"<< Objectives >>SmartEAST aims at improving knowledge and understanding in the concept of ""Smart homes"", a building block of the future smart grid that is further expected to play a significant role in the energy transition to greener communities. To realize such structures, advanced energy and digital solutions are embedded into the electrical installation of houses, hence, a reskilling or upskilling of the electricians employed in this sector is required. This task highlights the scope of this project.<< Implementation >>To achieve the objectives of SmartEAST, shaped training activities will be organized and offered to licensed electricians over Europe, with particular emphasis to southeastern Europe. Training activities will focus on renewable energy sources, electric vehicles chargers and automation solutions in residential buildings, thus, realizing the smart home scenario. In addition, dissemination activities such as the SmartEAST handbook and workshop will also take place.<< Results >>Aligned with the above referenced priorities, the results of SmartEAST aim at an increased pace of energy and digital transition around Europe, through Improved availability of labor workers and therefore reduced cost. Moreover, the prospects for employment of licensed electricians will be improved. Finally, this first collaboration between HMU and HITU is expected to result in a long standing collaboration, especially supporting the regional collaboration in the Mediterranean region."

"<< Objectives >>The unexpected and sudden developments of our age make it difficult for adults who abstain from non-formal education or have no access to education to adapt to these social changes.Providing socioeconomically disadvantaged adults with skills related to learning to learn through creative methods is an important step in ensuring social equality.So, the main purpose of the project is to ""develop the skills of adults to use virtual platforms as a creative and cultural informal learning environment.<< Implementation >>In addition to learning about the host nation, preparing presentations in groups or pairs, project-based learning, and teamwork, we will plan demonstration lessons, presentations, workshops, lectures, discussions on the meeting's topic, round tables, studies, monitoring and evaluation activities, and questionnaire completion. Exchange days will develop into a unique setting formed by extensive NGOs, non-formal educational approaches, and social work expertise for adult dialogue.<< Results >>The project aims to provide disadvantaged adults (in socioeconomically and culturally disadvantaged adults aged 18-65 who currently use the internet but cannot use digital platforms as informal learning resources to acquire new skills) with educational programs and tools developed based on the self-directed learning method of informal resources in the context of social media. A perspective that respects human rights will be built on adults, especially in the creation of cyber identities."

"It is a commonly held belief that contemporary society is changing rapidly in the 21st century. As a result, citizens are charged with the task to reach the hectic pace of technological evolution in every aspect of their life. Furthermore life-long learning is widely accepted to be an inevitable part of modern man’s life in order to survive in an extremely competitive working environment. ICT plays a significant role in life-long learning as those without digital skills are nowadays considered to be illiterate. Even those with basic digital skills soon feel inefficient to respond to modern market demands, while those that manage to follow the technological changes and have advanced digital skills are much in request and very well-paid. The European Commission is promoting various initiatives aimed at increasing training in digital skills for the workforce; modernising education across the EU; harnessing digital technologies for learning and for the recognition and validation of skills; and anticipating and analysing skills needs.A strong digital economy is vital for innovation, growth, jobs and European competitiveness. The spread of digital is having a massive impact on the labour market and the type of skills needed in the economy and society.It is changing the structure of employment, leading to the automation of ""routine"" tasks and to the creation of new and different things: - It is leading to the need for more skilled ICT professionals in all sectors of the economy. It is estimated that there will be 500,000 unfilled vacancies for ICT professionals by 2020. - It is leading to the need for digital skills for nearly all jobs where ICT complements existing tasks. Careers such as engineers, teachers and many more - require increasing levels of digital skills.- It changes the way we learn by fostering online communities, by enabling personalised learning experiences, by supporting the development of soft skills such as problem solving, collaboration and creativity, and by making learning fun.- It is leading to the need for every citizen to have at least basic digital skills in order to live, work, learn and participate in the modern society.- The full potential for improving education through ICT in Europe remains yet to be discovered and this is why the European Commission is developing policy and supporting research to make learners fit for 21st century life and work.Educators of all sectors but most importantly adult education trainers face many challenges as they deal with increasingly complex and diverse learning situations and meet competence demands in a constantly changing work environment with the evolvement of new technologies, a constantly changing labour market with highly technical skill demands and a challenging socio-economic context. As a result, there is an urgent need for adult education trainers to enhance the uptake of ICT in teaching and learning, to promote stronger coherence of the needs of the labour market thus achieving a better skill match for their students as well as bridging the gap between education and the working world.The project will aim to develop an online learning platform and mobile tools for adult education trainers’ digital skills and competences improvement by participating in personal professional development programme. The Project will enhance digital integration in learning, teaching and training while promoting access and learning through open educational resources, supporting ICT-based training, learning and assessment at the education level.Project consortium will create an online, dynamic, multi assessed online platform, which will provide appealing and effective high tech possibilities for level – measuring, training and validating digital skills. This will help adult education trainers to control skill deficit and update their abilities throughout their career focusing on the current needs of the labour market and the economy. Project target groups are adult education trainers and LLP centre lecturers.Project intellectual outputs are:1. Digital literacy technical requirement report2. Digital skills learning outcomes for adult education trainers3. Digital skills training online learning platform 4. Mobile application for educational and technical softwares5. The usability toolkitProject partners have expertise in pedagogy and new ICT technologies into formal and non-formal education. All partners have necessary human capacity, experience and technical resources to fulfil requirements of the project activities. Partner organisations are university, adult education and training centres, vocational training institute, software development company and educational NGO."

"<< Objectives >>We would like to contribute to the prevention of radicalization among young people and prepare a better future for societies. The main aim of our project is to strengthen the capabilities of youth workers to enable them to act efficiently on the prevention of radicalization. The specific objectives of our project are as follows:*Prepare a report that clarifies the problem and offers solutions *Present the ""Perception of Youth Workers in Europe towards Radicalization"" report to policymakers.<< Implementation >>There will be transnational project meetings in France, Spain, Lithuania, and Türkiye• The first month, France,• The sixth month, Spain,• The 13th month, Lithuania,• The 18th month, Türkiye,• The 23rd month, Türkiye,A couple of sessions to divide the workload among the project partners and the determination of criteria for participant selection for the LTT activities and multiplier events. The follow-up of the dissemination activities will be carried out in these meetings.<< Results >>We will enable communication between youth workers and create a platform where youth workers can form a network in different countries. The outcomes:1)EARN-PORTAL: It will provide a digital platform for stakeholders who have been working on radicalization. It will remain and run by the Diplomacy foundation after the project. 2)Perception of Youth Workers in Europe towards Radicalization Report3)The Best Practices Handbook4)Combating Radicalization with Rehabilitation Guide5)Academic article"

In line with the Service Quality Standards of the Ministry of Health and laboratory authorization works, some safety precautions for laboratories have been tried to be taken. However, awareness on this issue was extremely low in the field. Unfortunately, guidebooks and educational documents on occupational and laboratory safety comprising our intended population of laboratory personnel other than physicians has been quite insufficient. The objective of this project was to raise awareness in the matter of biosafety in healthcare officials other than physicians working with clinical samples: spread exact and current information regarding biosafety with the training of the personnel and via digital platform by developing a face-to-face, interactive, and standardized training programme. Main activities were realized in three phase: Preparation, Application and Dissemination.A.Preparation Phase (October 2017- November 2018): Within the first month of the project, a kick-off meeting held with the project partners to determine a route map. The undertaking and functioning of the project, communication procedures and decision-making mechanisms were discussed. Business calendar of the project and distribution of work reviewed. At the end of the meeting, an initial report prepared. The needs of the intended population obtained by questioners and direct observation during the kick-off meeting. Documents, materials, tools and infrastructure requirements that help meet these needs were determined and the needs assessment report were prepared.In order to get experience in the field of laboratory biosafety in EU countries, Portuguese and Spain selected since they located in the Mediterranean Basin where similar sociocultural and demographic characteristics with our country had. After realizing the Transnational field trips to Portuguese and Spain, the experience and documents get from those trips were used for preparing the training materials [curriculum of training, standardized training slides, training videos, evaluation tools (pre-pos tests), short movies, online cross word application, mobile application]. On the other hand “Basic Biosafety Rules for Laboratory Personnel” book suitable to the level of the intended population has been written by the core team. All of the documents created during the project were added to web page (www.biosafetyinlab.com) which were done for the dissemination and the visualization of the project. B.Application Phase (December 2018- April 2019): Participant profile within the scope of the project was the laboratory personnel other than physicians (microbiology, biochemistry, pathology, etc) working with clinical samples. After realizing of Pilot Training for 21 healthcare officials in Ankara (December 2018), results of the training and feed backs were evaluated in Pilot Training Report. All training materials have been reviewed and necessary changes according to feedback have been reflected such as legal perspective of laboratory safety was added to curriculum. Trainings in Ankara, Corum and Antalya were realized consecutively and total 60 participants were joined. At the end of the each turn, Training Reports have been prepared for evaluation. At the end, 81 people were directly trained with the training materials produced for the “Keep Lab Safety, Keep You Healthy Project”. C.Dissemination Phase (May- September 2019): International field trips to Portuguese and Spain, and also Final Project Meeting in Ankara were realized for dissemination of all outputs. Roughly, 150 people joined to these activities. For better visualization of the project, web page (www.biosafetyinlab.com) has been prepared at least in two languages (English and Turkish). Some of the documents also translated to Portuguese and Spanish although budget cut. For the monitoring of the quality, Project Monitoring and Evaluation Team was established. All of the outputs and expenses belongs to the project were evaluated by this team. At the end of the project it is assumed that, the objective of the project was achieved by trainings and training materials (including mobile application, web page and others). Not only 81 participants who involve directly to the training, but also other laboratory personnel could reach to all of the outputs through the web page. In line with the objectives of the project, information enriched by international experiences were shared with national project partners, and at least in three national partners, biosafety in laboratory was institutionalized. The long term advantage of the project is foreseen as preventing the high number of occupational accidents in laboratories working with clinical samples in our country. On the other hand, the development of national and international inter institutional relations shall provide opportunities for more comprehensive projects.