It is possible to discuss the importance of the construction industry in the country's economy in terms of its relations and relation level with other sectors which involve the production process, its share in the total production of the country, its share in employment, its effects on the balance of payments and its contribution to the domestic income.The majority of vocational high schools and vocational high schools which provide training for the staff to be employed in the Construction field, are held in schools affiliated to the Ministry of National Education, and the rest in private education institutions.Present condition of vocational education system was reviewed. To update the existing education curricula and to expand the participation of the private sector in the educational process was proposed to improve the opportunities provided by the state for the development of vocational and technical education.2023 Strategic Goals of Turkey related Vocational and Technical Education are: 1-Creating a digital platform for guidance the promotion of vocational and technical education curricula2- Curricula will be developed in accordance with the competencies demanded by the sector, and fields and branches suitable for digital transformation will be prepared.In this regard; planned intellectual outputs of our project will be improved besides the effective usage of digital technologies and open pedagogies, especially with Open Education Resources, open test books, Free and Open Source Education Software, develops digital learning materials and tools.Professional quality and security measures in the construction sector are directly proportional to the development levels of the countries. Quality and safety measures in the construction industry in Europe are more advanced in comparison to our country. This is due to the modern technology used, the innovative education curriculum and the quality of the preperaed prevention plans in Europe.Moreover;- Prevention plans to be developed against earthquakes and disasters in Europe and our country,- International activities are required to follow the age and technology in occupational safety and construction technology fields. We will carry out the activities with our EU partners in order to develop the innovative aspect of the project.Intellectual outputs planned to be obtained as a result of our project; (O1) Statistics of Construction Industry(O2) New Education Programs 1. working with asbestos , health and safety measures2.working at height and safety measures3. working and safety precautions on scaffolding4. construction demolition technology and safety precautions(O3) A-Synchronous Training Module prepared for the New Curriculum(O4) Virtual Reality Application1- Kırıkkale University, Zincirlikuyu School and Sampiyon will organize a conference of 50 people and present the idea outputs and activities of the project.2- E1,E5,E6 will be introduced to totally 150 people (50 people from Kırıkkale University coordination, 50 people from Zincirlikuyu MTAL coordination, 50 people from Sampion VET CENTER)The project will be expanded by introducing to 90 people In the EU countries which partners are located.Project team: 1 - 1 OHS Trainer, 2 Civil Engineer 1 Program Developer from Kirikkale University2 -1 Civil Engineer, 1 Computer Program Specialist, 1 Technical Field Teacher from Champion Vocational and Technical Training Center3 - 1 Civil Engineer, 1 Professional Expert, 1 Program Developer from ECQ4 - 4 Construction Field Teachers from Zincirlikuyu İSOV MTAL5 - 1 Professional Expert, 1 Program Developer, 1 Computer Programmer from CIAPE:6- 2 Civil Engineers, 1 Education Specialist, 1 Computer Programmer from Boğaziçi Education KGExpected Impact of Our Project;1. Will develop basic professional skills and increase awareness in the long term.2. Work quality in the construction industry will increase.3.The education levels of the graduates in the field of construction technology will increase4. A network will be established to share the best practices of the project. Dissemination activities will increase awareness of OHS.5.The rates of occupational accidents in our country will decrease,6.The number of broken families will decrease,7. Social Insurance expenditures of our country and EU countries will decrease and countries' welfare level will increase8. Compensation paid by the employer companies due to work area accidents will decrease and the companies will grow accordingly. Growing companies in our country and EU will provide job opportunities for more people.9. Employment of graduates in the field of construction technology will be easier.

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.

"<< Objectives >>We want to contribute to 2050 goals such as healthy soil, sustainable industry, recyclable and reusable products, future-oriented jobs for transition and skills training by disseminating the A European Green Deal through project activities. Our project is both innovative and digitizing. The structured training module and pilot trainings we will create with the project will contribute to innovation in vocational education.<< Implementation >>- Survey studies will be conducted to determine the needs in the field of construction and demolition waste recovery.- A 28-hour ""Construction and Demolition Waste Recovery Module"" will be prepared.- Pilot trainings will be given in the project partner countries.-Recycling of Construction and Demolition Wastes web platform will be created.- A promotional video will be prepared to raise awareness of ""Recycling of Construction and Demolition Wastes"".- Within the scope of dissemination activit<< Results >>- With the training module prepared in cooperation with international partners, it will contribute to globalization in vocational education.- The knowledge and awareness of the students, employees, stakeholders and industry to be employed in the construction industry will increase in the field of recovery of structural waste.-Green environment, sustainable ecosystem, contribution will be made to raise innovative and entrepreneurial individuals.-International methods for the recovery of struct"

Interest in STEM fields have been declining in most of the EUROPEAN countries, but STEM fields are critical for European countries to sustain research and innovation driven economies. Therefore, there has been an emerging gap between the demand of STEM skilled individuals and existing number of individuals in the field of STEM who lead the growth of Europe among the competitive innovative based economies. Keeping in mind that the perceptions towards STEM subjects has been constructed as early as the beginning of kindergarten education, STEM in early childhood education has been less explored (Tippett & Mildford, 2017). Exploring the STEM in early childhood education would capitalize better practices of STEM starting from primary level to higher education level. While several researches have been undertaken to increase pupils’ interest in STEM specifically starting from primary level, research has reported that science achievement gap between children coming from high and low socio economic status has come into existence by at the start of kindergarten and continued until at the end of eight grade (Morgan et. al., 2017). Therefore, socio- economic inequality, arouse one of the main issue to hinder engagement in STEM fields for the children starting from pre-K level. In addition to economic inequality, parent involvement has been come out another issue which is critical to STEM interest of kids. Research revealed strong relationship between family involvement and child’s academic career. That is, Families are key endeavor to attain high level of kids’ academic achievement in addition to teachers’ efforts (Bixler, 2016; Miller, 2015). Consequently, it is obvious that families have in huge role in their child’s education, and their understanding and attitudes towards STEM which have influenced their children engagement in STEM fields. Therefore, family involvement in STEM education for children from lower socioeconomic status, has huge potential to broaden diversity pupils’ engagement in field leading greater diversity within STEM education and careers. The overall goal of this project was to increase family involvement in STEM education process of early childhood students specifically coming from low socio-economic status. In this project we improved early childhood teachers’ competencies to encourage families to support their kids’ STEM education process in a more concrete way to understand how quality of interaction between families and teachers regarding STEM capitalized STEM studies for latter levels. By this way, quality and sustainability of education were reported to be fostered by providing education continuity at home which have been an another long-lasting beneficiary of the project. Specifically, in this project we concentrated on early childhood teachers’ conceptual and practical STEM competencies to counteract the early onset of STEM biases during the pre-school years. Providing early childhood teachers with conceptual and practical guidebooks on Family Involvement in STEM have been beneficiary for both early childhood educators, children that these educators have been working with and parents of those children.

1. To create a shared awareness of emerging job profiles and existing gaps of skills and competences in the current work force.2. to create and improve a framework “Pathways for Agricultural Competence and skills based Training” (PACT) based on EQF and ECVET, which will allow the sharing of definitions among different actors involved, i.e. agricultural VET providers, SMEs, Research Institutions, NGOs and VET policy makers, and serve as a tool to modularise future training and make it more adaptable to the needs of the agricultural labour market.3. Training Modules: 3.1. Organic Farming Training Module 3.2. Organic Food Processing Training Module 3.3. Accessing to the Market Training Module4. to better recognize existing training opportunities which already address existing skills gaps in the agricultural sector, and make them more visible on a European level as well as to show-case and encourage VET providers who have already modularised their agricultural training to integrate elements into new training units.5. To give the Farmers a new skill on Organic Farming & Food Processing Technologies by a new Curricula in VET. 5.1. Organic Farming Curricula 5.2. Organic Food Processing Technologies Curricula6. To improve the life standards of Farmers by providing a channel to sell the Organic products by E-Commerce Platform7. Marketing Opportunities Report8. Need Assessment on Organic Farming 9. E-Platform for Training Modules10. Video Clips for Training Modules11. 2021 New EU Organic Agriculture Regulation Report & Book for VET teachers12. Multiplier Events in 4 Countries: 12.1. Ankara for 50 participants 12.2. Malatya for 40 participants 12.3. Bursa for 40 participants 12.4. Athens for 40 participants 12.5. Arad for 40 participants 12.6. Bari for 40 participants13. Organic Farming and Organic Food Processing Techniques Book, 1000 pcs for VET Learners14. Posters 1500 pcs. and Flyers 2500 pcs.15. Study Visit to Italy for the Staff of Turkish project partners16. Training implementation in: 16.1. Adiyaman Public Training Center 16.2. Nilufer Public Training Center 16.3. Athens in Greece 16.4. Arad in RomaniaThere are 5 Transnational Meetings in the project.1.Kick-Off Meeting in Kirikkale University, October 20192.Second Transnational Meeting in Bari-Italy, May 20203.Third Transnational Meeting in Athens-Greece, November 20204.Fourth Transnational Meeting in Arad-Romania, March 20215.Closing Meeting in Kirikkale-Turkey, August 2021