Today, human pressure on environment has resulted in dramatic declines in natural capital and threaten the health of social and ecological systems. Human society is now face to face with complex environmental problems that require innovative solutions. Each individual should gain ability to apply what they learn about their impact on the environment to make changes in their behavior and live more sustainably. Several studies confirmed that for raising awareness, “ecoliterate worldview” is prerequsite to recognize that the earth is an intricate system of relationships that we are part of, and to live accordingly. An “ecologically literate person” has the ability to use ecological understanding, thinking and habits of mind for living in, enjoying, and/or studying the environment. However, it is not enough; it is required to understand the social–ecological systems (SES). Natural resource management issues are not just ecological or social issues, but have multiple integrated elements. These systems, in which cultural, political, social, economic, ecological, technological, and other components interact, are referred to as social-ecological systems. Using SES to improve ecoliteracy of young people will help to create possibility for combining different societal actors who are often times in each other’s vicinity and share common concerns but rarely find a way to collaborate. Along this line, this project aims to serve a platform for teaching ecoliteracy enhanced with SES approach. Emerging interdisciplinary endeavors of social-ecological systems, resilience, sustainability science, complex systems, are well-posed to contribute to finding solutions to contemporary environmental problems, and have the potential for increasing ecological mindfullness, environmentally behaving youth. Project consortium is comprised of 8 partners from 5 different countries; 2 universities (biology and environmental sciences dept.), 1 Research Institute, 2 SMEs working in the field of environment, and 3 NGOs dealing with environment-human related issues and education. These diverse perspective will strengthen the effectiveness of the project activities and provide it with a multisectoral, multidimensional approach. Young people ages between 17-26; leaders and members of youth clubs, scout leaders and scouts, members of environmental clubs in high schools/universities and young members of environmental NGOs are chosen as target group. The outputs of the project will be both theoretical and practical. The theoretical part will be textbook explaining ‘ecoliteracy’ and ‘social ecological system’ frameworks which will be contributed by different professionals in the project team. Then, for guiding practical part, outdoor training guideline focusing on teaching intrinsic value of nature will be prepared. This will be learner-centered and provides participants with opportunities to construct their own understanding through hands-on investigations. Once people & the participants value those assets, they will more likely be disposed to care for the environment and protect them. It will be problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. The toolkit used in the “mobile application” will permit examination of how relationships and social processes function to support or disrupt young people’s positive identity development which, in turn, shapes their actions and behaviour. Finally, establishment of e-learning training modules containing above outputs will be done. We consider learning systems composed of individuals interacting with their biophysical environment as embedded in the larger system of an environmental education program, which in turn interacts with natural resources management practices, environmental policies, and other elements of a local social-ecological system.The SES_ECO project is expected to achieve the following outcomes:- Building trainers’ capacity in the areas of ecology and systems thinking,- Increasing an awareness for the environment,- Improving the understanding of ecological science and its usefulness for real-world environmental issues,- Creating a sense of place and encouraging teaching with multiple learning styles. - Quantifying ecoliteracyThe use of project outputs will offer opportunities for personal growth by encouraging teamwork, collaboration, and the development of leadership skills, which serve participating groups who are well in their academic & professional futures.The overall impact of the project is that it will increase the ecoliteracy skills enhanced with SES approach. This will improve their environmentally-friendly behaviours and render them better citizens for their countries for the EU and eventually for the world. Such ecoliteracy skills will also improve their entrepreneurship in terms of establishing more ecofriendly businesses.

"The establishment of a common European learning and working area is one of the critical tasks posted in the EU’s Lisbon Strategy (1). It is a key element with a medium term, the aim of which is to elevate Europe to the most competitive and dynamic knowledge based economic area (2) and to make lifelong learning and mobility reality (3). The core of this concept coincides also with the National policy, performed in Turkey, as a candidate state, which is eligible for a pre-accession strategy to stimulate and support its educational reforms. This includes an Accession Partnership, combined with a National Programme for the Adoption of Acquis. A number of institutional and legislative elements of environmental reform as well as the infrastructure development have been put on the agenda as part of the environmental planning and education in the country, where drinking water sustainable development is a substantial part. As a whole it needs heavy cost investment not only in sound engineering designs and proper construction, it needs also efficient operation to prevent wastewater pollution. In the 9th development plan (2013-2020) of Turkey protecting the environment and improving the urban infrastructure is one of the development axes in main objectives. Besides other important items in this subject, the item numbered 473 directly supports this project which says ""Capacity of municipalities about the planning, designing, implementation and operation of environmental infrastructure services will be improved."" (4) Complying with this, the rationale of the project has been oriented on enhancing the quality and performance of VET system, improving information and guidance systems and strengthening the EU dimension in the operation of drinking water supply and development through promoting creativity, innovation and transfer of EQF principles in terms of increasing the qualification and training of the main target group in the sector.One of the main focus is to share EU experience in the field of education and training is the lack of mutual recognition of qualifications, often impaired by national restrictions. Thus, the want of transparency among the various qualification systems and VET programmes within EU defined the need for creation of instruments facilitating this process. The recent work in this domain outlined relevant information instruments, such as EUROPASS, EQF and ECVET (5). They had to be tested on a broad basis at various countries and sectors in order to check their feasibility and practical application. This contributed to the recognition and transparency of the qualifications at EU level, as well as fostered a cross-border mobility of trainers and employers within the European single market. The need analysis performed indicated that drinking water supply sector was an excellent ground to test, adapt and implement of innovative model for competence description. This innovative practice was of mutual importance for EC countries and was a complex one in respect to the type of the professionals working in this area. It was also recognized as a sector of special interest for Turkish economic development. The needed opportunity for improvement of transparency and recognition of qualifications was filled by the innovative PureH2O project through development of learning outcomes (LO) based training system and redefinition of competence standards. Thus the VET situation by defining the skills and competences required for the different areas of work, workplaces and workers within the water supply sector for the first time has been enhanced.For the achievement of these set of goals, the PureH2O project perused the following objectives:1. Definition of joint LO based Blended learning model in drinking water & treatment plants sector; establishment of innovative competence standard and qualifications description approach in terms of content and target audience.2. Adaptation and development of VET courses in accordance to define qualification model and implementation of EQF/ISCO/ESCO principles.3. Use of ICT in training, teaching & learning activities. VET learning & teaching methodologies innovation.References:1. http://europa.eu/lisbon_treaty - Treaty of Lisbon2. http://ec.europa.eu/growthandjobs/ - Lisbon strategy for growth and jobs3. http://europa.eu/legislation_summaries/education_training_youth/general_framework/ef0016_en.htm4. http://ekutup.dpt.gov.tr/plan/ix/9developmentplan.pdf5. http://eur-lex.europa.eu/ - EUROPASS, EQF, ECVET"

"Energy systems especially fossil fuel resources leads to global warming & the energy systems designs must be done according to the rules of protection of the nature & the environment.CLEAN k-WAT Project aimed at the preparation of the teaching materials & media on the ‘impacts of energy systems including renewables on the environment & nature’.Target groups were energy systems designers (engineers),mechanical,civil engineers & students in those departments.Because,we noticed that, these engineers were lack of functions of ecosystems & ecological mechanisms.In addition to technical aspects energy systems design processes,it is certainly required to integrate environmental concerns deeply as well.Along this line,it was aimed to train energy systems designers,students on the vulnerability & fragility of ecosystems & nature. The first goal of the project was to prepare innovative training materials for the target group identified as energy systems designers & energy systems engineering students.A book & related documents were prepared in partner universities with the help of ICT in training,teaching & learning activities.E-learning platform was prepared. The book contained the following topics;1. ENERGY, ENVIRONMENT & ECOSYTEM RELATIONS 2. ECOLOGICAL FOOTPRINTING FOR ENERGY SYSTEMS 3. CONVENTIONAL ENERGY PRODUCTION SYSTEMS AND ENVIRONMENTAL IMPACTS: THERMAL POWER PLANTS4. ECOLOGICAL & ENVIRONMENTAL DIMENSIONS OF NUCLEAR POWER PLANTS gesellerin Gösterimi ve Tartışma)5. SOLAR ENERGY SYSTEMS AND ENVIRONMENTAL EFFECTS 6. WIND ENERGY 7. WAVE, TIDAL & HYDROGEN ENERGY8. GEOTHERMAL ENERGY9. HYDROPOWER ENERGY 10. BIOMASS ENERGY SYSTEMSSo; starting with the question ""What is Green Energy?"", we continued by presenting the ecological approach & the potential environmental impacts, & making comparisons of the production systems in a given area & judged on the best solutions with an innovative decision tree development & applications. Of course economical approaches also took place in the training materials.As a second goal; the project was oriented on enhancing the quality & performance of VET system, improving information & guidance systems & strengthening the EU dimension in the energy systems development & development through promoting creativity, innovation & transfer of EQF principles in terms of increasing the qualification & training of the main target group in the sector.In order to realize these set of aims, our project used the following objectives:1. Definition of joint LO based blended learning model in energy sector;establishment of innovative competence standard & qualifications description approach in terms of content & target audience.2. Adaptation & development of courses in accordance to the definition of the qualification model & implementation of EQF/ISCO/ESCO principles.3. Use of ICT in training,teaching & learning activities.VET learning & teaching methodologies innovation including visual materials.In the project,we had 8 partners;2 universities from Turkey,1 from Serbia;1 research center from Hungary,1 training center from Germany,2 SMEs from Turkey,1NGO from Spain. GIRESUN was the coordinator of writing the book on ""Integrating Environmental Considerations into Energy Systems Development"" & partners from universities & research institutes also took part in writing.The knowledge produced in the book chapters was transformed into visual forms by documentaries by AELV. E-learning platform was created by ORKON for blended learning activities.The training materials were tested by each partner by multiplier events & ENERGIAKLUB was responsible from the testing activity. Knowledge-Skills-Qualifications were led by RENAC.National Reports were coordinated by GAZI, dissemination acitivities were led by BELGRAD University. Monitoring was done by KALI.We had the following results & outputs in our project:O1 National Searches in the Countries in EQF, ECVET of Clean Energy Systems Developers,GaziO2 Book on :""Integrating Environmental Considerations into Energy Systems Development"",GiresunO3 Documentaries (short movies), AELVO4 Knowledge,Skills & Wider Competences with Learning Objectives of the Professions,RENACO5 E-learning Portal with Energy, Environmental & European Components, ORKON& our main activities were :A1 (Organisation & Management) A2 (Training Book) A3 (Development of Documentaries) A4 (Desc.of Qualifications, Learning Objectives & European components) A5 (e-learning Portal) A6 (Testing of the Products) A7 (Monitoring & Evaluation) A8 (Dissemination, Exploitation & Sustainability of the Prj) By the intellectual outputs, we demonstrated & realized our aims & objectives in the project & we were successful in the dissemination of the importance of Green Energy for our lives, for the protection of our environment & our natural sources, leaving a clean environmen"

"Our DREAMY m-LEARNING prj successfully fulfilled the aims & instructions of the application form & the initial prj activities & objectives have been carried out & reached to its final aims successfully & where our prj's aims were;• to help women who acquire skills & sustainable employment patterns while still continuing to sell their products in traditional ways to support their families,• to help women who have acquired e- skills & learned to market & sell a product thru Internet & may also help other members of the family (their fathers,children, husbands) to develop their smart phone skills and/or market their products.Our target group is women with lower educational attainment who produce handicraft from their home.The aim is to help them to acquire mobile-digital & entrepreneurial skills for them to sell their handicrafts in digital markets by using smart phones efficiently.According to this aim,we developed a mobile app which is easy to understand & easy to use;for Android & iOS operating systems,web based interface bridging mobile app's to m-learning portal. Mobile learning platform included innovative & easy to use,based on ""learning while practicing” principle for the low-educated women & also simple&understandable way while taking into account the socio-cultural&educational status of the target groups.The content of the mobile app has been prepared in all languages &our m-training courses were a source for mobile app as well as for the handbook that was produced in the prj.While making the translations of the m-training courses,national priorities were also inserted in the modules for the mobile app.Aims were to motivate the interest & persistence of low-educated women,by using instructional teaching approach.Each module contained a short way of teaching material on the way to sell their goods thru internet,they were simple,straightforward,self-paced introductions. Women access the information about any topic by pressing the keys on that topic's name.At this stage,women just follows the instructions & obeying what is said on the mobile app, she will be successful in selling her handmades successfully.By means of this platform,they can easily access the information they require.By the established training program,low-educated women are now able to use these training modules to start up their own businesses.We realized our goal where it was to give them a solid foundation thru a very simple path.So,we excellently fulfilled our aim in our prj,giving entrepreneurial attitudes thru efficiently using smart phones of participated women for to sell their handicrafts in digital markets as entrepreneurs.In parallel with,we rose public awareness thru dissemination activities, workshop & other activities & also achieved sustainable impact of the prj results after funding.We performed & are still performing our dissemination activities thru meetings,seminars,conferences,face-to-face discussions,MEs & news at the newspapers, magazines & internet medias.As from the dissemination activities,we see that our prj has a great interest from the participants & we believe that,our prj will have a great impact on our target group in the future also.The outputs we prepared in the scope of our prj are very unique & there is no similar prj performed upto now so it will be very beneficial for the users of our prj.The IO's in our prj are,• SOTA (National rep,State of the Art),• Dreamy m-Learning Mobile app, The links are as follows: Android Google Play: https://play.google.com/store/apps/details?id=eu.dcnet.dreamymlearning iOS App Store: https://apps.apple.com/app/id1450258839 • Dreamy m-Training courses,• Dreamy m-Learning web portal, www.dreamy-m-learning.org• Dreamy m-Learning handbook,Our consortium included 8 partners whereas they were;1 association (AFIK),1 National Public Body (AFAS) 2 Univ.(HBVU & LJUB),3 SME's (ORKON,DANMAR & GUIMEL)&1 school/Institute/Educational Centre (IDEC)which constituted a variety of different organisation types meaning that we were able to share our different point of views & perspectives about the prj in many ways.Also the partner countries are from different areas of Europe,being from the north,east,west&south of Europe,almost from different geography & cultures of Europe which again brought different ideas to the prj & this was the very creative & innovative side for our prj.And the sharing of the tasks in the partnership was as follows &whereas we applied our activities successfully by dividing our working packages as the following:A1 (Prj Organisation & Management) AFIKAD+ORKONA2 (Develop.of the m-Training Course & State of Art SOTA)HBVU+LJUBA3 (Develop.of Mobile App) DANMAR+LJUBA4 (Setting up the interactive webpage) ORKON+GUIMELA5 (Develop.of Dreamy m-Learning Handbook)LJUB+GUIMELA6 (Testing of the Products & Monitoring & Evaluation of the Prj) IDECA7 (Dissemination,Exploitation & Sustainability of the Prj)GUIMEL+AFAS"