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Author: Stavri

Empowering Literacy in Adolescents through Creative Engagement with Comics

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 International studies have indicated that EU students do not perform well in science, math, and literacy skills. In order to address low achievement in basic skills through more effective teaching methods, CARDET in collaboration with 8 partners from 7 EU countries, participates in the COMMIX project. COMMIX argues that collaboration through the use of interactive comics in education can have a positive impact, and can substantially enhance the acquisition of skills in literacies, science, and other subjects, especially for students aged 11-16 and at-risk students, and empower them to become creators of their own stories and enhance their digital storytelling skills. A series of modules will be designed, intended for teachers from diverse levels and settings in order to support them in using comics in education. The primary initial target groups addressed by the COMMIX project are students 11-16 year old, teachers (pre-service and in-service), and teacher educators.

Welcome to Universities and Higher Education

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 The chances and opportunities for refugees to get access to universities are in some cases very few in the European countries. The project WELCOME seeks to find ways for refugees to get access to universities and higher education more easily. The project aims to contribute in finding solutions to make higher education more accessible for all the people living in the EU, and collects experiences from countries which are more advanced in this topic. The project mainly focuses on the exchange of practice and good practices in the countries and regions of the partners of the consortium. The results of this project are important and will shed light upon the matter since they contribute to the future of a knowledge- based economy.

Tackling School Discipline Issues with Positive Behavior Support

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 The number of students with diverse academic and behavioural needs included in general education classrooms has been increasing significantly over time. Preventing school failure and promoting a socially inclusive schoolwide framework is the focus of this project. TaSDi-PBS project purports in examining the feasibility of the Schoolwide Positive Behaviour Support (SWPBS) across five European countries (Croatia, Cyprus, Greece, Spain and The Netherlands). The SWPBS originated in the United States of America as a preventative three-tiered approach to school violence and discipline more than three decades ago and has been implemented in more than 23,000 American schools and 20 countries worldwide. Partners trained school-based teams to deliver key elements of SWPBS to school staff and students. Key project activities include systematic professional development, direct behaviour instruction based on classroom-based assessments, and continuous progress monitoring of student outcomes and implementation procedures.

Evaluation environment for fostering intercultural mentoring tools and practices at school

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 Tackling early school leaving (ESL) is a stepping stone towards improving the opportunities of young people and for supporting smart, sustainable and inclusive growth. E-EVALINTO aims to reduce early school leaving through a prevention and early intervention strategy that aims to reduce the gap between migrant and non-migrant students by promoting intercultural mentoring programmes and activities which will be supported by an ICT environment. A set of tools and practices that provide a framework for evaluating intercultural issues within school contexts will also be developed. In addition to reducing ESL, the approach will help students become aware of interculturality as a value itself of the European identity, and improve both basic and transversal skills in migrant students.

Metacognitive Educational Training – Disabilities for Ability

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 The MEET project is based on the concept of Disabilities for Ability, where experiences and good practices enhance skills and competences in contexts of disability and special educational needs to effectively include all children in pre-school education. This project aims to empower children’s learning development and to provide an innovative approach to learning, supporting teachers and families to enable young children of all abilities, aged 3-5 years, to consolidate their understanding of early mathematical concepts. The first important output of the project is the MEET Online Tool, which employs a metacognitive approach towards enhancing children’s logical and mathematical skills through playing. Secondly, the partnership produced E-guidelines for teachers and school staff regarding the ECEC in the 4 participating countries; also an online platform was developed where teachers or parents can share and have access to useful literature and resources.

An Innovative Self-Improvement Approach for the Professional Development of Early Educators

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 The training procedures for in-service educators are not always accurate regarding their actual needs, or easy to be organized without taking them out of their classrooms. The project SIA-ProD aims to provide to practitioners with the methodology and the instruments for self-evaluation and self-improvement at a ‘low cost’ way. To achieve this goal, CARDET along with 6 institutions from 3 different countries will implement to the educational field an innovative technique named Discrete Choice Modelling (DCM). By implementing the DCM method in Early Childhood Education and Care (ECEC), the project will develop a self-assessment tool and a self-improvement educational package to investigate and in turn to support the way early childhood educators promote physical activities in their classroom.

Generativity: Manage it!

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 The project focuses on the direct impact of maximizing the capacity in fund-raising, on project management cycle and on the adoption of innovative ICT solutions. The outputs of the project consist of: (a) Five training modules base on EU guidelines and innovative PCM tools, for a successful approach to funding opportunities and sustainable project development. (b) Online tutorials in all partner languages to support beginners and professionals to learn, acquire and improve IT skills to succeed in effective and sustainable projects. The project aims to reinforce active citizenship of participants, making them actively responsible for empowering new skills and competences, for inquiring and addressing the social changes in the world of work, participating in social learning and active inclusion.

Jobs for Work 4.0 – The future of employment

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Technological progress has been described as the virtuous creative destruction with its latest iteration, rapidly reaching levels of sophistication not previously though possible. This process has been accelerated with globalization and the international competition to adopt these technologies as they are seen advantageous to growth have been obscuring, disturbing questions about the future of work in a world run by machines. CARDET, in collaboration with the main relevant institutional stakeholders in Cyprus and partners from 6 EU countries participate in the project Work 4.0. The project aims to develop a web based informational toolkit, along with a mobile app that would provide specialized knowledge to relevant institutional stakeholders that can lead to a more informed career development plan based on the most recent, evidence based data on the progression of skills necessary for the worker of the 21st century.

Digital Tools for Inclusion of Refugees, Asylum Seekers and Migrants

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The conflict in Syria and the ongoing violation of human rights and poverty in Afghanistan, Iraq, Eritrea, as well as Kosovo are leading people to search for a better future outside of their home countries. There is an increasing need to prepare all adult education providers (AEPs) in the most affected EU countries to initiate relevant programmes with the newly arrived migrants and refugees. Living in a digital era, digital tools are necessary for developing social, civic, intercultural competences, media literacy, combating discrimination and segregation, as well as reducing disparities in learning outcomes affecting learners with disadvantaged backgrounds. The “Digital Inclusion” Project aims to provide AEPs with digital tools for education and training of new migrants arrivals so as to improve their basic skills and key competences for better inclusion to the EU society on the basis of transnational cooperation.