In this project, the participating organisations aimed to implement AlmaLaurea (AL) system (http://www.almalaurea.it/en) in Turkey. AL is a nonprofit interuniversity system designed and developed in Italy used by 65 member universities and the Italian Ministry of Education, University and Research. AL keeps track of students and plays a major role in matching university graduates and employers. Unlike commercial solutions through which employers and employees can match, AL system offers a more comprehensive solution both for the job matching process and for the enhancement of the education quality. AL system provides annual reports containing a detailed data analysis of graduates’ information (academic background certified by the university, satisfaction with the education received and with the university overall, geographical, social and economic background, work and internship experiences, future plans, and the sectors in which graduates work) to universities and participating organizations. It can be understand that the aim was to adapt the system according to the needs of the labor market and the higher education in Turkey. There were three participating universities from Turkey: Izmir University (which was closed due to statutory decree in July 2016), the coordinator, Ege University, and Sinop University.

"With the project Generation 0101 project consortium tackled unemployment as one of the most relevant youth problem in Europe today. Interrelated with this issue, there is a growing need for placing a stronger emphasis on the development and recognition of ICT skills in order for people all over Europe to become better educated and more competitive in the job market. Objectives of the project were to increase competitiveness of young people in the job market and thus helping in fighting unemployment in Europe, while emphasizing the importance of ICT for professional development and employability in digital industries, stressing the value of non-formal and informal learning and raising of civic engagement of youth workers and young people in partner countries.Project consortium consisted of 7 organisations from 6 countries: Centar tehničke kulture Rijeka (Croatia), Asociacija ""Langas į ateitį"" (Lithuania), Associazione Centro Studi Città di Foligno (Italy), Cyprus Community Media Center (Cyprus), Izmir Universitesi (Turkey), Latvijas Informācijas un komunikācijas tehnoloģijas asociācija (Latvia) and Telecentar (Croatia). Partner organisations had great experience in raising digital skills of young people, while some were also coordinators of National Coalitions for Digital Skills and Jobs. Out of 6 countries involved in project, 3 countries had Digital Agenda consolidated in national documents and 3 countries didn’t recognise importance of integration of objectives of Digital Agenda into existing or newly developed strategies. In order to define in detail needs of digital market and youth, research was implemented. Main goal was to analyse educational needs in each country and important challenges which has to be tackled if countries want to respond on needs of digital market. Research revealed that countries with integrated goals of Digital agenda already allocated funds for raising digital skills of youth, but also citizens in general, and already responded on the need of digital market, while other countries are facing bigger gap between skilled workers and market needs. According to the results, seven educational modules were developed and 322 young people educated to be eJournalist, speakers on Community Web Radios, web designers, video editors, coders, mobile apps developers or advanced users of online collaboration tools. Materials developed are adjusted for onsite learning, but also for self-studying and last from 20 to 40 hours. In addition, learning is based on practical skills development and it results with project which can be added to personal portfolio. By the end of education, 142 projects were created from scratch by young people and 19 projects which were directly requested from NGOs, CSOs and other organisations important for community development. Methodology of Hackathon showed its usefulness for testing digital skills of young people while having positive impact on local community.Long-term impact of the project is sustained with open educational resources developed and available on www.generation0101.eu, their adjustment for integration into formal educational system and by projects (digital solutions) created for national and local organisations."

Background of the project:A clinical practice environment needs to meet the criteria of a powerful learning environment in order to maximize nursing students' learning outcomes. The traditional clinical education model were academic nursing faculty are typically seen as guests on health care units - possessing the clinical skills and knowledge of the curricula, while nursing clinicians are seen as immersed in the day-to-day care of patients and assisting students by demonstrating skills, is no longer sufficient in competencies based education. The literature and the perceptions of nurses and teachers notice that nursing graduates are not prepared to adequately assume their role in real practice. To improve practice education, for the benefit of students, staff and patient, new health care and academic collaboration models are needed. The proposed project commenced from the innovative Dedication Education Unit (DEU) model as introduced by the Flinders University of South Australia (Edgecombe et al., 1999) and further enrolled by the Canadian Nurses Association (CNA, 2004) and the American Associate of College of Nursing (AACN, 2012). A DEU is a clinical site in the hospital, home or long-term care that is developed into an optimal teaching and learning environment through the collaborative efforts of staff nurses, students and the higher education institute (HEI). In a DEU model, staff nurses provide education, coaching and mentoring of students and the HEI supports the staff nurses in that specific role. Moreover, the staff nurses are responsible for the clinical teaching of students and the HEI is responsible for guiding the staff nurses in the education practice. The many positive outcomes that have been published have primarily involved DEU implementation outside Europe. Despite the increasingly focus on these types of innovative educational opportunities in European care settings no projects exist specifically describing the modifications of this model to the European higher education framework, the cross-border cooperation between DEU and the specific training that is needed for nurses and teachers.Aim of the project:The DEU project will test and adapt a new model for practice-based learning. It will do so throughout various European contexts. Of primary interest are:1. quality improvement of the educational methods;2. entrepreneurial learning and entrepreneurship education;3. innovative educational methods en training courses;4. strengthen quality through international cooperation and relations.Methods:In the first phase of the project a European DEU model and corresponding guideline, a mentorship train-the-trainer programme for nurses and teachers and related e-learning programme, and an evaluation system for DEU was developed. Secondly, the European DEU model was implemented and evaluated in five different EU countries within the consortium. A considerable amount of senior nursing students were placed at a DEU in their country. Finally, the experiences and recommendations of the implementation led to an improved state-of-the-art European DEU model with teaching modules that was disseminate to a broader network of national and international care and higher education institutions.Results:To meet the objectives of the project, we first established five partnerships between the HEI and the clinical training units of the hospitals: UC Leuven vzw with University Hospitals of Leuven, Belgium; UC Limburg vzw with Hospital Oost-Limburg, Belgium; University of Barcelona with University Hospital Clinic of Barcelona, Spain; Polytechnic Institute of Setubal with Centro Hospitalar de Setubal, Portugal; Medical University of Warsaw with Warsaw's Holy Family Hospital, Poland and Ege University with Ege University Medical Faculty Hospital, Turkey. The key elements to success of a DEU were: providing high quality of care; no blame culture with open communication; more than eight weeks internship to meet students' learning objectives; one-on-one teaching (mentor and student) and weekly presence of a link teacher (academic staff). A DEU-team is characterised by four (new) roles: head nurse/midwife; clinical mentor; link teacher; and coordinator. During the implementation phase we were able to set up and run nine dedicated education units in the European consortium. As evaluation of the DEU implementation 13 focus group interviews were performed with 6 coordinators, 38 mentors, 10 head nurses/midwifes, 40 students and 10 link teachers at the end of the practice placement. The focus group interviews resulted in students and professionals DEU design and implementation experiences and opinions. In conclusion, we were able to improve the quality of the education method of the HEI for the nursing and midwifery programs in collaboration with the clinical practice places. The new concept of learning environment energizes every actor at the practice place and HEI to entrepreneurial learning and teaching.