Over the past several years,tens of thousands of refugees and asylum seekers-including an unprecendented number of children-have braved rough seas and barbed-wire barricades to find safety and beter life in Europe.Are our schools prepared to help refugee students integrate into their new communities? And will they succeed in preparing all students for a world in which people are willing and able to collaborate with others of diverse cultural origins;appreciate diffrent ideas,perspectives and values;and join others in life,work and citizenship?Even before this latest influx,the population of refugee students had been growing and refugees are concentrated in schools-classrooms and community-ampliyfing the challenge of diversity for teachers, school leaders and policy makers.The successful integration of refugees involves a whole range of policy domains and therefore requires a hole-of-government,and indeed a whole-of-society,response.But education plays a crucial part in this.The policies and practices that countries use to integrate refugee students into schools have a major influence on whether integration is successful or not;and countries that are unsuccessful in integrating the first generation will pay an even larger price in future generations.So what should we do?Our project’s aims to provide language instruction ,offer high quality of early childhood education, encourage all teachers,prepare themselves for diverse classrooms,reach out the refugee parents,provide them social/counselling support.There will be 4 projects meetings will be planned during the project.Two meetings in the first year,two in the second year for planing,managing the process,improving the activities,distrubiting the tasks and responsibilities,correct social dialogues.M1:(2 participants) This meeting will allow adjusting the project organisation, considering the complexity linked to the number of countries, the introduction of the school/organisations and its systems ,adjusting the project organisation,introduction of the nearest environment in December 2016 in Turkey. M2:(2participants)Partner school/organisation progress project planning,evaluating, meeting researchers,distrubition of the tasks related to planned activity,revising and checking the questionaire's results,discussing about the researches which is done to the purpose of the ways of integration by all partners. March 2017 in Germany. M3:(2participants)Evaluation of the first year of the project about what has been developed so far,the fulfilment of the objectives,to plan activities and products that will be developed until the end of the Project in October 2017 in Italy. M4:(2 participants)Taking the responsibility for dispatching, collecting and integrating written contributions,dispatching preparation work and organize the inputs/contributions to feed the meetings of second year of the Project in February 2018 in Spain.There will be one a multiplier event activity in Turkey in April 2018 with the participant of all particants.All teachers who use APR and guide at their schools will come together for general evaluation.All menus of APR and guide will be discussed and evaluated.We do not want to find solutions in short term or just provide the target groups an awareness we exactly want to give the refugee students,their families responses to strenghten integration in the long term..That is why we want to form this monitoring-evaluation system by this way we will support their improvement processes by innovative techniques,demonstrate the values of cultural diversity.This system will bring innovation not only for the students and their families but also the teachers and the school leaders who are responsible to integrate them into the education..It will direct them to find practical tools or methods to comprehend the linguistic and cognitive capacities of the refugee students.It will provide educators integrating elements and symbols of the cultures of origin into school life, in the curriculum, textbooks, and in other school material. Educational authorities will scrutinise the procedures for assigning refugee children to schools for children with special needs.It will improve the general quality of the school via measures that include good management of the school, good cooperation among teaching staff, high expectations of teachers with readiness to give support, good quality of teaching, good discipline, good equipment of the school and strong parent involvement.The students will gain positive attitudes and behaviours and make the society change positively in the long term. Active involvement in the learning process.This project will help students to eradicate some barriers and phobias which prevent them actively involved in the activities and to encourage them to gain self-confidence.

"As a result of the researches conducted and the postgraduate thesis on “glass ceiling syndrome”, “BIG CEFA” Project is planned based upon the low rate of women administrators and the problems they encounter. Heading up from the fact that the situation observed decreases the possibility of women to become administrators, the project is prepared to be implemented in 5 countries where the rate of women administrators is extremely low.So as to be able to cope with such problems as gender discrimination and lack of communication with their fellows that they are faced with advancing in their careers, women administrators and women manager candidates who are exposed to glass ceiling syndrome need guidance, social support and motivational services. Within this context, this project is in line with the objective of ""improving the demand and take-up through effective outreach, guidance and motivation strategies"", which is of the priorities of European Commission in the field of adult education. Besides, it is aimed to minimize the problems faced by women administrators by improving the management skills and competencies and mentorship skills of them. With this objective, the project is in line with the priorities of European Commission with the objectives of ""Extending and developing educations competences"" and ""Achievement of relevant and high quality skills and competences"". Within this framework, it is thought that the findings and results obtained from this project can draw attention to the importance and seriousness of the matter and taking action to overcome glass ceiling barriers.Taking these priorities and objectives into consideration, main target of the project is women administrators and administrator candidates in educational organizations. Project’s Intellectual Outputs were created suitable for this target, which are:1-Situation Analysis Report (IO1): Report contains knowledge about Glass Ceiling Syndrome given in related literature. It aims to put forward the currents situation of Glass Ceiling Syndrome and Glass Ceiling Barriers that women administrators face in Turkey, Spain, Italy, Portugal and Germany. The report has 3 main parts. Problem Situation, Method, Findings and Discussions and Results and Suggestions. The report holds current situation of women administrators in terms of glass ceiling experiences comparatively in partner countries of the project.2- Women Administrators Training Program (IO2): The training program aims to give information about glass ceiling issue in administration. It was prepared according to results of IO1. It has three modules which are Administrative Training, Coping Skills Training and Glass Ceiling Training. They can be used both together and separately by the one who interested in. According to training evaluation results and participants' feedbacks, it is seen that training program is valid and applicable. 3- Women Administrators Mentorship Training Program (IO3): The program aims to develop women administrators' administrative skills and their mentorship skills. It was prepared according to the results of IO1 and evaluations of IO2. It has 5 modules which are Time Management Training, Decision Making and Problem Solving Training, Communication and Motivation, Gender and Awareness and Mentorship Training. The modules can be used together or separately by the ones who are interested in.Thus, we aim to minimize the glass ceiling barriers that women administrators experience, to let them develop skills in order to be able to cope with these problems and to develop their mentorship skills. According to training evaluation results and participants' feedbacks, it is seen that training program is valid and applicable.The situation analysis report (IO1), women administrators training program (IO2) and women administrators mentorship training program (IO3) will be available for use with a free access in many countries around Europe.Therefore we aim to reduce gender discrimination at the management level, break the prejudices and stereotypes directed to women administrators and administrator candidates, inform them in advance about glass ceiling barriers they may encounter and thus to develop their ability to cope with these barriers, improve the work conditions of them, give mentorship training to women administrators for make them guide other women administrator candidates.By taking all these priorities, intellectual outputs, short and long term aims into consider this project aims women administrators to develop better social skills and right decision-making skills and to gain motivation to overcome glass ceiling barriers in their career planning. In the long run, this project will inspire and contribute future projects related to gender inequality, social stereotypes against women in work life and developing administrative skills of women. And it will serve as a practical project with its products to overcome gender inequalities in work life."

This project arises from the need to attract attention to the education of gifted students using out of school learning areas. Museums are taken privately as out of school learning areas in this project as they are important cultural heritages of nations. We will both raise awareness for the education of gifted students and for the museums as out of school places as education should not be restricted in a classroom. So our main aim is to promote museums to be entertaining, creative,educational and functional institutions without excessive seriousness, and to be effective, sustainable and living institutions. In this way, we set an example of all other institutions as a learning model by their adopting our model and to promote these institutions’ functuonality. In this process, our objcetives are as follows:-to help gifted students learn by doing out of school areas,-to improve cultural dialogues between nations and transnations.-to create a socialization area for gifted students as they need it.-to raise awareness about the importance of out-of-school areas.-to raise awareness for the museums as important cultural heritages. The innovation of the project lies in the creation of specific activities in museums using the historical artifacts in these musuems as part of the activities. With the booklet and lesson plans which will be prepared by the participant educators will be important outputs of this project. As 4 partner organisation we come together to realize these objectives. We have planned 4 meetings, 2 TPM and two LTT. We will make gifted students join the LTTs and dissemination activities. First of all there will be a TPM in Greece. The first meeting will a kick-off meeting and all project details will be planned with face to face communication. The project will last 20 months and the meetings have been planned almost every 6 months. There will also be a virtual meeting to go through the project activities in the middle of the project duration. The final meeeting will be held in Italy to finalize the project, evaluate the impact and work to sustain the project results as well as disseminating it as much as possible. Except these meetings there will be two LTTs with the participance of students and teachers. In these LTTs students with the support of their teachers will carry out some activities in the museums of host countries. To the mobilities among gifted students especially having economic difficulties will be chosen. As they have economic difficulty this project will a good opportunity for them to see different countries, cultures, peers from different countries. The activities in each mobility have been planned with agreement of all partner country in this project and all these activities are planned to reach the objectives of the project. The expected tangible results are e-booklet, web site, sample museum school lesson plan (integration of museum activities with different lessons like social studies, geography, maths, drama, etc...) youtube channel and vlogs in which we will share the activities done during the mobilities. The methodology to be used in carrying out the project is non-formal education. This project is innovative in terms being the first for both developing gifted students education and teaching professions.

Context/background of project:According to the European Commission report “Gender Equality Strategy: Striving for a Union of equality” released on 5 March 2020, the President of the European Commission, Ursula von der Leyen, said: “Gender equality is a core principle of the European Union, but it is not yet a reality. … Using only half of the population, half of the ideas or half of the energy is not good enough.”Moreover, gender equality is not only a matter of concern for women. It is a matter of concern for all of us. Several pieces of evidence highlight the importance of building positive attitudes towards gender equality.Partners:The consortium is comprised of 5 countries -(Poland, Greece, Italy, Latvia) which all are ranked in lower positions than the EU’s score on the Gender Equality Index 2019 (https://eige.europa.eu/gender-equality-index/2019/compare-countries/index/bar). -and Turkey which is ranked 130th out of 153 countries in the World Economic Forum's (WEF) Global Gender Gap Index 2020.Objectives of your project:The aim of DIGI4EQUALITY (A DIGItal toolkit for promoting gender EQUALITY in science and technology) project is concerned with developing a novel toolbox by which professionals can attract, reach out and assist students to raise awareness and tackle gender stereotypes in society and in occupational choices in a digitalised world. To achieve this aim, the DIGI4EQUALITY project will have these objectives:-to highlight the important role of women in science and technology-to ensure a gender-transformative environment for girls and boys to overcome gender stereotypes with regard to roles of women and men at work and in society-to encourage both girls and boys to make career choices in a digitalised world-to raise awareness of teachers on gender equality which affect their interactions with boys and girls-to strengthen educational skills in coping with gender equalityDescription of the results:-A methodological guide to promote gender equality in STEM in schools taking into consideration the impact of the recent socio-economic changes brought by the rapid spread of digital technology in the world and the need for integration of women in STEM and society.-A cooperative educational card game as a tool to gender equality treatment. The card game will present at least 50 female role-models in STEM. Some of the cards will be complemented with Augmented Reality content. -A guide on how to play the game will be developed.-A digital interactive book presenting women who made an impact in STEM to educate students about the ingenuity and contributions of women, and encourage an interest in STEM careers. Stories about women who broke through barriers of gender and race in pursuit of their dreams, goals, and interests will be presented and will be complemented with Augmented Reality content. Game-based training activities will also be included to intrigue students and get them involved.-A video selection to encourage girls in STEM and to fight gender inequality.-Development of the e-learning platform in which all the created material will be included. It will be a valuable resource for teachers to achieve gender equality and girls’ empowerment not only in STEM education but also in society. The possibility of enriching the platform with more material created after the project completion will be open..A short description of the results and impact:As gender equality is a matter that concerns all, the DIGI4EQUALITY platform including the Educational Tools are expected to have a major impact to the target group on local/regional/national and European level.

"<< Background >>Context; Corporate Social Responsibility (CSR) is when a company operates in an ethical and sustainable way and deals with its environmental and social impacts. This means a careful consideration of human rights, the community, environment, and society in which it operates. It aims at integrating the business interest with that of the community in which it operates. The actions of business and industry impact the lives of citizens, both directly and indirectly. Hence the business and industry is expected to assure reasonable level of responsibilities towards society in addition to their economic and legal obligations. The corporations have, thus, an obligation to various groups of society and are expected to be ethical and a good corporate citizen.In 2014, there was a call for “Further integrating CSR into education, training and research: the Commission will provide further support for education and training in the field of CSR, and explore opportunities for funding more research.” The European commission adapted its definition of CSR with the hope of “creating shared value”. This refers to the way in which enterprises seek to generate a return on investment for their owners and shareholders by means of creating value for other stakeholders and society at large. This links CSR strongly to innovation and VET , especially in terms of developing new products, training and services that are commercially successful and help to address societal challenges.Across all countries, respondents showed they had a CSR policy but the policy was not implemented in their curriculum or within their training as teachers or educators. Over 75% of participants expressed they would be interested in a specific training material on the topic of CSR rather than adapting the current curriculum. Over 80% of respondents identified international cooperation with VET providers as important for CSR. Each partner invited 3-5 associated partners which are mostly vocational educational schools. The main result of these focus group discussion, especially turkish side,is they focus so much on practical skill development in order to pass examinations but the ethical and social responsibility element is missing. This doesn't support their employability. Headmaster of the portuguese partner states clearly that the steps from the beginning of the CSR skills and implementation of the CSR in the curriculum of the VET school is not clearly identified. It confuses the teachers to be able to take a step into the CSR world. Therefore, we can generalise the main need after the focus; confidence of the teacher on CSR values, implementing it with their student is very important. Finaly, The CSR, goes beyond the narrow economic, technical and legal requirements of the firm. It’s incredibly important that training centres, VET providers and companies work in harmony to operate in a way that demonstrates social responsibility and in-turn impact the service users, staff and internal members of their organisations. Although it’s not a legal requirement, it’s seen as good practice for the future to take into account social and environmental issues. In each of the partner countries we see a need for education and skills based training with CSR agendas. This trend is CSR and its connection to life-long learning and the vocational support needs support and guidance, now is the time to take action. Therefore, our partnership was created ""CSR2VET; closing the gap between CSR and the VET sector"" will gather together CSR experts, training centres, VET providers and organisations with the hope of creating a CSR initiative that truly makes on impact on both the beneficiaries/service users and the larger companies and training centres.<< Objectives >>Objectives; 1. Promote CSR as a methodology for bettering the VET sector2. Increase engagement and participation of fewer opportunity people in VET3. Increase employability opportunities and promote new roles in companies through CSR4. Increasing the awareness of educational situations, especially vocational education, on social responsibility.Additional to our objectives when we mention on CSR Values we mean- Environmental friendly approaches - More inclusive society and active community involvement- WIN WIN for students, teachers, companies and communities<< Implementation >>There will be 3 TPM, 1 LLTA, 6 ME, 3 outputs. There will be also dissemination, evaluation, quality plans to plan, implement and monitor<< Results >>We expect the following results from this project;An increase and true integration of CSR methodologies into the VET sector and training centres as a core principle through CSR Ambassador Training with 18 VET teachers and 2 accompanying trainers. Each country will do a local activity with 20 teachers (totally 100) within the project and “train the teachers” from the training they received in Turkey therefore creating a multiplier effect. We also envision that VET education will be more accessible to fewer opportunities for young people and adults who are not currently accessing the VET Sector as VET teachers, staff and the administration staff receive the training in inclusion and access for all. There will be an increased integration and motivation to use CSR in the form of digital learning through our output 3 and an overall CSR ideology in the general running and day to day of the VET and companies. We expect the project to increase opportunities for employment and show an increase in employability and new rolls in companies focussed on CSR. We want to build an “A-Z” guide with a tips framework about how to implement their own CSR framework , Ambassador training material with responsible good practice in the field of education at the European level to contribute to the development of CSR in each partner country and to train closer to everyone's needs.We expect this project to lead to the creation of CSR values;- inclusive education- Considering the environment and reducing carbon footprints- improving labor policies for employees/teachers and teachers.- Promoting Volunteering as a core principle in society in the community- Corporate policies that benefit the environment- Socially and environmentally conscious investmentsWe expect this CSR training, ambassadors and CSR Hub to enhance the VET sector and companies ability to attract qualified personnel, greater learner/employee engagement and increased support of VET and profitability.We foresee the following intangible results;A well defined and active CSR outlook report. The publication of a CSR country comparison report in Italian, Turkish, English, Portuguese, Swedish and Greek."