of service providers indicate that, amongst refugees who have completed secondary school, there is strong desire to attend university. However, refugee access to higher education remains limited - opportunities for refugees in countries of first asylum to pursue higher education are scarce, and the educational and professional needs of higher educated refugees do not play a prominent role in resettlement programs. At the same time, both asylum seekers and refugees face problems in integrating into the labour market in most Member States due to a lack of necessary skills and qualifications (EEPO Refugees synthesis report).Today, European teaching staffs are insufficiently prepared and trained to deal with diverse classroom settings. Educators are in need of training in order to deal with a culturally, ethnically, and linguistically diversified student population. This is clearly underscored throughout the interviews and focus groups with educators and policymakers made by the project team. The review of the current situation (Higher education for refugees, 2016) identified the importance of the following broad areas in effective higher education programming for refugees:- limited or restricted access to the labour market due to legal and administrative barriers,- access being hampered due to a lack of institutional support or poor resourcing of available support,- access to the labour market being further limited by low labour market demand which is a type of economic/labour market challenge,- a lack of language skills, low level of education as well as issues to do with the recognition of existing qualifications, as part of qualification/education challenges,- insufficient integration programmes, discrimination and tough cultural adjustment, as part of social challenges. Based on the current needs, the main focuses that the project will address is to tackle comprehensiveness of the refugee integration into society through participation in HE by upskilling the digital skills and competences of HEI educators. This will be achieved through interventions that combine innovative approach to the digital learning and compilation of existing data and necessary communication platform.<< Objectives >>The overall objectives of the project are:- to build digital education readiness among adult refugees/immigrants, and- to develop digital pedagogical competencies of higher educators.More specifically, DigIT will achieve the following specific aims:- develop and implement educational and mentorship resources that will enable higher education professionals (teachers, educators, administrative staff) to improve their knowledge and competencies on work with adult refugees in form of Toolkit to higher education training for educators, and- develop and use the open educational resource (OER) and free and open source educational platform by bringing together adult refugees/immigrants in form of Digital Database and Online Forum.A thoughtful and customised approach to academia and organisational structure which considers transferability, and has high quality staff with a good understanding of refugee contexts will be implemented. In addition, clear understanding and rationale for the pedagogical approach, clear resources and learning outcomes, with appropriate academic support mechanisms will be developed. Finally accessibility and inclusivity throughout all steps of education process will be taken into consideration as well as effective integration of technology in a manner appropriate for the operating context.<< Implementation >>The main activities planned for the project have been summarized in eight work packages (WP1-8) to provide a clear and complete work program. The project duration is 24 months (start date: 01/11/2021).WP-1: Project Management and Communication1 Organizing project meetings2 Preparing financial management presentation3 Overall coordination and project management4 Preparing risk management presentation5 Preparing contracts and signing with partners6 Creating infrastructure for communication and information sharing (Google drive etc.)7 Ensuring the overall quality of the project8 Checking and keeping project financial documents9 Accounting/financial controlling10 Preparing interim report11 Preparing final reportWP-2: Research activities (mapping, benchmarking and compilation of evidence-based data via formal and informal way, field research activities)1 Research Activities to Develop a Framework for the Toolkit2 Evidence-Informed Way (gathering documents and reviewing)3 Fieldwork (survey, interview)4 Focus Group Meetings and Evaluation of FindingsWP-3: Development of the Toolkit to higher education (HE) training for educators1 Design the structure of the learning toolkit, the learning outcomes and the training guide2 Development of the learning toolkit3 Translation of the learning toolkit in all partners’ languages4 Pilot testing and adjustment of the learning toolkitWP-4: Gathering the national and international data for the Digital Database:1 Focus group meeting (Determining the needs)2 Workshop (Preparation of technical specifications)WP-5: Development of a Digital Platform and embedment of Online Forum:1 Focus group meeting (Web platform mapping)2 Workshop (Preparation of technical specifications for web platform)3 Launching online platform4 Producing content and related learning resources6 Pre-test and pre-revision of Online ForumWP-6: Pilot testing for refugees/immigrants to test the Intellectual Outputs:1 Planning and Coordinating in Partner Countries2 Informing Participants3 Pre-End Knowledge Test for Participants4 Performing Face-to-Face Interviews with Participants for Feedback5 Analysing Findings and Process Assessment6 Revising and Updating Training Course7 Preparation of Pilot Scheme ReportWP-7: Monitoring, evaluation and quality assurance activities WP-8: Dissemination and communication activities<< Results >>The expected results during the project and on its completion are:-drafting a report analysis included best practices across Europe regarding digital learning for HEI educators-development of a learning Toolkit to higher education training for educators-creation of Digital Database and Online Forum-advanced cross-cultural cooperation among the project partners-increased capacities of project partners on social inclusion, project management and distant learning education-improved management competences and internationalization strategies of the project partnersTwo Intellectual outputs (IOs) will be developed during the project duration:IO-1: Toolkit to higher education (HE) training for educatorsIt will enable participants to:- Grapple with the particular difficulties that refugees/immigrants face in accessing, remaining and progressing in HE- Learn about the latest legal and policy developments affecting access to HE for this group of people- Grow in ability to meet the support needs of refugees and asylum seekers attempting to progress to university, including tips about advocating on their behalf with local authorities and universities- Identify the common barriers to fulfilling the desire and motivation of refugees/immigrants to access higher education- Give psychosocial perspectives on well-being of refugee and asylum seeking people and how to encourage a focus on education- Understand what different people with a variety of immigration statuses are entitled to deal with in terms of finance support: fee status, student finance, scholarships, grants and other forms of support- Consider alternative progression routes and funding options for refugees/immigrants who are not eligible for home fee status/student finance- Identify the language support needs and adapt the teaching process accordingly- Share best practice and practical information about how to help refugees/immigrants to move forwardIO-2: Digital Database and Online ForumThe web-based accelerator program is an interactive education platform for refugees/immigrants. This web platform will include the learning toolkit in digital format, as well as database that will represent:- Variety of study alternatives for refugees/immigrants in different EU countries (with focus on possibilities for distance learning)- Special programs/opportunities/incentives for refugees/immigrants- Process of entering the HE and other degree programs- National requirements for getting the HE.The tool will be developed by implementing interactive solutions and containing online career guide. Content in each topic will rely to a great extent on the use of pictures, videos and sounds, avoiding long texts where possible.