As explained in detail in the EU's long-term strategy 2020 and 2030, environment and climate change are directly related to people's quality of life. Sustainability of climates is important to ensure that future generations can use and benefit from natural resources. All countries should pay special attention to five sectors based on Green and Renewable Economy in the field of Environmental Literacy. These are; renewable energy, sustainable transportation, green construction, sustainable tourism and energy efficiency and management. It is very important for our world and our country to educate generations of entrepreneurs who think green for these sectors.The EU's 2030 strategy is a set of binding legislation to ensure that it achieves its climate and energy objectives. The EU's progress towards a low-carbon economy and the fulfillment of the commitments under the Paris Agreement will be ensured by green growth and green thinking generations.Our project contains innovative concepts and teaching/learning processes, primarily for young people and staff of the partner institutions, in the field of environment and climate. It will therefore have a strong scientific basis for the development of the latest applications in the field through innovation. Our aim is to raise green- thinking generations in our countries and to raise awareness in the field of environment -climate literacy. According to the results of the survey on the environmental problems we have done in our region, the most important problem experienced with regard to the environment and climate is the insensitivity of the new generation and lack of knowledge and vision about green entrepreneurship.Efforts to prevent environmental problems before they occur can only be realized by raising generations who can think green with environmental literacy. The environmental consciousness is a lifelong process that will turn into a systematic circle.For young people:1-To increase capacity in environmental literacy,2- Developing strategies about employment opportunities with green economy sectors and making them entrepreneurs3-To create opportunities for them to acquire and use integrated, basic, digital and language skills in their development.4-Strengthening critical thinking and creativity skillsFor the staff:1- Having experience and getteting knowledged about the strategies of the project2-EU awareness, cultural interaction3-Improving language proficiency and raising entrepreneurshipFor institutions:1-Improving the educational outcomes of young people at risk of failure due to lack of skills, trust and commitment2- To make the green point of view more effective for institutions by adopting best practices 3- Being a model institution for others on environment and climate issues4-Transnational cooperationOur partnership consists of 8 instutions 5 of which are from other EU countries and 3 of them are from our country. The participant candidates of our project are young people and staff in our institutions. Within the scope of the project, there are 5 LTTs, 3 TPMs, 4 intellectual outputs and 5 multiplier effects. Methodology:In all partner institutions we will establish project teams and use the methodologies of presentation and demonstration, workshop, activity, note-taking, solution-focused workshop, observation review, question and answer under the supervision of experts in the field. As for the dissemination, all participants will be in constant communication via WhatsApp group and each partner will be responsible for disseminating the project. We will invite local media, local authorities, NGOs , universities, public institutions, regional schools and other stakeholders to the project activities. In addition to establishing our project website “www. ThinkingGreen.org / or .net” we will make use of other social networks such as Moodle, Facebook, YouTube, Twitter, and present the results and activities of our project to all partners and stakeholders involved in the project.As a result;Environmental degradation endangers the human future. One of the factors that will contribute to stop environmental degradation is green entrepreneurship. Green entrepreneurship has the potential to be a catalyst for positive change in both economic and environmental areas.Effects and long-term benefits;Participants will have the ability to develop transversal skills such as ICT and multilingualism, the adoption of environmental literacy and green entrepreneurship, EU citizenship, democracy, awareness of business disciplines , and the development of innovative learning environments .Energy security and green economic growth, which are one of the objectives of the EU 2020 and 2030 strategy, will only be possible with the generations of green entrepreneurs. The green thinking centers that we aim to develop with our project will contribute to making Turkey and Europe competitive in the field of green energy.

Projemizin Genel Amacı:Eğitim ve öğretim ve iş dünyası arasında işbirliği ile Öğrenmeyi, istihdamı ve iş gücü hareketliliğini kolaylaştırmak için beceri ve yeterliliklerin, öğrenim çıktılarının onaylanması tanınması ve şeffaflığını sağlayarak ,Dijital çağla bütünleştirilmiş yenilikçi ve açık eğitim yoluyla Mesleki Eğitim Müfredatında anahtar yeterlilikleri daha da güçlendirmektir.Projemizin özel amaçları: Eğitim ve iş yaşamının işbirliğine dayalı olarak,“sistematik ve bütüncül” bir yaklaşımlaMobilya Döşemeciliği Mesleki Yeterliliklere uygun eğitim müfredatı ve Kariyer gelişimi hizmetleri sunarak öğrencileri iş gücü piyasasında istihdamını sağlamak ve Mobilya sektörün nitelikli eleman ihtiyacını karşılamak.Kurumsal Ar-ge yapısı oluşturarak Mesleki Eğitimle sektör arasında ulusötesi işbirliğine dayalı , kendi ayakları üzerinde duran bir okul kültürü oluşturarak kurumsal kapasiteyi geliştirmek. Eğitim ve öğretim ve iş dünyası İşbirliği ile Avrupa Yeterlilikler Çerçevesine-AYÇ uygun olarak mobilya döşemeciliği mesleki yeterliliklerini belirlemek.Mesleki yeterliliklerle uyumlu Dijital çağla bütünleştirilmiş yenilikçi ve açık ulaşımlı eğitim, müfredatı geliştirmek ve yaygınlaştırmak. Öğrencilerin Sektör beklentileriyle uyumlu tam istihdamını sağlamak.Projemizin faaliyetleri süresi 28 ay olacaktır. Proje faaliyetlerimiz ülkemiz, İngiltere, İspanya ve Avusturya’da yapılacaktır.Proje Koordinatörü:Kayseri OSB Mesleki ve Teknik Eğitim MerkeziProje Ortakları: MEB Mesleki ve Teknik Eğitim Genel Müdürlüğü,Hacettepe Üniversitesi,Erciyes Üniversitesi MYO, Kayseri Organize Sanayi Bölgesi, İngiltere Proskills UK, İngiltere, Avusturya: BEST Institut GmbH, İspanya : InerciaDigital S.L.Projenin temel etkinlikleri:1. Okul Bünyesinde Ar-Ge Biriminin Kurulması2. Mobilya Döşemeciliği Alanının Mesleki Yeterliliklerinin Belirlenmesi3. Mesleki Yeterliliklere Dayalı Öğrenme Çıktıları ve Mobilya DöşemeciliğiDers Modülü Hazırlama4. Öğretim Yöntem Ve Teknikleri-Ölçme Değerlendirme Yöntemlerini Belirleyerek Mobilya Döşemeciliğie- Ders İçeriklerini Hazırlama5. E-öğrenmePortalı Oluşturarak Tüm Müfredat ve Eğitim İçeriklerini Erişime Sunma.6. Kariyer Rehberliği Programı Hazırlama ve E-Rehberlik Portalı Aracılığıyla Bu Programı Yayınlama.7. E-İstihdam Portalı Hazırlayarak Mezun Öğrencileri Sektördeki Açık Pozisyonlara Yerleştirme.8. Mezun Öğrencileri Sektörde İzleme Ve Değerlendirme .9. Tüm Proje Ürünlerinin Gözden Geçirilerek Revize Edilmesi. Çalışma Hayatındaki Değişime Uygun Güncelleme Ve Geliştirmelerin Yapılması. Sektör Beklentileriyle Uyumlu Hale Getirilmesi.Projemizde kullanacağımızMetodoloji: Projemizde farklı çalışma konuları bir bütünlük içinde ele alınarak, yerel,ulusal ve uluslar arası boyuta sektör ve eğitim bileşenlerinin işbirliği temel alınacaktır.Projemizin sonuçları ve uzun vadede oluşacak etkileri: Bu proje ile kurulacak Ar-Ge birimi ile mesleki eğitimde Ar-ge imkanlarının geliştirilmesi sağlanacaktır. Ulusal ölçekte mesleki eğitim kurumlarının kurumsal kapasitelerini geliştirme imkanları gelişecektir. İş gücü piyasası ise uzun vadede nitelikli iş gücüne kavuşmuş olacaktır.Projemiz mobilya döşemeciliği mesleki yeterliliklerini oluşturarak ulusal ve uluslarası boyutta yeterliliklerin tanınmasını sağlanacaktır. Avrupa referans araçları kullanılarak Mobilya döşemeciliği yeterliliklerinin tanınması, doğrulanması ve şeffaflığı sağlanacaktır. Bölgesel ve ulusal düzeyde sektörün istihdam kapasitesinin artması mümkün olacaktır.Projemiz mesleki yeterliliklere uygun öğrenme çıktıları oluşturup okul müfredatına uyarlayarak bölgesel ve ulusal ölçekte mesleki eğitim kurumlarının kurumsal kapasitelerini geliştirecektir. Mesleki eğitimde Yenilikçi yaklaşımlar ve en iyi uygulamalar bölgesel ve ulusal düzeyde yaygınlaşacaktır. Mesleki Eğitim okulları müfredat geliştirebilme, kurumsal kapasite geliştirme ve kariyer hizmetleri sunma imkanları ile kendi ayakları üzerinde durabilen bir kurumsal yapı geliştirme imkanına kavuşacaktır. Projemizde e-öğrenme portalı hazırlayarak bilgi ve iletişim teknolojilerinin mesleki eğitimde yaygınlaşmasını sağlayacaktır. Açık ulaşımlı eğitim kaynakları ile öğrencilerin ve öğretmenlerin meslekte profesyonelleşmeleri mümkün olacaktır.İş dünyası ile uyumlu tutarlı ve bütünsel Kariyer Danışmanlığı faaliyetleri ile öğrencilere bölgesel ve ulusal düzeyde yaşam boyu kariyer gelişimi hizmetleri sunulacaktır.Projemizde,E-istihdam portalı sayesinde bölgesel düzeyde öğrencilerimiz sektörde kendi niteliklerine uygun iş imkanı bulurken sektör de ihtiyacı olan nitelikli elemanları seçme ve değerlendirme imkanı bulacaktır. Öğrenci Velilerinin meslek eğitimden faydalanma imkanları artacaktır.Ülkemizin küresel anlamda rekabet edebilir iş gücü sağlama imkanları gelişecektir. Böylece Ulusal mesleki eğitim politikasına katkı sağlanacaktır.Projemiz; iş gücünün Avrupa boyutunda gelişmesine katkı yapacaktır.Mesleki eğitimde AB boyutunun yaygınlaşmasını sağlayacaktır.

Life-long learning is one of the most important subject of European Agenda. People always want to improve their living conditions during their life span. One of the best way to reach that target is to get new skills and competences. It can be done in many different ways. In today’s conditions, distance learning is an effective way of doing this. We live in a world today where using digital technologies has become a necessity. In normal circumstances, it is not a prefarable practice to fit learning into limited time and physical environments or to set an end for learning. Because, education is widely accepted as the process of nurturing the personality of individuals and investment in human resources constantly. Education involves the creation of behavioral changes in current learning, not only in the case of formal education, but also in non formal and informal education. It could be explained as “Lifelong Learning” in two words. The Project was prepared and realized according to the abovemetioned philosophy. During the project different types of organizations came together and cooperated not only to produce distance learning outputs but also to organize local and international activities for adults from disadvantaged social groups in order to support them with the basic skills needed for social life and social cohesion. It was thought at the beginning of the Project planning that there were some problems which the target groups facing continually in daily life. In this respect, during the Project local and international activities were organized and realized with people from local neighbourhood to develop basic skills with the help of seminars, meetings, training sessions and distance learning opportunities.With project activities and outputs, on personal level the learners had the chance to raise their self- confidence by developing their basic skills and competences for social cohesion and welfare. They had the opportunities to develop their knowledge, skills and competences with activites and the distance training videos made under the titles of family life, healty living, social life and communication. The participants had also chances to improve their language skills during the Project. They saw the similarities and differences among the cultures, people and ways of living. Developed knowledge, good manners, social skills and competence to contribute to social welfare and harmony, improved attitudes, understanding and trait for self-actualization needs, developed democratic life consciousness for individual and social development and to contribute to social change, increased awareness of European values, equal and accessible opportunities for basic social skills, developed digital competencies were the prominent effects of the project observed on the target groups.The social changes brought by the globalization have taken social relations to international dimensions. For this reason, the Project had the partnership at international level. In addition, the international partnership supported mutual exchanges for educational cooperation at international level, removed obstacles, encouraged innovation in education and contributed to common educational policy areas. The methodology were based on the idea of experiential learning. A variety of training methods were used such as case studies, demos, lectures, brainstorming, sharing experiences, small groups, simulations, practice by doing, teaching others, group discussions, thinking time, exercises, PPT presentations to reach the target groups in a diverse manner. At end of the project duration 29 training videos were created under the titles of family life, healty living, social life and communication. The partners also produced the project short movie which includes and express the main idea of the Project itself. The outputs could be used not only by EU citizens but also by people who are from different countries of the world because of the structure of them. Also the training videos were prepared in both in English and Turkish. It helped to increase the number of the people that the Project adressed and targeted. The modules will be active for years and the number of the beneficiaries will be dublicated in years.

The World Economic Forum's research reveals that 5 million worldwide people will transfer their business to robots, and start-ups will focus on artificial intelligence and cloud projects up to 2020. In addition, approximately 50 or even 100 billion devices are expected to communicate with each other. In the near future, it is among the responsibilities of the Ministry of National Education to give direction to the innovative studies in this field by taking some fundamental steps from now on.In Europe, some EU countries develop strategies to reflect their national policies about innovative learning spaces, while some countries consider innovative learning spaces as a priority in education. At this point, although there are different practices in this field both in our country and in Europe, there is no standard for creating innovative learning environments.Within the scope of this project, samples of good practices on flexible learning areas in developed countries at European level will be examined. By this means, it is aimed to provide EU level standardized trainings for innovative learning spaces that will be designed as design and skill labs in Turkey.Therefore, the teachers who will develop innovative applications of innovative learning spaces will attend the trainings on 3 main topics: ICT, pedagogy, and space design. European Schoolnet will develop a methodological framework for the purpose of designing the trainings at EU level. University of Lisboa will be responsible for guidelines for teachers, Pedagogische Hochshule will design scenario-based learning activities, YEĞİTEK will develop evaluation scale and design online platform. Also, designing an online training platform for teacher trainings in order to support scenario-based learning in a multi-disciplinary way is one of the main innovative outputs.11 Pan-European teachers will be trained on multidisciplinary approach of technology, pedagogy and design in the scope of the project. These trainers will provide scenario-based distance teacher- trainings in their own countries on “Designing Future Innovative Learning Spaces” through the platform to be developed. The three main topics of the framework program will be technology, space design and multi-disciplinary pedagogy. Following face-to-face trainings, online trainings will be delivered to 55 Pan-European teachers in Spain, Turkey, and Czech Republic. Those trainers will deliver scenario-based learning on innovative learning spaces to teachers at Pan-European level, reaching minimum 1,750 teachers. For this purpose, it is aimed to receive trainer trainings from the European Schoolnet which has developed a prototype model in order to investigate the good practices in the innovative learning spaces implemented in Europe; and carry out the study visits. Following the trainings, a methodological framework will be developed in order to improve the innovative learning spaces that can be implemented throughout the country. Therefore, sample scenarios for the scenario-based learning studies in the innovative learning spaces and the teacher guidelines for creating scenarios will be prepared by all partners. Moreover a distance learning platform will be developed on EU standards in order to enable these trainings reach a greater audience in both national and European level. This project will supply the need of schools that the innovative learning environments which will be created under the name of design and skill labs will be set up at EU level. Thus, this is an innovative project that associates and accomplishes the implementations in both our country and other partner countries.

The European Credit System for Vocational Education and Training (ECVET) aims to formally recognize the knowledge, skills and competences acquired by individuals in another country, and to facilitate the transfer of credits between the EU and Program (Erasmus +) countries. Within the scope of the Erasmus + Program, our project named ““Express VET Mobility Database and Guides for ECVET Cluster of Countries – VETExpress” has been implemented for 33 months and activities have been carried out to increase the recognition and applicability of the ECVET system. Outputs supporting the ECVET system were obtained within the scope of the project.“Student, Parent, Teacher and School Guides (O2)”, one of the project intellectual outputs, was made available to competent institutions and stakeholders who intend to support and use ECVET for mobility activities. The guidelines have been prepared with the objective of explaining ECVET's facilitating role in transnational mobility activities to all stakeholders in a user-friendly (easily understandable / applicable) approach. “Recognition of Prior Learning” is not supported by the legal framework of many European countries. For this reason, recognition of prior learning between schools and for selected achievements can only be realized through the implementation of pilot projects. With this project, the results of many previous ECVET pilot projects were disseminated. The International Conference, which was planned as the last of multiplier activity and held in the last stage, shared all the outputs and evaluations obtained in the project with the Turkish and European beneficiaries.The qualifications and the experiences of the project coordinator and the partners, stand out as a different aspect of the VETExpress project than many previous projects. Each partner in the project (Germany, Italy, Turkey and Spain) represents a different cluster of ECVET countries. Thus, with the partnership structure of the Project, it was possible to represent different clusters of ECVET. In this context, the outputs of the Project, such as the Current Situation Analysis and the Policy Documents (O5) on ECVET, have made this project a significant added value that cannot be achieved by a single country at a European level. As the project coordinator “Ministry of National Education-DG for VET” and the partners included all the relevant stakeholders, decision-makers and policy-maker institutions of the each partner’s region in to the Project studies. In addition, the participation and contribution of the individuals in our target group, such as students and parents, to the activities and outputs were provided.The main activities realized within the scope of the project are planned in a way to support the project outputs. During the development of the outputs “student, parent, teacher and school guides (O2), common templates for ECVET (O4), and Vetexpress Platform (O3)” each project partner has completed their preliminary preparations by conducting Needs and Current Situation Analysis (A4) in their own country. Draft guidelines and templates were prepared by the responsible institution with the support of all partners, and improved during the transnational project meetings.Furthermore, related documents were used in the short-term joint personnel trainings (C1) and guides and templates were developed by taking the opinions of the participants. In the first multiplier (E1) event, participants contributed to their development by evaluating the guidelines and templates developed. In line with the comments received, guidelines and templates were finalized. Simultaneously, Vetexpress Online Platform (O3) has been developed under the responsibility of our project partner İzmir Provincial Directorate of National Education.The platform was drafted according to the comments of the project partners, the results of the needs analysis, and the final version of the guidelines and templates. In the short term joint personnel training (C2), the participants were told to use the platform, they were provided to make an application on a case study and their evaluations were taken and used to update the platform. In addition, during the implementation of the Vocational Education Student Mobility activities (C3, C4), the platform was piloted and thus tested and evaluated with a real study. A Policy Document (O5) has been prepared according to the results and situations encountered during the project process. Each project partner has prepared a Policy Document for its own country. The draft Policy Document was officially shared with the relevant institutions and their evaluations were taken. In the dissemination workshop held in Ankara with the participation of stakeholders, policy documents and project outputs were introduced and evaluated. The project outputs were shared with the participants during our last activity, the multiplier event (E2).