<< Background >>A green mindset among VET sector is the best way to ignite organic change. The EU Strategy for enchanting Green Skills and Competencies (EESC, 2020) calls for initiatives to support teachers and trainers in their professional development on environmental protection and training on green skills and competences. Current VET learners are the next generation of VET policy leaders and decision makers, and instilling a reflective and forward-thinking green mindset in today’s VET learners through metacognition can positively impact the “greening process” of VET sector (EESC, 2020). This in turn will contribute to EU environmental policy.<< Objectives >>MET-VET will support the greening process and wider European environmental and sustainability targets and objectives by developing an innovative set of tools which support environmental awareness through a broader metacognitive knowledge and skill among VET learners, and their educators to support the role of VET centres as hugely influential educators as Europe embarks on a digital and environmental shift. Set within this context, this project will facilitate the adoption of environmental metacognition strategies, improve the environmental metacognitive abilities and positive mindset towards lifelong learning, upskill VET practitioners with knowledge of environmental metacognitive theories to provide support and the skills to train learners to adopt metacognition and raise the profile of environmental metacognitive skills as a core part of VET provision at EU and national level.The project's target groups are: 1) VET learners engaged in digital, distance and online learning 2) VET providers and practitioners<< Implementation >>The MET-VET project will meet the needs of the target groups through the innovative, targeted and cohesive results which will provide VET learners with a set of tools to understand the extent to which their wider VET knowledge and approach aligns with broader environmental issues, the European Green Deal and the environmental and sustainable reflective thinking required to achieve it.The Competence Framework will provide a reference point for all VET stakeholders to be able to integrate environmental thinking into existing VET systems - directly addressing the needs of the VET sectors' stakeholders. The MOOC will inform and train both learners and practitioners to effectively understand environmental reflective thinking from their own individual perspective. The Reflective Digital Story Library will support learners to create their own environmental metacognitive digital story as a means of reflecting on their personal and professional development, related to approaching VET from an environmentally aware perspective. Finally, the toolkit will support VET centres and managers to successfully and smoothly integrate the MET-VET tools and approaches in an unobtrusive and inclusive manner.<< Results >>The project will produce four key project results:1. Metacognition for Environmental Thinking Competence Framework2. “Metacognition for an Environmental Approach to VET” Learner and Facilitator MOOC3. VET Reflective Digital Story Library and Creation Guide4. VET Metacognition Change Management Toolkit

"<< Objectives >>1: Improve the level of skills of 120 adult educators to support efficiently adults to acquire or enhance basic skills such as digital problem solving, ICT skills, creativity, and communication of the adults; 2: Facilitate access of 180 adults to informal learning opportunities and exchanges of experiences; 3: Enhance the capacity of 60 adult organizations to support appropriately adults, in their ongoing learning process.<< Implementation >>1 LTTA that will prepare educators and staff members to use the project results; 2 local training events for partner aimed at 10 adult educators, 5 organizations that work with adults and 20 adults; an initial focus group conducted with stakeholders and target group; an international focus group online that will give the opportunity to interact with other colleagues at a European level and contribute to the elaboration of recommendations for policy makers and stakheldors<< Results >>PR1. ""Adult educators/trainers Digital Competences Framework"" that will define the key components of competences needed by adult educators/trainers.PR2 ""Handbook - Media Education for Aware Adults"", a valid support tool for adult educators from with basic knowledge and practical tools to be used, from a technical and pedagogical point of view. PR3 "" ""Online platform and training material on MEDIA EDUCATION"".PR4 ""Raccomandations"" that will offer a solution to each of the problems identified."

<< Objectives >>-To increase opportunities of disadvantaged adults to engage with their communities in environmental&climate actions -To develop an open e-learning programme for adult educators to support community engagement for the environment -To develop a set of resources to increase eco-consciousness among adults-To encourage a shared decision-making process and co-design of environmental policies-To ensure wide and sustainable access to GEA results among adult learners, educators, CSOs&policy-makers<< Implementation >>-Participatory field-study, complementing a desk-based research on citizen science, environmental challenges&actions, conveyed in GEA Interactive report -Development&delivery of the GEA e-learning programme, empowering adult educators to promote community-based environmental action-Delivery of an environmental awareness-action with disadvantaged adults, using GEA Sustainability kit -Set-up of local environmental committees and development of an innovative co-designed policy initiative booklet<< Results >>The GEA project is expected to produce the following significant results:-GEA Interactive report: citizen science approaches, environmental challenges and climate action;-GEA e-learning programme;-GEA Sustainability kit: 6 fields to make a difference every day;-GEA Co-designed policy initiatives booklet.The project will result in enhanced ability among communities, partners, and stakeholders to engage in environmental actions able to bring a positive change.

<< Background >>The European Commission has set the ambitious goal of achieving the climate neutrality by the year 2050 (Green Comp/2020). This aim can only be achieved if respective initiatives are started right now and ignite relevant changes in the understanding, perception and implementation of environmental-friendly attitudes are implemented throughout all the levels of the entire economy. The need of transition to a “greener” both production and consumption has been at the agenda of not only developing, but also already developed countries and economies (UNESCO/2017). The United Nations has adopted a set of 17 Sustainable Development Goals in 2015. Goal 9 defines emerging need to update infrastructure and retrofit industries to convert them to more sustainable initiatives. This can be achieved through the increased efficiency of the use of the resources and adoption of clean solutions within industrial processes by 2030. Goal 12 defines sustainable management of natural resources by 2030. The emerging need of the shift towards resource efficient economy and processes requires changes introduced on a systemic level.By 2030 1 million jobs will be created because of a shift towards low carbon economy. This will result in the need of either reskilling or upskilling of more than 120 million people living in the EU in the period of the next 5 years (EC/2020). The changes needed are starting to be visible right now, today. New set of skills, both soft and technical, are becoming an emerging need. Those skills will make it possible to take an active part in the economic activities, and change the way people live, described as “green culture”, is also needed (Green Comp/2020). According to UNESCO, green skills in the workplace can lead to the increased resilience and adaptability of all levels of employees that will contribute to green growth, planetary health and societal resilience (UNESCO/2017). The positive impact on the environment will require new set of skills for many of the future jobs.EnviroVET plans to contribute and support this shift by providing relevant knowledge, skills, attitudes and values to VET institutions, VET professionals and VET learners in order to develop a resource-efficient and sustainable society.Only through a common effort at all levels of the economy and industry, the real change could be made. We all, as the humanity, are equally responsible for making it happen.<< Objectives >>The project wants to achieve professional development of VET practitioners, with a specific focus on increasing environmental awareness and quantifying environmental impact in the VET sector. It is also expected that through the activities of the project, wider stakeholders such as learners, VET policy makers WBL providers will be engaged to positively impact VET staff and organisations to become true agents of environmental change.At the end of the EnviroVET project, the partnership plans to achieve the following:- Improvement of recognition of green skills among 75 VET practitioners- Increase in the uptake and adoption of transferable green skills among 200 VET learners- Implementation of an environmental and sustainability best practices among European 30 VET organisations- Establishment of an active, focused network for VET staff and organisations to exchange resources, knowledge and practices- Promotion of the Green Triumvirate as an approach<< Implementation >>All activities in the project will be centred on the creation of the four main project results. The activities directly leading to their production will include research (both desk and field), evaluation by partners and external stakeholders, translations, testing and improvements in order to get the final, good quality version of each result. In order to achieve this, partners will perform range of activities that will support creation of the main results. These supporting activities are: management of the project which will include physical meetings of partners, monitoring and evaluation aiming at the best quality assurance, promotion and sharing nof results and works towards their sustainability. In order to promote the project, various promotional activities will be done. Among others, there will be logo, website and social media channels, leaflets, newsletters, articles and press releases. All materials will be translated to partners' languages and distributed among variuous recepients, especially those connected with VET educations. Besides these activities, partners will organsie training, which will aim at providing knowledge and skills for the participants in the area of different aspects of projects realisation in order to prepare them for the development of further activities within the project.<< Results >>The main tangible results of the project are: 1. EnviroVET Best Practice Toolkit,2. EnviroVET Environmental Charter,3. EnviroVET Environmental Impact Measurement Tool,4. EnviroVET Facilitator eCourse.Intangible Results:Impact on leaders of VET institutions- better understanding of possible ways of applying green skills and how they influence the environmental issues- improved understanding of issues related with the climate change- Increased quality of VET provision- improved offer of vocational learning and training opportunities- improved teachers’ competences in relation to green skills- better awareness and understanding of how green skills apply to the VET sector- improved understanding of learners’ needs in relation to green skills- better understanding of the requirements of future jobs- improved teamworking and collaboration skillsImpact on VET professionals (trainers and practitioners)- improved understanding of using innovative green skills teaching resources- improved usage of relevant innovative green skills resources through sharing them in the educational setting- improved competences thanks to experience sharing approach- improved learner awareness and empathy- improved digital skills that can be utilised for innovative teaching methodologies- better differentiation skills- better understanding of the learners’ needs, their motivation and interests- better understanding of own role and triggering aspects leading towards the change in the environment- better understanding of the importance of OER and modern technologies in learning- better opportunities for professional career development- better knowledge and sound understanding of the green skills

"<< Background >>Asylum seekers and refugees have been a global problem for centuries.No effective policy, strategy and implementation has yet been produced on this issue. According to 1951 Geneva Convention, Refugee; is an individual living abroad of the country of citizenship and doesn't have access to protection of this country or doesn't want to access because of the fear at issue, who is scared, for justifiable reasons, of being oppressed because of his/her race, religion, nationality, allegiance to a certain social group or political opinions. Asylum seeker is an individual who is intendment of law not admitted as refugee yet and waiting for the results of asylum application. As it is seen in the definitions, refugees and asylum seekers left their countries for justifiable reasons because of necessity. In the EU Council Concluding Declaration titled “Strategic Framework for Cooperation in Education and Training”, one of the 4 main objectives of Education and Training 2020 is to promote equality, social cohesion and active citizenship.The importance of active citizenship stems from the fact that individuals have the power and potential to create a better society by directly and positively contributing to the society they live in. The reason why active citizenship is becoming increasingly important is that it is considered as a precaution against social exclusion. In many countries, self-help mechanisms, volunteering and active citizenship are encouraged in the community to overcome social exclusion. The concept of social exclusion includes many socio-economic problems such as poverty, unemployment, marginalization, and ghettoization. Active participation and active citizenship in lifelong learning are among the priorities of Erasmus+ for the period of 2021-2027. In many European countries, the protection and support of democratic values, the development of society, the development of social capital, cultural expression, strengthening social integration, and supporting active citizenship are important. According to the United Nations High Commissioner for Refugees (UNHCR) 2020 data, there are nearly 80 million asylum seekers and refugees worldwide. In the countries forming the consortium, according to UNHCR 2020 data, There are 3,980,000 asylum seekers and refugees in Turkey; 480,300 in Portugal, 437,160 in France, 25,100 in Romania; 119,700 in Greece. In Estonia, 398,700 are foreign nationals. When these data are analyzed, Turkey is the country with the highest number of asylum seekers and refugees worldwide. Our project partners host varying proportions of asylum seekers and refugees. The problems experienced by asylum seekers and refugees during the integration process were effective in the formation of the project idea and the establishment of the project partnership. The mandatory departure of asylum seekers and refugees from their countries is a process involving many vital problems. The grievances experienced by asylum seekers and refugees should be eliminated with a rights-based approach. In countries that accept asylum seekers and refugees, it is important to ensure the rapid integration of asylum seekers and refugees in order to protect and maintain social welfare and to transform them into productive individuals. Recent studies reveal the role of adult education in providing new skills, competencies and social inclusion. The concrete goal of our project is to develop an e-learning module to meet the needs of asylum seekers and refugees for active citizenship in adult education. We aim to provide active citizenship training to asylum seekers and refugees in order to facilitate and accelerate the integration processes of adults into society. We will achieve this goal by providing active citizenship training to asylum seekers and refugees both face-to-face and on the web through the e-module we will develop.<< Objectives >>With our project, we aim to develop an e-learning module in order to raise awareness of asylum seekers and refugees about their rights and obligations and to enable them to be active and participatory. In line with this purpose, we aim to improve the competencies of educators working in universities, public institutions and NGOs in providing ""Active Citizenship for Asylum Seekers and Refugees"" training. We aim to achieve social inclusion by accelerating the integration processes of asylum seekers and refugees into their newly arrived countries through the project partners working with asylum seekers and refugees who have acquired this qualification. It is aimed to increase the institutional capacity by improving the competencies of education administrators and educators. As a result, more asylum seekers and refugees will be reached, student / trainee profile will diversify and multicultural education environments will be created. Thus, we aim to reduce the rate of social exclusion and discrimination among asylum seekers and refugees. We created a consortium by enriching the refugee and asylum-seeker phenomenon with the perspectives of three different sectors (University,Adult Education Institution and NGO). With this multi-perspective comparative analysis, we aim to offer constructive, practical solutions to policy makers, stakeholders, pressure groups, and the active citizenship of asylum seekers and refugees. Our concrete goal in the project is to develop an ""E-Learning Module"" to raise awareness of active citizenship to asylum seekers and refugees. Other goals of the project are: - Comparing the strategies, policies and practices for asylum seekers and refugees - Developing the knowledge, attitudes and skills of adult educators working with refugees and refugees on active citizenship - To provide active citizenship training to asylum seekers and refugees - To ensure that asylum seekers and refugees are aware of their fundamental rights and obligations in the country they live - To ensure that asylum seekers and refugees are sensitive, solution-oriented and participatory to the problems of the city, region, country and world they live in. - To accelerate the integration processes of asylum seekers and refugees into the country where they live. -To improve employment skills of asylum seekers and refugees, Employment opportunities will be increased by adapting the professional knowledge and skills of asylum seekers and refugees to their new country of destination. The procedure that an asylum-seeker or refugee, who is a university student in his/her country of origin, should follow in order to continue his/her university education in his/her new country of origin will be explained. Thus, the protection and best utilization of human capital will be provided. In the e-learning module, health, education, accommodation, language training, employment, legal consultancy, obtaining work permit, workplace licensing, vocational and social courses, hospital interpretation, financial support, women's guest houses, etc. rights will be included. The sections on the rights and obligations of asylum seekers and refugees in the e-learning module will be organized within the framework of the current practices of each country.<< Implementation >>A significant number of asylum seekers and refugees live in the partner countries. Our partners are organizations that actively work with asylum seekers and refugees. Throughout the project, we will conduct a comprehensive comparative analysis by researching policies, strategies and practices regarding asylum seekers and refugees both in the context of partner countries and globally in order to create an e-learning module. These comprehensive comparative analyzes will be synthesized while creating the e-learning module and will allow us to create a functional project product. In addition, we will organize ""Experience Sharing Workshops"" with the participation of academicians, educational administrators, trainers, NGO representatives, asylum seekers and refugees. In these workshops, we will compile a multi-dimensional information, observation and experience from the field by bringing together different sectors (University, Adult Education Institution and NGOs), asylum seekers and refugees. We will benefit from creating the content of the e-learning module by analyzing and reporting the data we collect at the workshop. In our project, we will organize 5 TPM and 1 LTT to develop the e-learnig module ""Active Citizenship for Asylum Seekers and Refugees"". Transnational meetings will allow us to discuss and exchange views for the synthesis of the desk research and the data collected from Experience Sharing Workshops. While sharing the work we do in each TPM, we will also have the opportunity to plan the work we will do until the next TPM. The TPMs we will make will allow both the monitoring and evaluation of the work we carry out for the e-learning module, as well as financial controls and the follow-up of the dissemination plan. These TPMs will also contribute to the creation of synergy between partners by forming international workshop teams to create the content of the e-learning module. Four Elements from Greece will bring the ""Active Citizenship for Asylum Seekers and Refugees"" e-learning module to the web platform. When Four Elements uploads the e-learning module to the web, Tandem Plus from France, Casa Seis from Portugal and Kadıköy Public Education Center from Turkey will do a pilot. Academicians, education administrators, trainers, asylum seekers and refugees will participate in this pilot. Analyzes will be made and reported in the light of the data collected from the pilot applications. Four Elements will finalize the e-learning module in line with the feedback from the pilot application and make it accessible.LTT, which we will organize, is for the training of trainers of the “Active Citizenship for Asylum Seekers and Refugees” e-learning module. With this training activity, the product of the project will be fully understood by the project partners. Participants will organize local seminars, meetings, conferences, etc. and promote the project product. LTT will increase the quality of the promotion and sharing activities of the project.<< Results >>As a result of our project, we will develop the ""Active Citizenship for Asylum Seekers and Refugees"" e-learning module.With this training module, we aim to improve the competencies of academics, education administrators, educators, and NGO representatives working with asylum seekers and refugees, and to provide effective training to asylum seekers and refugees on this issue. The e-learning module, which is the product of the project, will be accessible on the web platform. During the project, the e-learning module financed by the EU will be financed by Marmara University for 7 years and 8 months, and will be updated for 10 years in total. It is expected that the e-learning module, which is the product of the project, will be included in the education programs and training plans of educational institutions (University, Adult Education Institution, NGOs). Brochure, e-brochure, e-newsletter etc. created within the project. It is expected that more asylum seekers and refugees will benefit from the e-learning module by sharing these materials with public and private organizations working with asylum seekers and refugees and NGOs. As a result of our project, we expect asylum seekers and refugees to learn about their rights and obligations thanks to the e-learning module. Asylum seekers and refugees who know their rights and obligations will also be able to protect themselves from abuse. We expect to accelerate the integration process of asylum seekers and refugees into the country where they live, as a result of the trainings that our partners' academics, adult educators and NGO representatives will give using e-learning modules. We also aim to increase the employability rate of asylum seekers and refugees whose integration process is accelerating. We expect the result of realization of social inclusion and prevention of exclusion and discrimination with active citizenship training. As a result of the Active Citizenship training of Asylum Seekers and Refugees, it is aimed to be sensitive, participatory and solution-oriented to the problems of their region, country and world. Sharing the project results with EPALE, national / international policy makers, other stakeholders working with Asylum Seekers and Refugees will result in reaching a wider audience. Thus, we expect the project results to contribute to the development of effective policies at local, regional, national and international levels. At the end of our project, we will obtain scientific data, comparative and comprehensive evaluations and many results/data regarding our applications. We aim to develop cooperation by sharing these results with local, regional, national and international institutions/organizations. We will organize 1 LTT event within the project to improve the competencies of academics, education administrators, educators, NGO representatives on active citizenship of asylum seekers and refugees. LTT participants will reflect the competencies they have gained to their institutions and other stakeholders in their regions. With the seminars, meetings and conferences they will organize in their institutions, they will increase the competence of both the personnel of the institution and other stakeholders. By including more asylum seekers and refugees in their institutions, they will ensure both social inclusion and the creation of multicultural education environments."