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Milli Eğitim Bakanlığı Din Öğretimi Genel Müdürlüğü

Country: Turkey

Milli Eğitim Bakanlığı Din Öğretimi Genel Müdürlüğü

4 Projects, page 1 of 1
  • Funder: European Commission Project Code: 2018-1-TR01-KA204-058750
    Funder Contribution: 207,412 EUR

    "CONTEXTTechnology revolutions are transforming our world and changing the way we live, work and interact while leading to new opportunities with many challenges as well, and this is happening at an unprecedented pace. According to European Economic & Social Committee, ""Information technology is on the rise everywhere, yet its potential for economic growth, employment, innovation and, above all, improving European citizens' quality of life, has still to be fully exploited."" The committee also refers to ""Digital Single Market Strategy"" which will carry all Labour Market to the world of Internet and create a fully engaged digital society. As EC states, ""those who could benefit most from education and training are the ones less likely to engage"". In this process, in order to foster digital skills, training hard-to-reach adults is crucial, yet very challenging as well. Lessons learned from the previous attempts and European adult education experience in the last decade show us that these millions of adults can't be trained directly or taken to the 21st century labour markets. Motivational ways are urgently needed to reach those adults, re-mobilize them and increase their capacity to learn to learn and change the flow of their lives for better life conditions. Here, gamification practices both in face-to-face interactions and e-learning spaces are very promising to reach, motivate and re-mobilize these adults.OBJECTIVESHereby the main goal of this project is to provide hard-to-reach adults with flexible learning opportunities through face-to-face interactions and an interactive e-learning platform and a mobile application equipped with gamification strategies to foster them digital skills. The project will also bring together small groups of these adults in events and show them how to transfer their digital skills into real life situations and how to use technology to improve their lives.The project also aims to• provide adults with 21st century skills and encourage them to take action and gain self-confidence, by enabling them to perceive their situations as a serious game in which they should play to win,• encourage them to see that they are ""capable of changing their situations"" by using their digital skills and gamification strategies in the society more effectively,• build the capacities of adult educators through trainings about gamification strategies in fostering hard-to-reach adults' digital skills and integrating these strategies into real life situations.TARGET GROUPSThe target group will include 50 hard-to-reach adults who need practical experience to gain digital skills and integrate them into their lives to become capable of changing their situations and 50 adult educators who need capacity building to facilitate hard-to-reach adults to develop their digital skills and motivate them to re-mobilize in the community.ACTIVITIES & METHODOLOGYMethodology includes the following steps in general.1- Gathering needs, experiences and generating inspirational scenarios through workshops with target groups2- Developing Interactive e-learning Platform ""My Digi Space"" via literature reviews and joint work of partners and target groups3- Developing Mobile Application ""My Dig Box"" through compilation and simplifying the content of e-learning platformRESULTSAt the end of the project practice we will have obtained a guideline including inspirational scenarios, a gamified e-learning platform and a mobile app, which will serve adults to gain digital skills and facilitate them to integrate their attainments into real life situations/tasks. Thus they will be able to be re-mobilized, their engagement in 21st century skills will provide them with more self-confidence and motivation to take more action in the community.IMPACTInvolved adults will make progress related to their work and life situations, like mentality change, producing practical digital solutions to facilitate daily life situations/responsibilities/interactions.Adult educators will have a chance for further professional development to facilitate hard-to-reach-adults to gamify their own real life tasks through digital skills. This will empower adults more and lead them to take initiative more easily.Project owners will be able to reach wider European audience thanks to interactive e-learning tools that will be developed in the course of the project and provide many European Citizens with effective and engaging learning tools to gain basic digital skills."

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  • Funder: European Commission Project Code: 2021-1-TR01-KA220-SCH-000032726
    Funder Contribution: 178,455 EUR

    << Background >>The most critical period in a student's life is secondary education. Because, education in secondary education directly affects the future life of the individual. The education and performance of the student in the four-year secondary education will affect all his life after this process in a positive or negative way. In secondary education, students want to enter the university and get the education of a profession they target. Students' achievement of their target professions depends on their success. School success is an indicator determined according to academic superiority. The school is a place where cognitive development is provided, knowledge is gained, and the environment is prepared to reach academic excellence. The academic success or failure of the adolescent who attends secondary education is very important for himself, his family and the society he lives in. Academic failures due to various reasons, dropout from school, problems such as not being successful in proportion to their capacity prevent the expected number and quality of manpower potential to participate in the development of society on time and in countries such as Portugal, it is quite high. (More than 30%) According to the information obtained from 2009 PISA research data, the rate of students who declared that they repeat their year at least once at high school level differs by country. For example, while the OECD average is 2.2%, this rate is 10.5% in Turkey, 0.7% in the UK, 0.4% in Greece, 0% in Germany, 1.0% in France, Italy. It is 11.7% in the Netherlands and 0.6% in the Netherlands.It is known that students cannot learn the information they need to learn due to various reasons within the education system, and therefore they are absent from classes and school over time. The number of students who repeat their classes due to absenteeism, or who dropped out of the school and dropped out of their education life is quite high. This situation causes important problems for countries. Students who repeat a year or drop out of school prevent the potential of qualified manpower from being able to participate in the development of society in a timely manner. School dropout can have many negative effects on students. It can be said that the most important of these are the negative effects on the student's social life and emotional health. The striking characteristics of individuals who drop out of school can be summarized as low quality of life, working in low-wage jobs that require low qualifications, unemployment, social incompatibility, tendency to crime and suicide.There are achievements that our students must learn each year at the classroom and course level. Our teachers teach their lessons in the classroom according to these gains. It also measures whether the achievements are achieved or not through various activities in the classroom (performance assignments, project assignments and multiple choice exams). However, we can measure some of these gains. According to the current regulations, we carry out the exams of our students mainly through open-ended questions that we call the classical system. However, in the exams we have done with the classical exam system, we cannot determine which gains our students have achieved and which ones they cannot achieve. For this reason, teachers cannot see which gains students have achieved individually and generally on a classroom basis, and cannot fulfill their activities to support children in this direction according to the rules of educational sciences. This situation hinders the academic success of the student and causes bigger problems in the education system as absenteeism, grade repetition and early school leaving.We need simple and applicable informatics innovative digital applications that will eliminate the problems mentioned above and that everyone can access freely and easily.<< Objectives >>According to 2020 OECD data, as of 2019, four out of every 10 young people between the ages of 25-34 are not graduates of secondary education. The proportion of young adults (41%) who are not secondary education graduates in Turkey between the ages of 25-34 is nearly three times the OECD average (15%). . The fact that the young adult population, who has not even reached the secondary education level, is so high indicates risks in basic skills. Although the difference between the rates of women and men who do not graduate from secondary education has decreased in the last 10 years, the difference continues against women. It has an effect. However, the data does not show that 14.3% of the young people between the ages of 18-24 are neither in education nor in employment in the average of OECD countries.show that. This rate is 32.2% for Turkey. Turkey is the OECD country with the highest rate of young people between the ages of 18-24, neither in education nor in employment.With our project, we aim to support a technology-supported education process by harmonizing the measurement and evaluation process, which is an integral part of education, with technology. Our project includes determining whether our students have achieved the gains they need to achieve during their secondary education life through mobile application and software, and obtaining the unrecognizable gains through distance education platforms. If the student could not achieve the gains despite these studies, then the guidance service should step in and investigate the reasons for this and eliminate these reasons. Thus, it will enable the students to fully achieve the acquisitions they need to achieve and to continue their next education life without any hesitation and in a fully way. We think that with the functionalization of this system we will create, the problem of absenteeism will decrease significantly and the rates of school dropout due to failure will come to an end. We think that the mobile application and software system will be used by a wider audience with the addition of the official education platforms of the countries (EBA in our country).In the event that the student cannot achieve the gains despite the work to be done, the guidance services will contribute to the identification of the problems the student experiences at school or in the outdoor environment. Students who cannot achieve academic success in their lessons due to out-of-school problems (family, environment, friends, etc.) will be learned early and the causes of failure will be eliminated them with preventive measures. Thus, our students will receive a more efficient guidance service. The reflection of the academic success that will increase in the education systems and quality of the partner countries will contribute positively to the results of TIMSS and PISA. As a result of the project, we will prevent absenteeism, grade repetition and early school dropouts due to academic inadequacy in the school environment. This will contribute to smart growth and the reduction of early school leaving to 10% in the EU 2020 strategic goals.At the end of our project, students' love of school, or in other words, their positive attitude towards school will positively affect their own learning desire. In addition, conducting activities that will help students love their school will contribute to teachers' teaching their lessons more efficiently and result-oriented. It will help students love their school, see their school more attractive, increase their academic success, develop positive attitudes, develop students' social skills and create a positive school climate.By responding to parents' expectations from schools, contribution will be made to the development of school cooperation in the student, parent and school triangle.<< Implementation >>First of all, we will hold project information meetings with 664 students studying at Emine-Ahmet Yeni K: İ: H: L, our pilot application school, and their parents. In these meetings, the project goals, contents, digital platforms, what students and parents should do will be explained in detail. We will ensure that they download the mobile application that we will prepare later on to their mobile phones. It will be ensured that our students fulfill their responsibilities in the activities that will be carried out through the (EBA in our country) system in order to compensate for the gain deficiencies that will be determined with the mobile application. In addition, with the passwords we will give to our parents, we will ensure that they can see the status of their children on the mobile application or online platform, and participate in the work to be done to eliminate the missing aspects. If success is not achieved despite the work to be done, the causes of the problem will be determined and treated by the school guidance service. Again, an LTT activity with the participation of 57 teachers will be carried out within this partner. On the 2nd day, information will be given about the use of the mobile application. It will include measuring acquisition, marking the gains on student answer sheets, sending videos containing the gain (from the EBA system in Turkey ) in the face of missing gains, sending test-method questions after the videos, reporting and transferring information to the guidance service. İlkadım District Directorate of National Education will hold a project meeting with the participation of school principals in the district after our project is accepted. In this meeting, he will give information about the intellectual outputs of our project. In addition, he will ensure that one of the agenda items of his meetings with school principals every month includes our project topic. 17 District National Education Directors, Provincial Director of National Education, Samsun Governor, Mayors and academic and administrative staff of 2 Universities will participate in the multiplier activity. The General Directorate of Religious Education will include 100 school principals from across the country to its multiplier activities. It will also inform other school administrations affiliated to it throughout the country about the project.7 transnational meetings have been planned within the scope of our project. Two of the transnational meetings are planned virtually. The reasons for this are that we think that the opening meeting is held only in Samsun because 3 partners from the same city are involved in the project, it is positive in terms of the project budget. Frequent transnational meetings, which are the best means of monitoring project progress, will add strength to the project. In addition, the chairing of a meeting by each partner will support the ownership and institutional development of the project. While planning the meetings, we decided that it would be appropriate for institution officials and project contact persons from each institution to attend meetings that require mobility. We are convinced that it would be good for all the people who will contribute to the project from the project host institution to participate in the project. For this reason, 134 people will attend our transnational meetings of the project.The reason we want to hold our project closing meeting in Ankara is that our Minister of National Education and other officials of the ministry will be able to attend the meeting. This meeting will make a significant contribution to our project idea outputs to reach the people and institutions that direct the education policies of the country firsthand. In addition, by inviting relevant persons from the Turkish National Agency to this meeting, we will learn first-hand information about the quality of the implementation of our project.It is essential that partners do at least 1 activity locally.<< Results >>The school climate will improve positively with students whose academic failure has been minimized, their parents whose worry about their child's future is minimized, and their teachers who strive for the students. Project partners will be in cooperation and communication with each other by sharing the outputs that will be developed throughout the project. This project will also lead to a common learning and working culture as it consists of various partners such as universities, non-governmental organizations and regional public institutionsStudents;- Academic success will increase.-Stress and carefree school environment will be created- Our students will be helped to overcome the problems they encounter in order to achieve success and their development will be supported.-Students and teachers will continue their education at the desired age without interruption.-It will help our students increase their individual performance in the school environment and will play a role in our students to communicate more effectively between each other in this process.- Collaborate with students and families to work on the use of strategies that will improve the personal development of the student at home and learn how parents can be involved in students' educational processes.Teachers;-The awareness of innovative educational approaches and teaching strategies will increase.-The ability to use new technologies in work environments will improve.-Individualized learning and teaching approaches will be strengthened.- With the development of informatics skills, technological pedagogical field knowledge will increase.-It will increase the competence of teachers in the digital age,-All participants will increase their competencies in ICT-based learning resources- Will be able to differentiate and enrich the teaching learning process-The ability to develop effective solutions to educational difficulties encountered in the teaching and learning process will improve.-Academic staff, teachers and distance learning groups will cooperate to support the development of distance education in high schools.- It will ensure the effectiveness of learning and teaching process elements such as methodological approach, measurement and evaluation.-Teacher - Parent collaboration will increase -Boost awareness of intercultural competences and EU citizenship-It will increase teachers' proficiency in English as a foreign languageIn institutions;- Our institutions will have the ability to combat early school leaving.- With the inclusion of technology in education processes more, the effectiveness of the digital skill development action plans of the countries will increase.- It will be ensured that technological facilities in education and training are used effectively and widely and that every student benefits from information technologies.- To prepare scales, training modules and digital platforms for the needs of distance education.- Awareness will be raised about using renewed and constantly changing technologies in education and the versatile effects of these technologies.There will be an increase in the quality of School Guidance services.-The development of the teaching staff of the institutions with the experiences they have gained and this will reflect these experiences to the institution, other institutions and educational activities.-Our Guidance Framework programs will be renewed.-TQM plans of the institution will be renewed.-It will be ensured that success and quality are increased more effectively and rapidly with innovative approaches.- They will contribute to the spread of these solutions throughout the country by ensuring that the institutions use the experiences they have gained, including their future education, business and social life, in all areas of their lives, starting with their students, and by sending the project results to the Ministry of Education of each partner.

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  • Funder: European Commission Project Code: 2020-1-TR01-KA204-094279
    Funder Contribution: 197,891 EUR

    Social capital is “capital” that increases the social, political and economic effectiveness of society. Its main elements are consisted of interpersonal trust, social networks, norms, institutions and participation. The components, types and use of social capital by individuals in rural areas are of great importance for rural development policies. Social capital plays an important role in the regional and rural development strategies of the European Union (EU). Similarly, in recent years in Turkey, social capital has also become a very important concept in rural development policies. Strengthening of social capital is essential for developing rural areas, increasing entrepreneurship and its sustainability, strengthening rural governance and local capacity and developing rural cooperation as Turkey has series problems in each of these areas. The number of (both economic and social) entrepreneurs is inadequate, especially in rural areas in Turkey. Social capital enables entrepreneurship and facilitate entrepreneurs overcome resource restrictions. In today's world, financial capital alone is not sufficient for entrepreneurial success. Social capital is an important resource in ensuring the effective use of social networks.There are a number of problems with agricultural organisation in Turkey due to the lack of good management of rural/agricultural organisations and human resources. The development of social capital in rural areas will contribute to the elimination of these problems related to rural organisation.This need is felt not only for traditional agriculture / rural production-related activities, but also in the governance of short supply chains and rural tourism marketing, which leads to significant changes in the dynamics of the rural areas (Giray, et al. 2019). The number of failed enterprises in this field is increasing. This is because people do not have the skills to work together within these newly created structures. For this reason, the strengthening of social capital in the rural communities is urgently needed.The project is designed to prepare a set of training modules on the subject of Social Capital in Rural Communities for Rural Development for trainers in Ministry of National Education (MoNE). The training set will include e-learning modules for trainers in Public Training Centers of MoNE, short video shows for rural residents (rural learners). Implementation Guide for the Country and Situaiton and Good Practice Examples of Social Capital across Europe. The target groups of the training modules will be adult trainers working in Public Training Centers and experts of MoAF. Rural residents especially local leaders in rural areas are also the the most important target group and beneficiaries of the project in terms of intellectual outputs.The main content of the training and intellectual outputs will be; 1.Definition of the concept of social capital 2.Components of social capital 3.Resources of Social capital4.Types of social capital5.Role of social capital in local and rural development6.Needs for social capital7.How to develop social capital8.Measuring social capitalWithin the scope of the Project, the experience of Public Training Centers of MoNE in adult education and experiences of the Ministry of Agriculture and Forestry (MoAF) in agricutural extension for those living in rural areas will be brought together within the scope of SOCIALcapital.The main objective of this Project is to provide an extensive training program for the adult trainers from MoNE who will train the rural residents on the subject of “Social Capital in Rural Communities for Rural Development”. Within the Project, the trainers from MoAF will also be trained on the same subject in order to support the target groups/project beneficiaries when they use E-Learning Training Modules.These objectives will be reached by providing adult trainers from MoNE with e-learning training materials and a short training course at a partner that will strengthen their knowledge and competences on the subject of social capital. In addition 12 trainers and 4 experts from MoAF will attend short training courses in a partner country.The project consortium is consisted of six partners; three Universities, a Research Institute and two Ministries. All partners are listed below:•Agricultural Training Center Of Ministry Of Agriculture And Forestry, Turkey•General Directorate of Lifelong Learning of the Ministry Of National Education ,Turkey•Evora University, Portugal•Isparta University of Applied Sciences, Turkey•Technical University of Madrid, Spain•Federal Institute of Agricultural Economics, Rural and Mountain Research, Austria

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  • Funder: European Commission Project Code: 2019-1-TR01-KA204-077109
    Funder Contribution: 254,615 EUR

    Most older people in the European Region prefer to have cared at home towards the end of life (Journal of Palliative Medicine, 2000, 3: 287–300). This preference, however, remains still largely unmet. Despite efforts in some countries to improve opportunities for people to die at home, the historical trend toward the hospitalization of death continues, and most older people in Europe die in hospitals or in long-term care facilities (http://www.euro.who.int/InformationSources/Publications/Catalogue/20050118_1, accessed 1 December 2010)The European Association for Palliative Care and the International Association for Hospice and Palliative Care joined forces with other regional and academic organizations to initiate a global palliative care research initiative with a special focus on low- and medium-income countries. Many organizations have signed the Declaration of Venice: Palliative Care Research in Developing Countries to support this initiative, and the EU has funded major programmes to foster research collaboration across Europe (http://www.compasscollaborative.com).Promote and invest in developing palliative care skills among staff working across all settings. Ensure that the training of health care professionals includes sufficient time devoted to palliative medicine, geriatric medicine, geriatric nursing and mental health services for older people and that professionals are supported in keeping up to date.Main objectives of the project:-Training of adults who serve palliative care,- Education of patients' relatives who have to look after their patients,-Renewing their knowledge in the context of lifelong learning principles of those who do this work in hospices.-To facilitate the business life of people who want to do this job,Methodology:-The kick-off and final transnational meetings of the project will be held in Turkey. Each partner will hold one transnational meeting at their countries. In addition to those meetings, skype meetings will be held among partners periodically.-Intellectual outputs will be reviewed at each meeting.-All documents will be uploaded to the cloud system. Each partner will upload their own documents to the cloud and will be able to access any document.-Each intellectual output will have a lead partner. Output leaders will be chosen according to their expertise in the subject of the output.-All partners will contribute to each intellectual output. During the preparation of the outputs, the target group will always be considered. The language of educational materials will be clear and understandable. Therefore, medical terms will be avoided. Videos will not be too long and boring.-For communication tools, E-mail, WhatsApp, Skype, the phone will be used.A digital platform will be established for open and distance education to be provided at the KLU Continuing Education Center. This platform will serve as a new generation online virtual meeting and distance learning tool. Trainers and the target group will be able to connect to the platform from any location where the Internet is available. They will be able to connect from their smartphones as well.In this platform, virtual meetings can be held, perform open and distance education in virtual classrooms, share the educational contents or presentations. They will be able to focus on the main content and work. Developed educational materials for the virtual classes will make the training for low skill-adults more fun. The educators will be able to create virtual meeting rooms on the digital platform and help trainees individually.Through the internet via the digital platform;- Communicate with the participants in voice, text and video.- Share documents,- Give open and distance education,- Quickly share presentations,- Contact with adult trainees in a short time,- Make presentations more functional more effective,- Trainees will be able to record the provided lesson for re-use,- Can share the computer screen or draw it for explanations,- Form a questionnaire or participate in the survey,- Organize activities such as meetings, seminars and conferences with trainees.- Training contents can be easily published, created virtual classes, and trainees' performances can be monitored continuously regardless of time and place.Number and Profile of Participants:The number of participants in the pilot course will be determined. The virtual class size will be maximum 15 in the pilot program. Multiplier events will be determined by the number of participants. 50 people will be surveyed in each country. The target group of the questionnaires will be adults, palliative patients, patient relatives and the elderly people. A total of 250 people will be surveyed. The analysis of these surveys will be carried out by APEC.

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