<< Background >>According to EPA (Environmental Protection Agency), pesticides: Pesticides applied to agricultural areas, forests or gardens are transformed into the air, water and soil, and from there to other creatures living in these environments. Use causes a decrease in biodiversity, this reduction is one of the problems of climate change. The world pesticide market is about 45 billion dollars. The European average is 1.66 kg/ha, the Croatian average is 1.91 kg/ha. While South American countries (such as Bahamas 59.4 kg/ha, Columbia 15.3 kg/ha) take the lead in pesticide consumption, Japan, China, Malaysia and New Zealand are among the countries with high pesticide use (Plumer, 2013).Among the European Countries, Italy and the Netherlands are the prominent countries with their research and development studies.When sales in previous years are analyzed, it is seen that global pesticide sales increased by 289% between 2000-2010 (Rojas, 2014). It is estimated that the World Pesticide Market will grow at an annual average rate of 5% (Anonymous, 2014b), and global pesticide sales are expected to reach $ 1 million in 2020. As a result; The uncontrolled and unconscious use of chemical drugs will cause the chemical control programs to become ineffective as a result of the development of resistance of harmful organisms to the drug, which means that their sensitivity will decrease. Pesticide derivatives, transformation products, metabolites, degradation products resulting from the use of pesticides in food and agricultural products; all substances that can cause toxicological pollution.Importance of pesticide analysis:- Most of the pesticides carry significant risks in terms of human and environmental health (cancer, reproductive disorders, etc.).- As a result of intensive and unconscious use of pesticides themselves or their transformation products may remain in food, soil, air and water.High school level training on pesticide management, proper use and reduction methods of pesticide use is not common. Therefore; students are not aware of this. Nevertheless, in most of the Agricultural Vocational High Schools, we demand to train students who can do this. This lack of training and awareness led us to do this project.<< Objectives >>Pesticides are toxic and biocidal substances. In evaluations about natural lifeThis feature of the pesticide should be taken into account. Pesticides in air, water, soil,It takes place in rain, snow, ice, and is found in surface waters and fog. All living things are affected by pesticides. With the COPEFA project, Agriculture High School students, especially the students of the food department and the future farmers will be agriculture university students, farmers and local people;* By realizing this project:* will manage pesticide use,* learn about pesticide damages* Will be aware of alternative methods to reduce pesticide use* Thanks to the PR1- E learning platform, teachers will have a common expression on pesticides.*PR1 :, An e-learning module will be developed to raise pesticide awareness of VET students. .*PR2: A public service advertisement will be prepared to inform the public. Farmers, production companies and local people will be informed about the issue.*PR3: A framework for Good Agricultural Practices Mobile Application (App.) Will be made. A cross-country needs analysis will be made.*PR4: Good farming Practices will be made in a Mobile App. VET students, farmers and the public will use for pesticide use management and mitigation studies.*PR5: A Guide Book will be prepared for the PR made and the mobile app to be used.<< Implementation >>The COPEFA project consists of 6 partners and 5 country partnerships. At the end of the project, 5 Project Results will be revealed. 5 transnational meetings are planned. There are 7 work packages in the project and 5 Multiplier Events have been planned. The work packages and project activities of the COPEFA project are as follows:Work Pages (WP) 1: Preparation (2 months)WP 2: An e-learning module will be prepared to raise awareness among students about pesticides: An e-learning module will be developed to increase pesticide awareness of vocational education students. (4 months)WP 3: Public Spot: A public service announcement will be prepared to inform the public. Farmers, production companies and local people will be informed about the subject. (3 months)WP 4: Preparing framework for healthy agriculture application: A framework for Good Agricultural Practices Mobile Application (Application) will be made. Needs analysis will be made across countries. (3 months)WP 5: Healthy Farming Practices Mobile Application: Good Farming Practices will be done in a Mobile Application. VET students, farmers and the public will use it for pesticide use management and reduction work. (6 months)WP 6: Correct use of pesticide will be made by Guidebook: A Guidebook will be prepared for the PR made and the mobile application to be used. (3 months)WP 7: Pilot sessions and reporting (3 months)Project Management:A1-Project Monitoring & Evaluation; throughout the projectA2-Financial & Process Reports; every 6 monthsA3-Project Website; the first 3 monthsA4-Project Manual; the first 2 monthsA5-Quality Assurance; every 6 monthsA6-Pilot Sessions; the last 3 months: All project results will be finished by 05/2023. First of all, after the quality is checked by the teachers, all the project results can be used as a pilot application in all Agricultural High Schools in the September-October period when the schools will be opened. In addition, after the end of each intellectual output, a single class from the partner schools will be piloted for the use of that project result. In this way, students will have tested the results of the project and evaluated their quality until 05/2023. Thanks to the feedback from students, the project results will be able to improve until the final pilot application.A7-Dissemination; throughout the project.<< Results >>PR1- The e-learning platform will consist of 4 topics.1- General characteristics of pesticides, classification, chemical structures, usage areas, storage and transportation conditions)2- Effects of pesticides on Foods and the Environment e-learning module (Pesticide residues in foods, risks on soil and water resources, effects on other living things)3- Good practices that can ensure the reduction or controlled use of pesticides e-learning module (integrated control, biological control, cultural measures,)4- Correct Pesticide Applications e-learning module (instructions for use, application time, application methods, maintenance and settings of sprayers, sample product recommendations)PR2- Public service advertisement that will be created in the form of animation will be prepared in three stages:1) Animation containing information about pesticides and their misuse2) Their damages to human health3) Pesticide analysis/control applications.The public service advertisement work will be broadcasted via local media organs which will be written, visual and auditory media located in the territory of each partner institution. The working stages to prepare a public service advertisement will be as follows.PR3- The mobile application planned for our project will be designed for pesticide manufacturers as well as pesticide professionals who advise them. For the target group, a needs analysis will be conducted. Needs analysis is defined as identifying the needs that may arise during the implementation stage to maintain this development and finding solutions to these needs by identifying the problems that may arise during this stage. In this context, the goal is to identify the most basic needs, collect data on these needs, and design a program to meet these needs.PR4- Good Farming Practices Mobile Application: It is a mobile application where pesticide usage can be recorded based on location, it can be seen whether the weather is suitable for spraying by using meteorological data, the time between spraying and harvest can be followed, and it contains information about non-chemical alternatives for pest control.Reduce the use of highly toxic pesticides and provide important information on non-chemical alternatives for pest control in a world where nearly two million tons of pesticides are used each year and about 25 million agricultural workers are poisoned unintentionally each year.It provides a large amount of scientific information directly to the phones of agricultural high school students, farmers and agricultural workers, which will enable pesticide calculation and control so that they use few pesticides for their fields. Our goal is to assist them in avoiding unnecessary pesticide treatments so that adverse effects on the ecosystem are minimized, pollinators and beneficial organisms are protected, and economic damage is minimized while profits are maximized.PR5- The guidebook to be carried out includes all activities related to the project, all work and work.There will be both digital and printed material containing the results. Guidebook innovative elements with the following aspects will include;- Since there is no Erasmus + project on pesticides for Agriculture students before, there is no written in this area.There is no guidebook.- The mobile APP to be created within the scope of the project will also include the user manual. Containing the instruction manual it will be a guidebook.High school level pesticide-related informative studies on Guidebook, during the project process the resulting idea came out and there is information about the use of the mobile app for good agricultural practices. This book will be suitable for all vocational high schools with Food, Livestock and Agriculture departments and It is very important for raising conscious students.

<< Objectives >>Hydroponic agriculture dissemination and development are critical for ensuring a sustainable food supply and natural resources. The most significant barriers to this method's development are known to be a lack of knowledge and a skilled workforce. As a result, SPIRITUALIST is committed to advancing hydroponic agriculture education, providing better-equipped graduates from vocational high schools, and making hydroponic agriculture education easily accessible and free to all.<< Implementation >>3 major activities are planned for the project's purposes.• By increasing the knowledge and experience of agricultural high school teachers and agricultural employees (WP2), the project's audience and multiplier effect will be expanded.• Agricultural technicians will be better prepared to graduate as agricultural high school education improves (WP3), • Project results and activities will be delivered outside the partnership through dissemination (WP4). The project's scope will be widened.<< Results >>4 main outputs related to Hydroponic Agriculture will be generated: Interactive E-Curriculum, Elective Course, Case Pool, Mobile AppFurthermore, employees and teachers at the joint institution will receive practical hydroponics agriculture training, practice areas for students will be created, practical training will be provided, and on-the-job observation activities will be organized. With the implementation of the project, a new synergy in agricultural vocational education will emerge.

<< Background >>Climate change is one of the most important issues facing the world. The risk of climate change is now at an irreversible point. After this stage, it is important to reduce, mitigate and adapt its effects.On February 24, 2021, the European Commission adopted the new EU strategy for climate change adaptation. This strategy explains how the European Union can prepare for the unavoidable effects of climate change and become climate resilient by 2050. This strategy suggests that compliance be smarter, faster, and more systemic and that international action on climate change adaptation is stepped up.Agriculture is one of the most vulnerable sectors to climate change. Climate change affects agricultural production and food supply due to the atmospheric effects of elevated CO2; rising temperatures; altered precipitation and transpiration regimes; increased frequency of extreme events; and altered plants with diseases and other pathogenic risks. It is estimated that climate change will result in a reduction of around 16% in EU agricultural production by 2050. The countries most affected by climate change are central European and Mediterranean countries. Disadvantaged people, particularly those who live in rural areas and work in agricultural production, will suffer as a result of this. If no action is taken, the income level of these people will fall, making it difficult for them to maintain their lifestyles. Some of them will migrate. As a result of migration and the abandonment of rural people from agriculture, we will face a faster decline in agricultural output. Furthermore, cities will experience a variety of migration-related issues.Furthermore, the FAO predicts that by 2050, the global population will have increased to 9.6 billion, resulting in 70% more food requirements than in 2013. When the negative effects of climate change on agriculture are considered, it is possible that the world will face a complete food crisis. This situation will disproportionately affect disadvantaged groups, such as low-income individuals, women, and children.The world may continue to be habitable, but agricultural production can also be maintained in a planned, conscious, and efficient manner under climate change conditions.Agricultural professionals are critical to the long-term viability of agriculture in the face of climate change. Training agricultural professionals who will advise and train farmers, as well as agricultural students who will enter the sector as graduates, can be the start of a rapid adaptation process. As a result, the project's goal is to train trainers.Climate change's effects are beginning to be felt. This topic has been the subject of reports from international institutions and researchers. However, there was no way to incorporate these studies and research into agricultural vocational education. Agricultural vocational education needs to be modernized to meet the needs of the agricultural sector's equipped labor force and to be able to train individuals equipped for agricultural production under climate change conditions. This is the focus of the project.<< Objectives >>Three universities and three research institutes from Central European and Mediterranean countries collaborated on the project. Each of them is a powerful and influential organization in the field of vocational education. They provide training to the project's target groups of agricultural students and agricultural professionals. Furthermore, the countries of Central Europe and the Mediterranean are the most vulnerable to the effects of climate change on agriculture. In these areas, negative effects are expected to be the most severe. A consortium has been formed with the participation of institutions from countries that will face similar risks in order to develop the solution more effectively.When providing education, the agricultural sector differs from other sectors in that it must take into account factors such as regional climate, soil, and agricultural culture. The truth of science is universal. However, the solution you suggest for one region may not be appropriate for another. As a result, the project took regional characteristics into account. The project's Vocational Education Partnership will develop training modules for agricultural vocational education that focus on agriculture under climate change conditions. Agricultural vocational education will be modernized in this way to meet the sector's labor needs.The training modules will primarily be used by project partners to train their own students and agricultural professionals. An online education platform, on the other hand, will be developed. The Learning Management System on this platform will make training modules available online. Project dissemination-supported training modules will also be used for vocational training outside of the partnership.The project's implementation is aimed at achieving the following goals.•Development of agricultural vocational training capacities of partner institutions through the project•Providing training modules focused on climate change in agricultural vocational education•Ensuring that students who have graduated from partner institutions and agricultural professionals who have received training are better prepared to work in climate-change-affected agriculture•Extending the positive impact area by ensuring that people who benefit from online education are better prepared for agriculture in the face of climate change•Ensuring that farmers are better prepared for climate change conditions through training of trainers •Training the equipped workforce needed by the agricultural sector to cope with climate change•Contribute to the adaptation of the agricultural sector and the solution of problems related to the food supply for disadvantaged individuals living in rural areas •Contribute to the adaptation of the agricultural sector and the solution of problems related to the food supply<< Implementation >>•Surveys will be conducted to assess countries' understanding of agricultural production and the risks associated with climate change conditions •The survey results will be analyzed, and key findings will be incorporated into the training modules•Partner institutions will organize training for target groups using modules.•Some of the partner institutions' trainings will be supplemented by thematic practical trainings held in the facilities of the partner institutions•Pilot trainings will be organized by partners, and online use of training modules will be encouraged•The project partners will receive and evaluate feedback as a result of the trainings held. In response to this feedback, training modules will be updated. •For dissemination, opening and closing events with a large audience will be organized•A minimum of six multiplier events will be held to disseminate and promote the project's outcomes•At all events, a brochure describing the project results presentation and the use of the online training platform will be prepared and distribute•Project partners will provide participation in agricultural activities that can reach the target audience, such as exhibitions, fairs, and conferences. Promotion and dissemination of the project will be provided•Other vocational education institutions will be informed about the project's findings•Promotional activities will be held online and in person to share the project's results with people outside the partnership•Promotional materials will be created and distributed in accordance with project visibility rules•Work will be done to share training modules on online sharing platforms like Coursera and SlideShare so that they can be used in more places.<< Results >>The following are the results of the project that will be prepared within the project's scope. Partner institutions will use the prepared training modules in vocational training. Simultaneously, it will be shared with other professional educational institutions and made available for online use via a Learning Management System (LMS). It is hoped that by doing so, it will have a greater positive impact•PR-1 CLIAVE Learning Management System (C-LMS)•PR-2 Climate Resilient Cropping Systems Learning Module•PR-3 Greenhouse Gas Emissions from Land and Fertilizer Use and Protection Measures Against Climate Change Learning Module•PR- 4 Use of New technologies in Irrigation for Sustainable Production and Protection of Water Resources Under Climate Change Conditions Learning Module•PR-5 Integrated Pest Management Recommendations to Cope Climate Change Challenges Learning Module•PR-6 Livestock Under Climate Change Conditions: Impacts, Mitigation and Adaptation Learning Module•PR-7 Energy Efficiency Improvements and Renewable Energy Supply into The Agricultural Sector Learning Module•PR-8 Green Toolbox.The project is expected to produce the following outcomes:•Assisting in the modernization of agricultural vocational education •Expanding the vocational training capacities of partner institutions •Growing the number of graduates with better skills, assisting in the professional development of agricultural professionals •Providing the agricultural sector with a qualified labor force requires•Contributing to the agricultural sector's adaptation to climate change •Contributing to the long-term sustainability of efficient agricultural production and food supply under climate change conditions•Assist people living in rural areas in maintaining their standard of living in the face of climate change•Raising awareness of climate change's consequences

The healthcare industry is growing steadily and the software/devices of health informatics are an important part of everyday environment of healthcare workers. An increasing investment in the medical informatics industry to digitize health information has created a strong demand for health informatics workers. Unfortunately, the intensiveness, complexity and amount of health information have presented considerable challenges in adopting information technology to increase the efficiency and enhance the quality of medical services. Innovation of the healthcare industry is therefore highly dependent on skilled people with competencies in Health Informatics. Therefore, it is necessary to train medical staff like secretary, nurse, monitoring technician, radiologist/doctor etc. on practical healthcare IT education in addition to their vocational education.In recent years, in our country, medical informatics-related courses are taught at some vocational schools, high schools, colleges and institutes. However, courses are usually taught on formal training and based on theory. According to various research about medical informatics in Turkey, the educations of medical informatics are extremely inadequate in our country. All these problems are originated from lack of staffs that have sufficient knowledge and competence.In accordance with EU 2020 targets and the requirements mentioned above, E-learning platform for Medical Informatics to improve Vocational and ICT Skills (E-MEDIVIP) has been designed and implemented. The aims of this novel distance learning platform and training modules are;• To Increase the competences of the people who were and/or are currently trained on healthcare IT at international standards,• To ensure the effective implementation of active labor market policies in the context of Lifelong learning,• To improve the employment capability of the labor market.• To enhance the competencies of vocational trainers who can lead the vocational education according to the needs of this market,• To update the syllabus of vocational training on healthcare according to the need of labor market and develop new teaching methods for it.E-MEDIVIP has seven intellectual outputs. These are;• The detailed need analysis report will be created according to results of questionnaires performed on healthcare worker, students,and stakeholders in Turkey, Spain, and Germany. • Project web site and interactive e-learning platform,• E-learning module for Introduction to Medical Informatics Education and Digital Competencies• E-learning module for Hospital Information Management System and Service,• E-learning module for Medical Measurement Instruments,• E-learning module for Medical Imaging Devices,• E-learning module for Decision Support Systems.E-MEDIVIP has been oriented to improve the competences on healthcare IT of the students that are trained at health vocational schools, colleges, biomedical engineering and medicine fields at the universities, and of the employees that are still working at health institutions such as doctors, nurses, pharmacologists, managers, IT professionals and engineers, by the help of e-learning modules for different education levels. Because of being open-source, using interactive distance education methodology and containing pilot applications, it has contributed to raise the competences in terms of either theoretical or practical. Moreover, despite being abroad (Germany, Spain), there isn’t any qualification in Medical Informatics in Turkey. Therefore, E-MEDIVIP will guide the creation of national qualifications in the medical informatics by means of international collaborations.

The Agriculture Report published by FAO 2015/2030 estimates that many environmental issues related to agriculture will continue to be severe over the next 30 years. It is stated that agriculture has a great impact on the earth and 70% of clean water resources are used in agriculture.The EU has made regulations on this issue, and legislation on the protection of soil and water resources has been imposed. Among the strategic objectives of the EU rural development policy are increasing the competitive capacity in agriculture and ensuring sustainable management of natural resources.It is important to train stakeholders in order to support general policies and transmit the practice to the base. By bringing a new approach to education, awareness can be raised and appropriate behaviors can be adopted.E-COFARM aims to create a resource where agricultural information about sustainable use of soil and water resources can be found together. Providing educational resources online through a learning management system is important for broad and easy access to the training curriculum, supporting professional development and developing ICT skills of the target group.Our target group is producers, technical staff, researchers and students of agriculture.For this project, highly effective organizations from Turkey, Spain, Croatia, Portugal and Slovenia who have experience in their own fields and in project implementation have come together. Seven intellectual outputs have been developed in the project which are;O2 Designing of web-based platform and Learning Management SystemO3 E-Learning Training Module on the EU LegislationO4 E-Learning Training Module on Accurate Behavior for Environment and Sustainable AgricultureO5 E-Learning Training Module on IrrigatonO6 E-Learning Training Module on Plant ProtectionO7 E-Learning Training Module on FertilizationO8 Farmer's HandbookProject outputs have been prepared in six languages including Turkish, English, Slovenian, Croatian, Portuguese and Spanish and made available through web platform (https://ecofarmproject.com/lms/).The training modules created within the scope of the project can be used by anyone who wants to access information. In addition, all institutions providing agricultural education, especially the partner institutions, can benefit from the project outputs.Thanks to the implemented project, awareness was raised about the relationship between agricultural practices and the environment. With the training activities, it was ensured that the target group was trained on good agricultural practices. After the project, the positive effect will be maintained as the multiplier events continue.The project has set an example for new studies aiming to expand environmentally friendly practices. It has been a positive example for developing new projects on similar topics and training the target group on good agricultural practices. The project has contributed to the international experience of institutions and participants. The cooperation developed between the project partner institutions has created opportunities for the upcoming collaborative studies.