"<< Objectives >>The main objective of the project is to motivate the citizens living in the urban areas of Greece and Turkey, through specific actions to understand the concept of climate change and the challenge origin from it. The involvement of a wide age range of citizens in this project will provide the opportunity to understand in practice and real life the consequences of this challenge, instead of a non effective theoretical approach. Consequently, active participation is one of the objectives.<< Implementation >>The activities chosen, which are crop cultivation in urban areas and beekeeping, both according to international standards are two characteristic activities that will highlight the concept of climate change and provide the supportive material for training and dissemination of the involved target groups.Both activities easily could be continued after the end of the project giving a sustainability aspect. From the dissemination point of view they are both effective.<< Results >>An effective number of individuals will be trained and become trainers to both activities of the project. At the end they will have other specific skills based on their background and train the next ""batch"" of trainees or become ambassadors of the project serving as a paradigm for others to follow. Under this basis an ecosystem of trainers and trained to both activities will be established. Final step will be the certification according to standards to be developed as an intellectual output."

<< Objectives >>Determining the factors that increase the stress levels of bus drivers in our country and the difficulties they will face in the future due to developing technologies and increasing number of passengers, and determining the measures that can be taken. By adding the stress management, awareness, posture and posture training module to the vocational training of bus drivers, improving and maintaining their physical and mental health conditions, improving the quality of service by providing stress<< Implementation >>Providing theoretical training on exercises that will provide bus drivers with stress management skills, Creating training materials and an e-learning platform to provide vocational training trainers with training on stress management and awareness raising for bus drivers, Providing practical training, Implementation and evaluation of data collection surveys process<< Results >>Improving and maintaining the physical and mental health conditions of the drivers by adding the stress management, awareness, posture and posture training module to the professional training of the drivers Developing a cooperation platform with vocational higher schools in order to regulate

Studies showed that high father involvement supports children’s language and cognitive development, psychological well-being, social and emotional development. It was also indicated that high father involvement in education decreases early school-drop out- one of the main aims of European Union-, increase children's academic achievement, self-esteem, self-confidence and all developmental abilities. Traditional gender role of mothers attitudes leads pre-schools to overemphasize the involvement of mothers while spending insufficient effort to involve fathers. Although there are some efforts and studies, father involvement in early childhood programs is not widespread. Main objective of this project was to increase the visibility of father involvement in early childhood education. Therefore it was aimed to increase father involvement through increasing early childhood educators' awareness of the importance of father involvement and supporting all adults in early childhood education settings. Within this context, the purpose of the project was to provide resources for teachers to use while organizing father/parent involvement activities which supports high involvement of fathers. Başkent University from Turkey, Sticting Drio from Netherlands, University of Gothenburg from Sweden and Life Long Education Association from Turkey were the partners of the project.The aim of the project was reached through three main intellectual outputs: Father Involvement Guidebook , Father Involvement Activities Handbook and project web site/learning platform. The Father Involvement Guidebook was prepared to inform early childhood educators about the importance of father involvement and the ways to create a father-friendly early childhood settings and to help teachers provide parent education classes related to father involvement. Father Involvement Activities Handbook was prepared for teachers to include father-centered parent involvement activities in their educational programs. The web page/learning platform of the project was opened to share all information and the outputs of the project. The forum was opened in the project web site in order to initiate and increase the connection of teachers to share their information and activity suggestions or father involvement. By using social media devices such as Facebook, Twitter and Linkedin, project process and results were disseminated to public and relative stakeholders. All intellectual outputs were prepared in English and translated to Swedish, Dutch and Turkish. The main target group of the project was teachers, fathers, mothers and children. The effectiveness of the project activities on teachers, fathers and mothers were measured with pre and post analysis. The interviews were semi-structured with the pre-test questions focusing on the views and perceptions of father engagement in Turkish, Dutch and Swedish preschools, and the post-test questions focusing on change or improvement in parental and father engagement. The children were asked to talk about and draw the activities that they enjoy doing with their fathers/parents before and after project activities. The results showed an increase in father/parent engagement in the short term and positive perspective towards activities and implementation of some activities in future. Transnational meetings and online meetings were effective to increase collaboration and then quality of project. Long and short term learning activities provided opportunity for early childhood educators to observe good practices and enlarged their vision and knowledge of father involvement . Multiplier events provided the dissemination of the project outputs and possibilities to work with other stakeholders in this area. Public institutions, visual and written media, academicians and organizations are activated to get involved in the project. The teachers of preschools were informed about the project web site, social media and fliers. The media were informed about our work. With the project, an increase in early childhood educators competence of including fathers into early childhood education, increase in fathers' awareness the importance of their involvement, increase in mothers' knowledge on their own impact on fathers' involvement, increase in father-friendliness of early childhood education was obtained and this created an impact with father involvement in Early Childhood Education more visible in partner countries .The dissemination activities will continue in future in earlychildhood education programs in universities, in different preschools, NGOs and govermental organisations using project outputs. It is believed that produced intellectual outputs of this project will be used effectively in all European countries to increase fathers' involvement in early childhood education settings that will highly support the children’s development.

<< Background >>Nowadays, in the time of Covid-19 pandemic and rapidly digitalising world, students learn more independently, choosing their own methods, resources and individual learning paths. According to European Higher Education Area student-centred learning aims to focus on the learner and their needs, rather than being centred around the teacher's input. Contemporary teachers need to know how to support their students, bringing self-directed learning approach in the foreground, and afterwards how to assess students’ gained skills and knowledge equally.Self-directed learning approach demands a clear roadmap to achieve defined study outcomes. Students need a system which could help to track their performance and monitor skills acquisition alongside study process.To ensure quality of higher education in the field of healthcare education institutions should implement a system for transparent and structured educational content, thereby create a unified education infrastructure in the European Education Area.In addition, labour markets and education systems encounter specific challenges to ensure balance and reduce skills mismatch. There is an urgent need for a system to improve transparency and comparability of skills and classifications on national and European level. The system should improve skills intelligence and guide learners to achieve study outcome and be competitive on the job market. Riga Stradins University, within a project funded by European Social Funds, has developed a Skills Monitoring System on the institutional level. First project evaluation results and feedback from stakeholders indicate the importance of a system to ensure transparency and compatibility of skills. Extension and implementation of the such a system crucial on the national and European level.That is why the SkillTrack project aims to develop a concept of a pedagogical framework and methodology in the context of self-directed learning, using a skills tracking system as a tool, and promote evidence-based discussion between public administrations, educational institutions and employers and facilitate dialogue to align study outcomes with the needs of the labour market to reduce skills mismatch.<< Objectives >>By implementing the SkillTrack project we expect to have an impact not only on the involved parties, but also to spread the word and promote the concept of a skills tracking system as a helpful tool in a self-directed learning for a student-centred education.Education institutions will have an opportunity to provide goal-oriented study programs and implement individual learning paths. Teachers will increase the competence with the developed methodology and pedagogical framework. Students, with the developed unified skills catalogue will have an opportunity at the end of their studies to receive a skills portfolio that will be internationally recognized and will promote their competitiveness. In the result the quality of studies will increase and project outcomes will have positive impact on students by more efficient learning, as it leads to reduced educational drop-outs. Cooperation between European higher education institutions will be promoted by creating a common educational infrastructure and a common practical framework for the development of joint educational programs for the future and sharing good practice.In addition, employers and educational institutions will have a tool to address the adequacy of education and the labour market, and employers will have a documentary confirmation of the potential employee's readiness for the labour market.With our developed products we shall increase the quality and accessibility of higher education. The sustainable benefits are seen in more qualified teachers at work, with more satisfied students and other end users, more transparent and structured educational content, more holistic and efficient higher education and cost savings, locally and in EU.<< Implementation >>Multiple activities will be implemented to achieve the goal meet the objectives of the project.In order to create a methodology and pedagogical framework about skills acquisition and self-directed learning approach literature review will take a place at the beginning of the project. Focus groups, interviews and workshops with experts in healthcare education will be conducted as well.Project partners will continue working to create a unified healthcare skills catalogue, mapping existing skills lists of universities and ESCO skills classification, and supplementing it with skills descriptions, level of acquisition and assessment methods.When both a pedagogical framework and catalogue will be created – a Learning Teaching and Training Activity will take place to prepare teachers of four partner universities for the approbation process. SkillTrack - a pedagogical framework on a self-directed learning and a concept of a skills tracking system as a tool - will be approbated during that activity for one semester. Data collection and analysis will be held to develop recommendations for further development and improvement.To ensure the awareness about the project of not only SkillTrack participants, but also of other stakeholders, such as administration of different universities, representatives of professional associations and policy makers on local and European level – different multiplier events and a Final seminar-webinar will be organised to present the results of the project.As SkillTrack is international and involves a cooperation of four different universities from different countries, four transnational meetings will be implemented within 2 years to guarantee smooth management of the project, according to the planned budget and timeline.<< Results >>Implementing all the above-mentioned activities the SkillTrack will have four main tangible outcomes:1. A developed and approbated methodology on teaching, learning and assessment process of practical skills, including definitions, methods and documentation, as well as pedagogical framework in context of student-centred teaching and self-directed learning.2. A foundation for a unified healthcare skills catalogue, which will include full skills descriptions, acquisition levels and assessment methods, validated by healthcare professionals and experts in healthcare education.3. An evaluation report after one-semester-testing process of a developed methodology and pedagogical framework, and a concept of a skills tracking system as a tool for a student-centred learning.4. Recommendations, addressed to all project stakeholders about possible skills tracking system implementation and competence development for teachers in context of self-directed learning.These results will be available at the open-access platforms to all interested and involved people, thus the SkillTrack project will have an impact not only within each partner organisation, but also each region or country that the partners operate in and throughout the EU. This international collaboration will help finding solutions together to aligned and also country specific problems in increasing teachers’ pedagogical competencies and developing more transparent and structured skills acquisition pathways in higher education.

The project assumes cooperation in the adult sector. As part of the project, the team of sports coaches based on the objectives set out above, will jointly develop a program of sport and recreational activities. The new program will be tested during seniors activities (a total of 1620 hours of classes in three countries is planned). Improvements and improvements will be implemented on an ongoing basis. Organizations in the partner country will implement good practices in the field of senior work during international project meetings. In addition, partner organizations will create a digital network that will serve the current exchange of experiences and good practices. The final result of the project will be a publication presenting a program of classes developed and tested in partner organizations, which will serve as inspiration during the organization of sports activities for sports trainers.The results of the project (including publication) will be provided to employees of educational institutions and non-governmental organizations that conduct senior sport activities during informal contacts. The developed methodology of organizing and conducting sports activities will be an inspiration for sports trainers in the field of senior sport.