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Month: March 2020

SWPBS – Building School-Wide Inclusive, Positive and Equitable Learning Environments Through A Systems-Change Approach

The “Building School-Wide Inclusive, Positive and Equitable Learning Environments Through A Systems-Change Approach” (SWPBS) is an ERASMUS+ Key Action 3 Policy Experimentation program, which aims to establish an inclusive non-discriminatory social culture and necessary socio-emotional and behavioral supports for all children in a school across four EU countries (Cyprus, Finland, Greece, Romania).

The SWPBS is based on Positive Behavior Support (PBS), a scientific approach that provides the organizational framework to school staff to act preventively with the support of external coaches. The SWPBS project aims to promote the problem-solving model, where school administration and staff try to identify their school needs, design and execute an action plan and assess its implementation. The SWPBS problem-solving framework provides teachers with evidence-based instructional practices and classroom management skills to create inclusive, positive classroom environments for all students.

SWPBS project follows a systems-change approach, which means that the biggest impact on improving student behavioral and academic outcomes, school climate and teacher work satisfaction will come as a result after working with the entire school. In addition, the school becomes the “host environment” for preventing serious problems by training and coaching school to staff adopt and use evidence-based practices inside and outside of classrooms (e.g., Waasdorp et al., 2012).

Family Circle – Family Learning To Drive Demand for A Circular Economy

The Circular Economy is seen as an integral and interdependent part of a transition to a lower-carbon society. While early legislation framed the initial development of the Circular Economy in terms of waste and re-cycling it is now essential for the policy led success of the “Use – Reuse” model at the heart of the circular economy to become “owned” and “developed” by us, the consumers. Consumers are, and will continue to be, major influencers in the development of the Circular Economy in Europe. With the explosion of social media and the huge numbers of ‘digital natives’ who are almost permanently engaged in online activity, the power of consumers to effect change is greater than ever before. What is now needed are consumer awareness and education programs that address issues of national and international importance, like adopting and developing the Circular Economy Model.

CARDET, in collaboration with Gästrike Återvinnare from Sweden and partners from 6 EU countries participate in the project Family Circle, under the ERASMUS+ KA2 programme of the European Commission.

The project’s overall objective is to raise awareness and provide education for families across Europe about the Circular Economy.

Piggy Bank – A Family Learning Model to Promote Financial Literacy

Before the Economic Crisis of 2008 families across the EU managing personal finances in a very relaxed way. With the arrival of the Global Economic Crisis of 2008 and the European Crises of 2010 the era of easy credit and high incomes came to an end and households had to readjust their expectations downwards, producing stress and conflict within the family.

The aim of the project is to support family financial education for all members of the household, from young kids to parents and grandparents in order to foster a more realistic understanding of the family economics.

CARDET, in collaboration with Reintegra from Czech Republic and partners from 4 EU countries participate in the project Piggy Bank, under the ERASMUS+ KA2 programme of the European Commission.

Future Teachers Education: Computational Thinking and STEAM

The project develops innovative educational approaches of Computational Thinking (CT) and related to transdisciplinary and holistic STEM perspectives for future teacher education. We develop a pragmatic methodology to CT as to asset of tools, techniques and approaches which enable a seamless transition from the young child’s unplugged type of activities to the comprehensive modelling and computer simulation activities of K-12 and early university students.