Saint Vincent is one of the poorer island nations in the Caribbean and one of the world's most disaster prone countries. Global Warming means longer periods without rain. Only 7% of the farms in St. Vincent have irrigation systems. Water reservoirs and gray water systems need to be built and water conservation measures need to be taken to secure food production in the future. Climate Change means more flooding and hurricanes. In 2014 extreme weather hit St. Vincent and left thousands without public water, with heavy destruction of roads, bridges and houses and hundreds in shelters. The damages from the 2014 disasters alone equaled 17% of the small developing island nation’s GDP. An objective of the project was for volunteers from Europe to work side by side with people directly affected by the impoverishing effects of climate change. As a collaborative group of local and international climate activists, our volunteers will rise to the challenge of planting trees to prevent landslides, keeping rivers and drains clear to prevent flooding, starting organic home gardens to promote food security and teaching others how to be more prepared for Climate change at the same time to learn and be prepare for similar situations which are happening last years in Europe.Erasmus+ KA2 Capacity Building Project “Climate Activism Actions” combined new methodologies and tools creation; youth participation at ghlobal mobility of youth workers and European Voluntary Service activities in order to support sustainable EU and UN envorienmental goals for 2020. Public bodies, NGOs and social partners worked together to find the effective ideas and solutions and learned more on types of general climate actions and campaigns that can be carried out within cooperation. EVS from the practical implementation of actions were held in ST. Vincent for more participants. Transfer of innovations were implemented in Turkey, Lithuania during the Mobility of Youth workers for different age and social status people.Objectives:•to learn and implement climate actions •to explore community needs and to formulate innovations that will help as prevention•to build up competences and to start practice tools on climate entrepreneurshipSt. Vincent is an island nation, where is no economic surplus to budget for a short or long term environmental protection plan against landslides and erosion. The St. Vincent Climate Compliance Conference 2012 - 2021 is a new kind of environmental movement that seeks to educate, raise awareness and mobilize people to take action. Since the start of the program hundreds of people have received lessons, also supports the effort of soil conservation from the Forestry Department. The next innovation stems from the behavior changes and habit improvements of local people. On a long-term basis, people are mobilized to be part of projects that they saw a direct outcome from: they start to use homemade bio products instead of chemicals, they collected waste separately instead of littering the streets and farmers start to collect rain water in their gardens etc. These small, manageable steps helped make St . Vincent and the Grenadines sustainable and educated Europeans after their return to their homes, they started to adapt this useful knowledge to their envorienment and community. The reality of a small island nation like St. Vincent recieved already again some of the volunteers who have participated to EVS as climate activists and they are contiuning to contribute to St. Vincentian and their own communities.

The i3 (Imagine, Innovate, Impact) project aims to promote public engagement with STEM by creating stronger links between researchers and the general public. It unites STEM practitioners, researchers, policymakers, and the public to increase the general public awareness of research and innovation endeavors, support public recognition of researchers, to have stronger support and sense of ownership of research enterprises, to create relevance of researchers’ work on citizen’s daily life and the material world, to support capacity building among young researchers via engagement training, and to encourage young people to become “agents of change” by pursuing their research careers in STEM fields. Bringing top-quality universities, R&D centers, and institutions in STEM engagement and energizing their willingness to “embrace change” will significantly contribute to a wider recognition of research and innovation. The i3 project includes 10 main strands: (i) STEM Slam, (ii) Café Scientific - Meet the Scientist, (iii) STEM Expo, (iv) Guided Visits to Research and Development Labs, (v) Hands- and Minds-on STEM workshops, (vi) Science Shows, (vii) European Union Corner, (viii) Games, (ix) Science Movies, and (x) Concert. Topics and disciplines are structured among STEM with an emphasis on researchers’ contribution and impact on humanities, showcase technological advancement, and promote cutting-edge technological products. That is why our motto is i3: imagine, innovate, impact. In a way, the project might light a spark in the participants’ minds and actions. The i3 project will be held in five cities from east to west, north to central Anatolia.

<< Background >>Since the start of Covid-19, formal education activities have been continued as much as possible. Turkey used EBA and online education platforms. European countries have been using their own precautions and all of these efforts require a great knowledge and experience in digital learning. However, adult education activities stopped mostly as a result of pandemic. However, the epidemic should not be an isolation, but a process of learning and opportunity. More areas should be created for the accessibility of adult education, and if it is not possible because of the pandemic, digital tools and online trainings should be promoted for adult education and life-long learning. The existing skills of adults should be improved, new skill areas should be opened, and thus, it should be contributed to them becoming the thinking, criticizing, analyzing, digital citizens of the 21st century. Findings generally revealed mostly men benefit from adult education. Within this scope it more urgent for an inclusive society to reach each individual. We give priority to create new opportunities for the education of disadvantaged women in our societies who are mostly excluded from educational and occupational areas.Our world, which has already entered the digitalization process for a long time, has entered into a great technology cycle, especially with the COVID-19 epidemic. During this period, many individuals who did not leave their homes have made it a habit to handle all their work and transactions online. The vast majority of education has become online education, and all of this has made digital skills and literacy an indispensable skill. In addition to the unlimited possibilities and beauty provided by the Internet, hazards such as masses of misinformation, numerous malicious websites and platforms, and dangers such as cybercrime, misleading and fraud reveal that digital literacy is not the only skill required in this period, and that being critical literate is also vital.Digital literacy means “the ability to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.” (American Library Association). In today’s digital world, nearly every career requires digital communication at some point, so equipping disadvantaged people with the skills to effectively and responsibly find, evaluate, communicate, and share online content is key to their futures. Critical literacy has been defined as “learning to read and write as part of the process of becoming conscious of one’s experience as historically constructed within specific power relations” (Anderson & Irvine, 1982). It allows educators and students with an opportunity to read, evaluate, and reflect on texts, and embark upon the creative process of actively constructing or reconstructing these texts.Digital literacy training opens the door to other essential skills needed to operate in a broadband environment, including financial literacy skills, as well as career training and ICT-enabled career training. Such training enables women to set up online businesses, or to use broadband services, such as social networking sites, to enhance their ongoing livelihood and economic activity. Social protection is important for women’s access to financial services, and digital readiness is likely to become more important as digital finance grows. Schooling is formidable site where the local and the global converge. Women from the disadvantaged population, cannot have adequate schooling and therefore their critical awareness of the world should be enriched. Being a critical reader will equip women with ‘selective’ and ‘reflective’ mind by which they can select and use the vital information from the mass information provided by digitalization. When the women are critically literate, they examine their ongoing development, to reveal the subjective position from which they make sense of the world and act in it.<< Objectives >>The heart of the Erasmus+ aims to reach various people with different background, especially to those with fewer opportunities. This project is created in order to nurture and enhance the quality of the disadvantaged women in the societies. The general aim of this project is to turn the disadvantaged women in the societies into digital and critical readers which will equip them with educational, professional and social skills. Concrete objectives of this project:-to provide disadvantaged women with digital literacy skills and critical literacy skills-to train trainers in order to train disadvantaged women in societies for digital and critical literacy -to propose a new methodology for adult education combining digital and critical literacy-to disseminate the new methodology for disadvantaged adult educationFor the disadvantaged women to be a digital and critical reader will prove:a) Access to financial services (economic empowerment)b) Access to health services and informationc) Access to educational resourcesd) Being selective and critical to the information provided by digitalismAfter the digital and critical literacy trainings, they will be able to find the information they need, reach financial services, health services or educational resources. They will also have the opportunity to actively follow social media platforms and promote their own initiatives through these channels in the long term. This will play an important role in enabling women to realize their rights, which are also recognized by official laws. These women will not only be able to reach the information they need thanks to be digital reader, but they will also be able separating true information from the wrong ones60 digital and critical literacy educators will be trained in this project. EU also gives great focus on adult education because individuals follow adult learning for a variety of reasons: to enhance their employment prospects, to develop personally or professionally and to obtain transferrable skills, such as critical thinking. Adult learning also contributes to improving social cohesion and promotes active citizenship. Accordingly, more qualified and competent educators should be raised for Europe and beyond to overcome economic challenges it is currently facing, as well respond to the demand for new skills and sustained productivity in an increasingly digitalized world economy.We will develop a brand new 21st century teaching method and practice by blending the intellectual outputs we will put forward in this project with digital and critical literacy education. This project will create three different intellectual outputs; a manual, a toolkit and an e-learning platform.<< Implementation >>The activities in this project are designed purely purposefully. An effective and high qualified work flow plan has been prepared in order to realize our goals and special targets.1.First of all partner institutions will come together at the opening of the meeting will make in Turkey in the 3rd month. The goals and objectives, task distribution, responsibilities will be clearly stated and signed with the Memorandum of Understanding document.2. With the Digital Literacy instructor training to be held in Italy in the 7th month, 29 digital literacy educators from four partner countries will be trained.3. As in Turkey, 600 women will be given Digital and Critical Literacy Training, 12 trainers will not be sufficient. The 12 people who participated in the training in Italy will give the same training to 28 people in the 9th month. More in the province of Van. Accordingly, 40 trainers will be available for target group in Turkey. This local training will be organized by umbrella educational organization of Van Province, Van Provincial Directorate of National Education. 4. 2 transnational meeting will be organized in order to determine the contents of IO1 – Critical Literacy for Disadvantaged People Manual; IO2 – Digital Literacy Training Kit in Sweden in 10th month; and IO3 – Digital and Critical Literacy Platform (DSLP) in Finland in the 15th month.5. The Digital and Critical Trainings will be started in the beginning of 20th month in four partner countries. Until that time, all the intellectual outputs will be ready to be used in the trainings. The trainers who took the training will give Digital Part of the training while our academicians in universities will be responsible of Critical part of the training. 6.The multiplier events in four partner countries will be held in the 21th month of the project. 7.The final meeting will be held in Turkey to evaluate all the process and sustainability in the future plans.<< Results >>This project has been designed to fulfill the needs of disadvantaged women in the societies. We aim to generate long term results which will both be tangible and intangible, up-scalable, transferable and transdisciplinary during and after its implementation. The most important and effective aspect of this project will be its intellectual outputs. IO1 - Critical Literacy for Disadvantaged People Manuel will be a guide book for trainers on teaching critical literacy to disadvantaged women. By the contribution of each partner in this project (each will contribute it by its own specialty) the quality of this manual will be kept above the standards. The trainers will use this guidebook as the main source for their critical literacy trainings. This manual will also include many useful tips and information about the communication with disadvantaged groups (disabilities, refugees, barriers to education system, cultural or social differences etc.) and it will be a transdisciplinary source accordingly. This manual will both be published and in the e-book form in order to increase its sustainability and open access.IO2- Digital Literacy Training Toolkit will be used by trainers teaching digital literacy to the target groups. This toolkit will provide permanent skills and abilities to the learners. In order to increase its sustainability, both formal and non- formal materials will be included in the kit. The target women will learn digital literacy by this productive and effective materials. This kit will be designed as an open access resource so anyone will be able to utilize it. IO3- DSLP (Digital Critical Literacy Platform) will be the first online platform designed for digital and critical literacy teaching. The tangible materials such as books or journals are neither enough nor effective when compared with digital learning platforms. Especially in the COVID-19 crisis, the importance of digital competences has been understood by masses and European Union gives great importance on digital transformation. In line with Europe’s Digital Education Plan, this platform will serve for pedagogical goals of the Programme. The target groups of this project will use this platform without paying anything. The trainers of digital and critical literacy will use it as a main source as it will include all the necessary techniques and information The communication channels of the platform will provide international interaction and cooperation. We aim to fill the educational deprivation gap caused by COVID-19 epidemic with this innovative platform.All three intellectual outputs of this project will improve both groups’ (trainers and learners) 21st century skills which are critical thinking, creativity, collaboration, communication, information and media literacy, technology literacy and flexibility. Considering our general aim, one of the most significant steps will be the preparation of trainers who will train target women. The second important step will be the effective outputs which should be sustainable, permanent, open accessed and aim-oriented. With these two steps, we believe that we will contribute to educational, social and psychological well-being of disadvantaged women’ as well as increasing their chances for empowerment. A very comprehensive dissemination plan will be made in order to share project’s results on local, national and international level. Each participating partner will be obliged to make at least 5 dissemination activities as well as one multiplier event.

"There are more than 70.000 species of medicinal plants on the surface of the world. Most of them grow in their habitat. Because of urbanization, air pollution, water pollution, and global warming, the natural habitat of those plants has been decreasing day by day. However, those plants are valuable in terms of marketing. The drug companies buy those plants in order to produce some medicinal products. This situation offers an opportunity for the young farmers in Europe. They can grow those plant species in cultivated areas and sell them to drug companies. Aquaponic farming is a combination of soilless plant growing and fish farming and is gaining significant popularity all over the globe. Aquaponics farming system is a significantly important way to grow food in the space limited, climatically vulnerable, and deteriorated soil conditions. The aquaponic system offers a significant potential to improve plant growth, food production, food sovereignty, and food security on a sustainable basis. While lack of knowledge and proper understanding about the right implementation of aquaponics techniques and strategies are major limiting factors for aquaponic farming. AA good understanding of aquaponic can be helpful to improve community-based food production in the urban areas, industrial-scale food production in the rural areas, and smaller level farming operations in the developing and underdeveloped countries. There were two pieces of training within the scope of YEAH; the first one is in the city of Novo Mesto in Slovenia; ""Agricultural Entrepreneurship Training"" was held on 20-25 October 2019. A total of 17 young people including six young farmers from Slovenia and Turkey, 5 young farmers from Greece participated in this training. During training Aquaponic systems in Slovenia were also visited.At the end of our 5-day training, our participants explored and learned;- The difference between entrepreneurship and agricultural entrepreneurship,- Various agricultural terminologies,- The opportunities and advantages offered by agriculture,- How to work collaboratively with young farmers from different countries,- How to market their agricultural products abroad using various online tools,- How various agricultural products are planted throughout the year without being dependent on climate change through the Aquaponic systems they have examined in Slovenia,The Soilless Farming Training through Aquaponics Systems Course 07.12.2020-11.12.2020 via Zoom PlatformThe training ""The Soilless Farming Training through Aquaponics Systems ” was intended to be implemented in Van city however because of Covid-19 we had to launch it online. Fortunately thanks to the online training we could reach 104 young people from Mozambique to Mexico. It can be said that from Turkey the wave of Aquaponics has inspired all youngsters who were keen to learn this.The aim of the training is starting from the general flow of aquaponics systems, comprehending the importance and the market value of organic products free from chemicals and pesticide residues, the techniques of producing agricultural products in every season through aquaponics systems without effects from climate conditions, exploring the market value of the product they harvest not only inside but also outside of the country. All training materials were uploaded to our project website (http://www.yeah-project.com/en/Training.aspx?id=3 ). Within the scope of YEAH 3 different intellectual outputs have been created. Each of our intellectual outputs is unique in the field of agriculture. The first IO of our project is the Design of An innovative Aquaponics Systems for the Climate Condition of Van City. This IO is a quite innovative way of aquaponics systems solutions for the climate of Van city as every geographic region has its own conditions. The second one is DiDaMeP (Digital Database of Medicinal Plants) is a real solution for Europe in the meaning of digital database for medicinal plants. In turkey there is no such database and there are only very few in the world. So, this intellectual output is very innovative and a must for Europe. The third one is the combination three-chapter is a book of Agricultural Entrepreneurship, Aquaponic System in Soilless and of Effective Fishery Techniques For Aquaponics Systems. This book discusses; permanent solution for entrepreneurship in terms of agriculture, some aquaponics systems’ architecture and structure according to the needs of the partner countries in detail, and fishery techniques for aquaponics systems. Young people and organizations from all over the world have benefitted from our project and its outcomes.As a result of online dissemination and multiplier event activities there were a lot of young people who explored aquaponic systems and new ways of agricultural entrepreneurship"

We created this project in order to increase the ICT ability of students and teachers.With this project we aimed to increase the rate of in class technologies which is used by teachers and students.When we first write this project the FATIH project ,which is the biggest jump of Turkish Educational System in the history, had just finished. The legs of the FATIH for the vocational education was missing or unplanned.The other reason of why we wrote this project is to create a project which is complementary to the FATIH project to include the students and teachers of vocational schools.Each of those students and teachers were given tablet to use in the classes but none of them were using those tablets or their own smartphones for the educational purposes.As expressed in the project form today’s students are digital native.When they were born the digital technologies were already exist.So, when we plan the curriculum of the schools it is obligatory to include the digital technologies into the lesson plan as helpful tools.Still many vocational schools don’t use in class technologies effectively.Our project was a work having innovative objectives which are VoGoP(Vocational Good Practices Platform),the statistical data bases with the SPSS and Effective Use of ICT Classes Guidebook.Each of our intellectual outputs meets different needs of teachers and students in vocational schools.We created all of our intellectual outputs in 5 languages which are English, Italian, Slovenian, Romanian and Turkish in order to reach as many students and teachers as possible.In our project, our objectives were to disseminate the use of ICT (Information and Communication Technology), to attract teachers and the students to ICT and to create a platform in which they can share their works with each other.In the scope of the project we organized many meetings and different activities.In this meetings many people who are related with vocational education involved in.the number of the participants who participated to international meetings and training is 73.Those activities were organized in Turkey as well as Romania,Slovenia and Italy.Basically,in our project every partner represented different field of vocational education.For example,while Mehmet Erdemoğlu MTAL and Yıldırım Beyazit MTAL are mostly interested in the fields of ICT, Electric and electronic technologies on the other side Grm Novo Mesto mostly interested in the field of animal husbandry and farming.There were plenty of vocational fields' diversity so we could determine many fields needs in our works with the partners.We selected our participants according to the following criteria;expertise on the current activities, related or similar activity or activities before , able to work in team, communication skill, open and have desire to innovative improvements, English speaking capacity,the number of international projects, know how to approach students, volunteering to advance in his/her field and different vocational field.We had many activities which were mostly successful. We had 4 transnational meetings, 1 international meeting, 4 multiplier events and a vast number of dissemination activities in 4 different countries. We had also some meetings with locals in Van, Reggio Emilia, Alexandria and Novo Mesto. In those meetings we met with educational authorities, decision makers, students and teachers from different schools and people from different backgrounds.We have experienced and observed many difference on participants,participating organisations,target group and education authorities not only in Van but also in Alexsandria,Reggio Emilia and Novo Mesto.First of all the participants of this project had different experiences from activities in domestic and abroad.The most of the changes on them have been with their vocational improvements. now our participants know many thing about vocational improvement in Europe and in the World. They know how to help the students be part of the labor market by using their ICT skills into their fields of expertise.the participants who were mostly teachers in vocational schools improved their ICT skills.Now they can use their ICT skills more productive. Our participants met different experts on ICT in content meetings as well as in training and activities in their countries.Those activities made them be more aware from ICT technologies in every field of vocational education. The mentioned activities promoted them to find themselves sufficient in ICT area in their field. So they produced a positive attitude toward using ICT technologies in their domain.We carried out very fruitful project not only for the participated countries but also for all Europe. Because with our ambitious intellectual outputs we believe we can leave inerasable mark on vocational education. VoGoP is going to continue to serve even after the project is over. ICT Classes Guidebook can go on showing the teachers the most suitable ICT tools to use in each clas