Overall goal: creating an innovative integrated school educational approach which will improve teaching and learning performance, inclusiveness and equity of pupils at risk of early school leaving through using therapeutic methods into educational activities and ITC tools envisaging expanding the impact at all levelsSpecific objectives:01. Increasing learning performance and correct poor behavior of 125 pupils facing with risk to ESL into partner schools by developing intrapersonal and interpersonal connected with social, civic, intercultural and media-literacy skills in the partner schools through applying of therapy-based educational methods, between March 2020-June 2021 02. Supporting introduction and effective usage of digital technology for 125 pupils target and enhance continuous communication about ESL problem across different school system actors (project partners, teachers, pupils and families, other stakeholders) through developing a common educational platform with multiple functionalities (forums, chats, blog), between March 2020 – September 202103. Increasing learning motivation and engagement of 125 pupils facing with the risk of ESL in the partner schools through enriching the learning experiences and reducing disparities by accessing digital technologies, using ITC tools and therapeutic digital content in the classroom, between March 2020-June 202104. Supporting teachers from partner organizations to adopt inclusiveness methods, applying more project-based and cooperative/peer-to-peer methods, work into collaborative environment and use digital technologies involving them into teaching-learning activities and practicing on an educational platform, between March 2020-September 2021.05. Increasing the quality of partner’s leadership through learning and applying PM² Open Project Management Methodology, all project duration06. Increasing the visibility of the partners and extending the impact of results at regional, national and European level, during the project and after its lifetime through applying an intensive communication/dissemination strategy and provide open access to educational resources.The major innovation of this project is introducing THERAPEUTIC METHODS IN THE EDUCATIONAL ACTIVITIES and not as a separate approach to increase those skills and prevent early school leaving. The most suitable therapeutic methods considered by project specialists to be included in educational approaches for ESL are: expressive therapy (art therapy, dance therapy/movement therapy, drama therapy, psychodrama, melotherapy, writing and bibliotherapy, photo/video-based therapy), emotion focused therapy, group therapy, color and chromotherapy, game therapy, applied behavioral analysis (ABA), Cognitive Behavioral Therapy, Occupational Therapy , speech therapy, and others.The main intellectual outputs will be: Therapeutic educational activities for ESL inclusiveness. Handbook for teachers.E-learning platform and interactive therapeutic educational resources.Other results it will be implementation of activities for a target number of 125 pupils at risk to early school leaving.During the project implementation all results it will be open to public and shared/promoted through different media and target. Main impact:Increased learning performance of the target improved behavior of the targetIncreased in interpersonal and intrapersonal skills of the targetIncreased social, civic, intercultural and media-literacy skills of the targetImproved communications about the ESL problem between all school actors (project partners, teachers, pupils and families, other stakeholders)Improved educational methods, pedagogies and practices of staff regarding ESL phenomenaImproved competencies of trainers and specialists concerning new educational approachesIncreased awareness about the important role of parents in preventing early school leavingIncreased awareness of the cultural/social/economic institution as drivers of knowledge in primary/secondary educationInternationalization of innovative practices;

Our Directorate is an institution with 987 schools / institutions, 12.273 teachers and 150.687 students who carry out the widespread, organized and sparse educational activities of our province of Mugla. Our Directorate is carrying out projects and activities to increase the quality of education through the institutional structure based on accessible and equal opportunities, to increase effectiveness, and to support personnel in their personal and professional orientation. Our Directorate analyzes education and training activities, student needs and teacher competencies and includes measures related to these factors in the 2015-2019 Strategic Plan. Since Muğla has a cosmopolitan structure, our students have different culture, family structure, religion and language. Culture, socio-economic situatus, beliefs and attitudes that direct human relations are seen as interpersonal conflicts in the periods when personality development is completed. When we look at the statistical data in our institutions affiliated to our Directorate, there is a 32% peer conflict rate. This ratio varies according to districts. In line with the guidance reports prepared by the school guidance teachers, our schools with the highest peer conflict rate were selected as partners.Kanuni Sultan Süleyman Mesleki ve Teknik Anadolu Lisesi (%43)Gazi Anadolu Lisesi (%36)Fatih Ortaokulu (%34) With the idea that having teachers who have conflict resolution skills in schools, which is the biggest step of socialization, will create a safer and more tolerant education environment, students' peers and school perspectives become positive, they develop conflict resolution skills and support peaceful ways to create conflicts. With the help of teacher-assisted peer mediation, it was planned that teachers could use different ways of solving conflict problems. Primary objectives of this project were; -to reach the competence of training staff to cope with puberty conflicts and to use different methods and tools to reduce conflicts -to prevent early school dropouts deriving from conflicts -to contribute to the professional and personal development of the training staff -to develop language skills -to gain empathical thinking skills -to develop communication, speech and critical thinking skills that will mediate the mediator's student's life -to provide intercultural interaction -to develop conflict resolution training programs for different age groups -to reflect the good examples seen in Europe into our schools / institutions In our project, 24 teachers from the consortium member schools participated in mobility activities. A total of 3 structured courses were attended. When selecting our participants, the criteria determined were taken into consideration and the participants who fulfilled the criteria took part in the training activities. Our participant profile is generally in the form of individuals who are interested in preparing a project, have strong communication with students, administrators and teachers, are open to cultural differences and group work, do not have any travel obstacles, are willing to participate in the project team of the school / institution and have language proficiency. While conducting the project, we have been in constant communication with the consortium members and host institutions via google classroom, e-mail and whatsapp, and the sharing of responsibilities and distribution of responsibilities have been made. Our educational activities in the direction of our aims were realized as follows: 1- SPAIN Barcelona 5 days (19.11.2018 - 23.11.2018) Course Title: Conflict Management, Emotional Intelligence and Bullying Prevention 2-The NETHERLANDS Ommen 6 days (05.02.2019 -10.02.2019) Course Title: Transform Conflicts into Learning 3- SLOVENIA Ljubljana 7 days (19.05.2019 -25.05.2019) Course Title: What Provokes Conflict and How can We Manage It?By the help of the trainings, our participants had theoretical knowledge about conflict detection, conflict management, conflict prevention, gained experience in identifying the emotional state of adolescents, acquainted with different methods and techniques in peer mediation, and ensured quality management, classroom management and student leadership. Thanks to these trainings, the language skills of our participants were improved. The trainings contributed to their becoming professionally and personally equipped. Due to their participation in a project with mobility abroad, the reputation of our schools has increased and the number of projects and activities organized on an institutional scale has been increased.

"<< Background >>The impact of technological solutions on development has been monumental, spurring innovations in health, finance, commerce, and a number of other sectors. However, adopting these new technological solutions does not always go smoothly for less tech-experienced users.They become targets and victims of cyber crimes such as fraud, Phishing/Spoofing,Malware/Scareware and data breach etc. The main idea of our Digital Evolution-the Journey DIVO project; To create a learning process (game / simulation) that supports the process of reducing the digital deficiencies of adults (digital immigrants) born before 1980, that did not have digital qualification particularly in the digital age in going on evaluation and change. The project DIVO aims to develop and support the basic digital capacity and capability of low- skilled adults in the digital sense of our project. It is to present learning environments with an innovative approach to those adult individuals who have low-skills. Via these learning environments, low-skilled adult learners, who are our target group, will have the chance to be educated digitally then to educate themselves. The game will initiate on the table in the form of tactile content and will carry on in digital environment. Game-based learning will take the attention of the final target audience and will decrease their tendency to surrender. Via this game / simulation, the disadvantaged people will be given a very smooth transition when slide in to digital environment and thus side effects which may rise will be prevented. With this game, the dialogue between youth and adults will be boosted, and then social inclusion will come out. With our “DIVO” project, Digital Migrants will be transformed into Digital Hybrids by providing the basic digital competencies of adults.<< Objectives >>We want to achieve these main objectives as : - To develop basic skills and competencies of digitally low skilled individuals - Contributing to the information in the process of finding a job - Providing options for individuals who are out of compulsory education for an innovative educational environment - Integrating individuals with innate digital incompetency into the new environment - To supply digital skills training with innovative approaches and techniques - Creating a game to evolve digital skills of adults in the game-based learning designator - Promoting harmony between international institutions and adults - To provide twenty-first century digital skills to final target beneficiaries - Adding innovative approaches to the education process in adult education - To contribute to active citizenship within the framework of Erasmus Plus - To support cross-cultural interaction between project partners - To increase the levels of social inclusion among the participants - Sharing good practices and experiences among the project partners - To contribute to the development of language competences<< Implementation >>We have made an 7 partner consortium including three public bodies and NGOs from France,Spain ,Turkey, Sweden, Finland and Lithuania to realize our goals The main target groups and final beneficiaries of our project are; • People born before 1980; • Employees without basic digital skills, • Out of the compulsory education procedure, • Retired people, • Unemployed , • Housewives, • Educators ( Instructors, trainers and so on ) and staff working in the field of adult education, • The decision-makers at the local, regional, national and European level. Press and media build one pillar of our target group to announce our project to larger groups. In the short term, it will help decrease key digital deficiencies on participants and target groups. In the long run, it will empower adults living in various communities to look at the same challenges from the same perspective to expand awareness about common issues with a joint project. The effects of DIVO project on the participants: - Digital skills training with innovative methods and techniques will be provided, - Design and develop a notable game-based learning method for the development of adults' digital skills - They will participate in active citizenship within the framework of Erasmus +, - -It will contribute to the development of language competences.The effects of our project on participating institutions: - They will be able to provide digital skills training with innovative methods and techniques, - Working in Harmony between international institutions and adults will be achieved, - They will bring their 21st Century digital skills to the target audience, - Integrating innovative methods in education into adult education - -Exchanges of good practices and experiences among the partner organisations. - With the support of basic digital competencies of Digital Migrant adults, they will turn to Digital Hybrids, - Performing simple operations like bill payment, e-government, mhrs(Online appointment at Health Sector in Turkey), e-banking, appointment, complaint /request applications, following fast agenda , video call etc. will be possible for these adult people<< Results >>With the continuous development and change of technology, adults who are unable to keep up with the technology, which is the indispensable area of life, have difficulties in finding jobs and maintaining their positions in their jobs. In addition, the technology age has brought along the ""Cyber World"", and this Cyber World has brought with it Cyber Attacks and new fraud methods. For this reason, these adults, who cannot follow the technological developments, have become an open target against attacks and fraud. We will have an educational game that will support adult people to have self sonfidence to use cyber word without any hesitation and thus they will become familiar with cyber world's features. The game, which started concrete at the table and continues in the digital environment, aims to soften the transition process of adults who experience technological disabilities. The lighter this process, the less the tendency to shake and give up. Thus, although there is not much age difference between them, it will serve as a bridge between adults and young people, and it will save adults from being sentenced to young people. At the same time, the interoperability of the game and the dialogue between generations will increase. We will have 3 multipleyer events and 6 TPMs in order to implement objectives of the project.Harmony between international organizations and adults will be provided 21.Century essential digital skills will be provided to the target adult individuals Integration of innovative techniques in education into adult education Engagement in active citizenship within Erasmus Plus will be realised by the project DIVO."

The project is a joint initiative of a sports school, two universities, 2 public authorities responsible for education, and a private organization committed to promoting entrepreneurial learning and the link between education and business. The 6 partners represent 4 European countries: Bulgaria, Greece, Turkey and Cyprus.TARGET GROUPSEven though the project results may be useful for the wider youth work sector and other educational sectors, the project primarily addresses the needs of the following target groups:-secondary school students-secondary school educators in the sport-related disciplines and teachers in schools with sport profile-regional/local educational authoritiesCONTEXTAcross Europe, there is a broad consensus that entrepreneurial education has a positive impact on the competences, problem-solving skills and employability of students. As a result, entrepreneurial learning is being increasingly integrated into a variety of disciplines, such as engineering and the arts. However, even though sport is taught at all levels of education, it has generally been excluded from these developments. This project is built on the rationale that sport has cultural, social and educational functions that provide plenty of opportunities for innovations and even business. If provided with supporting resources, schools and educators can utilize the enthusiastic student engagement with sport to teach students to identify opportunities, lead others, and develop sport ventures or sport organizations. The combination of sport and entrepreneurship learning in extracurricular activities can thus build students’ transversal entrepreneurial skills and create motivation, passion and awareness to get engaged in business or social activities in the field of sport.OBJECTIVESThe project’s overall objective is to contribute to integrating sport into entrepreneurial learning in secondary schools.The specific objectives are to:-Develop a training program on sport management, coaching and physical education that could build students’ technical and transversal competences for sport-based entrepreneurship and leadership-Develop challenge-based learning tools and WebQuests related to sports-based entrepreneurship to enable a more effective and engaging learning process -Develop methodological guidance for teachers on designing and delivering sport-based entrepreneurial learning.MAIN ACTIVITIES AND RESULTSThe partnership will produce the following intellectual outputs:1. Extracurricular integrated training program on Sport-Based Entrepreneurship and Coaching2. Challenges and WebQuests Toolkit on Sports-Based Entrepreneurship3. Methodological guidelines for educatorsThe following events will be organized during the project:-3 workshops for students-4 dissemination conferences-3 practical sports-based entrepreneurial activities with student participation-5 trainings of trainersEXPECTED IMPACTSAt local level the project targets schools and educators, as well as students themselves. It will raise awareness that school sport activities can be utilized to build knowledge and skills. It will also provide guidance and resources for schools to experiment with the integration of sport into entrepreneurial learning and will train the first cohort of students and educators. The desired long-term impacts are to improve entrepreneurial learning in secondary schools, to facilitate stronger involvement of low-performing students in entrepreneurial learning, to contribute to enhancing graduates’ employability, and to provide new professional development opportunities for physical education teachers.At regional and national level, the project will target regional public bodies responsible for education. The desired short to medium term impact is to improve the strategies for supporting entrepreneurial learning and practical entrepreneurial opportunities through utilizing the multitude of sport activities currently being organized in schools, as well as to promote the use of challenge-based and experiential learning in physical education. The desired long-term impact is to support secondary schools in exploiting the educational impact of physical education and in utilizing sport’s contribution to skills building.

"In our societies gender stereotypes surround us from childhood to adulthood. They are usually unnoticed but condition the behavior, work, professional, family and personal expectations of men and women.All the countries have in common the maintenance of a patriarchal society. These, generate social inequality and gender violence.In all our countries inequality still exist between men and women: women have more difficulties in gaining access to socially relevant positions, shameful numbers of battered women...There is still much work to be done to achieve an egalitarian society. Objectives:- Collaborate and cooperate to compare different mentalities and approaches to prejudices and gender inequality.- Students, specially boys, should learn to recognize, express and manage their emotions and feelings- Change gender stereotypes students' attitude.- Foster the development of social, civic, intercultural competences. Final objective: reduce gender violence- To achieve a future free of gender differences, looking for good practices' exchange - Improve foreign languages skills both for teachers and students- Improve the use of ICT in classes and use it in a collaborative way- Share good teaching and learning practices promoting a cooperative way of working-Help students with an economic and cultural background disadvantage to be included in an international project Participants: 1. Romania: Vasile Lovinescu College is a Vocational Education and Training (VET) high-school situated in North-Eastern part of Romania, Suceava Region, Falticeni town. We have 1784 students, educated and professionally trained by 114 teaching staff members. The College provides professional training in the technological branch,2. Italy: ITE Paolo Savi is a secondary education general school (technical and economic), including tourism and administration, finance and marketing and international relations for marketing.3. Spain (coordinator): IES LLoixa is a secondary, baccalaureate education school including administration and finance vocational training. The staff consists of 59 teachers. we have 650 students who come from the town of S. Joan.4. Turkey: Muğla Provincial Directorate of National Education is one of the Provincial National Education Directorates which is established to plan, program, manage, supervise, develop and evaluate the provincial level tasks of the Ministry of National Education.5. France: ISSEC PIGIER school Activities: .Elaboration of survey: this will be pass to students before and after the project .Search for gender sterotypes and discrimination in all scopes .Search for absence of women in public scope. .Search for the ""romantic love's myth"" .Search of feminist organizations that work in every country in defense of equality .Search of historical or current differences in civil, criminal, family law from women and men .workshops for students and teachers about gender stereotypes and gender violence .writing and recording documentaries or any other format film, showing students conclusions and thoughts .celebrate the following dates: November 25th, march 8th, May 13th, with different activities .International meetings with students and teachers Methodology:the nature of our project required a holistic and active methodology. In other words, our students will work using a methodology of investigation-action. We will work in an interdisciplinary way around focus of interest. Description of results. - Short films or documentals produced by students- Catalogue of anti-sterotype phrases- Vocabulary for equality education: Dictionary for equality and Good practices book- Feminist organization dossier- Final report Impacts 1. Be able to see gender prejudices and stereotypes.2. Be able to seek more equalitarian and equitable interpersonal relationships. Foster values such as, empathy, sisterhood and, consequently, European and universal common values.3. Be able to see and suppress the sexist linguistic uses.4. Improve the communicative competence in a foreign language.5. Learn and give students tools to work to work in the most egalitarian way possible, for example, the visibility of women and the rule of change/replacement.6. Our project could be useful for both local schools, and authorities.7. We will diseminate the project's results using newspapers, magazines, local radio stations.8. Our blog will be uplowded to national an european platforms and also linked to feminist association and equality education websites. Long-term goals: Future societies will think in both men and women as individuals, without gender, sex or sexual tendency labels. A real democracy, will be its ethical and political framework. The current youth, will be their protagonists"