Our project, which aims to promotion the entrepreneurial skills among students with special educational needs, is based on entrepreneurship competence, which is one of the eight core qualifications proposed by the European Parliament and the Council for lifelong learning. Entrepreneurship refers to the individual's ability to communicate ideas. It includes creativity, innovation and risk, as well as the ability to plan and manage projects to achieve goals. This supports day-to-day work at home and in society, enabling employees to be aware of the context of their work and opportunities, and provides a basis for more specific skills and knowledge needed by entrepreneurs who set up social or business activities. (Commission proposal for a Recommendation on Key Competences for Lifelong Learning COM (2005)548 final) Activities organized for the field of entrepreneurship competence with the project, mainstream communication; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; interpersonal, intercultural and social competences, and other competences such as citizenship competence and cultural expression. Project Goals At the end of 2022, implementation of the project will lead to: 1. Promotion of entrepreneurial competences 2. Promotion of language competences 3. Promotion of mathematical competences 4. Promotion of digital competencies 5. Promotion of self-confidence competencies 6. Promotion of art and culture competences Impact With the project, students will voluntarily participate in the education environment, increase their morale and motivation, and increase their basic competencies. After 2019, disadvantaged students will be prevented early leaving school. Disadvantaged students (14 years old and older) from partner schools and volunteer teachers as companions will participate in the project activities abroad. Project partners will participate with 3 students and 3 teachers for each overseas activity. A total of 90 students and 90 teachers will participate in the project activities abroad. Previous examples of entrepreneurship education provide insight into various central directives and teaching materials. The use of experience-based teaching methods is crucial to improving entrepreneurial skills. Active and participatory methods will be applied at each stage of the project. In carrying out the project, there will be applied practical, project based approach, practical applications through workshop studies, comparison of theoretical and practical aspects, interactive and pragmatic methods, active self-learning, action oriented pedagogy, group work, project learning, student centered methods, direct learning, methods and techniques such as development and selfevaluation methods, courses, seminars, gathering of information and concrete examples, defining success factors and basic obstacles in an application, learning by doing, case study, defining problems and deriving results based on the evidence. Participants will collaborate with different institutions and organizations for learning environments outside the school. The two-year project will be carried out by the TR coordinator of TR, PT, IT, GR, HR and BG countries. Each partner will transfer their acquired qualifications to their own school, sharing knowledge, experience, good practice examples among partners. Project results will continue to affect all stakeholders after the project is finished. The Individual Transition Plan will ensure that problem areas are analyzed in a timely manner, that a strategy be set up to meet the needs, and that arrangements be made in learning environments to achieve the goal and the rate of reaching the targets. The Individual Transition Plan will be constantly updated in every new need that will arise and will have a long-term, sustainable cycle in itself. Sufficient entitlement to the project, continued political support, change in the institutional capacity of partners, socio-cultural factors, meeting local expectations, financial sustainability will be ensured. In order to integrate the curriculum of entrepreneurial skills, action-oriented pedagogies in all disciplines will be preferred.
Our project, which aims to increase entrepreneurship skills among students with special education needs, is based on entrepreneurship competence, which is one of the 8 basic competences recommended by the European Parliament and the Council for lifelong learning. Entrepreneurship skills have been gained in order to bring the ideas of the students to life. Entrepreneurship competence, which is one of the 8 basic competences recommended for lifelong learning, was taken as a basis in the project activities. Entrepreneurship skills have been gained in order to bring the ideas of the students to life. Entrepreneurship refers to students' ability to put ideas into action. The activities provide students with skills that include creativity, innovation and risk taking, as well as the ability to plan and manage projects to achieve goals. These skills support everyone, day in and day out, at home and in the community, so that employees are aware of the context of their work and seize opportunities. And it has created a foundation for the more specific skills and knowledge needed by entrepreneurs establishing social or commercial activities. (Commission proposal for a Recommendation on Key Competences for Lifelong Learning COM(2005)548 final) Activities organized in the field of entrepreneurship competence with the project, communication in mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learn to learn; Skills and competences were also gained in other competence areas such as interpersonal, intercultural and social competences and civic competence and cultural expression. Project results At the end of 2023, the following skills of disadvantaged students have been upgraded. 1. Entrepreneurial competencies 2. Self-confidence competencies 3. Mathematical (technological) competencies 4. Digital competencies 5. Language competencies 6. Art and cultural competencies Impact of the Project With the project, students participated in the educational environment voluntarily, their morale and motivation increased, and their basic competencies increased. After 2019, disadvantaged students were prevented from leaving school early. Disadvantaged students aged 14 and above attending school and volunteer teachers participated in the overseas project activities. Project partners participated in each abroad activity with 3 students and 2 teachers. Ideas have been developed about previously applied examples, various central guidelines and teaching materials related to entrepreneurship education. The use of experience-based teaching methods has been crucial for developing entrepreneurial skills. Active and participatory methods were applied at every stage of the project. Project-based approach in carrying out the project, practical applications through workshops, comparison of theoretical and practical aspects, interactive and pragmatic methods, active self-learning, action-oriented pedagogy, group work, learning through projects, student-centered methods, direct learning, self-development and self-help. Approaches, methods and techniques such as assessment methods, courses, seminars, gathering information and presenting concrete examples, identifying success factors and key barriers in an application, learning by doing, case study, defining problems and drawing evidence-based conclusions were used. Cooperation has been made with different institutions and organizations for learning environments outside the school. The project was realized under the coordination of TR, PT, IT, RO, HR countries and TR. By sharing knowledge, experience and good practice examples among the partners, the acquired competencies were transferred to each partner's own school. Project results continue to have an impact on all stakeholders after the project ends. The activities ensured that problem areas were analyzed in a timely manner, strategies were determined to meet the emerging needs, arrangements were made in learning environments to reach the goal, and the rate of achievement of the goals was determined. It was ensured that the ownership of the project was kept at a sufficient level, the continuation of the political support, the change in the institutional capacity of the partners, social-cultural factors, meeting the local expectations, and financial sustainability were ensured. In order to integrate entrepreneurial skills into the curriculum, it was preferred to use action-oriented pedagogies in all disciplines.