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Month: February 2022

Series of Trainings on CSR in Sport

Written by Anna Christou on . Posted in Project News. No Comments on Series of Trainings on CSR in Sport

CARDET, via its GoSport project, organized and delivered a series of workshops to representatives of sport organizations on CSR in Sport. 

The three workshops were based on the Training Programme developed by the project and were delivered using non-formal participatory approaches. Participants, were given an introduction on CSR and its key aspects and its interrelation with sport. Furthermore, the trainers highlighted the important role sport organizations can play, via actions -initiatives and programmes- in addressing social issues and challenges. Most importantly, they provided them with a thorough illustration of the necessary steps they can take to formulate CSR programmes in their own organization. 

The participants were also asked to review, evaluate and provide feedback on the eLearning Platform of the project that can be found here 

The GoSport project has a duration of two years and is implemented in Greece, Bulgaria, Italy, Croatia and Cyprus by KMOP – Social Action and Innovation Centre (Project Coordinatior), Bulgarian Sports Development Association, CESIE, IDOP and CARDET. For more information about the project, visit their website.

An alternative way of promoting intercultural education

Written by Chara Pilidou on . Posted in Project News. No Comments on An alternative way of promoting intercultural education

How would you feel if you could teach and promote intercultural education in the classroom and in non-formal learning environments through a board game and other digital tools?

For the purposes of our project “Game to EMbrace INtercultural education” – GEM IN, we have designed a board game and other supplementary tools that teachers can use to support intercultural education, promote social inclusion, intercultural dialogue and active citizenship, through the promotion of European values.

The board game has already been trialled by teachers, as we offered training which provided them with the knowledge and skills needed for the effective pilot application of the board game, in order to achieve the learning outcomes in their classrooms. During the training, the teachers got acquainted with the “learning through playing” methodology, the introductory activities that they could do with their students and the GEM-IN board game.

The primary goal of intercultural education is to cultivate respect for all, to build a sense of belonging and to guide students in becoming responsible and active global citizens. Intercultural education aims to empower students to take an active role in addressing global challenges and becoming active contributors to a more peaceful, tolerant, inclusive and secure world.

In our schools, we recognise the need for more flexible and inclusive learning methods, as the student population becomes more and more diverse. Education is required to cultivate a school environment which will meet the needs and requirements of all groups, social and cultural and will lead to the creative interaction of all students. In addition, it must prepare students as citizens of a multicultural society, who will respect diversity and at the same time maintain their cultural identity.

The purpose of the project “Game to EMbrace INtercultural education” – GEM IN is to support intercultural education at school and in non-formal youth environments as vehicle to foster social inclusion, cross-cultural dialogue and active citizenship by promoting European values.

More information about the digital tools and board game can be found on the project’s website here, in the Digital Archive or on the project’s page on Facebook.

How to make the upskilling process additive with game design concepts

Written by Chara Pilidou on . Posted in Projects & Initiatives. 2 Comments on How to make the upskilling process additive with game design concepts

According to Skills Panorama, Cedefop survey (Nov.2019), ‘ICT is a general-purpose technology, and so changes and disruptions in the economy can have significant influence on the future skill demands for the professionals.

There will be 1.6 million ICT professional jobs that will need to be filled between 2018 and 2030. It wasn’t long ago that coding was seen by many as an odd hobby for people tinkering with computers in their basements. But over the past several years, coding has progressed from a hobby to a critical career skill. Coding and programming have emerged as some of the most desirable skills for employers. On the other hand, one of the most important objectives in education is to prepare students for their future careers. Although Coding is fast becoming one of the most important subjects taught in schools, there is still a lot to be done all over Europe.

Computational thinking and the ability to understand how the computer executes the programs are necessary 21st‐century skills that can drastically influence the future labour market. Schools have a responsibility to provide their students with all the tools and skills they need to succeed in the modern workplace. Knowing this, the project’s partnership has agreed on the importance of enhancing ‘coding’ in general education, involving youngsters in the process as early as possible. To adapt to changes in the landscape of the jobs market, schools should adjust their curriculum and incorporate coding.

This project aims to cover the benefits of students learning to code in school, as well as offer tools, approaches, methodologies and tips to teachers on teaching coding effectively.

CReative rESilienT leARning communiTies meeting COVID challenges

Written by Chara Pilidou on . Posted in Projects & Initiatives. 1 Comment on CReative rESilienT leARning communiTies meeting COVID challenges

The Covid-19 pandemic brought unexpected and new challenges for local communities in almost every field of their lives. Specifically, because of lockdown restrictions and measures, cultural activities needed to be rethought. The aim of CRESTART is to map the cultural changes observed before and after the Covid-19 pandemic in certain dimensions of the institutional and national culture of the participating countries. The project will develop and share a participatory and user-friendly toolkit for strengthening the creativity and innovativeness of local communities on how to successfully tackle similar challenges and reduce cultural risks.

CARDET supports ETF partnership of Entrepreneurial Centres of Excellence

Written by Chara Pilidou on . Posted in Project News. No Comments on CARDET supports ETF partnership of Entrepreneurial Centres of Excellence

In 2020, the European Training Foundation (ETF) established a network of Centres of Vocational Excellence (CoVEs). CoVEs are educational institutions and/or organisations, which meet given criteria, local or national, in innovation and quality in how they operate, offer services, and respond to labour market skills demands.

CARDET, contracted by the ETF, is the facilitator of an initiative that will support the establishment and facilitation of a Partnership in the area of Entrepreneurial Centres of Vocational Excellence (Entrepreneurial CoVEs), promoting entrepreneurship excellence as a key competence for lifelong learning.

Bringing together CoVEs and experts from across the region, the partnership seeks to put forward a joint vision and conceptual framework of what it means to be an entrepreneurial vocational training centre. It will also aid in the effective collaboration between the ETF and the participating organisations. 

The partnership consists of the LEPL College Modus (Georgia), ESITH – Ecole Supérieure des Industries du Textile et de l’Habillement (Morocco), Centre de Formation et d’Apprentissage de Bizerte ” CFA Bizerte “   (Tunisia), PI Centre of Excellence in Economy and Finance (Moldova), Balgat MTAL VET Secondary High School (Turkey), Acıgöl Technical Sciences Vocational School  (Turkey), CIFP Politecnico de Santiago (Spain) and IES ARCA REAL (Spain).

The Partnership has been inspired by “EntreComp” EntreComp: The entrepreneurship competence framework | EU Science Hub (europa.eu), the European Union framework to promote entrepreneurship as a key competence for life-long learning across societies and economies. The new concept will contribute to the international debate in the entrepreneurial learning community and aims at empowering training centres to better responding to the changing needs of citizens, economies, and societies. 

To find out more: 

Kick-off meeting: 

Kick-off meeting “ENTREPRENEURIAL CENTRES OF VOCATIONAL EXCELLENCE (COVES)” | Open Space (europa.eu) 

 

Digital Youth: Preparing Youth Workers for a Digital Work

Written by cardet-wpadmin on . Posted in Project News. No Comments on Digital Youth: Preparing Youth Workers for a Digital Work

Digital Youth, a new transnational initiative aiming to promote youth work, has kicked-off on Thursday, January 27th 2022. The meeting, which took place online due to Covid-19 related travel restrictions, was an opportunity for partners to get to know each other and discuss the initial steps of the project.

The Digital Youth project aims to empower and support youth workers to develop their digital skills and knowledge, in order for them to be able to effectively engage in digital youth work. To achieve the best results, the project regularly incorporates youth workers and young people in the development of the materials.

Stay tuned for more information that will follow soon.