We are delighted to share the 6th newsletter of the ENACTED project!
ENACTED project aims to address the gap between supply of migration integration support structures and demand by the migrant community and especially the Newly Arrived Migrant Students (NAMS).
The project aims to create mentor relationships between migration experts and CSO practitioners in the field of migrant integration, and teachers in an easy to use online platform.
We are delighted to share the 5th newsletter of the ENACTED project!
ENACTED project aims to address the gap between supply of migration integration support structures and demand by the migrant community and especially the Newly Arrived Migrant Students (NAMS).
The project aims to create mentor relationships between migration experts and CSO practitioners in the field of migrant integration, and teachers in an easy to use online platform.
We are delighted to share the 4th newsletter of the ENACTED project!
ENACTED project aims to address the gap between supply of migration integration support structures and demand by the migrant community and especially the Newly Arrived Migrant Students (NAMS).
The project aims to create mentor relationships between migration experts and CSO practitioners in the field of migrant integration, and teachers in an easy to use online platform.
We are delighted to share the 3rd newsletter of the ENACTED project!
ENACTED project aims to address the gap between supply of migration integration support structures and demand by the migrant community and especially the Newly Arrived Migrant Students (NAMS).
The project aims to create mentor relationships between migration experts and CSO practitioners in the field of migrant integration, and teachers in an easy to use online platform.
We are delighted to share the 2nd newsletter of the ENACTED project!
ENACTED project aims to address the gap between supply of migration integration support structures and demand by the migrant community and especially the Newly Arrived Migrant Students (NAMS).
The project aims to create mentor relationships between migration experts and CSO practitioners in the field of migrant integration, and teachers in an easy to use online platform.
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In a warm and amicable atmosphere, the VideoTeach project’s team met in Nicosia to plan ahead and map out the next steps of the project.
On a very productive first day of the meeting, the team took part in a hands-on workshop to finalise the VideoTeach Competency Profile, a competency framework that will describe the required skills of future Video Teachers, focusing on their needs and gaps and covering the specific requirements of the green industry teaching. The first day of the meeting concluded with an afternoon walk in the old town of Nicosia.
We are also pleased to share that the consortium has decided on the content of an upcoming video curriculum that will support vocational education trainers to advance their digital and video skills.
VideoTeach works on promoting video education in rural areas, by providing rural teachers with competences and tools covering digital and video necessities, promoting video education in the green industry, and supporting rural teachers in the development of their professional career by facilitating the recognition of existing digital learning outcomes, providing structured training and more.
Although the EU has prioritized the support and enhancement of youth entrepreneurship over the last years, thousands of young entrepreneurs are still facing burdens and social exclusion, while in many cases their initiatives are unsuccessful due to lack of competences and knowledge.
This is the main conclusion of the desk and field research – in which 154 young entrepreneurs and experts on the field of business participated – that was carried out from January to March 2022 by the European initiative Stars4SD in Greece, Italy, Austria, Belgium and Cyprus. The Stars4SD initiative aims to support youth entrepreneurship, innovation and active citizenship by promoting SDGs in practice.
The survey found that even though entrepreneurshipinitiatives may be offered (including entrepreneurial training programmes, financial incentives, etc.), there are still many barriers that prevent youth entrepreneurs from starting and/or keeping a business alive. In particular, bureaucracy and the complexity of the administrative procedures, lack of systemic support, as well as lack of entrepreneurial skills, which slow down the process of setting-up and running a business are highlighted in the Stars4SD survey.
Key findings:
• Even though the majority of responses revealed a generally positive stance towards SDGs, it remains evident that lack of knowledge or interest still prevails in the partners’ countries. • Many companies/organisations have no insight into the SDGs and what they can expect from the inclusion inside their businesses. • The integration of the SDGs is more challenging for SMEs rather than big, established companies. • More and more startups approach sustainability as an integral element of their development, incorporating sustainable principles within the company’s strategies and core values. • Special attention should be paid on mobilizing/engaging youth entrepreneurs to promote the five SDGs to their companies/organizations. • Competences required for sustainable entrepreneurship include both hard and soft skills. • The ability to develop a business plan and model that take into consideration the SDGs can be a good starting point regarding their integration into businesses. • The attitude needed for sustainable entrepreneurship could be “willingness to adapt to change”. Participants in all partner countries said that youth employment could be better supported with financial support through funding projects, vocational education and training, further support to youth startups, as well as creation of new opportunities for apprenticeships.
A few words about Stars4SD:
Stars4SD is an Erasmus+ project that aims to strengthen youth entrepreneurship and promote youth active citizenship and innovation, by providing support for young entrepreneurs and trainers about the importance of five Sustainable Development Goals (SDGs) – namely provide quality education to youth entrepreneurs, gender equality, decent work and economic growth, reduced inequalities, and responsible consumption and production – by providing a methodology and guidance on how to meet these SDGs, and also by rewarding young entrepreneurs who take the necessary steps to meet the SDGs.
For more information about the project you can contact us at theocharis.michail@cardet.org
We are happy to announce that a new, online course specifically designed for primary and secondary school teachers that are interested in acquiring the knowledge and skills to implement inclusive and experiential STEAM activities in their lessons.
The free, online course includes a total of 5 modules and covers the following areas: • Modern pedagogies for gender equality • Basics of the STEAM approach • Use of robotics and coding to teach STEAM • Building your own STEAM project • Evaluation of STEAM lessons
It combines theoretical and practical activities. It also integrates a forum where teachers can post issues for discussion and exchange good practices and ideas with other teachers.
It is a self-paced course and can be completed asynchronously. A certification of attendance is provided upon successful completion of the course.
The course was developed through our project RoboGirls, which aims on building the capacity of educators to organise and implement innovative, experiential STEAM activities and events with the use of robotics and coding to narrow the gender gap, empower, encourage and actively engage girls to digital technologies so to be able to act and play an active role in the digital age.
Although EU has prioritised investment in youth employment and entrepreneurship over the last years – most recently announcing the launch of a Youth Entrepreneurship Policy Academy in 2022 – thousands of young entrepreneurs are still facing barriers and social exclusion when it comes to establishing their business, while in other cases their initiatives are unsuccessful as they lack the skills, knowledge and peer supports to succeed.
Aiming to address these barriers, seven organisations from Belgium, Italy, Greece (2), Cyprus, Austria, and Ireland have joined forces under the Erasmus+ programme to deliver the “Stars4SD Project – Supporting youth entrepreneurs in meeting Sustainable Development Goals through a peer certification system,” to offer key educational resources to young entrepreneurs and to foster youth employability with a keen emphasis on the sustainable development goals.
The objective of this initiative is to strengthen youth entrepreneurship, innovation, and active citizenship by specifically promoting the following five Sustainable Development Goals (SDGs) in practice; 1.) provide quality education 2.) gender equality, 3.) decent work and economic growth, 4.) reduced inequalities, and finally 5.) responsible consumption and production.
More specifically, Stars4SD aims to provide the necessary entrepreneurial skills and competences to young people interested in running a business; develop innovative methodologies to support young entrepreneurs to meet sustainability criteria in their businesses; provide information to policymakers in order to promote the adoption of sustainable approaches to youth entrepreneurship; and raise awareness of the importance of SDGs in business and the role of social entrepreneurship in achieving them.
Under the Stars4SD programme, 120 youth workers will be equipped with new methodologies to support youth entrepreneurs to enforce sustainable goals in their businesses, while 120 young entrepreneurs will be involved in the Stars4SD peer-learning network across the partner countries. The project is funded with support from the European Union under the Erasmus+ Programme and has a duration of 24 months (01/12/2021 – 1/12/2023). It is implemented in 6 countries by the following organisations: KMOP Policy Center (Belgium), KMOP (Greece), CESIE (Italy), Amazing Youth (Greece), Sudwind (Austria), Future in Perspective Limited (Ireland), and CARDET (Cyprus).
Let us tell you a bit more about our unconventional maps, and how we are assisting international students and newly-arrived migrants navigate their host cities through the use of them. Read more about what we have been up to with our project NEAR (NEwly ARrived in a common home) in our latest newsletter.
