CDICAE project aims to improve the quality of vocational education and training across Europe. And also targeted, cooperation between HE providers and local/regional business communities with a view on internationalisation of HE. Additional target is enhance the responsiveness of HE systems to sector-specific labour market needs, contributing to increased economic competitiveness of the concerned sector. Project main focus is exchange best practices and innovative ideas, exchanging good practices and innovation in HE provisions, guidance and counselling. Development and delivery of new vocational teaching and new innovative curriculum / training materials is our project main axis. Developing and delivering of new HE teaching/training materials and methods, cooperation between vocational education and training providers and business communities, designing and delivering curricula responding to the needs of labour market and of the learners in economic sectors are possible effects on our project outcomes. This project make a cooperation between different sectors to share knowledge; Projects promoting distance OER based learning, Project facilitating recognition of qualifications at EU level, project design and deliver curricula to meet the needs of the today labour market. Targeted sharing of results to vocational education and training policy makers, enterprises and advisors. Overall of them, these targets in project helped to improve employability and life skills for individuals and contribute to the competitiveness of the European economy.In CDICAE Project, our result is making the vocational education and training system acquire the INDUSTRIAL “Cartoon and Animation with 3D(CARTOON AND ANIMATION SECTOR) application method”, which has been applied, trained, taught and developed application methods by our shareholders in the project for four years, within a short term; and making it widespread in businesses in Europe in the long term. The “Cartoon Design Process Application Method (3D Design and Modeling Methodology)”, which is aimed to be transferred in the scope of the completed project, starts with the design and development concepts, goes on with the importance of design in competition and its position in product development, and is completed with the examples of design method and design process. CARTOON AND ANIMATION SECTOR Also covers the test/approval and activating processes. At the very beginning of all these processes, there is the concepts of dominating all the process and describing it (specific, measurable, available, realistic and time-based),and the transfer, application and spreading of accurate design method with project shareholders from various angles by transferring HE, which form the main basis of the project. With the increase of the value of the QFD (Quality Function Distribution), which accelerated the economy of our country and the production sector in Europe at a significant level, an increase in the sustainable quality concept is accepted together with the European Union orientation process. With the HE application method, which were transferred with the strategic partnership, it is supported that there was differentiation in the production sector in our country, added values were produced and contributions were made to the branding and to the reduction of costs. In the scope of the project, the result is not only developing an awareness and innovation process in the production sector, but it is also supported that the training materials and e-learning applications are developed at the end of the project for the purpose of diffusing mainly the parts that support the production and the transferred application methods in HE institutions in Europe as free-of-charge and in different languages. The CARTOON AND ANIMATION SECTOR process also covers the virtual/augmented reality, and virtual art, 3D modeling in VR, animating in VR processes as well. In this context, higher education and training, and the intermediary employees that are capable of renewing themselves and making analyses and syntheses, following technological developments with basic HE and industrial knowledge and prone to teamwork with the skills that may be employed in projects that require interdisciplinary work are needed in the whole of Europe. It is reached that CARTOON AND ANIMATION SECTOR higher education and training process area is extremely wide and that the demand for qualified employees having the HE education application method increases in time. As a conclusion, it is reached with the proposed strategically partnership project of ours that various applications and activities are performed with the result of transferring the CARTOON AND ANIMATION SECTOR process application method and diffuse it.(http://www.ase-erasmus.org/)

"The European Commission’s Communication ""A new skills agenda for Europe: Working together to strengthen human capital, employability and competitiveness"" proposes ways to address the skills challenges that Europe is currently facing. The aim is for everyone to have the key set of competences needed for personal development, social inclusion, active citizenship and employment. Digital competence is one of these and the key components of digital competence are summarized in 5 title by the European Commission. One of them is ""Security"". Security aims to understand risks and threats in digital environments, to know about safety and security measures and to have due regard to reliability and privacy, to be able to avoid health-risks and threats to physical and psychological well-being while using digital Technologies, to be able to protect oneself and others from possible dangers in digital environments (e.g. cyber bullying) and to protect personal data and privacy in digital environments. For the ınformation and data literacy, the main competences are to analyze, compare and critically evaluate the credibility and reliability of sources of data, information and digital content, to analyze, interpret and critically evaluate the data, information and digital content. The latest findings of the EU Kids Online Research Project strategically increase the importance of these two qualifications: Compared with 2010, 11-16 year-old group's exposure to hate messages increased from 13% to 20%, exposure to pro-anorexia sites increased from 9% to 13%, exposure to self-destructive internet sites increased from 7% to 11%, and cyber-bullying exposure increased from 7% to 12%. The European 9-16 age group says that what they see on the internet online in 2014 affects them higher, from %13 to %17. According to a scientific study conducted by Ege University, the daily life of 60% of young people is adversely affected by internet usage habits. It is stated that the negative impact on the life of the person in this frame means problematic usage, and according to the findings of the survey, it is stated that the rate of problematic internet usage in our country is very high among the youth. Some research findings reveal the need for young people at the secondary level to be able to control the use of the Internet and be directed to be beneficial to their education and lives. Moreover, according to these researches, the problematic aspects of the relationship that students establish with the internet have a negative effect on their academic achievements. The proposed project is based on this problematic issue, and has identified secondary school students as the primary target audience as they have become more confident internet users with more varied habits in transition period to a more independent phase. The project will enable the target group members to manage and / or raise awareness of digital issues through: (1) Training teachers who are primary individuals (guides) in a way that they can respond to their needs about ""healthy digital life"". (2) Raising awareness of them and their parents The original aspect of the project is that it does not address digital issues at a single level, as in the case of internet dependency. The project approaches the efforts to overcome digital problems with a holistic perspective and moves from the concept of health. Designed as 24 months, the project is built on 4 interconnected categories of activities. In this context: (1) The Category of Administrative Activity: It aims to ensure that the project outputs are an integral part of the objectives and expected results. (2) The Category of Capacity Building Activity in the Field of Research: It will be implemented in a multi-methodological design to provide support for the back-plan information of the project's products as a continuation of the online security and healthy digital life debate that unveils the project proposal. (3) The Category of Capacity Building Activity in the Field of Education and Human Resources: It includes use and dissemination activities related with the issues that may be a source of concern of Internet and mobile communication technologies, and the intellectual outputs to overcome these problems positively. In this context, the open educational resources will be designed by separating from traditional methods and utilizing the possibilities offered by the digital world, and will focus on audiovisual elements that facilitate learning and remembrance in multiple environments. (4) The Category of Dissemination Activity: It includes a set of activities (website, visibility materials, media planning, country seminars, workshops, conference etc.) related to the sectoral and geographical expansion and dissemination of the project."

Until today there is not any available adequate full book and full DVD including UAV state of the art technology in simple and easily-understandable level by bachelor students and amateur UAV users in the literature. The current sources related with UAV state of the art technology are so complicated. Therefore they can be just understood by PhDs / PhD students studied/ studying on UAVs. Due to this fact, the consumers of these sources are so limited. Since UAV state of the art technologies are applied only by so limited number of researchers, technological developments are not obtained fast that it never satisfies the demands of UAV industry. There is actually a need for such a full book and supporting full DVD that describe UAV state of the art technologies in simple level that can be easily understood by bachelor students and amateur UAV users.In this project the target groups are engineering students interested in UAVs and the related state of the art technologies (e.g. aeronautical engineering students, mechanical engineering, electrical and electronical engineering students), aviation school students (e.g. airframe and powerplant department students, aircraft electrics and electronics students), some other university departments (e.g. physics department students, astronomy department students), and also amateur UAV users (e.g. amateur UAV users in Kayseri region of Turkey). An education set (i.e. full book and full DVD) and novel education curriculum on UAV state of the art technologies in simple level is developed and prepared in this project. A similar training set for bachelor students and amateur UAV users does not exist in the market now. Aerospace industry will easily find employees expert on UAV state of the art technologies and this education set is able to increase the level of potential aerospace industry employees in Europe. Due to the fact that new graduates and amateur UAV users can develop novel approaches in UAV state of the art technologies, aerospace industry can be guided better in Europe. Since each partner is expert on different UAV state of the art technologies, they helped each others during composing full book and full DVD.The number of students participated demo exams was about more than 1000. Moreover, around 50 amateur UAV users joined these exams. In dissemination activities more than 100 students joined. Most of them were international students. Over the project period for activities more than 50 staff joined.

In the European Commission's School Policies report, the key conditions for the 'whole school approach' for early school drop-out were organized around five thematic areas, which are firmly linked to each other. While the thematic area which is for Learner Support strongly focuses on learning and teaching; the learner welfare is emphasized to be nourished, it is stated that schools can play an important role in the determination of violence, victimization, abuse and bullying which arise in and out of the school. Moreover, the development of coping strategies is perceived as quite significant in this context. The Erasmus + Program also prioritizes actions to address forms of bullying (including cyber bullying) and violence”, as well as many other related elements within the scope of strategic partnerships for education. According to the related literature, the educational results such as educational failure, drop-out, lack of attendance, lack of concentration, and educational difficulties, as well as many other health problems of the aforementioned kind, make the reasons for this prediction understandable. This prioritization, by considering forms abovementioned and due to legal regulations and pioneering initiatives and practices on educational programs, makes the cooperation with Europe rather crucial for Turkey. The increasing knowledge and awareness of these problematic aspects and the ability to manage will enable them to acquire the competencies that will support the early drop of school and the losses related, as well as the ability to succeed for all students. For this reason, scientific knowledge that can be reflected on related policies and trainings are vital in terms of strengthening the professional formations of occupational groups that should fight against victimization, violence or abuse. Teachers are at the top of the groups whose knowledge, skills and awareness in the determination of these issues ought to be enhanced in a healthy way. With the start of the education cycle, teachers become the people with whom the the schoolchildren spend most of their time. For that reason, schools must certainly be included in the actions related to prevention of abuse. In the literature, it is emphasized that teachers who are in constant contact with children and have knowledge and experience in child education carry extreme significance in identifying and protecting children who are ill-treated. The results of the national-scale studies show that the vast majority of teachers do not receive any special training on child abuse, and that there are serious shortcomings in recognizing child abuse and reporting. However, in the prevention of child abuse and neglect, the teachers have responsibilities in:a. Raising awareness about child abuse and neglect,b. Conducting related prevention actions,c. Preventing and identifying / determining victimized child in school environment,d. Approaching appropriately and accurately to the victimized child, e. Making a legal statement,f. Cooperating with the school guidance service.Teachers need to be informed about the consequences and reflections of abuse as well as the factors that lead to child abuse in order to control the behaviors that can be defined as child abuse and to recognize the signs and symptoms of abuse in the victimized child. In the related literature, teachers might:• have inadequate level of knowledge to identify and report child abuse,• have fear of taking part in the event,• consider the school management as not supporting teachers,• worry about interfering with family relationships and parenting practices,• have concerns about the possible revenge behavior of parents,• have concerns about the alienation of families from school,• neglect the notification obligations with the adverse effects of previous abuse statements, etc., and the elimination of these drawbacks through training programs for teachers appear to be possible.Some of the research findings in the literature show that nearly all teachers, or a very large proportion of them, previously received formal training in child neglect and abuse. The increasing knowledge and awareness of these problematic aspects and the ability to manage them will enable them to acquire the competencies that will support the early abandonment of school and the losses caused by this, as well as the ability to succeed for all students. The project application is based on this problem, and it has a strong focus on teaching and learning by strengthening the knowledge, awareness and conscious of the teachers on the subject, and the process management skills related to the subject, while affecting the success and effectiveness of the students. It aims to provide adequate answers to factors and new and complex challenges facing schools.

"As adult education is a vital part of the EC's lifelong learning policy, digital competencies are positioned as one of the 8 key competencies for lifelong learning. Due to this importance, “developing and expanding the supply of high-quality learning opportunities for adults via the validation of skills acquired through informal and non-formal learning, and their literacy for adults with poor skills, knowledge and competence, by offering flexible learning recommendations adapted to learning needs such as digital learning practices, creating suitable ways that enable them to increase their arithmetic and digital competencies and supporting access to them” are among the issues to be prioritized in the field of adult education. Because the spread of information technologies has turned society into a “network society”; however, in this new society model, inequality continues in usage skills and the spread of access to digital technologies has brought a different division: the division created by the ability to use. This type of division is positioned as a significant variable in terms of the risks posed by digital technologies. The most popular of these risks may be expressed as follows: - Problems related to basic network security,- Misuse/Abuse of personal data- Online fraud and identity theft- Malicious Software- Hacking- Phishing/Baiting - Cyberbullying- Crime against intellectual property- Online Predators/Hunters- Low Self-Esteem- Inability to express oneself- Inability to socialize- Weakening of family ties- Encouraging bad habits- Lack of access to correct informationThe comprehensive list above is not complete and some of these are evolving towards a more dangerous and criminal phase, from encouraging addictions that cause physical and psychological destruction to facilitating access to substances associated with these addictions. Some also constitute criminal types for property, private life; social media and information systems such as game character hacking and access to personal phone-computers. In the digital world, responsibilities such as possibilities and risks are growing at a similar momentum. Perhaps at the top of these responsibilities are parenting, or more precisely, the ""upbringing"" function, which has undergone a considerable transformation in today's digital and data-driven society. The active use of digital tools has sparked a completely new debate about which side of the digital parenting spectrum would be more useful for parents to take part in. Even if all of these risk factors are associated with the social capital inadequacies of all digital indigenous or migrant individuals, digital environments may be affected by:- Learning and individual development,- Access to information and functionalization,- Integration into the network community,- Communication and sharing,- Content generation and dissemination, - Data backup,- To be able to use internet-based services of public and private sector etc. The disparities that are intended to benefit from the significant opportunities offered in terms of social capital development are also seen as another risk factor. Statistics on the subject are important for understanding both the benefit inequalities and the risk dimensions, and the statistical data mark a very negative and risky situation, especially for low-and middle-education digital immigrants [adults] born in the analog world, who have subsequently encountered technological culture and are trying to keep up with it. These results surely demonstrate the necessity of addressing digital environments, which today are becoming an area of action that extends to almost every aspect of daily life on a global scale, within an information environment that is expanding towards adult education. The project application is based on this research question, and with the experiential and scientific benefit that European cooperation will provide both thematically and contextually, it focuses strongly on learning by strengthening both their knowledge / awareness and problem-solving skills, while providing adequate response to the new and complex challenges digital migrants facing in different categories, and it aims to combat digital social inequality. The project proposal builds on three categories of activities designed to interfere with new and complex challenges effecting digital immigrants of different categories, and thus combat digital division and digital social inequality: research, education and capacity building in the field of human resources. In this context, the research activities aiming to provide a clearer picture of the project's main problem, thus providing data to support the background information of the project products, will follow the educational materials to be developed in the light of this accumulation, and the organized information will be presented to the use of the members of the target group, more generally for the benefit of the society."