"The project has been prepared for people in the labor market that have received professional training in the basic and intermediate levels in the field of sports. The project aims to support strengthening of these people’s professional profiles in the business market, increasing of their employability and making them reach to the new job opportunities by developing ""Social Compliance Training Program Through Sports "", ""Talent Selection Training Program in Sports"" and ""Technology Usage Training Program in Sport”. Also project aims to;to develop new and innovative approaches for sports vocational training,to provide the opportunity to make collaboration of institutions that perform in vocational training field in sports sector, companies that include actively in different socio-economic sectors, public authorities, non-governmental organizations,to raise the accordance of vocational training for sports sector with labor market, to encourage to start of sport’s innovative experiences about vocational education by supporting open vocation resources, open and flexible learning and other innovative methods, to enhance the capacity of the institutions that get into vocational training act for sports sector Project will consist of these activities basically; 1- Project Management 2- Need Analysis3- Development of the programs such as ""Social Compliance Training Program Through Sports "", ""Talent Selection Training Program in Sports"" and ""Technology Usage Training Program in Sport” 4- Pilot implementation of training programs for audience5- Assessment6- Dissemination of the Results The scope of the training programs that are desired to be developed are as in the following; 1- Social Compliance Training Program Through Sports: Social Compliance Training Program Through Sports will be designed for disadvantaged people because of physical, geographical, economic, social and cultural factors to increase their accordance and participation and to social life by sports activities and to be implemented on people who will work occupational groups such as; physical education teachers, coaches, sport administrators, sport training specialists, recreation leader, youth leaders. As a result of implementing this training program to people that will work in the relevant occupational group, qualified personnel can be raised in social compliance field through sports. This qualified personnel raised will be able to work in special and public schools, child welfare agencies, youth centers, prisons, civil and non-governmental institutions that make studies about substance abuse, institutions that make training activities for physically and mentally disabled people and at the relevant departments about social work of local governments in social work. 2- Talent Selection Training Program in Sports: “Talent Selection Training Program in Sports” will be implemented for people in the infrastructures of sports clubs, tiny, stars and young categories of sports federations, stars and young national teams, the youth centers that depend on public and local governments, Olympic centers, public and private schools that give basic level of education, similar educational institutions and for people who work as physical education teacher, sports training expert and monitor, coaching, mentoring and youth leadership in the labor market.3- Technology Usage Training Program in Sport: As in all education activities, in sports field, using technology (especially mobile phones, personal computers and internet) has gained importance to catch the success and quality in teaching and learning processes while providing information flow. However technology can’t be used enough in all fields of the sports and it is seen that the skills to use these equipments have not been gained to physical education teachers and coaches.The most basic ones of technological equipment mentioned are technological system such as smart mobile phones, digital cameras, camcorders, desktop, laptop and tablet computers, GPS, web page, blog (web log), the Internet, databases, educational audio-visual material (video, DVD, CD, etc..) the movement and image analysis systems.Technology Usage Training Program in Sport wanted to be developed will raise the quality of sports training and provide the usage of technology and the relevant products in sports training by implementing on people who work/ want to work in sports sector such as physical education teacher, sports training specialist, trainer, mentoring and youth leadership."

Today, human pressure on environment has resulted in dramatic declines in natural capital and threaten the health of social and ecological systems. Human society is now face to face with complex environmental problems that require innovative solutions. Each individual should gain ability to apply what they learn about their impact on the environment to make changes in their behavior and live more sustainably. Several studies confirmed that for raising awareness, “ecoliterate worldview” is prerequsite to recognize that the earth is an intricate system of relationships that we are part of, and to live accordingly. An “ecologically literate person” has the ability to use ecological understanding, thinking and habits of mind for living in, enjoying, and/or studying the environment. However, it is not enough; it is required to understand the social–ecological systems (SES). Natural resource management issues are not just ecological or social issues, but have multiple integrated elements. These systems, in which cultural, political, social, economic, ecological, technological, and other components interact, are referred to as social-ecological systems. Using SES to improve ecoliteracy of young people will help to create possibility for combining different societal actors who are often times in each other’s vicinity and share common concerns but rarely find a way to collaborate. Along this line, this project aims to serve a platform for teaching ecoliteracy enhanced with SES approach. Emerging interdisciplinary endeavors of social-ecological systems, resilience, sustainability science, complex systems, are well-posed to contribute to finding solutions to contemporary environmental problems, and have the potential for increasing ecological mindfullness, environmentally behaving youth. Project consortium is comprised of 8 partners from 5 different countries; 2 universities (biology and environmental sciences dept.), 1 Research Institute, 2 SMEs working in the field of environment, and 3 NGOs dealing with environment-human related issues and education. These diverse perspective will strengthen the effectiveness of the project activities and provide it with a multisectoral, multidimensional approach. Young people ages between 17-26; leaders and members of youth clubs, scout leaders and scouts, members of environmental clubs in high schools/universities and young members of environmental NGOs are chosen as target group. The outputs of the project will be both theoretical and practical. The theoretical part will be textbook explaining ‘ecoliteracy’ and ‘social ecological system’ frameworks which will be contributed by different professionals in the project team. Then, for guiding practical part, outdoor training guideline focusing on teaching intrinsic value of nature will be prepared. This will be learner-centered and provides participants with opportunities to construct their own understanding through hands-on investigations. Once people & the participants value those assets, they will more likely be disposed to care for the environment and protect them. It will be problem-based and project-based, e.g., through case studies, experiential learning opportunities, or real-world applications, learning offers much promise. The toolkit used in the “mobile application” will permit examination of how relationships and social processes function to support or disrupt young people’s positive identity development which, in turn, shapes their actions and behaviour. Finally, establishment of e-learning training modules containing above outputs will be done. We consider learning systems composed of individuals interacting with their biophysical environment as embedded in the larger system of an environmental education program, which in turn interacts with natural resources management practices, environmental policies, and other elements of a local social-ecological system.The SES_ECO project is expected to achieve the following outcomes:- Building trainers’ capacity in the areas of ecology and systems thinking,- Increasing an awareness for the environment,- Improving the understanding of ecological science and its usefulness for real-world environmental issues,- Creating a sense of place and encouraging teaching with multiple learning styles. - Quantifying ecoliteracyThe use of project outputs will offer opportunities for personal growth by encouraging teamwork, collaboration, and the development of leadership skills, which serve participating groups who are well in their academic & professional futures.The overall impact of the project is that it will increase the ecoliteracy skills enhanced with SES approach. This will improve their environmentally-friendly behaviours and render them better citizens for their countries for the EU and eventually for the world. Such ecoliteracy skills will also improve their entrepreneurship in terms of establishing more ecofriendly businesses.

As stated by the Europe 2020 Strategy, highly skilled individuals with critical mind-sets are needed to create the businesses of the future and more generally, to help business and the public sector to innovate their processes and systems to accomplish with the high standard set by European and National Governments. In order to facilitate students’ transition from full-time education to the labour market, contents and learning approach have to accompany individuals in challenging their thinking, practices and routines, so to evoke mindful thoughts about new sustainable ways of improving organizations / networks / society from within.For example, ICT professionals have to develop skills in marketing or management; services workers have to develop customer-oriented skills and digital literacy or tourism services professionals have to look for new ways to attract interest by potential clients. In many knowledge-intensive sectors, skills as managerial and scientific knowledge are in fact more and more frequently needed. The aim is offering participants a solid knowledge on how organizations operate and what employers expect from employees. The thematic workshops, based on collaborative learning methods, accompany students in acquiring skills requested by the 21st century workplace while learning the most common (and implicit) rules within a working organization, to meet employers’ expectations. The SUSTAIN program will accompany participants in analysing different aspects and situations related to sustainable and socially responsible organization, ethical behaviours, social equity and sustainable management of resources thus building up the necessary skills and competences to be a suitable and reasonable employee. The process is aimed at offering students a better prospective on how sustainable and ethical organizations operate, to learn how to behave in a work environment and be better prepared for their internship or work insertion.One aspect concerning innovation is the provision of easy to understand information on organizational awareness (allowing students to understanding different aspects of the organisation including workings, structure, and culture of the organization) and organization competences (basics attitudes and competences necessary to be an active part of an organization) contained in the eLearning of the project. All those contents are usually absent in technical vocational carriers, but information as social responsibility and quality management or environment management (ISO 9001 and ISO 14000) are utterly relevant for companies of all type and shape – especially the small ones, that require staff to cover different position within the organization. Class activities structured in workshops, structured around company’s departments, will help them experimenting and practicing what real life situation, to get a better prospective on how organizations operate and have a hands-on experience. The inclusive education implies a vision different from the common education based on the heterogeneity and not on the homogeneity. Any inclusive training methodology is a fundamental element in students and trainers' curriculum. The use of diverse strategies will allow trainers to generate tasks and activities in which all learners have possibilities of participation, simultaneously which will encourage the cohesion of the group as well as foster collaborative learning paths.The content is developed jointly by 6 partners from different countries which ensure transferability of the learning content. Blended solutions are more likely to achieve success with ‘millennials’ or ‘digital natives’, for this reason some learning and evaluation activities will be conducted online. This will also facilitate data collection and reporting, sparing time to the educators while monitoring the learning outcomes level along the process.

Farm animals and horses commonly fall into wells, slurry pits and irrigation canals, can be trapped in holes, septic tanks, ditches, mud, water/ice. Villagers resolve entrapments with crude tactics that cause suffering to the animal before its often eventual death. The project's objectives are to establish a long-term cooperation and partnership in the animal rescue domain among the project partners, to establish an animal rescue training center in the Aksaray under organisation of AFAD Directorate and to develop the small and large animal rescue capacities of the Aksaray and Kilis Directorates, Aksaray University, Ss. Cyril and Methodius University, Macedonia, Ljubljana University, Slovenia through the establishment of European animal rescue model, to decrease injured rescuer numbers during incidents, to decrease animal losses during rescue events and economical losses of animal husbandry and to increase public awareness on animal rescue and to improve animal welfare.The Project coordinator, Aksaray AFAD Directorate is a public body responsible in managing and coordinating emergencies and disasters in the region. Our EU partners are the Ljubjana University, Slovenia and Ss. Cyril and Methodius University in Skopje, Macedonia. Our local partners are Aksaray University, Faculty of Veterinary Medicine and Kilis AFAD Directorate.English speaking course under Aksaray AFAD and basic veterinary education (anatomy, physiology, handling, restraining methods of animals) under organisation of Aksaray University for rescuers have been performed in the first stage of the project. Staff of Aksaray and Kilis AFAD Directorates, and veterinarians from partner universities have been trained under organisation of Ljubljana University, Slovenia. This activity was the cornerstone of the project because these trained skilled personnel will give basic animal rescue training to local veterinarians, firefighters and search and rescuers in Turkey, following the project completion.In the project scope; technical animal rescue books and CDs for rescuers, awareness books and CDs for public, public spotlight to increase awareness of public on animal rescue have been presented for beneficiaries. Also, surveys, leaflets, flyers, brochures have been distributed to beneficiaries for increasing awareness and capacities of animal rescue.Following local training, two practical rescue events have been performed to increase flexibility of local rescuers and international animal rescue conference has been held in Aksaray. Experiences of Aksaray and Kilis AFAD rescuers and veterinarians on animal rescue have been increased in parallel project activities. Ljubljana, Macedonia and Aksaray Universities organized animal rescue workshops.Animal rescue training center in the main campus of Aksaray University, under organisation of Aksaray AFAD, has been established . This center helps sustainability of the project. This center is aimed to give education by experts from the region and other regions and in collaboration on a long-term basis as a training and excellence center at national and European levels.

This project grew out of the concern that the advancing technology would shape the future of education by changing traditional education models, schools and classrooms and learner teacher interaction which could promote challenges for students, teachers and other stakeholders. In this respect, it is vitally important to keep up with the demands of this fast-growing technology by evolving traditional education methods and models to respond to the demands of technology in a way allowing personalized independent learning, constant access to the learning material and thus promoting lifelong learning. It is also equally significant to train and educate those who are responsible for training of individuals in different vocational fields in terms of improving the quality and efficiency of the training by utilising the pedagogical potential of ICT tools. Within this perspetive, Flipped Classroom Approach-Based Professional Development project for VET Trainers (Flipped-VET) aimed to improve the quality of vocational education and to engage a movement towards work-based, collaborative and problem-oriented learning/teaching by integrating ICT tools into teaching and training of individuals. The project was coordinated by Aksaray University and conducted with the participation of four institutions, Guimel, Bida e.V. Kultur und Bildung, E.ri.fo. Ente Di Ricerca E Formazione and Onageb.Spain.S.L. respectively. Aksaray University is a higher education institution in Turkey which benefited from EU grants through Erasmus + programme with its different actions. The main responsibility of the coordinator was organizing and managing the project activities and budget control including monitoring progress, dissemination and sustainability.Guimel SAS is a non govermental association (NGO) from France aimed to support social and professional insertion of people with difficulties into the society and works to develop autonomy and enpowerment of people supported. Bida e.V. Kultur und Bildung is an educational centre from Germany having broad experience in vocational training and education in terms of social integration of marginalized groups and groups at risk of social exclusion such as immigrants, women victims of violence, unemployed, low-skilled adults and refugees.E.ri.fo. Ente Di Ricerca E Formazione is a vocational educational training centre from Italy with a strong experience in LLP and Erasmus+ Programmes as it carried out and participated in many European projects Also, the institution is known for its training programmes and projects in innovative teaching methodologies, ICT based instruction and flipped educationOnageb.Spain.S.L. is an another NGO from Spain composed of experienced trainers with more than 18 years experienced in vocational education teaching as well as development of adult education contents and methodology. The institution has strong experience in methodology training and vocational education contributed to the project through its expertise in needs analysis and valorisation and dissemination of the outcomes.There were 6 transnational meetings planned during the course of the project including two IP events and creating a web based platform and dissemination of the results as the main project activities. Additionally, a guideline with regard to how to train the VET trainers with Flipped Classroom was planned to be developed on the basis of theoretical and pedagogical literature. Depending on the data obtained from the needs analysis collected from the trainees, the IP event content was determined and the programme was scheduled . With the organization of national meetings, the trainees in each participating country were trained in relevant fields. Furthermore, tutorial videos both in English and the national language were created by each participant. After the implementation of the intensive training programme, qualitative and quantitative data was collected to assess the effectiveness of the application. Finally, the project was disseminated at both local and international levels through conferences, leaflets.The project was instrumental in contributing to the personal and professional development of both trainees and trainers in terms of technology integrated instruction as it provided opportunity to access the theoretical information, ideas for methods, teaching techniques, best practices, activities and resources on Flipped methodology. Also, the project provided an innovative teaching methodology for the VET trainers through the use of web based platform that they can reach rich source of theoretical and practical knowledge about Flipped Education which allowed for personalized professional development. Additionally, the project paved the way for new teaching methodology for VET institutions that they could train the individuals without being constrained by time and place.