This project is written starting from the following problems :1. Our chemistry technician training is not the same quality standards with EU2. Primarily to train technicians needed to increase the professional qualifications of Turkish trainers3. We have the human resources to contribute to the national development effort before.4. Graduated chemistry technicians in our country, Are they going to be wanted employees among the EU labor market ? In our project , the goal isto look at the nature of the chemical industry and hardware standards of quality vocational training to in Austria, Belgium and the European Union to train chemistry technicians and our school , we want to apply what we learned to our own students. The multiplier effect of technology with other vocational high school chemistry teachers , we expect a positive effect .The specific objective of this project :1.Chemisrty technician to observe what is happening in the European Union quality standards of vocational training2.This is to find out the availability of standard3.Our country in the integration process with the EU to solve the problems in the vocational training point to live , learn what we contribute to ensure4.Seeking for the answer of how to grow and develop Qualified chemistry technicians of the sector ? Return to our country as we found the answer to the question5.Our aim is using the quality standarts of the EU methods in our schools6.We want to learn about; Mentoring method how to effect the Students professional development7.We aim to use mentoring method in our school .The overall objective of our project :1. Participants and students in this area of specialization to deliver equipment which will contribute to raising the European level2. The documentation from the educational results of the project will be established to propose to the Ministry of Education as the source.3. The procedures and quality standards in the vocational training field technicians to create chemistry with the project as well as related literature field.Participants ;- Have at least one year of teaching experience ,- Participated in the creation of new training modules ,- Learning to open ,- Eager to learn about the EU legislation ,- Participatory ,- Inclined to team work ,- Education uses resources efficiently and effectively ,- Having regard to continuous change,- Willing to work, not run away from responsibility ,- People are willing to share what they learned with students and the surrounding area.Likewise , students are young people in this profile.Mobility will take place in two streams. The mobility ;The first flow , Belgium- I EEKHOUTCENT (Kortrijk ), educational institutions (12 persons) Between 30.10.2016-08.11.2016 , The second flow , the Austro- Chemie- INGENIEURSCHULE GRAZ , KOLLEGEN fur Chemie (Graz) Vocational High School (15 + 2 ) will be held between 18.03.2017-03.04.2017 . Our host partner in Belgium , chemistry technician in relation to vocational educationBy standard procedures 1.Quality2. Internship applications3.Laboratory applications4.Proses access to the quality standard methods and techniques5. Eight day training is planned about mentoring and on the contribution that vocational education.Host school in Austria , 15 vocational students internship program will be implemented 15 days .1.Analitik chemistry lab2.Organik chemistry lab3. Internship training will be provided to take the NMR lab.In the morning, every afternoon, which then informs theoretical studies will be made active in the laboratory.BASF also will work 3 days1.Synthetic paint2.Polymers3.Sugar and glucose4.Alkol dehydration processes of the company as they will learn practical plant. Logical Framework Matrix with check-list method ( LOGICAL FRAMEWORK ) applying , to measure the quality of learning .Methods:1.Active learning2.Job training , to practice , learning by doing3. To analyze the sector expectations( using internal and external evaluation procedures )4. Data collection and optimal useAs a coclusion:Through this project, we are going to be able to learn the EU chemical technician training quality standards, effect of these standards indirectly to the economy; the direct effect of staff development; to find out what kind of strategies should we develop for the training of more qualified chemical technicians. Students of chemistry (food, pharmaceutical, paint, polymer) operating their own quality standards and sub-disciplines of chemistry technology (process) will be trained in in different fields of companies . This chemical technicians grows with education, the position existing in the chemical industries of our country will have the knowledge and equipment to remove the next level.Chemical technician training and dissemination of projects from Marmara and Aegean regions and in particular from Istanbul will shift to Anatolia.

‘She Got Game!’ is a follow-up of the previous Erasmus+ project: Changing the Game by Changing its Players. The previous project showed that the number one issue many European youth work and community sport organisations struggle with, is the participation of girls. ‘We find very few girls participating in our activities’, said community sport coaches from e.g. Amsterdam, Copenhagen, and Antwerp. ‘Our managers want us to attain an equal percentage of boys and girls participating’, but the current reality is still far removed from that. The objective of the ‘She Got Game!’ programme is to get community sport organisations and community sport coaches to think and act differently on how to design, implement and evaluate interventions for teenage girls in order to increase Girls Engagement. The project ‘She Got Game!’ stops developing more of what men think, and starts engaging girls by testing and co-creating girls-centered programmes. The project is about engaging girls to overcome the gendered power relations that exist in wider society. It is about listening to the issues they face and acting on those issues. The innovative aim of the project is to change the way of thinking of community sport organisations and make the step from ‘solving’ the perceived problem - the lack of participation of girls in sport - to solving the actual problem - the lack of Girls Voice and Engagement in the field of sport. Herein, ‘She Got Game!’ sees girls as assets to be learned from, rather than believing the current stigma of girls being problems to society. This includes taking into consideration the voice of the girls, both active and non-active in the current programmes, but also changing the way in which programmes are organised for the inclusion of girls. Changing this perception and approach in an effective way demands the constitution of a strong, diverse and credible partnership. In order to achieve this, the consortium consists of a cross-sectional and cross-national cooperation between government, NGOs and academic institutions, and will include girls and coaches throughout the process. This is needed as these organisations all are heavily involved in Girls Engagement and have similar ambitions within the field, however each organisation does this for different final goals and approaches. This variation between the organisations makes the exchange and learning within the project ‘She Got Game!’ extra relevant. By combining ISA, GAME, StreetGames, the University of Bedfordshire and Stad Antwerpen, a complete, multi-faceted approach is possible where each organisation’s strong capacities will be of great use and will also stimulate innovation. The ability to fulfill this process is innovative for the organisations and gives the consortium an unique position as a partnership, as it includes the whole chain of different actors that can bring sustainable change from research to the field. A variety of activities - e.g. transnational project meetings (TPMs), a validation training, the development of intellectual outputs and multiplier events - will contribute to the overall aim of the project. In total, four intellectual outputs will be developed in the scope of the programme. The tangible deliverables of the project are as followed: 1. Girls Engagement in Sport - A guidebook for community sport organisations;2. Girls Engagement in Sport - A method for community sport coaches;3. Girls Engagement in Sport - Video stories from the field;4. Girls Engagement in Sport - An online platformThe programme will equip community sport coaches and girls themselves to engage in programme/project design and implementation, and developing their skillsets for participation at the same time. The programme will use the TPMs to discuss the development of the intellectual outputs, also in collaboration with the coaches and girls. The research for these outputs will include research as well as stories from the field, both from organisations and experiences of girls. Furthermore, during the project one training will be organised to increase the involvement community sport coaches and local staff. This will draw from the learnings during the development of the Guidebook and Method in order to validate these outputs. The 25 participating local community sport coaches will additionally develop skills on promoting Girls Engagement. These coaches will also engage in an implementation period through which they apply the lessons learned during the training. Overall, the consortium aims to reach 500 young girls through 'She Got Game!' and learn them about the importance of their voice in achieving Girls Engagement. Through national multiplier events, the consortium aims to inform key local stakeholders of the results of the programme and on how best to approach Girls Engagement through Sport. The international multiplier event will serve as a platform to advocate for 'She Got Game!' and its results, and the importance of Girls Engagement.

"Through ""NOW – Connecting the Dots"", we aim to strengthen social cohesion at the local level by supporting the active participation of young people in democratic life and bringing together young people and local decision makers to foster dialogue in a variety of empowerment and knowledge exchange activities. By engaging, connecting and empowering young people, we increase mutual learning among all beneficiaries and participants as well as the partner organisations and make it possible for all to share information, best practices and local experiences to strengthen social cohesion and promote living together in diversity.Specific objectives of our project are:1.) Increasing awareness of young people on the importance of participating and taking an active role in the community and the opportunity for dialogue with local authorities 2.) Reinforcing self-confidence and self-esteem of young people to take on an active part in their community and kick-start new initiatives 3.) Creation of an international network of local youth change makers4.) Increasing young people’s knowledge and understanding of the EU's institutions and youth policies 5.) Increasing capacities of partner organisations in the field of youth work at the local, EU and international levelsThe project consists of 3 main activities :1.) A Seminar that will take place in Portugal and prepare youth participants for the NOW Conference (A2). This activity will last for 7 working days and will include 37 participants from 7 countries. The main goal will be to gather young people together and allow them to present their preparatory works (analyses of existing youth policies about social cohesion in all local communities); give them an introduction to social cohesion and active citizenship; introduce them to existing EU youth policies and share best practices; to give them the chance to improve their policy recommendations; allow them to plan further activities and local initiatives.2.) The NOW Conference will take place in Austria. This activity will last for 4 days and will gather at least 37 young participants who will get the chance to develop their previous ideas; attend workshops on positive examples and practices from other local communities; and, most importantly, to present their ideas to decision makers, policymakers and other stakeholders and participate in dialogue with them. During this activity, young people will get a chance to discover new approaches, get real-life experience in discussing with decision makers and presenting them their needs and ideas, and explore how they can transfer their learnings to the policy recommendations they are developing for their local community (municipality). We expect that more than 80 mayors, decision makers, policymakers and relevant stakeholders will be present at this activity.3.) Visiting Democratic EU instiutions in Belgium. Youths will get a chance to visit several organisations, youth centres and institutions responsible for policy-making and active in the youth field. The youth participants will see real-life examples of how these organisations are using creative tools and methodologies in their work, such as ComPas and ""Key to your City"", which they can scale for their countries and local communities. On the second day, a visit to several EU institutions is planned. This will be an opportunity for participants to meet local and municipal representatives from member countries working internationally and learning which role municipalities and local authorities play within the EU's institutional framework and in shaping the content of EU legislation. They will have the chance for dialogue with these representatives and present to them their ideas and everything they have implemented in the project so far.At the local level, we expect that all young people in all local communities will be mobilised and influenced through the implementation of project activities. They will learn how to express themselves and voice their opinions and rights and ensure that local authorities will hear them and cooperate with them. We also expect improved relationships between youth groups, community members and local representatives who get to appreciate and respect the desire and motivation of the young people to actively participate and promote social cohesion. On the other hand, we also expect that local authorities and representatives will realise the benefits of working and cooperating with young people and actually realise their duty and responsibility to include them in local decision-making. This will affect changes in existing youth policies (especially regarding social cohesion) and make them more tuned to the actual needs of young people."

CITY-MOVE adapts and implements the WHO Global Action Plan on Physical Activity (GAPPA) in six cities across three continents and develops a cross-contextual evaluation framework for transferability and scalability. Physical activity is a key behavior to reduce the NCD burden, including protecting against cancers and type 2 diabetes. There are many evidence-based interventions for cities to promote physical activity, yet they remain under-implemented, with a whole-of-system approach particularly lacking, and often fail to target the least active or vulnerable groups. Knowledge gaps are: a) how to adapt, b) successfully implement, and c) evaluate interventions, and d) how to transfer lessons to other interventions, target groups and contexts. In partnership with the cities, we identified interventions targeting individuals across the life course, particularly vulnerable and least active groups, aligned with the GAPPA domains of active people, societies, environments and systems. CITY-MOVE will: 1) Develop a city-GAPPA Theory of Change and operationalise assessment measures; 2) Adapt city-GAPPA to six cities, engaging stakeholders in each context; 3) Support cities in successful implementation through action research in living labs; 4) Assess reach, adoption, feasibility, fidelity, and sustainability of selected interventions in each city; 5) Improve the development and utilisation of routinely collected data to support successful implementation; 6) Generate cross-contextual evidence on implementation, evaluation and scalability through multi-criteria decision assessment for 12 interventions in six cities; and 7) Generate global capacity through regional Communities of Practice. CITY-MOVE results lead to increased physical activity by target populations, contributing to reduced premature NCD mortality, and to adaptable solutions ready for take-up by implementers.

"The project ""Attracting Teachers' Learning in European Systems"" (ATELIEURS) is framed within the strategic plan of Xarxa FP, the European Network of Cities aimed at promoting the quality and the internationalization of Vocational Education and Training (VET) across Europe, by developing concrete mobility actions for VET staff and rise the European dimension of VET.This project responds both to the will and commitment of Xarxa FP members to provide the network with higher value and impact in the long –term by enabling current and future VET students to be taught by more capable and professional teachers who were formerly trained in VET educational centers abroad. The relevance of the training destinations in this project is explained according to the type of mobility activity. The first job shadowing activity in Germany is key for the construction of the future of a quality VET that in the last years has been erratically implemented in Spain. The second job shadowing activity in Portugal is due to the fundamental implication of our neighbor country to tackle early school leaving, an unpleasant existing challenge in Spain. The third staff training activity in the rest of the European destinations where teachers have been trained is considered, moreover, crucial in the curricula and methodological development for particular fields of specialization. The general objective of the project is to contribute to the lifelong training of 58 teachers of diferent specializations and from a number VET schools of Xarxa FP Spain. The main activities carried out during the projecte were the following: the first activitiy to Germany was focused on innovative and successful European educational systems as the specific model of Dual FP in Berlin, where teachers visited institutions involved in the German VET development such as the Senate of Berlin, trade unions, Chambers of Commerce and companies. The second activity to Portugal was framed around the government programs and institutions with the objective to know best practices in training, insertion and recovery of education and tackling school drop-outs for VET centers and social entities working with basic training or initial professional qualification groups in Lisbon. The third activity was possible through the professionalization and capacity-building of teachers in foreig VET schools, designed for the quality and internationalization of our young people of VET to the world of work.The impact of the project on the participating organizations in the medium-long term has been focused on the encouragement of VET responsible into the implementation of the German Dual VET system in Spain. It is also expected to create a network of contacts and experiences not only with the host partners but also among the same participating organizations from different origins. For VET schools, it is important to expect an impact of the international profile of the institution represented by its participating members, as well as to promote their active participation in the mobilities carried out around the network both collectively and individually. Participants shared the results of the project and transferred their knowledge to their own teams by disseminating in their team meetings and encouraging their participation in future staff mobility actions. The improvement of the training of its teaching team favored the increase in the level and quality of teaching of the institution at internal and external level.The project will be contributing to the long term international strategy of Xarxa FP to position itself as a European reference in terms of VET students and staff mobility in Europe, and to the creation of a sustainable collaboration among cities, VET schools and participants and participants to face the challenges of VET around the continent."