VOCATIONAL EXCELLENCE PLATFORM OF GOOD PRACTICES -ETF NETWORK FOR EXCELLENCE

Glad to read this post about CoVE and looking forward for the paper when published. Meanwhile our organisation from Albania is looking for potential consortiums to join their proposals as associated partner organisations to recent EU calls.

Dear Ana, I would like to inform you that EfVET is involved in the CoVE projects: one is focused on Water and the second innovation in agriculture: https://www.efvet.org/portfolio-items/pilot-platform-of-vocational-exce…
https://www.efvet.org/portfolio-items/fields-addressing-the-current-and…

Hi Geogios

Great Development on Partnerships.

TürkTraktör, one of the leading manufacturers in Turkey, member of ETF facilitated ENE, started its industrial life in 1954 and has become one of the most important enterprises in the country with exports to more than 130 countries primarily American continent, exhibiting an ever-growing business trend over the decades.
Development Planning is a process whereby both the competencies and technical developments of the employees are planned and as a result of that development plan per employee is drafted, and performance assessment results, individual and corporate needs provide inputs. The practices at TürkTraktör Vocational Training Center aim at developing theoretical and practical occupational competencies of the employees. https://www.turktraktor.com.tr/human-resources/talent-management-and-de….

Green skills, zero waste and virtual work-based learning for the students with impaired vision/hearing. Turk Traktor Sanal Gerceklik Laboratuvarlari Kurdu - YouTube

Erasmus+ Programme Guide. The Erasmus+ Programme Guide is essential to understanding Erasmus+. It provides participating organisations and individuals a comprehensive list of opportunities supported by the programme. The 2021 Programme Guide is available as an online version, with a more user-friendly, accessible format to make it easier to find information, as well as a PDF version. Version 1 (2021): 25-03-2021Programme guide | Erasmus+ (europa.eu).

PARTNERSHIPS FOR EXCELLENCE- PAGE 199-208

WHAT ARE PARTNERSHIPS FOR EXCELLENCE?

The Partnerships for Excellence support projects with a long-term sustainable perspective. Among them Centres of Vocational Excellence (CoVEs)

CENTRES OF VOCATIONAL EXCELLENCE
The initiative on Centres of Vocational Excellence (CoVEs) defines a bottom-up approach to excellence where institutions for vocational education and training (VET) are capable of rapidly adapting skills provision to evolving economic and social needs. It aims to foster transnational collaborative platforms, which would be difficult for isolated member states to establish in the absence of EU incentives, technical support, and mutual learning opportunities. The concept of vocational excellence that is proposed is characterised by a learner-centred holistic approach in which Vocational Education and Training:
 Is an integrative part of skills ecosystems, contributing to regional development, innovation, inclusion, and smart specialisation strategies?
 Is part of knowledge triangles, working closely with other education and training sectors, the scientific community, and business.
 Enables learners to acquire vocational and key competences through high-quality provision that is underpinned by quality assurance, builds innovative forms of partnerships with the world of work, and is supported by the continuous professional development of teaching and training staff, innovative and inclusive pedagogies, mobility and internationalisation strategies.

OBJECTIVES OF THE ACTION
This action supports the gradual establishment and development of European platforms of Centres of Vocational Excellence, contributing to regional development, innovation, and smart specialisation strategies as well as to international collaborative platforms. Centres of Vocational Excellence will operate at two levels:

1. At national level in a given local context, by embedding CoVEs closely in the local innovation ecosystems, and connecting them at European level.
2. At transnational level through platforms of Centres of Vocational Excellence to establish world-class reference points for vocational training by bringing together CoVEs that share:
• a common interest in specific sectors (e.g. aeronautics, e-mobility, green and circular technologies, ICT, healthcare, etc.) or
• innovative approaches to tackle societal challenges (e.g. climate change, resource depletion and scarcity,
• digitalisation, artificial intelligence, Sustainable Development Goals, integration of migrants, upskilling people with low qualification levels, etc.).

The platforms aim for "upward convergence" of VET excellence. They will be open for the involvement of countries with well-developed vocational excellence systems, as well as those in the process of developing similar approaches, aimed at exploring the full potential of VET institutions to play a proactive role in support of growth and innovation.

CoVEs are intended for organisations providing vocational education and training, at any EQF levels from 3 to 8, including the upper-secondary level, the post-secondary non-tertiary level as well as the tertiary level (e.g. Universities of applied sciences, Polytechnic institutes, etc.).
However, applications cannot include only activities that target learners at tertiary level; applications that focus on VET at tertiary level (EQF levels 6 to 8) must include at least one other VET qualification level between EQF levels 3 to 5, as well as a strong work-based learning component123.

ELIGIBILITY CRITERIA
In order to be eligible for an Erasmus+ grant, project proposals for Centres for Vocational Excellence must comply with the following criteria:
Who can apply?
Any participating organisation legally established in a Programme Country can be the applicant. This organisation applies on behalf of all participating organisations involved in the project.
What types of organisations are eligible to participate in the project?
Any public or private organisation active in the field of vocational education and training, or in the world of work and legally established in a Programme country or in any Partner
Country (see section "Eligible Countries" in Part A of this Guide) can be involved as full partner, affiliated entity, or associated partner.
For example, such organisations can be (non-exhaustive list):
VET providers
Companies, industry, or sector representative organisations
National/regional qualification authorities
Research institutes
Innovation agencies
Regional development authorities

Number and profile of participating organisations
The partnership must include at least 8 full partners from a minimum of 4 Erasmus+ Programme countries (including at least 2 EU Member States) involving:

a) at least 1 enterprise, industry, or sector representative organisation, and
b) at least 1 vocational education and training provider (at secondary and/or tertiary level).
Further composition of the partnership should reflect the specific nature of the proposal.

Duration of project 4 years.

Where to apply? To the European Education and Culture Executive Agency (EACEA). Call ID: ERASMUS-EDU-2021-PEX-COVE.

When to apply?
Applicants have to submit their grant application by 7 September at 17:00:00 (Brussels time).

Applicant organisations will be assessed against the relevant exclusion and selection criteria. For more information please consult Part C of this Guide.

SETTING UP A PROJECT
Centres of Vocational Excellence are characterized by adopting a systemic approach. They are expected to go far beyond the simple provision of a quality vocational qualification. Features that characterise transnational cooperation platforms include a set of various activities grouped under the three clusters mentioned below:

1. Teaching and learning – including providing people with skills relevant to the labour market, in a lifelong learning continuum approach; developing innovative learner-centred teaching and learning methodologies including distance learning resources developing modular and learner-centred transnational VET learning provision (curricula and/or qualifications) thus facilitating the mobility (including virtual mobility) of learners and staff, as well as the recognition at regional and/or national levels.
2. Cooperation and partnerships – including contributing to the creation and dissemination of new knowledge in partnership with other stakeholders; and establishing business-education partnerships for apprenticeships,
internships, sharing of equipment, including resources for distance learning, exchanges of staff and teachers
between companies and VET centres, etc.
3. Governance and funding – including ensuring effective governance at all levels involving relevant stakeholders; and making full use of EU financial instruments and funds.

A non-exhaustive list of activities corresponding to each cluster is presented in the Application Form. The activities proposed in the project applications should bring an added value and will have a direct impact on the achievement of the project results. The project must include relevant deliverables linked to:
 at least 3 of the activities listed in the Application Form under Cluster 1 - Teaching and learning,
 at least 3 of the activities listed in the Application Form under Cluster 2 - Cooperation and partnership, and
 at least 2 of the activities listed in the Application Form under Cluster 3 - Governance and funding.

The applicant can include activities that are not listed under the three clusters above. These must demonstrate that they are particularly appropriate to meet the objectives of the call and identified needs and must be considered and presented as part of a coherent set of activities.
CoVEs are not intended to build new VET institutions and infrastructure from scratch (although they may also do so), but instead to bring together a set of local/regional partners, such as initial and continuing VET providers, tertiary education institutions including universities of applied sciences and polytechnics, research institutions, companies, chambers, social partners, national and regional authorities and development agencies, public employment services, etc.

Projects are required to apply EU wide instruments and tools124 whenever relevant. Projects must include the design of a long-term action plan for the progressive roll-out of project deliverables after the project has finished. This plan shall be based on sustained partnerships between education and training providers and key industry stakeholders at the appropriate level. It should include the identification of appropriate governance structures, as well as plans for scalability and financial sustainability. It should also ensure the appropriate visibility and wide dissemination of the work of the platforms, including at EU and national political level and include details on how the roll-out will be implemented at European, national and/or regional levels with relevant partners. The action plan shall also indicate how EU funding opportunities (e.g. European Structural Funds, European Fund for Strategic Investment, Erasmus+, COSME, sectoral programmes), and national and regional funding (as well as private funding), can support the roll-out of the project. This should take into account national and regional smart specialisation strategies.

EXPECTED IMPACT
The gradual establishment and development of European platforms of Centres of Vocational Excellence is expected to increase the attractiveness of vocational education and training and to ensure that it is at the forefront of providing solutions to the challenges posed by rapidly changing skills needs.

By forming an essential part of the “knowledge triangle” – the close collaboration between businesses, education and research – and playing a fundamental role in providing skills to support innovation and smart specialisation, the Centres of Vocational Excellence are expected to ensure high quality skills and competences that lead to quality employment and career-long opportunities, which meet the needs of an innovative, inclusive and sustainable economy. This approach is expected to pave the way for VET to act within a more comprehensive and inclusive conceptualisation of skills provision, addressing innovation, pedagogy, social justice, life-long learning, transversal skills, organisational and continuing professional learning and community needs.

By being firmly anchored within regional/local contexts while at the same time operating at transnational level, the Centres of Vocational Excellence will form strong and enduring partnerships between the VET community and the world of work at national level and across borders. They will thereby ensure the continuous relevance of skills provision and achieve results that would be difficult to obtain without knowledge sharing and sustained cooperation. Through the wide dissemination of project outcomes at transnational, national and/or regional levels and the development of a long term action plan for the progressive roll out of project deliverables, taking national and regional smart specialisation strategies into account, individual projects are expected to engage relevant stakeholders within and outside the participating organisations and ensure a lasting impact after the project lifetime.

AWARD CRITERIA
The following award criteria apply:

Relevance of the project (maximum score 35 points)
Link to policy: the proposal establishes and develops a transnational cooperation platform of Centres of Vocational Excellence, aiming to foster VET excellence; it explains how it will contribute to achieve the goals of the policy priorities covered by the Council
Recommendation on VET for sustainable competitiveness, social fairness and resilience125, as well as the Osnabrück Declaration
Consistency: the extent to which the proposal is based on an adequate needs’ analysis; the goals are clearly defined, realistic and address issues relevant to the participating organisations and to the action.
Innovation: the proposal considers state-of-the-art methods and techniques, and leads to innovative results and solutions for its field in general, or for the geographical context in
which the project is implemented (e.g. content; outputs produced, working methods applied, organisations and persons involved or targeted).
Regional dimension: the proposal demonstrates its integration and its contribution to regional development, innovation, and smart specialisation strategies, based on the identification of local/regional needs and challenges.
Cooperation and partnerships: the extent to which the proposal is suitable of realising a strong and enduring relationship at both local and transnational levels, between the VET community and businesses (can be represented by chambers or associations), in which interactions are reciprocal and mutually beneficial.
European added value: the proposal clearly demonstrates the added value at the individual (learner and/or staff), institutional and systemic levels, generated through results that would be difficult to attain by the partners acting without European cooperation.
Internationalisation: the proposal demonstrates its contribution to the international dimension of VET excellence, including the development of strategies to foster VET transnational mobility and sustainable partnerships.
Digital skills: the extent to which the proposal foresees activities related to digital skills development (e.g. skills anticipation, innovative curricula, and teaching methodologies, guidance, etc.) related to the development of digital skills.
Green skills: the extent to which the proposal foresees activities (e.g. skills anticipation, innovative curricula and teaching methodologies, guidance, etc.) linked to the transition to a circular and greener economy.
Social dimension: the proposal includes a horizontal concern throughout the various actions to address diversity and promote shared values, equality, including gender equality, and non-discrimination and social inclusion, including for people with special needs/fewer opportunities.

Quality of the project design and implementation (maximum score 25
points)
Coherence: the overall project design ensures consistency between project objectives, activities and the budget proposed. The proposal presents a coherent and comprehensive set of appropriate activities and services to meet the identified needs and lead to the expected results. There are appropriate phases for preparation, implementation, monitoring, exploitation, evaluation, and dissemination.
Methodology: the quality and feasibility of the methodology proposed and its
appropriateness for producing the expected results.
Management: solid management arrangements are foreseen. Timelines, organisation, tasks and responsibilities are well defined and realistic. The proposal allocates appropriate resources to each activity. A clear set of Key Performance Indicators, and a timeline for their assessment and achievement are defined.
Budget: the budget provides for appropriate resources necessary for success, it is neither overestimated nor underestimated.

Work plan: quality and effectiveness of the work plan, including the extent to which the resources assigned to work packages are in line with their objectives and deliverables.

Financial and quality control: control measures (continuous quality evaluation, peer reviews, benchmarking activities, etc.) and quality indicators ensure that the project implementation is of high quality and cost-efficient. Challenges/risks of the project are clearly identified and mitigating actions properly addressed. Expert review processes are planned as an integral part of the project. These processes include an independent external assessment at mid-term and at the end of the project, If the project includes mobility activities (for learners and/or staff):
• The quality of practical arrangements, management and support modalities;
• The extent to which these activities are appropriate to the project's aims and involve the appropriate number of participants;
• The quality of arrangements for the recognition and validation of participants' learning outcomes, in line with European transparency and recognition tools and principles.

Quality of the partnership and the cooperation arrangements
(maximum score 20 points)
Configuration: the project involves an appropriate mix of complementary participating organisations with the necessary profile, competences, experience and expertise to successfully deliver all aspects of the project;
Upward convergence: the extent to which the partnership brings together organisations active in the field of vocational education and training, or in the world of work, that are at different stages of development of vocational excellence approaches, and allows for a smooth and effective exchange of expertise and knowledge among those partners;
Geographical dimension: the extent to which the partnership includes relevant partners from different geographical areas, as well as the extent to which the applicant has motivated the geographical composition of the partnership and demonstrated its relevance to the achievement of the objectives of the CoVEs; as well as the extent to which the partnership includes a wide and appropriate range of relevant actors at local and regional level;
Involvement of Partner Countries: if applicable, the involvement of participating
organisations from Partner Countries brings an essential added value to the project;
Commitment: the coordinator shows high quality management, ability to coordinate transnational networks and leadership in complex environment; the distribution of responsibilities and tasks is clear, appropriate, and demonstrates the commitment and active contribution of all participating organisations in relation to their specific expertise and capacity;
Collaboration: an effective mechanism is proposed to ensure a good coordination, decision-making and communication between the participating organisations, participants and any other relevant stakeholder.
Impact (maximum score 20 points)
Exploitation: the proposal demonstrates how the outcomes of the project will be used by the partners and other stakeholders. It provides means to measure exploitation within project lifetime and after;
Dissemination: the proposal provides a clear plan for the dissemination of results, and includes appropriate targets, activities, relevant timing, tools and channels to ensure that the results and benefits will be spread effectively to stakeholders, policy makers, guidance professionals, enterprises, young learners, etc. within and after the project’s lifetime; the proposal also indicates which partners will be responsible for dissemination;

Impact: the proposal demonstrates the potential impact of the project:
On participants and participating organisations, during and after the project lifetime;
Outside the organisations and individuals directly participating in the project, at local, regional, national and/or European levels. The proposal includes measures as well as clearly defined targets and indicators to monitor progress and assess the expected impact (short- and long-term);

Sustainability: the proposal explains how the CoVE will be rolled out and further developed. The proposal includes the design of a long-term action plan for the progressive roll-out of project deliverables after the project has finished. This plan shall be based on sustained partnerships between education and training providers and key industry stakeholders at the appropriate level. It should include the identification of appropriate governance structures, as well as plans for scalability and financial sustainability, including the identification of financial resources (European, national and private) to ensure that the results and benefits achieved will have a long-term sustainability. To be considered for funding, applications must score at least 70 points (out of 100 points in total), also taking into account the necessary minimum pass score for each of the four award criteria: minimum 18 points for the “relevance of the project” category; minimum 13 points for “quality of the project design and implementation” and 11 points for the categories of “quality of the partnership and the cooperation arrangements” and “impact”. In ex aequo cases, priority will be given to highest scores for "relevance of the project" and then “impact”.

As a general rule, and within the limits of existing national and European legal frameworks, results should be made available as open educational resources (OER) as well as on relevant professional, sectorial or competent authorities’ platforms. The proposal will describe how data, materials, documents and audio-visual and social media activity produced will be made freely available and promoted through open licences, and does not contain disproportionate limitations.

WHAT ARE THE FUNDING RULES?
This action follows a lump sum funding model. The amount of the single lump sum contribution will be determined for each grant based on the estimated budget of the action proposed by the applicant. The granting authority will fix the lump sum of each grant based on the proposal, evaluation result, funding rates and the maximum grant amount set in the call.

The maximum EU grant per project is 4 million euros

How is the project lump sum determined?

Applicants must fill in a detailed budget table according to the application form, taking into account the following points:
a) The budget should be detailed as necessary by beneficiary/-ies and organized in coherent work packages (for example divided into ‘project management’, ‘training’, ‘organization of events’, ‘mobility preparation and
implementation’, ‘communication and dissemination’, ‘quality assurance’, etc.);
b) The proposal must describe the activities covered by each work package;
c) Applicants must provide in their proposal a breakdown of the lump sum showing the share per work package (and, within each work package, the share assigned to each beneficiary and affiliated entity);
d) Costs described can cover staff costs, travel and subsistence costs, equipment costs and subcontracting as well as other costs (such as dissemination of information, publishing or translation).

Proposals will be evaluated according to the standard evaluation procedures with the help of internal and/or external experts. The experts will assess the quality of the proposals against the requirements defined in the call and the expected impact, quality and efficiency of the action.

Following the proposal evaluation, the authorising officer will establish the amount of the lump sum, taking into account the findings of the assessment carried out. The lump sum value will be limited to a maximum of 80% of the estimated budget determined after evaluation. The grant parameters (maximum grant amount, funding rate, total eligible costs, etc.) will be fixed in the Grant Agreement. The project achievements will be evaluated on the outcomes completed. The funding scheme would allow putting focus on the outputs rather than the inputs, thereby placing emphasis on the quality and level of achievement of measurable objectives.

More details are described in the model Grant Agreement available in the Funding and Tender Opportunities Portal

"Turkey- Coşkunöz Education Foundation, member of ETF Excellence Network, would like to update the other members if they are interested to cooperate together.

Coşkunöz Education Foundation has been continuing its activities since 1988 and contributing to the acquisition of professions by making a difference in the lives of tens of thousands of individuals. Through its ongoing work, it has made some differences in continuous education programs due to new technologies and rapidly changing developments in business life as one of its 4 main strategies. With this strategic transformation, we are running a project with focus on the use of virtual / augmented reality in trainings. The aim is to mainstream it to the whole public education and training system in Turkey( not just the sector).

They are also proud to be members of ETF Excellence Network. They received Distance and E-Learning Special Award within the scope of the Excellence in Vocational Education Awards given by the European Commission in 2020.

Research, positioning and feasibility studies have also started on additive manufacturing, which is seen as another strategic area. Evaluating the requirements of Industry 4.0 and employment needs, Foundation established the Additive Manufacturing Training and Experience Center. The aim is not only prototyping but also increasing knowledge, education and experience in mass production conditions for additive manufacturing technology, which will prepare the existing production capabilities of Bursa and its surroundings for the new competitive environment.

They are active members and looking forward to come together with the other members of ENE to share ideas/ create synergy to improve Additive Manufacturing knowledge"

Here are the contacts of Turkey- Coşkunöz Education Foundation
Ms Vesile BAHTİYAR
Program Kısım Müdürü
Programme Division Manager
Email: vbahtiyar@coskunoz.com.tr

Mobile: 0090531 342 17 60

Additive Manufacturing Training and Experience Center.pdf2.57 MB

Building an inclusive school for all!: European training course on inclusive education

Creating an inclusive education environment can be possible when professionals working in the field of education are equipped with the right knowledge, training and tools provided. EAPSD’s upcoming week-long training course on inclusive education aims to develop the understanding and expertise of teachers, trainers, headmasters and school staff on inclusive education for persons with disabilities Held from 6th- 11th March 2022, in Ljubljana, Slovenia, the course will cover key topics including the UN Convention on the Rights of Persons with Disabilities; the Index for inclusion: Universal Design for Learning as well as a school visit to see inclusive education in practice.

To find out more about the course, click here.

Interested participants, who are based in a European Union Member States, can apply for Erasmus+ KA1 – Mobility grant to attend the training.
To have facilite the applications process, EASPD has developed a step-by-step KA1 Learning Mobility application guide. This guide can be used by organisations applying for a grant. To read the step-by-step guide, click here.

The application can be completed by higher education students and staff, VET learners and staff, school staff and adult education staff. The deadline for applications for the KA1 Learning Mobility is 11th May.

Those who are interested in the course and are applying for a KA1 Grant are asked to pre-register click here. Upon completion of the pre-registration form, EASPD will keep the applicants updated on the organisation of the course.

For more information please contact rachel.vaughan(at)easpd.eu
To Inclusive Education and BEYOND (easpdconference.com)

Our modern European societies are characterised by diversity: diversity of social background, of origin, of language, of potential. This diversity must be embraced and accommodated if we are to create more inclusive, cohesive and stable societies that can meet the needs of all their citizens.
This need, to accept the diversity of Europe’s citizens, extends into Europe’s schools and the diverse range of learners’ support needs must be embraced to allow all students to flourish. The OECD states that almost one-fifth of students may develop a special educational need during their schooling years. The most recent global estimate of disability prevalence from the WHO asserts that between 93 million and 150 million children live with disability. In its "Disability Statistics", Eurostat underlines that persons with disabilities leave school earlier and are twice as likely to be NEETs.

With these trends in mind, inclusive education must be a founding principle of any education system, to enable all children, regardless of their support needs, to fulfil their full potential. Despite the large amount of International and European legislation supporting the right all children have to an inclusive education, most notably the United Nation’s (UN) Convention on the Rights of Persons with Disabilities (Article 24) and the UN Convention on the Rights of the Child (Article 28), the realisation of fully inclusive education systems is yet to happen across Europe.

The ‘To Inclusive Education and BEYOND’ conference will bring together key stakeholders to explore how we can work together to support the transition towards inclusive education across Europe. Touching on issues, such as staff training needs, the role of support service providers, the importance of multidisciplinary cooperation and need for adequate policy frameworks, the conference will address the key challenges and opportunities for the inclusion of all learners in mainstream schools. Bring together experiences from across Europe and beyond the conference will also promote promising practices in the field of education
Held in partnership with EASPD and the BEYOND project, the European Conference ‘To Inclusive Education and BEYOND’ will:

Objectives
• Take stock of the impact of COVID-19 on the education of learners with disabilities and lessons learnt;
• Bring together all stakeholders, including service providers, learners with disabilities, teachers, parents and local authorities to discuss the way forward for inclusive education;
• Share promising practices and innovative tools for the achievement of inclusive education and the training of social care and support service staff;
• Together build on EASPD’s 2015 Salzburg Declaration to develop key recommendations for the achievement of inclusive education.
To Inclusive Education and BEYOND (easpdconference.com)
https://www.easpdconference.com/easpd/info-page/ba48deac-f126-45fd-b4c9…

https://www.easpdconference.com/easpd/modules/81924/agenda/list?filterM…

INTERNATIONAL BARRIER-FREE INFORMATION TECHNOLOGY CONGRESS 2021- SKILLS FOR INCLUSION AND LEAVING NO ONE BEHIND “Universal Design in Information Technology”
2-4 September 2021 – MANİSA

“BILTEVT2021: International Barrier-Free Informatics Technology Congress 2021” will be held by Turkish Barrier-Free Informatics Platform and hosted by Manisa Celal Bayar University in 2-4 September 2021 in Manisa / Turkey. Numerous organizations, particularly the governmental institutions have cooperated with us in organization of the Congress. Sessions at the congress will take place face to face and online.
The Congress is of vital importance due to the fact that it will provide a platform and for ICT companies to reach their technology products or services to their target groups and for academicians, researchers or representatives of various organizations to exchange their experiences; to discuss the current situation and the existing challenges or to draft a plan of action for the tasks to be carried out in the field of information services designed for persons with disabilities.
Your participation to this significant event will certainly contribute a lot to reaching its objectives. We hope that “nternational Barrier-Free Information Technology Congress 2021” will constitute a major step forward in the field of ICT accessibility.
You can attend the congress as speakers or listeners if they wish.
Accommodation in Manisa and transportation from Izmir Adnan Menderes Airport to Manisa will be provided free of charge for participants from abroad.
ABSTRACT SUBMISSION FORM
Important Dates:
• March 25, 2021 Congress Final Announcement
• 15 May 2021 Deadline for Submission of Abstracts
• 15 May 2021 Special Session Proposal Submission Deadline Announcement of the Evaluation Results of
• 25 May 2021 Abstracts
• 1 August 2021 Deadline for Full Paper Submission
• 15 August 2021 Submission of Accessible Texts and Presentations for Control
• 20 August 2021 – Announcement of the Final Program of the Congress
• 2-4 September 2021 Congress
THEMES
• Smart Cities • Accessibility in Information Technologies • Accessible Access Studies in Electronic Communication • Parents and IT • Information Technologies in Education • Employment and Informatics • Mobile Learning • Distance Learning • Disabled and Media • e-government Applications • EBA • Software That Facilitates Life • Policies • Social responsibility projects • Social media • Success Stories • World and European Union Applications • Universities and Informatics • Innovation and Entrepreneurship • Visually Impaired and Informatics • Hearing Impaired and Informatics • Autism and Informatics • Informatics in Special Education • Information Technology and Services Inventory Studies • Information Technology Services Planning • Successful Applications in Information Technology Integration to the Life of Disabled • Disabled and Informatics Themed Academic Studies Inventory
CONGRESS ACTIVITIES:
Panel Discussion: The Panel Discussions will provide an opportunity for the experts to exchange information and ideas on the general situation and challenges of information services for persons with disabilities both in Turkey and in the World. Proposals for sessions are welcomed.Papers: Summaries of academic papers to be submitted by participants will be shared and assessed by the relevant board members and duly published on our website. Invited papers from eminent experts will also take place among other academic papers.
Presentations by ICT Companies and Seminars:
The seminars to be held will aim ensuring exchange of information and experiences between organizations and individuals. Universities, ICT Firms and civil society organizations are expected to display applications and technological innovations.
Seminars and Company Presentations: It is planned to provide knowledge and experience transfer between institutions and individuals through seminars to be organized. In this context, it is aimed to introduce the current practices and technological innovations of universities, IT companies and non-governmental organizations.
• Training Workshops: Various workshops will be held and a certificate will be given to the participants in order to contribute to practice in the congress process.
In this context, “Web Accessibility” Workshop, “Description Workshop” and “Coding Training for Special Education Teachers” will be organized.
• Stand Activities: Institutions and companies will be allowed to exhibit their projects and applications at the stands open during the congress.
Booths: Booths that will be open during the Congress activities will provide an opportunity for organizations and companies to display their projects and applications.
ICT Accessibility Awards
Turkish Platform on Barrier-Free Information whose secretariat work is conducted by Celal Bayar University will grant accessibility awards to successful information services for persons with disabilities.
The Award Ceremony will take place on September 2021, shortly after the opening ceremony. The award ceremony, being held for the seventh time, aims granting awards to individuals or organizations that have directly or indirectly contributed to persons with disabilities in terms of facilitating access to education, information services and public services or enhancing social and economic life by making use of information technologies.
Contact Person
Ms. Caglar ARIK
Barrier-Free Information Technology Platform
international@engelsizbilisim.org
INVITATION LETTER - Uluslararası Engelsiz Bilişim 2021 Kongresi (engelsizbilisim.org)

GÜRHAN HÖKE• Leader Specialist - Training and Project Development at TürkTraktör - Koç Holding1d •
"Özlem and many deaf female field workers have joined us thanks to our projects such as "Unhindered Development Campus", "Sign Language Supported VR Trainings" and "Enough of a Sign", which we implemented with İşKUR's "Disability Support Technologies" grant."

Iskur - Agency of Employment Türkiye İşveren Sendikaları Konfederasyonu (TİSK) MESS Türkiye Metal Sanayicileri Sendikası Koç Holding A.Ş. TürkTraktör Arif AY Akansel Koç Wwfrww Selim Arun Wwfrw4 Melike Öztürk Deniz Karakaş Wwfrww8 Birol KORKMAZ Müge Yaman

https://www.youtube.com/watch?v=M8fMQELKWFQ

My name is Edlira. I am writing on behalf of Albcontact Centre. Albcontact is an NGO working in the field.of Skills Development, VET & Employment In Albania. Few months ago, we have been studyng Connection hand book from CATAPULT Project as a road map for Partnership for Learning implementation in VET. We already have designed a project idea for Connection of the business with a VET School in Durres. ENE Network might help us realize ours projects. Being glad to have this communication with you, I wish you all the best!