s. oben (Sprache des Projekts: Englisch)

With the “Europe 2020” agenda for smart, sustainable and inclusive growth, the European Commission sets out two important challenges to be met by the educational system1 Share of early school leavers under 10% which means tackling the problem of early school leavers by reducing the dropout rate form an average of recently 15% to 10% in the future2 About 40% of the younger generation should have a tertiary degree, better educational levels help employability and progress in increasing the employment rate and reducing poverty.Seen from a political perspective, the desired effects of these specific aims cannot be questioned as they are the foundation for common wealth, sustainability and progress in Europe. Nevertheless it leaves schools with the challenging, merely contradictable task of minimizing the number of underachievers AND maximizing the percentage of young people with higher education entrance qualifications at the same time. Change in quantities therefore calls for a comprehensive, long-term improvement of educational quality.Therefore, the performance of the education system has to be enhanced. Many call for more and advanced CPD programmes for teachers and tutors in order to meet these political and sociocultural challenges (e. g. impact of inclusive learning culture at schools, more differentiation with regard to curricula, students’ individual needs and learning plans, integrating the growing number of refugees into the educational system etc.). However, advanced teacher training has little effect on the desired performance of educational systems, as the meta-survey by Prof. Dr. John Hattie in 2011 proves. For the first time large-scale scientific research in the form of tens of thousands single surveys were brought together by Hattie’s team to come up with reliable data with regard to one single question: What is it that makes learning effective? Claiming that the performance of educational systems, leading towards less dropouts and to more qualitative success in educational processes, heavily depends on seeing teaching processes from a student’s point of view (“visible learning”), he put up eight mind frames he thinks to be essential in this. So if schools are to meet the Commission’s aims as having been laid out before, realizing this two-fold challenge, schools have to analyze their status quo of performance (dimension 1), study the data of the Hattie Survey in order to realize which factors really do have a positive impact on the outcome of educational processes (therefore minimizing dangers of early school leaving and underachieving) and which factors do not resulting in a critical approach towards school recent development (dimension 2), developing and planning school development according to these by designing materials, applying methods, realizing approaches/best-practice examples and evaluating them with regard to the individual needs of participating countries’ needs and the situation at local schools (dimension 3) and methods or ways of measuring change due to undertaken efforts in the system (dimension 4).According to this main concept of the project, following steps will be undertaken by the partner schools1. Clarifying what these implications mean for schools (collecting information from partners on the status quo of the implementation of given guidelines in the countries’ educational systems); taking account of national, regional and school-level drop-out rates of each partner country (drop-out rates country, individual partner school; percentage of school leavers with low or high qualifications; development of these figures: past, present, future; recent ways of encountering under-achievement, drop-out and need for higher education entrance qualifications; identifying specific problems and common elementsoutputs: slideshare for (staff meeting/conference, school’s website), leaflets, posters (for teachers’ lounge) CREATING AWARENESS! 2. Looking at the outcomes of the Hattie-Survey; identifying motivators of maximizing the impact of learning processes; KEY QUESTION: Which factors do improve the performance of teaching and learning scenarios, which don’t?; looking at partners’ recent school development, KEY QUESTION: Does recent school development match the outcome of the Hattie Survey? Does it take account of these positive factors in order to improve the performance of educational systems? If “no” – why not?, if “yes” – to what extent!? 3. Designing materials, applying methods, realizing approaches/best-practice examples and evaluating them with regard to the individual needs of participating countries’ schools, looking at examples/”best practice examples” from participating countries to meet these guidelines. Outputs: Performance Pool – platform (materials), digital OR printed version offering materials 4.Methods of measuring change due to undertaken effort. Three strongest motivators : development plan, sustainability, CHANGE MANAGEMENT with controlling.

The aim of our project is to contribute to the economic and social development of our students, their integration to professional competence education, foreign language developments, new learning methods and innovative and entrepreneurial learning models through internship and on-the-job training on Computerized Vehicle Inspection.Our project consisted of students who passed the evaluation stage in accordance with the selection criteria stated below, covering the 12th grades in the field of Motor Vehicles Technology. For the activities carried out in two streams, there were 5 students and 1 companion teacher ,in total 10 students and 2 companions.After the meeting where the summary of the project, purpose and responsibilities of the participants were shared in the meeting hall of our school, willing students were provided to fill the application form. After the forms were received, a commission consisting of the school administration, guidance counselor and field supervisors were interviewed and the participants were selected among the applicants.The selection of these participants was made in accordance with the selection criteria stated below;1) School grade will be multiplied by 10.2) Communication ability with different cultures 10 points3) No disciplinary penalty 5 points4) Skills in using information technologies 5 points5) Ability to work in workshops and teamwork10 points6) 10 points with certificate of honor7) Strong participation in social dialogue and participation in cultural events 10 points8) Willingness to follow professional and technological developments, 10 points9) Their tendency to disseminate the project results 10 points10) Foreign language predisposition 15 points,11) Depending on the results of the project, development, implementation and continuity of the ability to work towards the feature 10 pointsParticipants were given 120 hours of language courses to improve their speaking, listening and reading skills in order to meet their daily speaking needs at the Begining level before they went abroad.The guidance counselor of our school gave a pre-flow orientation preparation seminar about the culture, lifestyle, belief system and language of the host country in order to provide the participants with the sense of foreignness and to provide easy integration during the activities abroad .Parents' consent papers and parent permissiom form were obtained from the parents of students under 18 years of age. Travel insurance, Service (Gray) and Green Passport were provided before departure.Prior to the activities, “ the Education Agreement”, in which the duties and responsibilities were determined with the host partners of our school, and the Partnership Authorization Certificate and “Quality Commitment” agreement were signed. In addition, these agreements have been documented by registering in the form of mutual official correspondence in electronic environment.The goals we have set in our European Development Plan have been realized in practice with the project implementation phase. For this purpose, our host school was contracted by TOYOTA SOLARINA AUTO SERVICE between 08-16: 30 hours on-the-job training. The on-the-job training was carried out in two courses at Toyota Solarina under the supervision of Meistras Vaidas Pragulbeckis, who worked as a master lecturer in expert field for two weeks.The internship books that we have prepared in order to meet the expected outcomes of the on-the-job training and to manage the process correctly have been delivered to the master instructor. Throughout the planned activities, both our contact person and our accompanying teachers provided the necessary communication without the need for an interpreter.As a result of the on-the-job training conducted for two weeks, the following learning outcomes were obtained.1- can understand the logic of diagnostic systems,2- Can introduce the vehicle to the diagnostic device,3- Can apply error reading and troubleshooting techniques,4- can introduce parts to the vehicle and apply program loading techniques,5- can make fault detection and repair,Achievements from these activities have been awarded Europass mobility certificate and Ecvet certificate to support learning outcomes. Thus, it has contributed positively to future professional and personal lives in order to contribute to employability. As a result of all these achievements, we contributed to the employability of our participating students at local and national level.Dissemination activities whose aim is to answer why, how, when were realized through selected as vocational high school students, vocational teachers, automotive related services, repair shops, TÜVTÜRK, Policy makers about education, Training NGOs, Automotive affiliates in the industry and industrial sites related to the sector, vocational chambers, Municipality and İŞKUR ,meetings, workshops, written and visual media.

Europe’s future economy and social coherence is depending on young generations with interests, skills and capacity far beyond what is offered in the traditional educational system. Europe needs young people deeply engaged in science, research and innovation – and based on positive and engaging experiences of what science, research and innovation is at a very early age and in early schooling. Young people are increasingly disengaged from science learning in schools and this is causing great concern in the EU Commission and among other global players. We call this the Commission’s SCIENCE LEARNING INNOVATION AGENDA, described and documented across numerous Commission documents, research papers and guidelines.“Our research points to the potential value of schools and science educators engaging in activities and approaches that enable teachers and students to deconstruct popular gender discourses and stereotypes.” “Balancing Acts”: Elementary School Girls’ Negotiations of Femininity, Achievement, and Science, 2012 (Archer et al)The ScienceGirls project aimed to contribute to the Science Learning Innovation Agenda through practical experimentation in secondary school, and guided by Commission recommendation and by guidelines from leading science learning research communities. The project aimed impact on science learning in schools re-defining it’s to appeal to the young generations. Synthesizing leading research, it is clear that most girls do not feel comfortable with science education and the values and personal identities linked to science and science jobs. The problem is not a lack of intellectual capacity; the problem is at identity level. The teenage years are precisely the most important time in life for creating identity and personality, including gender identity, and this is why resistance to science among most school girls might in fact lasts a lifetime: when resistance towards certain school interests is directly linked to the creation of one’s identity and personality, the resistance is very difficult to overcome in later in life. This is why ScienceGirls addressed teenage girls from 13 to 15 years old and their relations to science learning. The project engaged the girls in 3 major challenges: HOW WE FEEL SCIENCE- create a more authentic understanding of science and gender in early schooling through engaging teenage girls as co-creators of this understanding, through telling the personal and collective and gender-sensitive stories about science education and about the image of science in society SCIENCE IN REAL-LIFE- engage the girls and their support teachers in real-life/time science and research experience in collaboration with the local community, including interacting with female role-models in science and research VISIONS OF EARLY SCIENCE ENGAGEMENT- invite the girls to co-create scenarios of new ways of science learning in school that will appear attractive and relevant to teenage girls and their emerging gender identities. Their teachers learnt about gender-sensitive science learning alongside the teams, and supported the participation of the girls’, but have not held a privileged position in the project, as a united research community clearly states that “science teachers are a part of the problem”, very often practising forms of science teaching that disfavors girls and confirms many girls’ “prejudices” against science and science jobs. The project focused on and worked through 5 overall innovative thematics, based on comprehensive preparatory reviews of recent science learning research:CO-CREATIONIDENTITYREAL-LIFE EXPERIENCE – OPEN SCHOOLINGMIXED REALITY COLLABORATIONAUTHENTIC VISIONS FOR ATTRACTIVE GENDER-SENSITIVE SCIENCE ENGAGEMENTThe 5 overall innovative thematics are detailed across the application and in the Attachment Pack. The project consortium is organized accordingly: 6 secondary schools as practice partners + 1 secondary school engaged through the Spanish knowledge partner, 2 academic institutions as knowledge partners and a quality assurance partner with 15 years of EU experience. A strong and most dynamic climax in the project was the 5 days SCIENCEGIRLS SCIENCE VISION ENCOUNTER mobility, along which the participating girls created visions for what science learning in school could be – with a strong focus on female identity. Key outcomes:THE SCIENCEGIRLS GUIDANCE TO GENDER-SENSITIVE SCIENCE LEARNING INNOVATION IN SECONDARY SCHOOL THE SCIENCEGIRLS 30 MINUTES VIDEOSCENARIOS OF INNOVATIVE SCIENCE LEARNING IN SECONDARY SCHOOL – produced by the girls- teamsPolicy paper: INNOVATION IN SCIENCE LEARNING IN SCHOOLS IS IMMINENT – BUT WHO WILL DRIVE?Knowledge paper: CO-CREATION AND THE SCIENCE LEARNING INNOVATION AGENDA

"SIMPLE stands for the social inclusion of migrants through peer learning experience. The project has identified, exchanged and put together European ""good practices"" regarding the use of peer learning techniques to promote the social inclusion of migrants and refugees into the vocational education and training (hereafter VET). Thereby, SIMPLE reacts to the immense immigration to Europe since 2015. The average age of migrants is between 16-30 years old and the expected number of long-term unemployment of this target group is estimated at 55 %. Therefore, the need for a successful integration into education is extremely important. The access and integration to education minimizes the risk of unemployment and leads to a sustainable social integration. SIMPLE has identified methods that prevent segregation and discrimination and, furthermore, teachers and trainers are able to better deal with cultural diversity, conflicts and to build up a heterogenic learning environment. The participants within SIMPLE consist of teachers, migrants and students who have been involved in peer learning activities in VET. The project included six transnational meetings. In each meeting the partners visited peer learning groups and activities and identified common methods for a successful implementation of peer learning methods.At each meeting two local VET teachers as well as local students and migrants took part and reported about their personal experiences regarding the difficulties and advantages of social inclusion through peer learning techniques. Peer learning has till now mostly been used in non-formal education environments. In the last years, the methodology has been modified and adapted to emotive learning processes. Social and emotional gains through peer learning are nowadays as important as cognitive gains. SIMPLE has recorded the project's results in a “paper of recommendations” to integrate migrants into VET through peer learning experiences. The impact of SIMPLE is supposed to lead to an increase of numbers of migrants in VET and to represent a cost-efficient and fast assistance for educational staff for the social inclusion of migrants. Finally, the involved students and migrants can improve skills and competences in the areas initiative of one’s own, communication skills and team work. In addition, the peer to peer experience helps migrants to understand social and civic norms and experience them in their daily environment. On a regional level, the project partners of SIMPLE pass the results on to local VET schools, secondary schools and companies to cause effects of imitation. On a national level, the project can be seen as a role model for other institutes and firms and motivate them to commit themselves to the social inclusion of migrants. On a European level, SIMPLE shall enhance a better understanding of the need for social inclusion, common European values and the prevention of discrimination especially among students and migrants who have not dealt with intercultural conflicts and diversity yet. To achieve the described impact of SIMPLE the project activities have been disseminated before, during and after the project duration. The dissemination activities include the implementation of SIMPLE on social media channels, the participation in conferences, lectures, the development of print material as well as the presentation of the project results in the form of webinars and in view of the existing national and European network of the partner organizations. The network that is being used for the dissemination consists of VET and secondary schools, EfVET, Trade and Industry chambers, youth organizations and national education departments and has been extended during the project duration."