The WISH rpoject included 2 pedagogical faculties from Romania and Turkey and 3 high schools from Slovakia, Italy and Spain. All the partners were connected with very similar pedagogic problems regarding the students in the risk of social exclusion. The basis was the will and effort to equip the students with recent skills and to contribute to building more tolerant and more inclusive society.Project aimed at innovative educational strategies in order to enhance the 21st-century skills via project-based learning. Teachers were trained at specific workshops and prepared educational and free-time activities which related with the project topics. Students wrote and realized social-inclusion projects at school to increase the awareness about social inclusion using the project-based learning (approach) thanks to which the students gained the knowledge and skills. These were the activities linked with recognition and solving the real-life, recent and complex problem, question or a challenge.Main project goals were:1. to increase the awareness about the importance of social inclusion,2. to help the students to obtain the 21st-century skills using the PBL approach,3. to support the professional pedagogic staff development to improve the 21st-century skills and inclusion of students from various marginal groups,4. to increase the quality of pedagogic students at partner universities and school curricula at partner high schoolsin order to enhance the 21st-century skills and secure the social inclusion of students from disadvantaged groups,5. to raise the key competences of students (communication in English, social, civic and digital competences and other). Approximately, 200 people from 3 participating high schools were directly involved to the project activities. Universities supervised the pilot studies also at 2 other high schools (Timisoara and Gaziantep) what has risen the number of involved persons to about 3000 including direct participants (students and tecahers), experts/lecturers, policy makers, local and regional politicians, media representatives, headteachers and other relevant and important persons or groups of people. Besides that, universities accomplished to integrate the project outputs into their syllabus and other educational materials what means that other approx. 600 people benefit from project. Used methodology focused on active learning by students within the project, especially, thanks to teambuilding activities and ways of co-operative teaching. The participants had to manage a real (social-inclusive) project in a school environment meaning they played an active role in the preparatory and realization part of these school projects. They organized various activities, chose appropriate digital tools, created different outputs, etc. All the project activities were directed to build uf self-confidence and to motivate the students to be initiative at action and to be creative at proposing solutions. Important skills such as English language communication, cultural awareness and intercultural communication were accomplished thanks to positive interactions among participants and mutual co-operation of the project partners.Students developed the 21st-century skills and acquired the awareness about the importance of social inclusion among their peers and schoolmates. Teachers understood the steps of PBL and learned new practices how to fulfil students´ needs at risk of social exclusion. Pedagogues co-operated on European level and were directly engaged in the youth educational process. Schools proceeded in developing the dynamic learning environment and increased the quality of provided education by integration of innovative methods and and project outputs to the school curricula by several thematically-connected subjects.All that has had very positive impact on local and regional level. The project enabled students to become fully engaged and responsible members of their communities.in terms of planning, leadership, sensitive approach and empathyto the socially-threatened people.as an inseparable part of our society. On an international level, there was a cross-border transfer of knowledge, experiences and co-operation among schools and universities what enabled students to live and experience an active and responsible European partnership.One of other long-term project benefits represents the fact that participants faced important tasks: to solve problems, to cope with incertitude, to communicate through culturesmeaning that the project approach led to a real life-long learning not only of students but also of the pedagogues.Throughout the project duration, several activities were realized in co-operation with local and regional partners, be it non-profit, private or public sector.All the project activities are archived in the Erasmus+ Project Results Platform as well as on the project webpage (www.wish-project.eu).

Let's Make our Own Business is a project, carried out in the concept of erasmus+ programme with the cooperation of schools from Croatia, Turkey, Italy, Netherlands and Greece, aiming to improve Students' Entreprneurial skills besides language and ICT competences. According to the EU reports, during economical crisis, a vast majority of people in Europe did not know what to to to create their own solutions and just waited for the support of the governments. Due to struggle with a growing number of young graduates unable to succeed in the labour market in all five participating countries, the project tries to develop skills and competences which are essential for successful professional and personal life.The long-term objectives are based on outcomes of distributed and analysed questionnaires among all participants.They all have realised that the key factors of prosperity and well-being of all members of society are those stated in the project aims and objectives.They create the stepping stones of labour market flexibility and are essential part of future prosperity of all members of EU. In order to achieve the goals, the first step is to modernize education systems,to focus our efforts on motivation of students. In this project, 100 students and 40 teachers will be involved directly in LTTA activities which will be hosted by participating schools.Around 400 students and 75 teachers will be involved in the project indirectly through skype/online learning activities - which will be organised between learning activities and their role is to involve a greater number of target persons / students and teachers/. They will work in internationally mixed teams to improve their language and collaboration skills. Thanks to varied courses they will be able to approach tasks from different angles. They will meet new softwares, web2 tools and They will learn about e-twinning a lot. During each LTT activity, in International groups, participants will create their own Business (company) step by step on e-twinning platform. Each step will consist of tutorials, presentations, interactive activities, worksheets, self-assessment tests and many others that will be available to students, teachers and public not only in participating countries but worldwide. During the LTTAs, 5 different International companies will be created by different students cooperating in International groups. This means that all school community will have to follow the Project steps carefully. Another extra point of LMOOB is that it covers not only the participants existing in LTTAs but also the students in partner schools and other partners in e-twinning platform. Lots of Companies will be created in schools by using e-twinning platform. And, an enthusiastic member of the schools will have a chance to be involved in activities. Through implementing innovative approach - using learning and teaching via e-twinning, concepts of blended learning and the flipped classroom, introducing methods to improve teaching and learning foreign languages ( Content and Language Integrated Learning (CLIL) and Computer Assisted Language Learning (CALL) ), we will be able to deliver necessary skills and competencies not only to pupils but to teachers as well through attending both types of learning activities. In this project we want to concentrate on implementing entrepreneurship education, so young people studying different courses can start their own companies that might operate on global market. We want them to overcome fear and doubts, because thanks to active participation in the project and its follow-up activities they might be self-confident, ambitious and active young entrepreneurs. Our plan is to make them break stereotypes and stand up for themselves. We want to teach them how they can create businesses where they will contribute not only to the country welfare but also European community taking into account local/regional/world society needs in future. They will learn how to follow the rules of fair trade promoting local and regional suppliers and meet the environmental needs in terms of being nature friendly and ecological. Crucial outcomes of this project are development of key skills and competencies, such as critical thinking, communication, financial literacy and very important collaboration skills ( ability to cooperate in multiracial, multicultural and multilingual envronment) . They need to be goal-oriented and creative to be able to solve problems and come up with innovations. Thanks to 'Let's Make our Own Business' all participating countries will be able to improve the education and students learning outcomes. Due to its feasibility and accessibility this ambitious project has a potential to serve as an open source learning platform and ensure its longterm sustainability. All participating countries plan to share project outcomes in other projects and cooperations on different platforms, such as eTwinning, SEG, erasmus+ Project Results Platform

"<< Background >>After the Covid-19 pandemic spread, with the transition from face-to-face education to online education, it has become more vital for teachers to possess pedagogical digital competence in order to manage the learning and teaching process in the most efficient and effective way, considering teacher education processes are predominantly shaped on the basis of effective face-to-face teaching. In the face-to-face education model, the teaching process holds an interactive and inclusive character. However, nowadays in the digitalized model of education, it is considered essential to enhance the VET teachers’ digital competencies and also digital pedagogic proficiencies including competencies on how to include slow learners, foreign students or disabled students in the learning and teaching process along with regular students. With the initiation of emergency online teaching, all countries and all educational institutions have put a lot of effort to quickly adapt into on-line education. Teachers had to take part in this process without any training on digital competencies. As a consequence, they, directly, tend to transfer face-to-face education activities into online education. Nonetheless, the dynamics of face-to-face education and online education are totally different from each other. In order to ensure the success of education in this process, providing teachers with sufficient digital competence is a key factor: The latest OECD’s TALIS study (2013) showed that 18% of trainers and teachers feel that they need more development of ICT skills for teaching. This also shows us that for effective online teaching it is a priority to develop teachers’ / educators’ digital pedagogical proficiency, specifically digital competency. In addition to this, after COVİD 19 pandemia, effective inclusive online teaching is the main agenda of policy makers, educators, administrators, teachers, parents and students, especially in vocational education which has many practical implementations and is difficult to manage it by online teaching. So it is also vital to develop the digital skills of the vocational school teachers in order to produce a more qualified education and minimize the limitations and risks of online teaching.<< Objectives >>By implementing the e-FLIP project we aim to develop and to implement a flipped classroom-based education model (e-FLIP Teaching Model) and a teacher training module (e -FLIP Teacher Training Module) embedded in an e-platform for VET teachers and teacher candidates in order to develop their pedagogical digital competencies. We plan the e-FLIP teacher Training Module to incorporate four basic components:i. Lesson planning and preparation by implementation of e-FLIP Model based on flipped classroom approach.ii. Guiding principles for developing teaching/learning activities in digital environments.iii. Tools for developing teaching materials compatible with digital learning environments and guiding principles for an effective utilization of such materials.iv. Use of assessment and evaluation tools and guiding principles for an effective use of these tools.Within this framework, the project intends to support digital pedagogical readiness in school education in two main aspects:(1) e-FLIP Teaching Model aims to support and improve VET teachers’ and teacher candidates’ digital pedagogical readiness.(2) e-FLIP Teacher Training Module (proposed at the end of the project) allows VET teachers to be effective users of the e- FLIP teaching model and digital tools so that all the students, including disadvantaged ones, can benefit from online education and training services in the most efficient way.The e-FLIP project supports digital transformation plans at all levels of education and training through cooperation. It supports digital pedagogy and expertise in the use of digital tools for teachers (European Commission, Education and Training, Resetting education and training for the digital age, 2020).The Project aims to achieve the following objectives: · to enhance existing skills and to develop new one relevant to online teaching skills and coaching skills, digital skills of the participants,· to produce innovative teaching model (e-FLIP) effective in qualified online education which may supply the educational needs of students including disadvantaged ones (non-native speakers, immigrants, slow-learners etc.), · to produce teacher training module (e-FLIP Teacher Training Module) embedded in an e-platform,· to adapt e-FLIP teacher training module to teacher education curricula in order to equip prospective teachers (teacher candidates in their final year of education) with necessary competencies for online teaching,· to produce an e-book about flipped teaching model, its components and digital tools with sample practices including the inclusive ones.The e-FLIP project aims are coherent with the priorities such as “Addressing digital transformation through development of digital readiness, resilience and capacity"" and “Supporting teachers, school leaders and other teaching professions””by:· supporting digital transformation plans,· producing innovative teaching and training modules,· adaptation of flipped classroom approach to the online teaching,· strengthening the digital skills of VET teachers and teacher candidates by adaptation digital tools into the school curricula.The e-FLIP project also aims at contributing to find common solutions to a common education crisis caused by a global problem, Covid-19 pandemic. Following this goal and in order to produce internationally usable, inclusive and functional educational tools/products/strategies, the project needs to be carried out with the collaboration of different countries and with the contribution of several academics and policy makers with expertise in various fields so to ensure the consistency and “global” claim of a newly developed/ innovative educational platform and for its wider dissemination.<< Implementation >>The activities that will be implemented are the Transnational Project Meetings (TPM), Learning/Teaching/Training activities (LTT), production of Project results (PR), Dissemination activities including Multiplier Events, Impact, Dissemination and Sustainability activities. These all activities will be achieved by the coordination and cooperation among all project partners.Project results are the (1) E-Flip Innovative Teaching Model, (2) E-Flip Teacher Training Module transformed by the model and (3) Digital Platform including these project results with a special infrastructure and (4) E-book. All these project results will help them develop important skills related to digital pedagogical competence and the digital competencies of both teachers and teacher candidates in terms of VET process and aim that is also mentioned in the Erasmus Plus Programme Guide 2021 for VET projects’ priorities.The other activities that will be implemented are The TPMs, LTTs and pilot studies will be used to develop these innovations (Model, Module and Digital Platform) whose actual use will also be conducted in real school settings. Innovations revealed at the end of the project will be transformed into a e-book for a wider audience to be used as a resource which will give new ideas to potential users/practitioners.The activities will be supported via pilot studies for 3 months contribute the quality and effectiveness of the e- FLIP Model, Teacher Training Module and Digital platform. These pilot studies for the evaluation of the project outputs in real school and teacher training settings before finalizing them and finding out the missing points during implementation. These studies will be integrated with the training module and the digital platform development that will be used in both pre- and in-service teacher education processes.The integration process of the project results in all dimensions including teachers, educators, policy-makers and academics will be another implementation process during and after the project duration. The dissemination, promotion and other sustainability activities will also be implemented during and after the project duration. Some of the main activities under this are as follows:• Significant education networks such as EU Project Results Dissemination Platforms, e- twining, European SchoolNet, and national and EU online platforms will be used to increase the effect of project results which are already assumed as reflected through the selection of participating project partners. After the development of the PR, the partners will start to disseminate the PR via these platforms.• Multiplier events will meet project results, Project results and products, with key persons who will disseminate and sustain the project outcomes, contributing to increase the impact of the project. Also, the presentation project results in an international conference and will be published research paper will disseminate the project results also in the academic community to be used in wider platforms of teacher training and further research.• LTT – Learning Teaching and Training activities will also improve the proficiency of the teaching staff in digital skills, digital pedagogical competencies and also key competencies as communication in foreign languages, collaborative work. Visiting schools/ educational institutions will give a chance to teaching staff to job shadowing different sorts of implementations regarding the online education, inclusive online education and digital pedagogy.The methodology of communication and cooperation with partners and stakeholders including associated partners will depend on online or face-to-face meetings of the project like transnational project meetings and project management meetings for preparation, monitoring and evaluation of the project process, coordination among the contact person of the project partners’ and channels used for VET, EPALE and including Project Results Dissemination Platform<< Results >>In our project we plan to create intangible and tangible results. We consider the following results to be tangible project outputs:The project logo, promotional leaflets, website, blog, wikispace, eTwinning page and other social media and project dissemination platforms will be created and they will be used as an effective way for the project dissemination. For the promotional objectives we will also create a final booklet that will include project objectives, topics, activities, results with photos and memories from each TPM and L/T//T. We also plan to produce various ict-products (photo galleries and mini videos) to summarize each project activity.The main Project results are the e-FLIP Teaching Model, e-FLIP Teacher Training Module embedded in e-FLIP open access Digital Platform, and e-Book. We will also prepare an E-guide of the e-FLIP digital platform, tools and sample practices of the e-FLIP teaching model including inclusive digital classroom implementations thanks to which teachers can develop their own lessons and teaching materials. We will also offer teacher training for partner and pilot schools, academic staff and teacher candidates not only focused on the e-FLIP teaching model and digital tools but we will also include some inclusive practices for disadvantaged students. Research papers will be included in e-FLIP model and digital tools used in online educationThanks to the TPMs and L/T/Ts we will produce presentations, reports, records, seminars and workshops and also materials for the agenda of meetings, multiplier events and training.In the process of project implementation we will create records of the lessons realized thanks to the e-FLIP model and we will prepare various materials by digital tools to be used during the lesson as well. In this way the students from our partner and pilot schools will be educated using the e-FLIP teaching model. We will propose to include our e-FLIP teacher training module in the teacher training curricula of gaun and we suggest to integrate it for the professional development of VET teachers at partner schools and pilot schools.Thanks to the direct implementation of the project results we will obtain the reflection reports of the teachers focused on the e-FLIP model, module and digital tools that will be a formative and summative evaluation tool of the project and Project results. Evaluation and interim / final report of the project will be also written and submitted.Among the intangible results we expect the following outcomes:- VET Teachers´ improvement in respect to the digital education- Change of European teachers´ opinion and customs on online education thanks to project Project results that will be disseminated by associated partners.- Cooperation among various educational institutions for developing innovative ways of online education and for respecting the special needs of our students.- International experience for the project participants that will communicate in a foreign language and share the good practice in different European online education thanks to the project.Recommendation of the project's Project results by the important educational networks to its followers."