Nowadays, the single-parent family structure is increasing. These families often face many problems. The problems they face sometimes weaken their parenting skills. It is important to be aware of these families and to develop social policies to solve their problems. Both Turkey also needs to develop the materials needed in Europe to solve the problems of this family. In addition, the professional knowledge of the professionals serving these families should be improved. With this respect, a customized training program for improving single parents ' parenting skills are very important in terms of both the quality of life of these families and the developmental processes of their children. Although there are a lot of studies on single-parent families, there isn’t any training program for single-parent families to improve their capacity of parenting in Turkey and in European Countries. Starting from this point the basic aim of this project is to develop such a modular training program for developing their parenting skills based on the basic needs of these families. Aims 1) Uncovering the needs of single parents2) Development of professional knowledge and skills on single-parent families3) Increasing scientific studies for single-parent families4) Developing materials for strengthening single-parent families5) Reduction of social exclusion and strengthening of single-parent families6) Resolving the adaptation and behavior problems of children with the strengthening of single-parent families7) Raising awareness of the needs of single-parent families Partnership1)Kırıkkale Family, Labor, and Health Directory.2)Kırıkkale University (Continioning Education Center)3)Yenimahalle Guidence and reserch Center.4)Kirikkale Association for the Development of Lifelong Education and Vocational Training5)Helix-Helezon, Austria6)CENTRO PER LO SVILUPPO CREATIVO DANILO DOLCI, Italy7)SZUBJEKTIV ERTEKEKEK ALAPITVANY, Hungary8)Fundacja Family Center, Poland. All of the partners have experience working with single-parent families. All of the partners have experience working in the Erasmus project. Six partners have previously been involved in the Erasmus + strategic partnership project. Some of them have experience in developing training programs.The project will last for 24 months. For a project to be managed appropriately, a Process Management Team will be established at the beginning of the project. Under the leadership of the coordinating organization, this team will manage and evaluate the whole process of the project. At the same time, a project implementation plan Gantt Shema will be established at the beginning of the project and all activities will be carried out in line with this schema. All project process and meetings will be reported regularly by coordinator organization. And coordinator organization will arrange all communication tools such as whats' up and email groups. There will one representative of each partner in PMT. The team will hold online meetings on a monthly basis. In addition, the partners will worship themselves twice a month. International meetings, including all project participants, will be held quarterly. There will be 8 international meeting four which will be in Turkey including opening and closing meetings and the others will be in partner countries Italy, Austria, Hungry, Poland. Internation meetings will last in 3 days. Each project partner will participate in the project with 4 people. These people will be composed of experienced psychologists, social workers, teachers, and academicians. All project participants will be '32' people totally. All participant will attend international meetings and contribute all intellectual outputs of the project. intellectual outputs1)Need Analysis for Single Parent Families2)CUstimized Training Program for Developing Parenting Skills of Single Parents3)Guide Book for Trainers of Training Program for Developing Parenting Skills of Single- Parents Families4)Manuel For Single Parent Families5)Outdoor Virtual PlatformMultiplier EventsImplementation of the customized training program to the families (E1.E2, E3, E4 E5). 120 Single-parent families in Turkey, 30 in Italy, Hungary 30 in Austria and 30 in Hungary and 30 Poland.Conference Related to Single Parent Families (E6).Contribute to the development of social sensitivity, and to emphasize the importance of training activates for empowering these parents. In short, at the end of the project, there will be resources for single-parent families to be applied by professionals apply. The program can be used by such organizations as public education centers, social service centers, NGOs. Keeping the website open for a long time and continuing to provide services to families and professionals will be effective in spreading and maintaining the project.

<< Background >>The most critical period in a student's life is secondary education. Because, education in secondary education directly affects the future life of the individual. The education and performance of the student in the four-year secondary education will affect all his life after this process in a positive or negative way. In secondary education, students want to enter the university and get the education of a profession they target. Students' achievement of their target professions depends on their success. School success is an indicator determined according to academic superiority. The school is a place where cognitive development is provided, knowledge is gained, and the environment is prepared to reach academic excellence. The academic success or failure of the adolescent who attends secondary education is very important for himself, his family and the society he lives in. Academic failures due to various reasons, dropout from school, problems such as not being successful in proportion to their capacity prevent the expected number and quality of manpower potential to participate in the development of society on time and in countries such as Portugal, it is quite high. (More than 30%) According to the information obtained from 2009 PISA research data, the rate of students who declared that they repeat their year at least once at high school level differs by country. For example, while the OECD average is 2.2%, this rate is 10.5% in Turkey, 0.7% in the UK, 0.4% in Greece, 0% in Germany, 1.0% in France, Italy. It is 11.7% in the Netherlands and 0.6% in the Netherlands.It is known that students cannot learn the information they need to learn due to various reasons within the education system, and therefore they are absent from classes and school over time. The number of students who repeat their classes due to absenteeism, or who dropped out of the school and dropped out of their education life is quite high. This situation causes important problems for countries. Students who repeat a year or drop out of school prevent the potential of qualified manpower from being able to participate in the development of society in a timely manner. School dropout can have many negative effects on students. It can be said that the most important of these are the negative effects on the student's social life and emotional health. The striking characteristics of individuals who drop out of school can be summarized as low quality of life, working in low-wage jobs that require low qualifications, unemployment, social incompatibility, tendency to crime and suicide.There are achievements that our students must learn each year at the classroom and course level. Our teachers teach their lessons in the classroom according to these gains. It also measures whether the achievements are achieved or not through various activities in the classroom (performance assignments, project assignments and multiple choice exams). However, we can measure some of these gains. According to the current regulations, we carry out the exams of our students mainly through open-ended questions that we call the classical system. However, in the exams we have done with the classical exam system, we cannot determine which gains our students have achieved and which ones they cannot achieve. For this reason, teachers cannot see which gains students have achieved individually and generally on a classroom basis, and cannot fulfill their activities to support children in this direction according to the rules of educational sciences. This situation hinders the academic success of the student and causes bigger problems in the education system as absenteeism, grade repetition and early school leaving.We need simple and applicable informatics innovative digital applications that will eliminate the problems mentioned above and that everyone can access freely and easily.<< Objectives >>According to 2020 OECD data, as of 2019, four out of every 10 young people between the ages of 25-34 are not graduates of secondary education. The proportion of young adults (41%) who are not secondary education graduates in Turkey between the ages of 25-34 is nearly three times the OECD average (15%). . The fact that the young adult population, who has not even reached the secondary education level, is so high indicates risks in basic skills. Although the difference between the rates of women and men who do not graduate from secondary education has decreased in the last 10 years, the difference continues against women. It has an effect. However, the data does not show that 14.3% of the young people between the ages of 18-24 are neither in education nor in employment in the average of OECD countries.show that. This rate is 32.2% for Turkey. Turkey is the OECD country with the highest rate of young people between the ages of 18-24, neither in education nor in employment.With our project, we aim to support a technology-supported education process by harmonizing the measurement and evaluation process, which is an integral part of education, with technology. Our project includes determining whether our students have achieved the gains they need to achieve during their secondary education life through mobile application and software, and obtaining the unrecognizable gains through distance education platforms. If the student could not achieve the gains despite these studies, then the guidance service should step in and investigate the reasons for this and eliminate these reasons. Thus, it will enable the students to fully achieve the acquisitions they need to achieve and to continue their next education life without any hesitation and in a fully way. We think that with the functionalization of this system we will create, the problem of absenteeism will decrease significantly and the rates of school dropout due to failure will come to an end. We think that the mobile application and software system will be used by a wider audience with the addition of the official education platforms of the countries (EBA in our country).In the event that the student cannot achieve the gains despite the work to be done, the guidance services will contribute to the identification of the problems the student experiences at school or in the outdoor environment. Students who cannot achieve academic success in their lessons due to out-of-school problems (family, environment, friends, etc.) will be learned early and the causes of failure will be eliminated them with preventive measures. Thus, our students will receive a more efficient guidance service. The reflection of the academic success that will increase in the education systems and quality of the partner countries will contribute positively to the results of TIMSS and PISA. As a result of the project, we will prevent absenteeism, grade repetition and early school dropouts due to academic inadequacy in the school environment. This will contribute to smart growth and the reduction of early school leaving to 10% in the EU 2020 strategic goals.At the end of our project, students' love of school, or in other words, their positive attitude towards school will positively affect their own learning desire. In addition, conducting activities that will help students love their school will contribute to teachers' teaching their lessons more efficiently and result-oriented. It will help students love their school, see their school more attractive, increase their academic success, develop positive attitudes, develop students' social skills and create a positive school climate.By responding to parents' expectations from schools, contribution will be made to the development of school cooperation in the student, parent and school triangle.<< Implementation >>First of all, we will hold project information meetings with 664 students studying at Emine-Ahmet Yeni K: İ: H: L, our pilot application school, and their parents. In these meetings, the project goals, contents, digital platforms, what students and parents should do will be explained in detail. We will ensure that they download the mobile application that we will prepare later on to their mobile phones. It will be ensured that our students fulfill their responsibilities in the activities that will be carried out through the (EBA in our country) system in order to compensate for the gain deficiencies that will be determined with the mobile application. In addition, with the passwords we will give to our parents, we will ensure that they can see the status of their children on the mobile application or online platform, and participate in the work to be done to eliminate the missing aspects. If success is not achieved despite the work to be done, the causes of the problem will be determined and treated by the school guidance service. Again, an LTT activity with the participation of 57 teachers will be carried out within this partner. On the 2nd day, information will be given about the use of the mobile application. It will include measuring acquisition, marking the gains on student answer sheets, sending videos containing the gain (from the EBA system in Turkey ) in the face of missing gains, sending test-method questions after the videos, reporting and transferring information to the guidance service. İlkadım District Directorate of National Education will hold a project meeting with the participation of school principals in the district after our project is accepted. In this meeting, he will give information about the intellectual outputs of our project. In addition, he will ensure that one of the agenda items of his meetings with school principals every month includes our project topic. 17 District National Education Directors, Provincial Director of National Education, Samsun Governor, Mayors and academic and administrative staff of 2 Universities will participate in the multiplier activity. The General Directorate of Religious Education will include 100 school principals from across the country to its multiplier activities. It will also inform other school administrations affiliated to it throughout the country about the project.7 transnational meetings have been planned within the scope of our project. Two of the transnational meetings are planned virtually. The reasons for this are that we think that the opening meeting is held only in Samsun because 3 partners from the same city are involved in the project, it is positive in terms of the project budget. Frequent transnational meetings, which are the best means of monitoring project progress, will add strength to the project. In addition, the chairing of a meeting by each partner will support the ownership and institutional development of the project. While planning the meetings, we decided that it would be appropriate for institution officials and project contact persons from each institution to attend meetings that require mobility. We are convinced that it would be good for all the people who will contribute to the project from the project host institution to participate in the project. For this reason, 134 people will attend our transnational meetings of the project.The reason we want to hold our project closing meeting in Ankara is that our Minister of National Education and other officials of the ministry will be able to attend the meeting. This meeting will make a significant contribution to our project idea outputs to reach the people and institutions that direct the education policies of the country firsthand. In addition, by inviting relevant persons from the Turkish National Agency to this meeting, we will learn first-hand information about the quality of the implementation of our project.It is essential that partners do at least 1 activity locally.<< Results >>The school climate will improve positively with students whose academic failure has been minimized, their parents whose worry about their child's future is minimized, and their teachers who strive for the students. Project partners will be in cooperation and communication with each other by sharing the outputs that will be developed throughout the project. This project will also lead to a common learning and working culture as it consists of various partners such as universities, non-governmental organizations and regional public institutionsStudents;- Academic success will increase.-Stress and carefree school environment will be created- Our students will be helped to overcome the problems they encounter in order to achieve success and their development will be supported.-Students and teachers will continue their education at the desired age without interruption.-It will help our students increase their individual performance in the school environment and will play a role in our students to communicate more effectively between each other in this process.- Collaborate with students and families to work on the use of strategies that will improve the personal development of the student at home and learn how parents can be involved in students' educational processes.Teachers;-The awareness of innovative educational approaches and teaching strategies will increase.-The ability to use new technologies in work environments will improve.-Individualized learning and teaching approaches will be strengthened.- With the development of informatics skills, technological pedagogical field knowledge will increase.-It will increase the competence of teachers in the digital age,-All participants will increase their competencies in ICT-based learning resources- Will be able to differentiate and enrich the teaching learning process-The ability to develop effective solutions to educational difficulties encountered in the teaching and learning process will improve.-Academic staff, teachers and distance learning groups will cooperate to support the development of distance education in high schools.- It will ensure the effectiveness of learning and teaching process elements such as methodological approach, measurement and evaluation.-Teacher - Parent collaboration will increase -Boost awareness of intercultural competences and EU citizenship-It will increase teachers' proficiency in English as a foreign languageIn institutions;- Our institutions will have the ability to combat early school leaving.- With the inclusion of technology in education processes more, the effectiveness of the digital skill development action plans of the countries will increase.- It will be ensured that technological facilities in education and training are used effectively and widely and that every student benefits from information technologies.- To prepare scales, training modules and digital platforms for the needs of distance education.- Awareness will be raised about using renewed and constantly changing technologies in education and the versatile effects of these technologies.There will be an increase in the quality of School Guidance services.-The development of the teaching staff of the institutions with the experiences they have gained and this will reflect these experiences to the institution, other institutions and educational activities.-Our Guidance Framework programs will be renewed.-TQM plans of the institution will be renewed.-It will be ensured that success and quality are increased more effectively and rapidly with innovative approaches.- They will contribute to the spread of these solutions throughout the country by ensuring that the institutions use the experiences they have gained, including their future education, business and social life, in all areas of their lives, starting with their students, and by sending the project results to the Ministry of Education of each partner.

According to TUIK (abbreviation of Turkey Statistical Foundation) we have 19 million people aged between 14 and 29. These values show us that %26 of our population is young. Number of the young people is very important for our country for developing fast and being in the level of developed countries. This information and some researches show us that our country faces some dangers. According to researches of Drug Addiction and Pharmacolocigal Sciences Institue of EgeUniversity , %33,9 of young people uses alcohol, %29,7 uses cigarette and %1,7 uses drugs. But these rates are terribly increasing. EU countries are aware of this danger. In the 2009 Progress Report of EU says “You need more drug usage preventing, treatment and rehabilitation facilities.” But this situation is not different with EU countries, so in about all EU countries take some preventive precautions and actions about this problem. In a study which has been done by the Management of Struggle and Control of the Non-alcoholic Addictions of the Ministry of Health, observation and intervention actions were detailed shown. EU countries, especially Germany, Italy, Netherland and France began to study observation and intervention programs about drug addiction in 1980’s. IIn early 1980s, our country as well as EU countries have recognized this problem and have developed some measures to target addiction issue. As a measure, some public organisations and NGOs have been implementing SAMBA Intervention Programmes (Cigarette, Alcohol and Substance Abuse) within the scope of awareness raising and healing programmes. However, this intervetion programme was limited with the addicts and therefore, the addict individual lacked a family and friend circle who understood addiction issues. However, the behaviour and attitude of family and close circle of addict is very important in the fight against addiction. Both in our country and EU countries, it is challenging to reach data on the effects of substance use on family members and family functions. It is noteworthy that the number of research on this issue is very few. Our project includes trainings targetting the family members of the addicts. The possibility to drop the treatment or restart using addictivge substance is much higher with the individuals who are not supported by their families. Besides, when the family members are not informed, they tend to misbehave to addict family member. Such kind of wrong behaviours could reinforce the addictive behaviours rather correcting it. Against this background, it is planned to develop an awareness raising training programmetargetting families in order to fight against addiction, which completed a missing point in various intervention programmes. Within this scope, the following acitivities were planned: 1- To develop “Fight against Addiction and Family Training Programme” targetting the families of addicts. 2- To develop materials which allowedparents to notice addictive behavior among family (brochure, web page, etc.)3- To train the trainers who delivered “Fight Against Addiction and Family Training Programme”Each project partner ensured that a competent and expert personnel attend ed to the proejct meetings. The allocation of personnel to project meetings were as follows:1- KPD: 1 Teacher, 2 Psychologist, 1 Social Worker and 1 Sociologist. 2- APHD: 1 Psychiatrist, 2 Psychologist, 1 Social Worker, 1 Family Counsellor and 1 Master Trainer.3- HEGMED: 1 Teacher, 2 Psychologist, 1. 1 Social Worker and1 Master Trainer.4- DNHospital: : 1 Psychiatrist, 2 Psychologist, 1 Social Worker and 1 Family Counsellor5- VDV: 1 Teacher, 1 Psychologist, 1 Sociologist, 1 Social Worker and1 Master Trainer.6- SVF: 1 Teacher, 1 Psychologist, 1 Sociologist, 1 Social Worker and1 Master Trainer.7- GDOf P D: 1 Teacher, 1 Psychologist, 1 Social Worker and1 Observer Intellectual outputs 1) 8 session“Fight against Addiction and Family Training Programme” The training programme included topics on behaviours and attitudes towards addict indiviuduals2) Family Training Programme implementation guide bookA guide book for trainers who delivered 8 session “Fight against Addiction and Family Training Programme” was developed. The guide book included the materials, methods and techniques which should be used by the trainers. Moreover, this guide book was sent to relevant public organisations and NGOs.he results of the project was available and was used by others as following:1-bamap.net websites includes each step and content of the project which allows the project results to be available to public even after the completi3) Online Training Web Sites.Via the www.bamap.net the proejct reached out to family who cannot attend to the group trainings. The online training system reached to more families in a shorter period of time.