CONTEXTMathematics education is considered to be the master key to development in today's work life. It is one of the most effective instruments for reducing poverty, social exclusion and inequality since we use maths in every aspect of our lives in practical everyday activities and at work such as solving problems, managing personal finance, keeping things well ordered and using quantitative skills required by a great number of jobs.As indicated in the research (Pro Bono Economics) people with poor numeracy skills are more than twice as likely to be unemployed. According to the research (OECD), pupils beginning secondary school with very low numeracy skills have an exclusion rate twice that of pupils starting secondary school with good numeracy skills. Around 90% of new graduate jobs require a high level of digital skills and digital skills are built on numeracy. Therefore, it is incumbent on teachers to explore how these children's emotions and anxieties affect their achievement with mathematics, find effective solutions to facilitate their learning and reflect this into classroom environments.Primary School Teaching Undergraduates play a crucial role to meet individuals' differentiating needs since the future will be shaped in their hands. For this reason, they should have advanced skills to ensure that children with Mathematics Anxiety (MA) has a good grounding in mathematics and becomes equipped for their future lives.AIM & OBJECTIVESHereby, the main goal of this transnational project was specified as closing skills gaps of undergraduate students, who will work at primary schools, in solution processes of possible challenges related to students with MA by developing;a- A modular curriculum designed with flipped learning approach including step-by-step hands-on learning practices and the use of online learning materialsb- A video library including scenario-based learning/teaching activities for the use of robotics in mathematics education in primary schoolsObjectives of the project are as follows.a- To raise primary school teaching undergraduates' awareness of MAb- To contribute to eliminating the challenges which they will face while teaching children with MAc- To meet them with innovative teaching activities that can be used to accelerate the learning processes of children with MAd-To obtain genuine, valid and reliable data on the needs of undergraduate students related to the teaching activities to engage children with MA in the learning process more effectivelyTARGET GROUPSThe project covers the primary education level because it is the most appropriate period for recognition and early intervention of children with MA. Considering the objectives mentioned, it is clearly determined that the primary target group of the project is 80 primary school teaching undergraduates who will teach children with MA in primary schools Different types of organisations which give service in the area of education are involved in the project. In the partnership structure, there are seven organisations, including four universities, an educational technology enterprise, and a school of robotics. We believe diversity will bring strength to the quality of the project activities. METHODOLOGY & ACTIVITIESWe intend to apply a methodology including both descriptive and experimental methods. A modular course curriculum will be developed, workshops will be carried out and a video library content including learning/teaching activities, where robotics are used in maths classes, will be developed. Based on the results of the workshops we will give hands-on training designed with flipped learning approach and analyse the effectiveness of these training activities and the developed intellectual outputs during the piloting processes. We will make the necessary corrections based on the results and use it in our further training activities after the project period.DISSEMINATION & IMPACTWe will disseminate the project results through six main on-site events which are six seminars. We will also use every possible channel to disseminate the project results such as introductory meetings, the project website, posts, online newswire releases, virtual networks and social media.This project is foreseen to make an impact on;a- primary school undergraduate students in terms of enhancing their teaching skills and developing the quality of teaching in primary school classroom environmentsb- children with MA in terms of early intervention and active participation in the teaching processes through innovative teaching approachesc- academia in terms of providing a comprehensive study example and inspiring new research in the areaAll interested people in Europe and all around the world will benefit from the project results since these training activities will continue and all the intellectual outputs will be open access.

This is a higher education student and staff mobility project, please consult the website of the organisation to obtain additional details.

"Context/background of the project: Between 2015- 2017 over 2 million refugees, most of them from Syria, Irag and Afganistan arrived in Europe. The receiving countries require human and other resources in order to respond to the psychological trauma of refugees.This project focused on alleviating this type of trauma upon arrival in the receiving country through the provision of psychological support. The carers' emotional needs are also addressed in this project through the provision of learning units and videos on self care and mindfulness. The Project Objectives: - To develop the health workers’ competencies in providing emotional/psychological support in culturally competent and compassionate ways, to individuals who are part of the new waves of migration primarily from Syria, Iraq and Afganistan who arrive in Greece through Turkey.- To help health workers and volunteers to develop personal/peer strategies to cope with the high levels of their own personal traumas as a result of what they encounter whilst doing their job.- To develop resources on open access for health workers, undergraduate and post graduate students who can use them for research projects and other learning, related to the emotional/psychological needs of refugees and health workers in the front line of service provision.- To create a network, a place where members of various communities can come together to discuss, comment, brainstorm, share views and good practices, share experiences, innovate, create, connect and collaborate.Number and profile of participating organisations: Six organisations took part in this project: 1) MIDDLESEX UNIVERSITY (UK) (the co-ordinator), 2) ASSOCIATIA EDUNET (RO), 3) TECHNOLOGIKO PANEPISTIMIO KYPROU (CY), 4) UNIVERSITAT DE VALENCIA (SP), 5) KOCAELI UNIVERSITESI (TR), 6) ASSOCIATION DOCTORS OF THE WORLD-GREEK DEPARTMENT (GR). Organisations 1, 3, 4, 5 are universities. Organisations 2 and 6 are NGOs/associations. The main activities in the project were:- The creation of an exciting user friendly KHub platform.- The production of materials presenting the Facts, Figures, Policies & Legislation and syntheses of literature, media reports & commentaries related to the current waves of migrants into Europe.- The production of personal and reconstructed narratives about health workers, volunteers and migrant lived in experiences.- The identification of psychological support tools and best practices. - The delivery of workshops, webinars, social media discussions etc with the participation of migrants/refugees, health workers, volunteers and experts.- The provision of KHub information and tools for networking and blogging.- The provision of training on how to navigate and make the most of the KHub.Results and impact attained: All objectives and activities planned have been achieved. In summary the project achieved the following:- A Khub with rich, useful and accessible information, personal stories, videos, learning units, networking sites and links to relevant websites for all target groups as well as short instructive videos on how to navigate the KHub;- A mobile app for recording and submitting a 'personal story' free to download for android and iOS devices;- A blog site which allows individuals from the target groups to contribute a blog;- Training, in the form of workshops, webinars and seminars.Information about the project was disseminate throughout the two years via facebook, twitter and mailing lists. This enabled us to have a global reach and to engage with other organisations and individuals who offered their support and help to the project. By the 1st September the KHub received almost 95K visits and the blog site 292,. All partners disseminated information about the project in national and international meetings/conferences to over 5K individuals. The national seminars were attended by 229 individuals and the two webinars by 100 individuals from a number of countries. Examples of impact are described in section 6.1 of this report. Here is one which is not included in other sections: We were contacted by a group of UK high school students studying drama who chose to enact some of the stories in the KHub for their GCSE exams. They said: ""... [we] have decided to base our project ...on Syrian refugees. We ... felt it is still an issue happening today and we want to inform more people about it ... we want to portray it in an emotional and realistic way. ... In the performance we want to illustrate a story of a young Syrian girl fleeing her country.... We are using real-life interviews from your website, so we can make it as realistic as possible. We felt that your IENE knowledge hub helped us to fulfil the role of making it verbatim theatre. ...we are planning to project your logo to make people aware of your inspirational project"".Longer-term benefits: The KHub will be maintained for at least 5 yrs post end of the project. It will also be the platform for the IENE8 project."

Kocaeli University took part in Erasmus+ exchange through call for proposal for 2014-2015 years in terms of student exchange(study/training) and the staff exchange (teaching/training). 174 study 11 training students benefited from the programme. 28 staff (13 teaching/15 training) carried out a teaching or training programme abroad throughout the year. To increase the number of beneficiaries and the quality of the exchange were our top priorities. According to the grant agreement signed between our institution and our national agency, it seems we achieved our goal in increasing the number of outgoing study students and staff. We, unfortunately, failed in increasing the number of training students and the resulting figures were not satisfactory enough especially because of visa problems the training students faced. To select beneficiaries a central application procedure was announced by the International Relations Office through the website of the unit at least 2 months prior to the application period and all the agreements were monitored before the application period to increase the quality of the mobility. We also encouraged our departmental coordinators to arrange new agreements which would lead our students and staff to perform an efficient exchange period. All the candidates were informed about exchange possibilities and conditions through our website, announcements and face to face consultations. We took all the required precautions to maximize the transparency and efficiency of the period. That also helped us to give equal treatment to our prospective beneficiaries. Almost equal number of male and female students benefited from the programme. The number of male and female beneficiaries in staff exchange is the same. In staff exchange increasing the number of administrative staff was one of our goals and 9 administrative staff out of 15 were selected and they completed the exchange successfully. We could increase the number of beneficiaries in staff exchange using organizational support grant. Exchange experience was shared by our students and staff in the meetings held by the office. Therefore, both the students and staff could get a chance to discuss the advantages and the disadvantages of the exchange. Most of the experience shared by the students and staff was positive and encouraging.

Scince&Future is a collaborative initiative that seeks to blend scientific research on climate change and natural disasters conducted by leading universities (Sakarya University, Kocaeli University, and Düzce University) with the involvement of local authorities (Sakarya Governorship and various participating organizations) from three neighboring provinces, all while engaging the broader public. Within the framework of this two-year project, the plan involves the orchestration of educational events such as competitions, workshops, presentations, and science nights, each hosted by our project partners. The goal is to foster a connection between scientists and the general public, encouraging young individuals to actively engage in scientific endeavors and pursue careers in these critical fields as a direct outcome of the year-long activities. Throughout all these activities, the project also aims to disseminate the European Union's science policies, with a particular focus on climate change and environmental policies, to the diverse layers of the local community.