K?saca UBYO (Uygulamal? Bilimler Yüksekokulu) olarak adland?r?lan hareketlilik projesi, gönderen Yüksekö?retim Kurumlar? Necmettin Erbakan Üniversitesi, KTO Karatay Üniversitesi ve KOP Bölgesel Kalk?nma ?daresi Ba?kanl??? Konsorsiyum çerçevesinde Uygulamal? Bilimler Yüksekokullar?n?n modern ve yenilikçi bir Yüksekokulunun gereksinimlerine uygun bir sisteminin geli?tirilmesinde önemli bir rol oynamaktad?r. Dinamik, ba?ar?l? ve gelece?e odakl? bir yüksekokulun geli?imi, ancak modern ve yüksek nitelikli bir yüksekokul sistemi sayesinde garanti edilebilir. Bu iki Yüksekö?retim Kurumu vizyonel bak?? aç?s?yla at?lmas? gereken ad?mlar oldu?unu dü?ünerek, yüksekokullar?nda etkili bir e?itim sistemi uygulamas?n? hayata geçirmeyi amaçlamaktad?r.Dünyada Uygulamal? Bilimler Yüksekokulu Sistemi 5 Temmuz 1968 tarihinde Almanya?da otorite taraf?ndan karara ba?land?ktan sonra 1971 y?l?nda hayata geçmi?tir. Alman E?itim sistemi, ba?ar?l?, dinamik ve yenilikçi bir ekonominin sembolü haline gelmi?tir. Bu sebepten dolay?, iki yollu Alman yüksekö?retim sisteminin prensipleri ve yap?lan tecrübeler analiz edilip, bunlar?n Türkiye ?artlar?na göre uyarlanabilirli?inin ara?t?r?lmas? gerekmektedir. Bunun için yerinde yap?lacak görü?meler ile tecrübelerin payla??lmas? önemlidir. Bu tecrübe al??veri?ine gönderen kurumlar?n?n idari personel ve e?itim sorumlular? kat?lm??t?r. Bu kat?l?mc?lar, yüksekokulu e?itimin uygulanmas?ndan ve geli?tirilmesinden sorumlu ki?ilerdir. Almanya?n?n Berlin/Wildau kentine 9 kat?l?mc?n?n ziyareti gerçekle?tirilmi? olup uygulamal? bilimler yüksekokulu sistemi hakk?nda e?itim al?nm??t?r.Proje Ortaklar? a?a??da s?ralanm??t?r:1. Necmettin Erbakan Üniversitesi (Yüksekö?retim Kurumu-Proje Koordinatörü)2. KTO Karatay Üniversitesi (Yüksekö?retim Kurumu Konsorsiyum Orta??)3. KOP Bölgesel Kalk?nma ?daresi Ba?kanl??? (E?itim, Ö?retim ve Gençlik Alan?nda Faal Bir Kurum-Konsorsiyum Orta??)4. Cottbus Sanayi ve Ticaret Odas? E?itim Merkezi (Ev Sahibi Proje Orta??)Hareketlilik projesi neticesinde, Necmettin Erbakan ve KTO Karatay Üniversitelerinde, Türk ve Alman yüksekö?retim sistemlerinin avantajlar?n? bir araya getirip sentezleyerek modern bir yüksekokul e?itim sistemi geli?tirmek için ihtiyaç duyulan geni? çapl? bilgi ve tecrübe elde edilmi? olundu. Ülkemizde de Uygulamal? Bilimler Yüksekokullar? yayg?n olarak görüldü?ünden elde edilecek proje ç?kt?lar? ülke genelinde etki alan? bak?m?ndan geni? bir alanda fayda sa?layaca?? söylenebilir.

This is a project for higher education student and staff mobility between Programme Countries and Partner Countries. Please consult the website of the organisation to obtain additional details.

General objectives of the project are decreasing the school dropout in the partner countries in a holistic approach by developing education programs for students, online tests tools for teachers and students and increasing the teachers’ competencies related to the preventing school dropout and making a contribution to the related measure around Europe.Dropout is used by the EU to describe persons who are between the ages of 12 and 23 and have not completed their education at all or who have only received secondary education (European Commission, 2006). Every sixth young person aged 18 to 24 in EU-27 still leaves school with no more than lower secondary education and participates in no kind of education or training after this point. The children between the ages of 6 and 18 attend school as it is compulsory but some of the students are not interested in their schools. This situation can be described as a hidden school dropout.Council Recommendation of 28 June 2011 on policies to reduce early school leaving Council recommends as a prevention policy to reduce the risk of early school leaving before problems start. As prevention policies Council recommends: developing early-warning systems for pupils at risk, which can help to take effective measures before problems become manifest, pupils start to alienate from school, play truant or drop out. Supporting and empowering teachers in their work with pupils at risk is a prerequisite for successful measures at the school level. Initial teacher education and continuous professional development for teachers and school leaders help them to deal with diversity in the classroom, to support pupils from socio-economically disadvantaged backgrounds and to solve difficult teaching situations. Extra-curricular activities after and outside the school and artistic, cultural and sports activities, which can raise the self-esteem of pupils at risk and increase their resilience against difficulties in their learning.In this connection, during the life of the Project the following outputs will be produced:IO1 - Competence framework for teachers. This framework will define the necessary competence of teachers for tackling dropout. IO2 - Teacher competence test: This test for defining teachers’ competences related to the school dropout and it will be transferred to an online platform. Then, any Teachers will be able to test their competence online,IO3 -Teacher Training Program: The course materials and trainings' for teachers will be developedIO4 - School dropout tendency test for students: Inventories school dropout tendency for students will be developed and the inventories for school dropout tendency to transferred to the online platform then any school or education authority will have chance to use it on any national, regional, local school level,IO5 Education programs for students at the risk of dropout will be produced.Target groups:The first target group of the project are teachers (IO1, IO2, IO3) who can be more successful by attending professional solutions than individual solutions, and who need practical tools to detect the students who are at the risk of hidden or apparent dropout, who need to know how they can handle the situation of the dropout and what the innovative methods to prevent it, and who also need training.The other target group are the students (IO4 and IO5) who are at the risk of school dropout, who need a better quality of learning process and conditions. The factors that influence their dropout should be defined and eliminated and their relation with the school should be improved.A number of the people involved:The project will involve 16 schools in the test and implementation, 800 teachers in competency tests, will educate 240 teachers in all partners country, test 480 students on the school dropout tendency test and educate 240 students to be better equipped to prevent their school leaving.Partner Countries: The partner countries are from Belgium, Turkey, Slovenia and Portugal and there are 2 partners from each country. Except for Turkey, all partners are from member countries. As mentioned above, school dropout or hidden school dropout is an issue to be handled around Europe in order to reach the already defined targets. The project aims to develop international tools, materials and programs which can be used in any EU country. This necessitates the project to be carried out transnationally.

This innovative research project is an in-depth study on recruitment and retention in the teaching profession across three different countries. This project cannot be completed in any single European country, teacher retention is an issue across Europe. In 2013 the European Commission reported on a Europe-wide shortage of qualified teachers and in 2018, the European Commission reported that almost half of the countries in Europe are faced with an ageing teacher population. The European Commission has attributed the shortage of teachers to a number of different things:•lack of quality candidates•declining status of the profession•workload and stress•poor working conditions•low pay compared with equivalent professions•onerous marking policies•demanding parents•ageing teachers, many approaching retirementSince 2013 the situation has not improved, if anything it has worsened. Over the years unsustainable solutions have been adopted which have added to the problem rather than eased it. Most teachers have no intention of leaving the profession and shortages have often meant longer working hours, larger classes, and in some countries, a raise in the retirement age meaning practising teachers are in the profession longer. We recognise that if teacher trainers/educators (Initial Teacher Education ITE) and school leaders fully understood the problems faced by students/newly qualified teachers (NQTs), the solution would be easily found. Bit this has not been the case, ITE and NQT support have not changed. If this continues, we will get the same levels of drop out. Something needs to change. This project aims to get to the heart of the problem.This study is innovative as it researches specific target groups across the field of teacher education/education from creating interest from future students entering ITE courses, during ITE particularly teaching practice placements and during the NQT first year. We will also conduct our research with pupils taught by NQTs/ITE students to establish their views on this specific group of teaching staff and their opinions/attitudes towards them. Our focus for ITE students and NQTs will be on their Health/well-being (mental health) and support/guidance they receive during their ITE course and transition into the first year of teaching as NQTs. Through this work we aim to develop more sustainable, innovative solutions to:•retaining student teachers whilst still studying and •ensuring more teachers do not leave the profession shortly after qualifyingWith partners in Wales, Poland and Turkey, we will engage universities, ITE organisations and schools to work with student teachers, NQTs, practising teachers and young learners. We will research into the reasons why so many student teachers leave the profession before qualifying and why so many younger, NQTs leave the profession early. The research will be broad and flexible as the research develops. Our investigation will include:•whether student teacher expectations are different to the experiences they have•-what happens during teaching practice?•-are schools supporting students appropriately during teaching placements•is support for newly qualified teachers appropriate in their new places of work? If not, why not?•what do young learners think about being taught by student and/or newly qualified teachers?•is the modern classroom meeting the needs of 21st century teachers?Our applied research methodology will include qualitative and quantitative data gathering through robust field research including questionnaires, focus groups and individual interviews, and observations. Our results will be analysed using appropriate methodology and will results in a set of research papers covering the following:•Teacher training/education ITE programmes•Expectations (of ITE students)•The new job (NQT first year of teaching)We will review and research how ITE/NQT year prepares our target groups for 21st century teaching – curricular and conditions – and how we can STRENGTHEN the PROFILE of the TEACHING PROFESSION, impact on PEDAGOGY and DIDACTICS. We will also develop a robust process for INNOVATION and RESEARCH into this growing problem across Europe and wider of teacher drop out in early year of professional development.Our expected impact is to meet priorities in Erasmus+ Programme 2020 by developing:- a more modern, dynamic, committed and professional environment- strategic planning of professional development for staff in line with individual needs and organisational objectives- teachers ready to integrate good practices and new methods into daily activities- strategic planning of professional development for staff in line with individual needs and organisational objectivesFinally we anticipate this research will develop ITE/NQT programmes that meet the needs of individuals to IMPROVE THE RECRUITMENT & RETENTION with the teaching profession and reduce TEACHER DROP OUT.

Necmettin Erbakan Üniversitesi koordinatörlüğünde KOP Bölgesi’ndeki 11 üniversite ve 4 kamu kurumu/kuruluşunun ortak olduğu, toplamda 15 ortaklı genişletilmiş hareketlilik konsorsiyumun kurulması düşünülmektedir. Necmettin Erbakan Üniversitesi geçmiş dönemde UNİKOP üyesi olan 6 üniversite ile hareketlilik faaliyetlerini koordinasyonu üstlenmiştir (2015-2018). Yeni dönemde KOP Bölgesi Üniversiteler Birliği'ne sonradan dahil olan üniversiteleri projeye dahil edilerek, genişletilmiş bir konsorsiyum ile bölgenin yurt dışında staj eğitimine olan ihtiyacına cevap vermesi istenmektedir.Son yıllarda bölgede öğrenci staj başvuruların artması ve UNİKOP Birliği'ne katılan üniversitelerin konsorsiyuma dahil olma talepleri değerlendirildiğinde, sunulan projenin bölge insanına veüniversiteler arası işbirliğine olan etkisinin arttırılmasına katkı sağlayacağı beklenmektedir.Konsorsiyumun koordinatörü (1) Necmettin Erbakan Üniversitesi'dir. Konsorsiyumun ortakları (öğrenci sayılarına göre büyükten küçüğe sıralanmıştır); (2) Selçuk Üniversitesi, (3) KırıkkaleÜniversitesi-Yeni üye, (4) Ömer Halisdemir Üniversitesi, (5) Aksaray Üniversitesi, (6) Ahi Evran Üniversitesi-Yeni üye, (7) Nevşehir Hacı Bektaş Veli Üniversitesi-Yeni üye, (8) Bozok ÜniversitesiYeni üye, (9) Karamanoğlu Mehmetbey Üniversitesi, (10) KTO Karatay Üniversitesi ve (11) Kapadokya Üniversitesi-Yeni üye'dir. Kamu kurumu/kuruluşu olan ortaklar; (12) KOP Kalkınma İdaresi Başkanlığı, (13) Konya Sanayi Odası, (14) Konya Ticaret Odası ve (15) Konya Büyükşehir Belediyesi'dir.Konsorsiyumda yer alan yükseköğretim kurumların öğrencileri ve personelleri hareketlilik faaliyetlerinden yararlanacaktır. Hem öğrenci hem de personellerin hareketliliklerinden faydalanması, hem bölge için hem de bölgede bulunan üniversiteler için nitelikli insan gücünün yetiştirilmesi sürecinde uluslararası boyutun kazandırılması bakımından olumlu katkı sağlayacağı ortadadır.2018 yılında UNİKOP Üniversiteler Birliği'nin dönem başkanlığını Necmettin Erbakan Üniversitesi devralmıştır. Dönem Başkanlığımızda, yürütülen faaliyetler elde edilen deneyimler ile yeni dönemde de sürdürülmesi istenmektedir. Ayırca UNİKOP Konsorsiyum faaliyetleri, üst düzeyde temsil etme, yürütme ve yaygınlaştırma şansını yakalamış olup, bölgesel olarak yükseköğretim eğitimi ile mesleki eğitim ve gelişime olan hassasiyetin ve sorumluluğunun vurgulanması ve bu doğrultuda yurt dışında staj yapma olanaklarının artırılmasına yönelik ciddi çalışmalarda bulunulması amaçlanmaktadır. Söz konusu Avrupa Birliği Projesinin, üniversiteler arası işbirlikleri, her yönden bölgesel olarak katma değer sağlaması ve öğrencilerin eğitim sürecinde yurt dışında uygulamalı staj faaliyetleri gerçekleştirmeleri, bu projenin çıktıları olduğu söylenebilir. Konsorsiyum çalışmalarının ülke genelinde duyurulması bu sayede KOP Bölgesi'ne değer katması beklenmekte. Söz konusu Yükseköğretim Konsorsiyumu, 2011 AB Modernizasyon Gündeminde vurgulandığı gibi, Avrupa'nın Yükseköğretim sistemlerinin modernizasyona katkı sağlayan bir proje niteliğindedir. Ayrıca proje, Avrupa’da ükseköğretime olan ilgiyi artırıcı unsurlar içermekte ve Türkiye'de bulunan yükseköğretim kurumlarının dünya çapında yükseköğretim piyasasında rekabet etmesini destekler niteliktedir.