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Month: January 2020

DigitALAD kick-off meeting in Nicosia

In a warm and collaborative atmosphere, the first transnational meeting for the DigitALAD project took place in Nicosia on the 16th and 17th of January 2020. Partners had the opportunity to get to know each other and set the baseline for professional and constructive cooperation to deliver high-quality services for improving adult educators’ digital skills.

During the 2-day productive meeting, we discussed the details regarding the overall project management, financial management, implementation steps, dissemination activities, and procedures for the project’s quality assurance. Partners agreed on the priorities and responsibilities of each stakeholder, while they set the timeline for each intellectual output and intermediate tasks.

The consortium highlighted the need for taking practical steps to respond to the projects’ objectives, taking advantage of the experience and expertise each partner has to offer. After this valuable meeting, partners departed safe and contented for their counties, promising to contribute the best to prepare adult educators and consequently, adults for a demanding digital world.

DigitALAD kick-off meeting in Nicosia

YEIP released its final findings on violent youth radicalization in Europe

The project applied a youth-led methodology involving 75 young researchers throughout the project and partnership. The project was broken down into four scientific blocks. The first block involved secondary research as well as primary fieldwork with 133 participants. The second block carried out fieldwork with 380 participants. The third scientific block involved a total of 478 young people, 354 profession- als and 195 policy makers. Finally, the fourth block involved 1408 young participants and 517 professionals.

In total, YEIP directly engaged with and spoke to 3540 individuals from as young as 16 years old to 78. Arguably, this is one of the largest scientific studies on violent youth radicalisation in Europe.

Over three years, the Erasmus+ funded project coordinated by the IARS International Institute under the lead- ership of Professor Theo Gavrielides trained local teams of young people who conducted original fieldwork in schools, youth prisons, universities, migrant centres and online. 18 partners were involved including public authorities such as the Home Office, the Romanian Ministry of Education and Regione Ligura.

Professor Theo Gavrielides, YEIP Scientific Coordinator said: “After a lot of hard work, we are proud to release the ground-breaking findings of our youth-led project, aiming to change not only policies at national and EU levels, but also the way we view violent youth radicalisation and young people more generally. Repeat- ing what has proved to be a failed philosophy and practice is madness. YEIP provides a solid scientific basis to restructure our strategies for a more equal and safer Europe”.

The findings are published as part of a book, which can be downloaded free from

The project investigated the attitudes and knowledge of young Europeans, youth workers and other practi- tioners, while testing innovative tools for addressing the phenomenon through positive psychology and the application of the Good Lives Model.

The new evidence in the discourse of violent youth radicalisation show a link between marginalisation and the underlying pull and push factors that lead to extreme ideologies. Although there are differences in forms that the phenomenon takes in the project countries and across Europe, there is a common thread characterising the paths to violent youth radicalisation. The project argues that if this thread is addressed at an EU policy level, then Europe stands a better chance in addressing the rising nationalism and extremism. This thread is very much attached to how young people at risk of violent radicalisation are “managed” by the existing justice system as “risks”. This creates further alienation and division, while recidivism rates continue to spiral.

YEIP will launch its final findings on the 29th January 2020 at an international conference at the University of East London (UEL). Registration is now open with keynote speakers including the European Commission, public authorities from the participating countries as well as Neil Coyle MP, Shadow Home Secretary Diane Abbott and prominent academics.

Professor Aneta Tunariu, Dean of School of Psychology at the University of East London, said: “The Youth Em-powerment and Innovation Project (YEIP) represents a remarkable milestone in our collective understanding and approach to tackling the psycho-social conditions that overshadow and silence life-hope and its primordi-al place for human flourishing, fuelling marginalisation, misunderstandings, injustice and ultimately anger and division. At the heart of YEIP’s accomplishment is the integration of youth-led action across science, theory development, solution finding and policy innovation. The University of East London is pleased to host and participate at the 29th January 2020 event and align its longstanding commitment to inclusive citizenship and knowledge-that-matter by driving evidence-based social justice interventions for and with our communities, within and beyond our campus gates”.

The Italian public authority, Liguria Region, said: “We have signed a memorandum of understanding with the Ministry of Welfare and Labour – General Directorate on Immigration and Integration Policies, on the basis of which the Region is committed to transfer and share with the DG the information and the results achieved through this project. The DG is also committed to enhance all the information and the project material through their web portal “Migrant Integration” and to disseminate the results achieved through its institutional net- work.”

Randomizing Entrepreneurship Training Through Breakout Challenges on Smartphones

The AppHop project aims at supporting the entrepreneurship education through online interactive tools, in formats that coherent and attractive to today’s digital natives.

AppHop is an Erasmus+ KA2 project and over the course of the two years that it will run, it will create a curriculum, designed and developed into learning material that will guide users through breakout challenges, inspired by the 15 most popular smartphone apps. Each of the 15 apps selected will address one of the 15 competences identified in EU’s EntreComp Framework that aims to facilitate entrepreneurship.

The project will also develop a training programme to help vocational education tutors incorporate the resources of the project in their trainings to build entrepreneurial competence more effectively.

Inspiring Next Generation of Girls through Inclusive STE(A)M Learning in Primary Education

The project will develop innovative and interdisciplinary methods to promote STE(A)M literacy with a focus on young girls targeting primary education. STE(A)M is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking and the acquisition of these competences. The project aims to show that gender is not a performance indicator for some subjects or for others, but a disparity may be created by gaps and differences in the educational system and in environments that hinder accessibility. Supporting individuals in acquiring and developing basic skills and key competences, and to strengthening the profiles of the teaching professions

Effective and Innovative approaches for resilient parenting

The project aims to build the capacity of parents for delivering high quality parenting, thus increasing parents’ and children’s well-being and development. The project’s objectives which are to:

  • Build the competencies of parents to be more resilient and efficient on their parental role.
  • Develop quality resources to increase resilient parenting.
  • Improve the overall quality of parenting support in the participating countries.
  • Increasing awareness on effective parenting skills among EU citizens.

The EFFICIENT PARENTING project recognizes the need for building the competencies of parents to be more resilient and efficient on their parental role. The implementation of the project at a transnational level will enable partner countries to learn from each other. Developing or monitoring existing strategies and policies in Adult Learning cannot be achieved without the exchange of information and the identification of successful practices among the various EU countries.

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Increasing Mathematical Attainment in Schools

IMAS objectives are: To provide teachers with a statistics data tool for automating progress measures of mathematical learning progress, reducing time spent on administration and transferring it to teaching informed by empirical data from testing. To raise levels of digital literacy in schools in order to make people more self-sufficient in their use of technology and less dependent on formal retraining every time there is a shift in the technological ecosystem.

Extending teachers’ competences in the effective teaching of literacy, numeracy and digital skills to refugee children

The project addresses the sectorial priority “Tackling early school leaving and disadvantage” and the horizontal priority “Supporting educators”. Through the building of the competences of secondary school teachers (professional development) in the teaching of literacy, numeracy and/or digital skills to refugee and migrant children with learning gaps due to interrupted education.

The proposed project aims are:

  • Extending and enhancing the skills and competences of secondary school teachers’ in the teaching of literacy, numeracy and/or digital skills to refugee and/or migrant children with learning gaps due to interrupted education and with minimal native (or English) language skills;
  • Providing secondary school teachers and school heads with access to a diagnostic tool for the effective assessment of literacy, numeracy and digital competences, gaps and needs of refugee pupils, so as to differentiate learning needs and make informed planning decisions to better address the actual needs of the pupils and assist them in closing the gaps caused by interrupted education, thus reducing the chances of early school leaving.
  • Promoting innovative practices, digital and non-digital, in teaching literacy, numeracy and digital competences to refugee (and/or migrant children) with interrupted education.

Δημόσια συζήτηση με θέμα: “Το Σχολείο του Μέλλοντος”

Το Διεθνές Ερευνητικό Κέντρο CARDET και το Παιδαγωγικό Ινστιτούτο Κύπρου σας προσκαλούν να συμμετάσχετε στη δημόσια συζήτηση με θέμα «Το Σχολείο του Μέλλοντος», που διοργανώνουν στις 17 Ιανουαρίου 2020, 3:00μ.μ. – 6:00 μ.μ., στην αίθουσα εκδηλώσεων της ΠΟΕΔ στη Λευκωσία.

Η εκδήλωση αυτή διοργανώνεται στο πλαίσιο του ευρύτερου, Διεθνούς Συνεδρίου Innovative Learning Environments 2020 και θα αποτελέσει σημείο εκκίνησης για μια σειρά από δημόσιες συζητήσεις και διαβουλεύσεις, που θα διοργανωθούν κατά τη διάρκεια της χρονιάς και θα καλύψουν διάφορους πυλώνες και θεματικές της εκπαίδευσης. Τα πορίσματα των συζητήσεων αυτών θα αποτυπωθούν και θα αποσταλούν στο ΥΠΠΑΝ, στην Κοινοβουλευτική Επιτροπή Παιδείας και σε όλους τους ενδιαφερομένους φορείς.

Δεδομένων των δραστικών αλλαγών στον τομέα της γνώσης, πληροφορίας και κοινωνικών αναγκών, η διεθνής εμπειρία και έρευνα έχουν δείξει ότι οι εκπαιδευτικές μεταρρυθμίσεις για να επιτύχουν πρέπει να έχουν τη συμβολή όλων των φορέων και ενδιαφερόμενων μελών. Στη συζήτηση αυτή έχουν κληθεί να συμμετάσχουν εκπρόσωποι των εκπαιδευτικών οργανώσεων (ΠΟΕΔ, ΟΕΛΜΕΚ, ΟΛΤΕΚ), συνομοσπονδίες γονέων (δημοτικής και μέσης, τεχνικής), η Παγκύπρια Συνομοσπονδία Μαθητών καθώς και ακαδημαϊκοί, ερευνητές, μαθητές και το ευρύτερο κοινό.

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Gen-Z- Developing competences and opportunities for social media entrepreneurship

The Gen-Z project aims to join efforts for empowering this generation to become social media entrepreneurs and at the same time developing their key competences and employability skills.

Generation Z (born mid-1990s to mid-2000s) accounts for 32 per cent of the global population in 2019 and is stepping away from more traditional roles since a significant proportion are preferring to start their own business.

The objectives of Gen-Z project are to:

  • identify role models to serve as good and ethical examples of social media entrepreneurial activity;
  • develop and test a bespoke training curriculum on social media businesses for VET learners;
  • develop and test a blended in-service training for empowering VET trainers, teachers and mentors;
  • develop a social media entrepreneurship learning hub, for both VET learners and VET trainers, teachers and mentors.

Want to know more? Follow the Gen-Z project on Facebook and stay up to date!

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