"Beauty and Hair Care Services Area; It is a profession that covers all the cosmetic care and beautification applications done by hand and / or instrument on hair, scalp, face, body and nails and deals with the concepts of health, beauty and aesthetics as a whole. The greatest risk of application to living human tissues is the undeniable presence of tissue damage that requires long-term treatment or is incurable.With the training given in our centers, the focus of the competition in the market is no more than ""money""; - Following the technological and scientific developments closely; adapt to field applications, -Understanding the knowledge of body anatomy and physiology, - Knowing why and how to implement field applications and foresee the risks that may be faced with the result that will arise, - Using the right communication techniques; In line with the wishes of the customer, fashion trends were aimed to change in quality, health and quality direction with apprentice students who could create aesthetic compositions in accordance with the social and economic status of the customer.Our consortium member vocational training centers have a wide range of socio-economic and socio-cultural students since they are the central districts of Ankara. Many of our students are individuals who contribute to family budgets by continuing their school and business life together due to financial insufficiency, having professional knowledge and experience at an early age, and also mastering the competitive conditions of business life.""Beauty with Master Hands is Everywhere"" project, taking into account the number of students and teachers of the consortium member centers, the following numbers and dates Ahi Evran from MEM; 9 students from Gazi MEM; 9 students from Sites MEM; A total of 27 students were selected by considering 9 students' knowledge, skills, discipline and career plans. - Between 10 January and 21 January 2019, Portugal - From 22 April to 03 May 2019 in Belgium - Between March 25 and April 5, 2019, they did a 10-day internship in Austria.10 days of internship program was prepared by teachers who took part in the project team during the project preparation process and exchanged ideas with host institutions abroad; skin care, massage, make-up, men's and women's haircuts, hair styling, hair coloring, manicure-pedicure, beard-mustache shaving, and based on the subject of the participant students to see and practice as much as possible has been able to experience.The fact that it provides services to male and female customers in hairdressers and beauty salons in Europe at the same time has enabled the implementation of the content of the training program to be fully implemented. Ahi Evran The Project Team, under the direction of the MEM Manager, has ensured that the project is completed in a fast, reliable and transparent manner in cooperation and discipline in all activities carried out during the preparation, mobility, evaluation and dissemination stages of the project with the communication groups. The preparatory phase, which is of great importance in achieving the objectives of the project and increasing its success, was considered by the project team in every aspect and English, professional and cultural trainings were provided for the participating students. During the preparation and training sessions, the project team carefully monitored the project.Field teachers who will accompany our participating students have participated in business training with students as far as possible with 1 training staff to be determined by the host institution during the internship training abroad.Thus, it was ensured that the education program was implemented completely and that the students got the highest efficiency from the education. Our teachers have also increased their personal professional knowledge and skills; has brought a new dimension to education in our centers and in the companies we work with. ""Beauty is everywhere with Master Hands"" project 1-Uses of scientific, technical and technological developments in our field, 2-Adapting the field application methods and fashion trends in Europe to our country, 3-Demonstrating the practices they have learned in our country and making education two-way, 4-Increasing the importance they attach to foreign language, 5-Increased respect for different religions, languages, races and beliefs, 6-By sharing their knowledge and experience with friends and businesses; ensure the expansion of the project's impact area, 7-With the successful completion of the project, all participants had the chance to be employed with better opportunities with certificates and documents."

In our 2017-1-TR01-KA102-045110 project, which we have prepared and presented as an Incom Group, our success rate and analysis related to the targets we initially planned to achieve are as follows:- In the context of the European Development Plan section of our project text, some issues have been mentioned in terms of both needs and expected results. For example, with this project, it was deemed necessary for the institutions to see the European dimension of tourism sector and discover new teaching methods. In order to achieve this, two staff mobility was envisaged in the project but only the UK mobility was made.- Another area to be reached with the project is the study and teaching organization of the people who will work in the sector, tourism and its activities, organization structure, personnel structure and its relation with other organizations and examining the curriculum structures. In this regard, our project has taken information about the education activities of the UK in the field of tourism in the UK, and examined the structure of the vocational education institutions, examined the relations of tourism sector with tourism education institutions, met with the staff working in this field and exchanged views with them and, in the case of England, he compared Europe's experiences.- Professional development, guest relations, housekeeping, front desk services, filing and archiving capabilities, computer use in accommodation, room preparation, front office accounting, reservation, shift operations, statistical reports, tour operations and travel agencies such as bookings themes.-In general, our project has brought a foreign vision to both students and staff members.Realized Mobilities:-Ataturk Vocational and Technical Anatolian High School has 8 students and 1 companion-Beypazarı Evliya Celebi Vocational and Technical Anatolian High School, 6 students and 1 companion, Belgium for student mobility-Atatürk MTAL 1 staff (Nazan Şener), 1 staff from Beypazarı MTAL (Hikmet Karakaya) and Tokat Evliya Çelebi 3 staff from MTAL (Sezgin Sıkkın, Habibe Çakır and Buket Korkmaz)They are gone. Incom did not comply with the program rules, so no participant was involved. The participants were not sent to the Eekhoutcentrum.- All of the students were selected as girls in gender. They all came from the third grade of high school. Departments have been in accommodation and travel services. In general, vocational high schools do not write as the first choice, but somehow settled in these schools. Their families are generally social and economic families with low incomes. They have drawn an enthusiastic profile to work in the tourism sector. They also acted harmoniously and diligently in mobility.-The staff members are selected from vocational training personnel who provide vocational training or planning in the field of accommodation and travel services. An age group of relatively young and experienced teachers was formed. 3 female and 2 male participants were included. They are the most elite teachers in their schools.The effects of our project on the participating students: This effect can be classified as more professional and individual impacts. Since our students are vocational high school students, it is a case in which they struggle with the prejudice that exists in the society. The vocational high schools in our country, such as Science High School, Anatolian High School after the relatively more successful students are preferred by other students, or at least because of the social type of students in this direction because of the student and parent motivation can be shaped accordingly. For this reason, administrators and teachers of such schools have to make more efforts to motivate and adapt their students to work life. The most valuable individual gain of this project for the students was the elimination of this perception.Project impacts on personnel: In our country, taking part in the national education system as an administrator and as a teacher may have some negative effects in the medium and long term. Such project-based studies are an opportunity for them to revise themselves and their professional development, and to observe not only the country but also international trends, even if they are somewhat of an intense business life. Particularly in a very important area which will be the guide of all sectors in the future such as informatics, teachers should strictly devote at least half of their work to follow the constantly developing technology. From this point of view, the project was very useful for our staff participants.

"The subject of our project, as can be understood from its title, can be summarized as providing our students with internship experience within the framework of Erasmus + program rules in the field of hair care services, and providing our staff with a vocational education vision.Initially, our project was planned with 4 mobility consisting of 14 students, 3 companions and 5 staff participants. These movements; It consisted of 2 Dutch students, 1 Belgian student and 1 Belgian staff mobility. Although the number of mobility remained the same in our project implementation, the number of participants participating in the mobility was less. In the last case, 10 students, 3 companions and 2 staff participants participated in our project. In this case, which stemmed from our project funding agencies to make changes in the number of participants in the contracting phase of Turkey's National Agency. As a school, we have completed the project in accordance with the numbers and conditions stipulated in the grant agreement, acting in accordance with the number of participants and the budget structure appreciated by us.In our project, our main goal was determined to be ""to ensure that students do internships in a real working environment"" from the aspect of our students, who constitute the most important part in terms of participant and mobility number. This goal has been achieved 100%. Under the supervision of the business owner Mutlu Bastimar in Zemheri Kapsalon, our partner who is a hairdresser-hair care business in the Netherlands, and with the guidance of our vocational high school partner in Belgium, our students actually performed their internships in a real internship atmosphere in the SI Tuffer hairdresser in Belgium. Internships were carried out between 10 a.m. and 17 p.m. on weekdays as a real work experience.The staff group met with other people working in the sector thanks to the studies carried out in our vocational high school partner in Belgium and examined the vocational training courses given for the training of people working as hair care specialists in a European standard enterprise. In addition to participating in the vocational courses of the school, monitoring and examining them, they carried out studies regarding the guidance of the school internship and the evaluation of the application aspect of vocational education.Our students, who do internships in different institutions, have increased their interest in their professional departments thanks to the internships they have done, so the quality of their education life has increased. Our students, whose education qualities have increased, have become more sought after, especially because they meet the sectoral needs in their job applications after their education. Our students have provided the motivation to continue their higher education. Our participants after the internship, foreign partners of our project certification, if certification from both school projects both in Turkey have received the Europass Mobility documents.Our first criterion in the selection of the student was that the student was studying beauty and hair care services. Another criterion was that the student was an 11th or 12th grade student. These were the two most important criteria. In the teacher profile, it was our criteria, especially in the personnel movement, that the personnel should be either administrative or professional teachers in the field of beauty and hair care.Student Selection Criteria; Foreign Language Average (40%), Average of Field Courses (40%), Disciplinary Penalty (20%) Students wishing to participate in the project filled out an application form containing the criteria specified above. Each student who applied was subjected to a small field and an exam to measure their foreign language level. This exam results determined the participants at a rate of 75%. 25% of them determined the interviews with administrative responsible and vocational trainers to take part in the project. A ranking was made and 10 students were qualified to take part in the project. Personnel Selection Criteria; Foreign language (40%), Professional Experience (30%), Project Relevance (30%) Project expectation scored by the project team. The given score is written out of 100.Participant preparations include information provided by vocational course teachers to their students in classes, signing contracts with the participants, our director Abdurrahman Brain, making a preparatory visit to the host institution, organizing preparatory meetings for the participants to adapt more easily to the foreign city and social cultural environment they will go to, and making presentations. Providing information about the demographic socio-cultural structure of the country to be visited, the rules that students should obey regarding the project both during the flight and during their accommodation before their mobility, Students' linguistic preparations are made with OLS."

<< Background >>Education institutions are among the most influential elements of implementing concepts of sustainability and sustainable development and their decisions affect the economic, social and environmental dimensions of the communities and regions around them. Society expects them to educate the youth and contribute to the society. Still there is no clear understanding how to integrate sustainability into the systems, no guidelines to action, no checklist that would be equally helpful for all VET or could be applied across the board by all. Institutions are too different in terms of their legal form (private or public), location (rural or metropolitan) or size (small and specialised or large offering a full range of faculties).<< Objectives >>The aim of the project is to make the research and overview on the good practices within European VET schools, prepare the guidelines on innovative teaching methods and staff and students' systemic engagement activities and platform for the experience sharing and contribute to the environment and climate change activities in European Union and beyond.The objectives of the project are:1. To motivate and empower people via new training and engagement opportunities in the field of Sustainability.2. To provide innovative solutions , teaching methods, research and practice to target groups, staff, teachers and learners of Vocational and Adults Education;2. To excel and expand the knowledge on the good practices to eductational institutions and key players in the sustainability issues and activities in Europe;The operational objectives of the project are:1. To produce a comparative study on the activities related to these sustainability issues, in each country/region;2. To create a collections of workshops presenting different approaches to the sustainability training and engagement activities of each country;3. To develop a trainer's guide including a collection of recommendations and best practises for the promotion of sustainability issues via training and engagement activities to empower youth;4. To create an online learning platform with on-line learning resources;5. To provide training opportunities for VET staff and learnersThe target groups of the project are:- Staff and students of VET and adult education, organisations active in the field of sustainability projects, organisations active in the field of youth education and training, representatives in the field of social affairs, local, regional and national public authorities and policy makers;- Final beneficiaries<< Implementation >>AimActivities and resultsTo reduce social-ecological impact of educational establishments and widen and deepen their impact on societal development.Experience exchange, online or mobility, surveys and interviews, based on sustainability indexesTo prepare students as leaders for tomorrow and increase engagement, working for greener and sustainable future. To reflect with students and personnel on how we can develop your activities to become more impactfulTo create guidelines, innovative teaching and engagement methods and toolsTo share insightful stories on social media to add to the overview of activities and challenges about successful projects, effective strategies, and learnings from failed attempts to inspire others to develop in the areas mentioned aboveTo ensure communication, webpage, posts and articles published, To create IT platformTo create network and organize online summitTo set up a Green Office<< Results >>-Quantitative results:- Education programme and guideline produced - 1;- On-line learning platform developed – 1;- number of transnational project meetings - 4 ;- number of staff training - 1;- number of educators participating in the trainings - at least 20;- number of local dissemination events - 7;- number of participants of the local dissemination events - 200 persons;- number of persons visiting the on-line learning platform, at least 300 persons by the end of the project;- enhanced cooperation between organisations in the adult education - at least 8 organisations.Qualitative results:1. For the VET educators:- expansion of knowledge and skills in the sustainability issues;- expansion of knowledge and skills in involving and empoweringtarget groups;- wider use of innovative methods and new approaches to the promotion og sustainability in action ;- increased competence in foreign languages;- greater understanding and responsiveness to social, ethnic, linguistic and cultural diversity - improved competences, linked to their professional profiles;- increased opportunities for professional development;- increased capacity to trigger changes in terms of modernisation and internationalisation;- increased motivation and satisfaction in their daily work by using new, efficient methods and approaches.2. For target groups (students, staff, teachers and stakeholders involved):- increased accessibility of trainings and engagement activities in sustainability field;- enhanced opportunities to explore European best practice in sustainability in action;- motivation and empowerment via the extended research, experience exchange and guided instructions on teaching and engagement materials;- raise the quality of living of target groups.3. For the partner organisations:-strengthening of partnerships;-joint activities in sustainability in action, reporting, impact assessment, involvement of stakeholders;-intercultural cooperation;-Cooperation between NG), SME and Educational Institutions - synergy of knowledge, approaches, evaluation practices and involvement practices.

“Train and Teach Entrepreneurial Spirit”. This project is focused on the teachers’ training to help students to change their mindset in the objective of being successful and creative in their job and feel well in their life. In this project, the training of group work is more intensive than we did in earlier projects.Our targets was the Educational world and the Business world as we have the willingness to work with teachers, Young enterprise associations and entrepreneurs. The aim was to exchange about good practices in entrepreneurship at school, speak in English for the communication, and learn some French and German, to know more about the culture of each other. We wanted to create together pedagogical entrepreneurial modules in each of our schools, base don the Business Model Canvas (BMC). We decided as the project moved on to put it on a website called «Modular toolkit for entrepreneurship» On this web we presented the different modules of the BMC using youtube videos, our own presentations, pictures, movies made in the project, our E-book with glossary and everyday together with text and illustrations. To ensure success and sustainability in our project, we design an action plan like this : - We planned 5 teachers and students training motilities one in each country, Up to 8 teachers and 16 students of each country will be involved in the motilities. - We had 4 Transnational meetings, in Belgium, France, Germany, Norway to discuss about the pedagogical modules and prepare, evaluate and assess the students’ mobilities. To conclude, through this project, we strengthen our links with European partners (schools and firms), Young enterprise associations universities and entrepreneurs. We instill a new dynamic in the courses in our schools to prepare our students the best we can in the secondary school to go up in the Higher education and to adapt entrepreneurial skills and competences that they can use in their future.