Sakarya University is a state university which was established in 1992. Sakarya University has set a good example not only for its success in completion of academic units and technical infrastructure but also its advances in laboratories, educational and social services, internet infrastructure and informatics as well. Sakarya University is the first and only state university receiving the ISO-2002 Quality Certificate and “the EFQM Excellence Quality Certificate of Competency Level” as of 2018.

Sakarya University with its dynamic and experienced academic staff has been conducting a number of both national and international projects such as TUBITAK and EU Projects. Besides, Sakarya University is among the prominent universities regarding its international exchange programs such as Erasmus and Mevlana. Sakarya University is one of the leading figures in the field of teacher education.

Hendek Municipality is the Metropolitan Municipality of Hendek, Sakarya Province, organized by law numbered 5393. It was founded in 1907 and now serves 91 districts, within 565 km2 and 81 ,000 people. Service areas consist of activities under local governments. Since 2015, Hendek Municipality have been working in accordance with national and international laws and regulations in the framework of strategic management.

Drio is constructed by Three O`s in Dutch: Ondersteuning-Opvoeding-Onderwijs.

The inspiration from this came through social, cultural and life experiences to combine upbringing and education through a strong support with the parents in the centre towards their children.

Touching more people and having them touch each other to think beyond borders! These are all the borders we face all the time, personal, educational, culture, country borders etc. It did start with the combination of these 3 needs in society/culture/people/world/life….

The First O is for “Ondersteuning” which means Support. The aim of DRIO is to support children, young people, parents and teachers with project based work regardless their background, age or belief. Drio actively engages and supports the (social) community and participates in local and international projects.
Second O is Onderwijs which means Education. One of the other aims of Drio is to follow the educational technologies and innovations and researches, based on educational needs. Forming them creatively and bringing them to/reaching the education areas (schools, organisations, parents etc.) with projects/ activities. The focus with this will be especially on early childhood education.
The last O is Opvoeding which means Pedagogy/Parents Support. The other aim of Drio is to find creative/new ways to network and reach parents and by the different and creative presentations/ workshops increase the parents’ involvement for education/schools and to support them with new innovative pedagogical methods for raising children in a safe and carefree environment.

Universidade De Evora

The University of Évora is organized in 4 Schools: Arts, Sciences and Technology, Social Sciences and Nursing and offers 41 undergraduate and 120 postgraduate degrees. Research and Development covers several scientific areas through a network of 14 Research Units, all of them submitted to international evaluation, under the coordination of the Institute for Research and Advanced Studies. Furthermore, the University of Évora established three Chairs in areas of excellence: Biodiversity, Renewable Energies and Heritage, which are sponsored by private capital holders. Over the last years, the University has fostered a close link with the community. Such interaction has been possible through the creation of working networks and dissemination of knowledge such as the participation in the Science and Technology Park as well as through the establishment of protocols and contracts for the supply of services in partnerships with Companies, Universities, Associations and Institutes. The main R&D areas are: Agronomy and Biodiversity; Geophysics, Environment and Landscaping; Materials and Surface Science; Economics and Business Studies; Computer Sciences and Software Interoperability; Social and Political Sciences, History, History of Art, Science and Cultures; Applied Mathematics; Education; Linguistics and Literature; Elderly Healthcare. The 150 running research projects are developed through national and international partnerships, FP7 and H2020 funding, FCT as well as by private sponsorship.

Vytautas Magnus University

Discover a place of life-shaping experiences in a unique liberal atmosphere, a vibrant creative working environment and a diverse community of inspiring students and scholars

What distinguishes Vytautas Magnus University (VMU) is our visionary approach towards organising studies, scientific research and academic community life. Scholars from Lithuania and abroad who participated in the reestablishment of VMU in 1989 have also defined our principles, which we have been following ever since: a commitment to foster a liberal and democratic learning environment, emphasising the importance of aesthetics, honesty, tolerance and independent thought. We promote these ideals while nurturing creativity, academic progress and cultural identity within our community.

VMU is a comprehensive university devoted to excellence in teaching, learning, research, arts and innovation, and fostering critical thinking, imaginative response as well as the desire and capacity for lifelong learning of our students who will have an impact on the world, locally and globally.

Yenimahalle Anaokulu

Our school is located in Yenimahalle, which is very crowded with population density in Hendek district of Sakarya. The location is close to major cities and on east-west transit roads. It is located in a rapidly developing province and has a wide portfolio of socio-economic diversity. Student capacity is the preferred primary school because of its central location and the high educational and training quality.

The fact that it is a school which is open to innovation and development in education, known to be prone to educational studies, active with student-centered projects, and which has become a degree in competition in the provinces (Don’t Waste! Offer!) enables to be preferred in terms of quality.

Our school is 2 km away from the city center and has ample opportunities. The Pre-School Teacher’s Department, located in the Faculty of Education in our province, allows our school to follow the latest developments in education. It is close to the industrial zone and is a one-storey school in a calm, green, garden. The garden is an ideal Pre-school Education Institution by its location and building structure.

Yenimahalle Kindergarten was opened to service in the academic year of 2014-2015. In the first year, 70 students, 1 manager and 5 teachers started the education process; 2017-2018 The number of students increased to 171 in the academic year. We have 1 director, 1 assistant principal, 8 preschool teachers, 16 assistant teachers and 3 support staff. We have 4 morning and 4 afternoon classes at our school and 4 and 5 year olds at our school.

Our school adopts a project-based education approach. In line with this approach, projects with continuity are applied throughout the school year. (First Step to History, Values Education, Charitable Inventors, Child of the Week, Nutrition Friendly Project)

Within the scope of the project, which is jointly carried out with the students of Sakarya University Preschool Teachers, gardening has been organized and areas where pre-school students can use more actively have been established. There is an open-air planting planting area, sports and gymnastics area, music and rhythm area, sand pool and a comprehensive playground which children can use in the garden.

We take precautions in terms of safety in our school. Emergency teams have been created and necessary equipment has been provided. There is also a fire extinguishing system. Our school is watched with 24 hour camera system.

Transportation of most of the students is provided by the service.

The girl-boy distribution of our school students is close to each other.

The vast majority of our parents are professionals and the income levels are moderate. They are aware of early childhood education and are involved in family participation studies.

Our school has foreign nationals and students who are studying integration training under special education.