A major problem in education systems across Europe is early school leaving, often due to poor performance and a lack of understanding of mathematics subjects. The main goal of Bi-NEW project was to create innovative methodologies for mental arithmetic using Abacus and supporting materials for different age groups. Modern educational programs and school curricula should focus on developing critical and analytical reasoning thinking as a part of the XXI century literacy skills. With the help of the Methodologies and the additional materials, by developing abilities activating the simultaneous work of both brain hemispheres, teachers and trainers will facilitate students’ personal and academic achievements due to the development of concentration, photographic and muscular memory, creative and analytical thinking, fine motorics, mastering different sources of information acceptance. By acquiring new skills through which they will significantly improve their success in school, their early school leaving will definitely be reduced. Must be mentioned that these type of skills are not only for school use, but universal, required by the modern life style. At the same time educators were empowered with modern, attractive and innovative methodology that can be used not only for school achievements but for personal development too.The application of the Methodologies requires specific knowledge and skills, for which in the initial form of the project national trainings were provided, which unfortunately were not funded, but as an important part for the realization and sustainability of project results it was decided by the partnership to conduct them. Unfortunately, due to the pandemic situation, only 4 trainings were conducted - in Spain, Turkey, Greece and Bulgaria with a total of 57 participants, carefully selected according to pre-set criteria. For those teachers who do not want or cannot benefit from the methodologies, but need innovative teaching materials, the second intellectual product Repository of Exercises was developed, containing more than 115 exercises for the three age groups. The Collection contains exercises developing various skills from physical - asymmetric gymnastics, coordination, simultaneous work with two arms and / or legs, agility, emphasis on working with the non-leading hand, to exercises requiring the construction of logical nets and analytical thinking for solving them, applying strategies to succeed. A third group of exercises focuses on visual and auditory perception and its correct reproduction. Each exercise has a theoretical part with the methodology used and the objectives sought, a selective explanation for implementation, tips for the trainers and a list of resources.The third intellectual product Generator of Exercises - is an online application for testing and improving individual skills in various areas related to mathematics. Available online with customization options depending on the preparation or as a challenge to achieve a certain result such as complexity and time.It is important to note that the implementation of the methodologies in non-formal environment does not require fundamental knowledge and pedagogical experience, but motivation and understanding of the opportunities that such training opens up personally and professionally with subsequent teaching. These are the foundations for the tangible impact of the project. Despite or due to the pandemic situation, informal educational institutions were the first in Bulgaria to benefit from the project results during the summer vacation and Mental Arithmetic is offered in 35 centers in Bulgaria, and starting September 15th in three public schools. After the presentation of the project during the Multiplier event on July 9th with a demonstration of the exercises with increasing difficulty and participation of the public, many teachers started using some of them or combinations of them in their classes. The effect is similar in Turkey, where attempts are being made to make Methodology training part of the compulsory curriculum of pedagogical profiles. Unfortunately, the pandemic and lack of local trainings has slowed the impact in some countries, but mental arithmetic will certainly expand its geography, as is the case in Spain, and the results of the project are yet to be seen.

Context: In the partner countries there are various good practices and successful results for refugee, immigrant and asylum seekers. In spite of all these good practices, most of the European countries have produced temporary policies and solutions to struggle with the problems of refugee, immigrant and asylum seekers, this projects is different from other projects because it produces permanent solutions and the project is sophisticated. It has been tested whether or not all the programs are effective on the refugee, immigrant and asylum seekers and it has been necessary to collect all these programs under one title. Based on this need the good practices in different countries are gathered a transnational project has been designed to establish a holistic program. Objectives; 1- Training for the language in order to provide the social integration of refugee, immigrant and asylum seeker children and their families. 2- Disseminating good practices towards the children among the regions. 3- Preparing a joint action plan that makes the social integration of the parents and children easier. 4- Increasing communication competence of the staff working in the partner institutions in regard to the psycho-social integration. 5- Leading the disabled refugee, immigrant and asylum seeker students to related special training schools. 6-Providing the participation of the refugee, immigrant and asylum seeker students studying in the partner schools and their families to the social activities. 7-Increasing refugee, immigrant and asylum seeker families’ competences of child education and development within the parenting education program. 8-Creating social integration center in order to provide the coordination among all refugee, immigrant and asylum seeker parents, students and staffs of the partner institutions that participate in the program. 9-Creating awareness among the locals about the problems and social integration of the refugee, immigrant and asylum seekers. 10-Providing the orientation of the students to the school.Number of partipants and profile:84 staff participated in mobilities. Project participants were educational staff, teachers, administrators, immigrant/asylum seeker families, and students. 52 staff participated in our joint staff training. Activities: - Our project regional partners and local partners have provided language education to school and asylum seekers and parents. - Workshop programs were organized in order to make good practices fit into the region. - Workshop programs were organized in order to make good practices fit into the region. - Trainings in each one day for partner institution staff- Conducting a questionnaire for the staff and evaluation of the questionnaire- Choosing of the disabled students- Leading the students to special education and vocational education and registration to related departments - Social and cultural activities for the refugee families -Trainings for the refugee families- Conducting questionnaire for the families and evaluation of the questionnaire - Performing of the procedures about opening of the social integration center -Pressing project hand book and sending them to the schools and institutions -Mentoring to the studentsMethodology: During the project, workshops, trainings, real-time observations and class practices, report preparation, research, mobility, work sharing activities were conducted to achieve the project objectives. All of these studies have been carried out by our regional partners with their local partners. The regional partners conducted quarterly project evaluation meetings.Results and impact:1- Students and parents participated in the language education program of the region where they live. The language training program continued throughout the project. Plans for language training as dissemination activities were carried out after the project.2- Good practices for children are explored and disseminated among regions3- A joint action plan was prepared based on good practices to facilitate the social integration of parents and students.4- Psycho-social integration capabilities of refugees and migrants have been increased. 5- Disabled students were directed to the relevant special education schools.6- The participation of students and their families in the social activities was provided.7- Parents' education and development skills in the parenting education program have been increased,8- A social integration center has been established to provide coordination between parents, students and staff of partner institutions.9- Communication skills of refugees and migrants working in mutual institutions or associations on psycho-social integration were increased.10- Awareness was raised about the problems and social integration of refugees and migrants among local people.11 – School teachers improved their skills in including and communicating with migrant students and their families.

İletişim kurma, kültürel ve mesleki değişim yapma ve farklı kültürler arasında uzun süreli ilişkiler kurmanın yegane anahtarı dildir. Çoğu meslek grubu mensubu farklı ülkelerdeki meslektaşlarıyla iletişim kurarak mesleki kariyerlerini geliştirmek için gerekli dil becerilerinden yoksundur. Avrupa Birliği Ufuk 2020 programı yabancı dil becerileri edinmeye büyük önem vermesine rağmen, herkes ileri düzeyde yabancı dil öğrenmek için gerekli kaynak ve alt yapıya sahip değildir.Bu nedenle bu projede, başta öğretmen ve öğrenciler olmak üzere, aşçılık mesleğiyle uğraşan profesyonellerin, başka bir yabancı dil öğrenmeye ihtiyaç duymadan, kendilerinden farklı bir dil konuşan (Türkçe, Bulgarca, Rumence, Yunanca ve İngilizce) kişilerle mesleki paylaşım yapmalarına imkan sağlayacak bir bilgisayar ortamı geliştirilmesi ve bu konuda kaynak olarak kullanılabilecek yazılı materyaller üretilmesi hedeflenmiştir.Proje uygulamada 7 ana aşamadan oluşmuştur; 1) Yaygın mutfak terimlerinin ve deyimlerin belirlenmesi ve sınıflandırılması,2) Belirlenen terimler ve deyimlerin İngilizce girilmesini ve farklı dillere tercüme edilmelerini sağlayacak bir bilgisayar ortamının geliştirilmesi,3) Sistemdeki veriler yardımıyla ortak dillerinde mutfak terimleri kitapları hazırlanması,4) Girilen terimler yardımıyla yemek tarifleri oluşturmayı sağlayacak bir bilgisayar sisteminin tasarlanması ve geliştirilmesi,5) Ortakların sisteme kendi dillerinde en az 25 yerel yemek tarifi girmesi,6) Sistemdeki veriler yardımıyla ortak dillerinde yemek tarifleri kitapları hazırlanması7) Yemek tariflerinin proje web sitesine entegrasyonu ve bir dosya olarak indirilebilir hale getirilmesiProjede 3 yabancı 3 yerel ortak kurum bulunmaktadır. Ortaklarımızın 3 tanesi mesleki eğitim okulu, biri NGO, biri İl Milli Eğitim Müdürlüğü ve biri de bir teknoloji firmasıdır.Projemiz sonunda, önerimizde öngörülen tüm faaliyetler başarılı bir şekilde gerçekleştirilmiştir. Projemiz sonunda 4 fikri çıktı elde edilmiştir;1- Mutfak terimleri ile ilgili terim ve deyimlerin girebileceği çok dilli bir bilgisayar sistemi geliştirilmiştir. 2) Bilgisayar sistemine girilen terim ve deyimler yardımıyla 5 farklı dilde mutfak terimleri kitabı hazırlanmıştır.3) Girilen terimler yardımıyla menü oluşturmayı sağlayacak ve oluşturulan menüleri otomatik olarak tüm ortak dillerine çevirecek bir bilgisayar sistemi geliştirilmiştir. 4) Ortakların kendi dillerinde girdikleri 25 yemek tarifi ve bu tariflerin diğer ortaklarca tek tek kontrol edilmesiyle 5 farklı dilde yemek tarifleri kitabı hazırlanmıştır. Ayrıca proje fikri çıktısı olan yemek tarifleri kitabında yer alan yemeklerden her ortak belirlediği örnek 5 yemeğin yapılışını ve tarifini anlatan toplamda 22 video çekmiş ve youtube kanalına yüklemiştir. https://www.youtube.com/channel/UCdG53bxmofu7qFj_92TceCg/videos Proje boyunca tüm ortaklar yerel ve ulusal olarak mesleki eğitim veren okullara, mesleki eğitim öğretmenlerine, öğrencilerine, sektör çalışanlarına, sektördeki işletme sahiplerine, yöneticilerine, medyaya, yerel yönetimlere ve ulusal yönetimlere yaygınlaştırmaları yapmıştır. Gazete, Tv, Sosyal Medya araçları ve kanalları ile projenin tanıtımı ve yaygınlaşmasını sağlamıştır. Geliştirilen bilgisayar sistemleri de çok dilli olarak çalışmaktadır. İsteyen kullanıcılar ilgili ortaklardan gerekli izinleri aldıkları takdirde sisteme yeni terimler ve yemek tarifleri ekleye bilmektedirler. Her dil için bir yerel ortak tayin edilmiş ve o dildeki kullanıcıları yetkilendirme veya yetkilerini almayla görevlendirilmiştir. Bu husus proje sonunda bile ortaklarca geliştirilen sistemlerin kullanılmasını ve geliştirilmesine imkan vermektedir. Proje kaynaklarının ilgili paydaşlarla paylaşılması ile proje çıktılarının uzun vadeli etkili olacağı beklenmektedir.Geliştirilen sistemler girilmiş verilerle her an mutfak terimleri ve yemek tarifleri kitapları oluşturabiliyor olması, proje sona erdiğinde bile eklenen yeni dillerle veya ortakların eklediği yeni terimler ve yemek tarifleri ile yeni mutfak terimleri ve yemek tarifleri kitapları hazırlanması mümkün olacaktır. Bu da projenin daima kullanılabilir ve yenilenebilir ürünler üretebilmesi ve etkisinin uzun vadede sürmesi açısından çok önemlidir.Sonuç olarak projede yazılan fikri çıktılar gerçekleştirilmesi vaat edilenden daha fazla çıktı ile tamamlanmıştır. Proje fikri çıktıları eğitim kurumlarında eğitmen ve öğrenciler ile birlikte uygulamalı olarak denenmiştir. Koordinatör kurum olarak kurumumuz M.E.B.’ nın EBA eğitim sistemi üzerine projede hazırlanan yemek videolarının linklerini paylaşarak mesleki eğitim veren öğretmenlerin ve eğitim alan öğrencilerin kullanımına sunmuştur. Projede hazırlanan fikri çıktılar ile ilgili olumlu dönütler alınmaktadır. Uzun vadede bu proje ve çıktılarının eğitim veren öğretmenler ve eğitim alan öğrenciler açısından güzel bir kaynak olacağı aynı zamanda interaktif ortamı kullanan insanlar içinde güzel bir kaynak olacağı düşünülmektedir.

The highly infectious COVID-19 disease, declared a pandemic by World Health Organization, has changed the educational panorama of the world in a very short time. In the face of global school closures, all educational systems have faced striking challenges in moving from traditional methods of learning to online/distant teaching-learning environments. The pandemic has shown that the world is not ready to address such challenges efficiently and effectively. In addition, some areas in education call for more immediate attention..According to the European Commission survey that started on March 2020, VET specific online courses/modules are not available. Ready-made material with VET specific content is less developed and there is a strong call for the Commission and national public authorities to create a database with existing resources to be shared for free around Europe. It was found that VET learners might be at disadvantaged compared to learners from other educational tracks as more efforts are put into general school subjects, and less in typical vocational content (https://ec.europa.eu/social/vocational-skills-week/fight-against-covid-19_en). Hence, this project aims to contribute to maintaining the continuity of VET in the field of tourism by introducing digital VET opportunities. This will ensure that students get the most of their education and training and they are less affected by the crisis situation. In order to do so, the project aims to develop a set of guides for digital vocational education in the tourism sector for administrators, teachers, students and their parents that will introduce digital solutions physical and architectural challenges, break down qualification barriers in digital vocational teaching and allow social and cultural adaptation to digital learning. In addition, the other output, Virtual ADE advisor - an individualized space for improving digital qualifications of a vocational teacher will improve teachers’ skills. The Virtual ADE advisor will include interactive content in vocational education-teacher training course; Individualized path depending on the initial qualifications of the teacher; virtual Q&A space and sub-spaces for exchanging good solutions and lesson plans according to different vocational subjects and other subjects taught at the school.The project encompasses all relevant parties in VET school education and includes administration and teaching aspects as well as learning and practice aspects. Stakeholders in the field of tourism including businesses such as hotels, restaurants, trade associations and employment agency will be consulted during material and strategy development. The needs of the target groups will be addressed in the following manner:Administration-principals: they will be provided with digital solutions to the immediate problemTeachers: they will be given tools to improve school education via the teacher training course, individualized pathways to learning and OERs as well as the Q&A space that will provide mentoring and coaching.Students and parents: they will be provided with strategies to socially and culturally adapt to the new mode of learning. School leaving due to low skill levels of lack of adaptation will be minimized.The project results will be shared with wider audiences in education, VET and tourism and expected to bring a new voice to the world of VET.

The TrainLead project joins the efforts of 7 organizations from 6 European countries (BG, RO, EL, TR, UK and ES), representing diverse stakeholders in the field of school education - secondary school, regional education authority, business training company, educational event organiser, VET training centre and a youth association. Our partnership would like to enhance the training provision of future school leaders, starting from South Eastern Europe (Bulgaria, Turkey, Greece and Romania) and expanding across whole Europe. Our main objectives are: to design learning outcomes framework in school leadership; develop a 5-month multilingual training programme in educational leadership and an online multilingual community learning space for supporting the training process; train 10 online mentors from 6 partner countries to support the implementation of the training programme; engage 20 senior teachers from Bulgaria, Turkey, Greece and Romania in a 5-month pilot test of the training programme; disseminate project activities and results across teachers’ communities in the 6 partner countries through a series of demonstrative events and social media campaigns. Our main target group are senior teachers, who possess potential, competences and experience to be quickly trained for school management positions and adopt the educational leadership paradigm needed for handling current and future challenges faced by schools and school education systems in general. Our training programme for future school leaders embraces innovation in several dimensions. The content will integrate various topics and concepts such as learning-centred leadership, distributed leadership, community and network leadership with additional emphasis on the role of school leader as a coach for high achievements, networker and system thinker. The knowledge base will reflect a cross-sectoral perspective on learning management (school education, VET, non-formal learning (youth) and the world of business). The learning methods will combine online education, self-directed learning, mentor support and peer collaboration. In addition, the whole process will be based on project-based learning concept. The future school leaders will have to engage in real leadership tasks during their training, which will allow for direct application of new knowledge acquired. Moreover, the online learning space will serve as a virtual community for exchange of know-how and provide mutual mentoring on school leaderships issues with school leaders on national and European levels, which will ensure continuous development of participants after their graduation. It will act as a self-developing professional development platform. Our main intellectual outputs (training programme, online learning space and policy recommendations) will have the following quality effects (intangible results): 1) Senior teachers involved in the focus groups will improve their understanding of educational leadership topic and develop a comparative perspective on its applications in different national contexts across Europe; 2) Senior teachers involved in the testing edition of the training programmes will develop or improve their knowledge, skills and attitude in the field of educational leadership; 3) Senior teachers reached with dissemination activities will improve their awareness on the topic of educational leadership and the prospects/benefits of engaging in a school management role; 4) Staff members of the participating organizations engaged as online mentors will raise their knowledge on the topics of educational leadership, online learning processes and the role of mentoring support; 5) Staff members of partner organizations in general will yield knowledge on international know-how in the field of educational leadership and improve their skills in development of online educational innovations; 6) Other training providers will be offered new concepts and methods for delivering educational leadership programs on both national and transnational level, which they can use for the development of their own training provision portfolios; 7) Decision makers will be provided with evidence base for conducting successful reforms in the field of school staff qualifications and preparation (initial and continuous training). The new approaches implemented by educational leaders trained within our programme will lead in the long run to better educational achievements of students, low rates of early school leavers and rising motivation for higher education enrollment, moving education systems closer to Europe 2020 targets.