As pointed out in the ERASMUS+ Programme Guide, the adaptation of the Vocational Education and Training to employers’ and labour market needs is a major issue in order to ensure the relevance and the impact of VET in any territory. As a consequence, one of the priorities addressed by the Programme in the field of VET is “increasing the labour market relevance of VET provision and reducing skills mismatches and shortages in economic sectors through timely adaptation of curricula and qualifications profiles and establishment of stable partnerships between VET providers and economic actors, including social partners, development agencies, bodies in innovation systems, chamber of commerce.”Local agents involved in VET can play a major role when it comes to ensure labor market relevance of VET in their territories. Those local agents work for different organizations (local and regional authorities, VET providers, employers’ associations, chambers of commerce, workers’ unions, development and employment agencies, research institutions…) which are directly involved in designing and delivering VET at a local level (City, town, urban area, district, county, province…). Nevertheless, the lack of appropriate models and tools has prevented local agents to play the role they should play. Local agents neither share a common approach nor promote a common VET strategy in their territories. As a consequence, they are often just “implementing agents” of the policies and strategies designed at National or Regional level, without the capacity of adapting them to the specificities of their territory.To tackle this issue, project gathers the experience of one Local Partnership (the applicant, Consorcio del Pacto por el Empleo del Vinalop in Spain), one local authority (Provincia Avellino, in Italy), 2 research organizations (NOTUS in Spain and FGB in Italy), one VET provider (WISEMAR, in Germany) and a local branch of a National Education Ministry (Golbasi, Turkey).The project will produce an Intervention Model which is aimed at being a tool to be used by local agents and local partnerships involved in VET in order to ensure a rapid and proactive response to change in labour market needs by effectively prevent or solve mismatches between those needs and VET provided by agents in the territory. The Model is intended to guide local actors in its way of design, implement and assess local action plan for the continuous monitoring of labour market needs and the adaptation of VET provided. Accordingly with this porpoise, the Model will be structured in 4 parts:- Four (4) “How to” Guides. Those guides will describe the methodologies considered as more successful, covering the topics of:a) How to build a Local Partnership for the continuous adaptation of VET. b) How to monitor labour market needs and its tendency to proactively adapt VET offer. c) How to programme proactive VET locallyd) How to assess the local impact of VET. - An Implementation Toolkit. The implementation of the “How to” Guides will require the use of a set of methodologies and tools (regarding, for instance: surveys, evaluation, participative decision making, ICTs applications…). - Four (4) Case Studies. In this section, local agents will have access to the detailed description of the pilot project experiences carried out in each one of the participating territories. - Best practices dossier. In order to easy the adaptation of model to specific territorial situations, the best practices gathered in the first part of the project will be compiled in a dossier organized by topics. All the four parts of the Intervention Model (“How to” Guides, Implementation Toolkit, Case Studies and Best Practices Dossier) will be edited as a publication in will be available from the project web site in pdf format.

Children of today have been surrounded by digital technology since their birth. However, parents and schools of today are not equally equipped for their technology-rich future. Schools and education of children should undergo an extensive digital transformation to be able to meet the needs of the young generation and their digitized future. The COVID-19 pandemic has suddenly and abruptly forced schools and education indeed to engage in such a transformation (https://bit.ly/3e3YdWn).This growing concern and pandemic restrictions motivated the EDUCOV Project. The COVID-19 pandemic forced us to take an extraordinary digital leap in the primary education of children, that requires significant adjustments not only from children and their teachers but also from their parents. Teachers had to take the lead in this sudden, unexpected digital transformation of children’s primary education, without being well prepared for it, while having to support parents as well in this endeavor, who suddenly had to possess a variety of skills, competencies, and resources.Considering this, our overall goal is to help parents understand the process of eLearning at home and acquire the needed skills to be able to support their kids at home. While schools primary function is to create an environment that stimulates lifelong learners using meaningful technology, parents are struggling to cope with the pace of the technology and e-learning methods developed. Parents are not aware that they are part of the educational triangle teacher-student-parent, and they need to work hand in hand with the teacher of their children. The focus point is not just how teachers can help parents to acquire required ICT skills, but also learn effective methods to gain the trust of parents and give them credits as essential members of child education.To achieve this goal, our intervention approach will be defined by the following activities:Developing the Parents educational program EDUCOV with established experts in the fields of both education and IT for parents education to understand their role in home education and help them acquire needed skillsDeveloping Teacher training program EDUCOV to be able to educate parents on how to be a supportive member of their online teachingCreating the guide books for parents and teachers since many parents still prefer the printed version of the guidesDevelopment of innovative eLearning resource for learning, supporting, and encouragement of the home education Target Group:The EDUCOV Project focuses on two specific target groups:Parents who are lacking digital skills to support their children’s educationTeachers who need to develop ICT skills and new educational tools for e-learning, to help and support parents with e-learningThe target groups are expected to develop the following competencies and skills throughout the EDUCOV project:Awareness of the educational triangle teacher-pupil-parents for the successful education of their childrenSufficient knowledge of IT, a basic understanding of pedagogy;Practical usage of ICT skills and meaningful technologyFurthering and strengthening their digital competenciesSocial and pedagogical competences Acquiring a set of tools to support online lecturesTime management and stress management skills for the parents - they will be able to better: day-to-day plan activities, follow-up on the progress of the tasks, putting the right priorities, and reach out to the expected outcomes.Number and profile of participants:Seven partners gathered around the EDUCOV project idea from six different countries will bring with them the knowledge and experience of their countries and work in the field of digital competence education and continuous support to schools and other educational institutions. Education will be held across 21 schools in partner countries, and it will involve 840 parents in surveys and 315 parents for pilot training, as well as 210 teachers. Implementation groups of teachers/country promoters will test the train-the-trainer and develop a program on LTT (14 teachers), where they will learn the skills needed to successfully and adequately educate and support parents.Results and long-term benefitsImpacting on the development and improvement of the digital competencies of parentsImproved lifestyle and facilitated support to students in overcoming learning difficultiesSignificantly reduced the possibility for the presence of stress in parents due to lack of IT competenciesFocusing on the positive side of life instead of dwelling on problemsThe training program will be available to all parents in schools in Europe with examples of good practiceA guidebook will also be available to all schools, teachers, and parents, and will facilitate future work.

"Determining the tendency of new trends and strategies related to entrepreneurship within the scope of EU Progress Report and EU 2020 Entrepreneurship Action Plan prepared by EU Commission, European Small Business Act and EU Commission, entrepreneurship has an important place in development strategies In this study, it is necessary to create a strategy and action plan that focuses on entrepreneurship by considering the issue of entrepreneurship in a Specialization Commission that is separate from SMEs and taking into consideration the needs and developments in our country.In order to encourage entrepreneurship among the vocational education students in the field of entrepreneurship in the field of entrepreneurship in our country, while European countries have included entrepreneurship in national curriculums of vocational education and training programs, it is necessary to prepare teaching material to educators, to provide experience and knowledge sharing among countries, and finally to promote the culture of entrepreneurship in our country The main basis of our project is to contribute to the creation of an entrepreneurial friendly ecosystem that will develop entrepreneurship.As part of the project, a partnership was established with the National Education Directorate of Gölhisar District, ELN from England and CREOLABS TTD from Malta. The project partners made field researches, identified deficiencies and exchanged good practices of their countries to contribute to the filling of the gap between countries and to encourage entrepreneurship among members of the profession.While our project will continue for a period of 24 months, it has been completed in 30 months by taking extra time for 6 months for because of partner countries are not sufficiently prepared for LTT activities (not having enough number of participants, unable to perform given tasks under desired conditions).During this period, 4 international meetings were held. The first and last meetings were hosted by the coordinator and the other two were hosted by the partners. In these international meetings, country-specific entrepreneurial data analyzes were made, which good practices were to be carried out, the dissemination activities were planned, and the design and management of the website were decided.Furthermore, it was determined which workshops were to be held at the meetings, and the outputs of the workshops were reviewed to idealize entrepreneurship education in professional techniques.During the LTT activity carried out in the coordinator country, the students collaborated interactively with vocational education and training students and their entrepreneurial skills were tested through workshops.Within the scope of exchange of good practices; ''responsible entrepreneurship'' awareness-raising activities for entrepreneurs were done under the guidance of UK partner (training, seminar, web page, success stories, printed materials).Under the guidance of Malta partner, mentoring networks have been created for young entrepreneurs,promotional efforts were made to ensure that young entrepreneurs are more engaged in entrepreneurship programs of the European Union.At the end of the project, the consortium created an entrepreneurship module for the teachers.An online platform was established at http://www.eevetproject.com which provided communication between partners during the project and shared their project work and outputs.The partnership was implemented at the Gölhisar vocational training center with a pilot program, enabling local and national authorities to decide on the promotion of entrepreneurship education in vocational education and training.In this context, entrepreneurship trainings for women were opened at Gölhisar and information meetings were held for young entrepreneurs.As a result of all the project activities, an awareness was created in Gölhisar in the field of entrepreneurship which will provide individual and social welfare among vocational education teachers and students.In addition, a well-structured entrepreneurship training was established in the professional module, which is the concrete output of the project, and an effective material support was provided for teachers.In this context, the project has been a source of support for research aiming at the determination of entrepreneurship situation and the development of entrepreneurship in Turkey due to its mission of preparing ground for future research and initiatives.Our project,in long term, will contribute to the development of a culture that has adopted entrepreneurs and entrepreneurship in our country.In 2020/2021 academic year, an ""entrepreneurial school model"" that encompasses teachers, students and parents and encourages entrepreneurship were developed."

"The project prepared Pan European analysis of good practices of school-parent cooperation and then create one, amalgamate strategy for education and cooperation with children's parents, called Parents corner.Parental involvement in the form of ‘at-home good parenting’ has a significant positive effect on children’s achievement and adjustment even after all other factors shaping attainment have been taken out of the equation. In the primary age range, the impact caused by different levels of parental involvement is much bigger than differences associated with variations in the quality of schools. The scale of the impact is evident across all social classes and all ethnic groups. (Desforges 2003). There is still underdeveloped public awareness of the importance and the need to educate parents and only a small number of printed and published material is available to provide the parent with enough information. On the other hand, schools are not intensively involved in the parent's education because of lack of training for work with parents. European Union has set the policy called “Supporting Parenting and Assisting with Childcare” in which defines Involving Parents in the Education of their Children with the implementations strategies. This project directly supports the horizontal priorities of Erasmus +: a) Dealing with complex classroom realities and b) Developing new approaches to strengthen the education and training paths of prospective and practising educators/youth workers.What the parent's corner is? Parents Corner is the - the place and a- group of methods through which we strengthen our relationship with parents and build a new level of partnership. We do not want our parents only come to the informational and parent meetings with class teachers, but it is at full capacity involved in school life. Through the ""Corner for parents"" actively involve parents in the new forms of partnership with the school: parents educators, volunteers, trainers, advisers, teaching assistants, participants in workshops, panel discussions, lectures, authors and co-authors in making guides, brochures, etc., which encourages and directs parents to serious relation to the obligations imposed by the education of children, and ultimately affects the improvement of relations between family-school and graduating with a resulting level of cooperation on the level of partnership. Educate parents in Corner for parents is meant to offer greater support to parents of children discrimination based on gender, age, ethnicity, religion, sexual orientation and disability, as well as to all parents whose children attend the school. This corner becomes the place where parents meet and work together, a place where organize different activities, in order to improve parenting skills and opportunities.Results of the project- Manual of good practices found in the EU regarding the strengthening of Parents-School relationship- Analysis of the current situation of Parents-school cooperation in EU- Training for the teachersProject already results in better cooperation with partners from other countries; innovative approaches for addressing target groups, ensuring attractive education and training programs in accordance with the needs and expectations of individuals, the use of participatory approaches and methodologies based on ICT; greater efficiency activities for the benefit of local communities; more modern, more dynamic, more committed and more professional environment in schools through its willingness to incorporate best practices and new methods in daily activities; openness for synergies with organizations active in various fields or other socio-economic sectors, strategic planning professional development of staff in accordance with the needs of the individual and organizational goals of schools. Impact of the projectIt is expected that the project will encourage development, transfer and/or implementation of innovative practices, and implementation of joint initiatives to promote cooperation, collaborative learning and exchange of experience at European level and motivate other school and teachers to be more active, and create a Corner for parents that will enable a comprehensive approach and successful cooperation with the parents to raise the level of partnership.It is also expected that project will strengthen the profile of teachers, encourage teachers and school management to provide high quality education, solve complex situations and embrace new tools and methods, so that everyone had the necessary skills in partnership with parents, through acceptance of collaborative and innovative practices, with the aim of creating the necessary changes and improving partnerships between schools and parents."