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Author: Veronica Charalambous

The European AELIA Project Launches a New Crowdsourcing Platform for Sustainability Initiatives

Written by Veronica Charalambous on . Posted in Project News.

The European project AELIA, implemented in Cyprus by CARDET, the Cyprus Pedagogical Institute, and the Unit for Education for the Environment and Sustainable Development (EESD) of the Ministry of Education, has launched a new online crowdsourcing platform aimed at strengthening citizen participation and facilitating the exchange of ideas and collaboration on sustainability initiatives.

The platform is open to educators, citizens, local authorities, and community groups who wish to take practical action towards creating more sustainable schools, neighbourhoods, and communities. Through a user-friendly and interactive environment, users can create new sustainability initiatives, support existing actions, and communicate in real time through comments and discussions.

The platform encourages collaboration and networking by providing a space for the exchange of ideas and the collective implementation of projects related to environmental, social, and educational sustainability. It is available in four languages (English, Greek, Serbian, and Romanian) and remains open to users from around the world, who can create new initiatives or support those already in place.

In parallel, within the framework of the AELIA project, a series of online seminars (webinars) were delivered, offering guidance, practical advice, and examples of good practice for the design and implementation of sustainability actions at local and school level.

The crowdsourcing platform forms an integral part of AELIA’s broader efforts in Education for Sustainable Development. By promoting the exchange of knowledge, good practices, and innovative ideas, it supports the development of sustainable solutions that respond to the real needs of local communities. Through collaboration and active participation, AELIA contributes to empowering communities across Europe, promoting environmental protection, social responsibility, and sustainable education.

Learn more about the AELIA project: https://www.aelia-project.eu 

CARDET Participates in Final RALExILA Conference and TPM in Brussels: Building the Backbone of Lifelong Learning

Written by Veronica Charalambous on . Posted in Project News.

CARDET contributed to the concluding activities of the RALExILA project in Brussels on 3-4 December, participating in the Final Conference on Adult Learning and Education (ALE) Registries and Individual Learning Accounts (ILAs) as well as the project’s Final Transnational Project Meeting.

Hosted at the Pullman Brussels Centre Midi and organised by the European Association for the Education of Adults (EAEA), the Final Conference brought together representatives from European institutions, national authorities, social partners, employers, and adult learning stakeholders. The event explored the emerging landscape of digital infrastructures that underpin ILAs, emphasising the governance models and national registries required to support learner autonomy and skills development across Europe.

During the discussions, CARDET highlighted the importance of building transparent, interoperable national registries that can serve as trusted reference points for learners, providers, and policymakers. The organisation participated alongside key Cypriot stakeholders, including the Human Resource Development Authority of Cyprus (HRDA) and the Cyprus Employers & Industrialists Federation (OEB). Their presence underscored the necessity of coordinated action among public authorities, employers, and training providers for establishing resilient lifelong learning ecosystems.

Expert contributions, including interventions from OECD, the European Commission, and consortium partners, addressed critical dimensions of the emerging systems for adult learning:

  • Interoperability and common standards, such as the European Learning Model, which are essential for ensuring the portability and recognition of skills across borders.
  • Quality assurance mechanisms, reinforcing that the value of national registries relies on the accuracy, reliability, and transparency of the information they contain.
  • Learner guidance and support, which remain indispensable for enabling adults to navigate opportunities within ILAs and broader adult learning frameworks.

The conference also provided a platform for EU-level dialogue on good practices, interactive workshops, and the presentation of initiatives that support future ALE policy and implementation. The following day, on 4 December, project partners convened for the Final TPM to review the project’s outcomes, sustainability pathways, and recommendations for advancing ILAs across Europe.

For further information on the RALExILA project and its outputs, please visit the project website at https://ralexila.eu/

Civic Champions: Cyprus Feedback Helps Shape New Indicators for Monitoring Civic Space Across the Region

Written by Veronica Charalambous on . Posted in Project News.

A new set of indicators has been developed to monitor the environment in which civil society organisations operate across Bulgaria, Cyprus, Greece, and Italy. Drawing on the challenges highlighted within the Comparative Report and the Civic Champions Brochure, the indicators aim to capture the state of fundamental freedoms, the pressures faced by civil society, ongoing developments, and emerging threats. Particular attention is given to the experiences of individuals and groups targeted with physical, verbal, or digital attacks, including LGBTQ+ communities, migrants, and other marginalised groups.

Recent consultations in Cyprus, developed by CARDET, further informed the process, offering practical insights into how civil society data can be collected and presented more effectively. Participants stressed the need for clearer identification processes to ensure the credibility of survey responses and avoid distortions, noting that more detailed organisational information, such as official registration numbers, would strengthen the reliability of the dataset. They also highlighted the value of transparent participation figures, recommending that the total number of responding organisations be displayed once a minimum threshold is reached.

Suggestions emphasised user-friendly access to results, including the possibility for public institutions to view data without log-in requirements and the addition of filtering tools to explore specific issues, compare different groups, and assess the scale of incidents. Participants also recommended including an “Other” option in certain sections to allow for context-specific information not fully captured by the thematic categories.

To support longitudinal analysis, the briefings underscored the importance of incorporating previous years’ data. This would allow for year-to-year comparisons and the inclusion of questions focused on whether conditions had improved or deteriorated. It was also suggested that respondents be informed of the estimated completion time at the start of the questionnaire, improving clarity and user experience.

These contributions will help refine the emerging indicators, ensuring that they reflect real-world conditions while supporting evidence-based policymaking, stronger advocacy, and a more resilient civic space across the region.

Learn more about the Civic Champions Project here: https://cardet.org/civic-champions/ 

ACT-INCLUSIVE: Ολοκληρώθηκε επιτυχώς προσφέροντας χρήσιμα εργαλεία συμπεριληπτικής εκπαίδευσης

Written by Veronica Charalambous on . Posted in Project News.

Το ευρωπαϊκό έργο ACT-INCLUSIVE, το οποίο υλοποιήθηκε στην Κύπρο από το ερευνητικό κέντρο CARDEΤ, ολοκλήρωσε τις δραστηριότητές του με τελικό συνέδριο με θέμα: «Συμπεριληπτική εκπαίδευση στην πράξη: Μαθήματα και εργαλεία από το έργο ACT-INCLUSIVE». Το συνέδριο πραγματοποιήθηκε με επιτυχία στις 12 Νοεμβρίου 2025, στις Βρυξέλλες και διαδικτυακά. Στην εκδήλωση συμμετείχαν συνολικά 93 άτομα, εκ των οποίων 37 δια ζώσης και 56 διαδικτυακά.

Ιδιαίτερη τιμή αποτέλεσε η παρουσία της υπεύθυνης του προγράμματος της Ευρωπαϊκής Ένωσης, η οποία είχε την ευκαιρία να διαπιστώσει από κοντά το έργο που επιτελέστηκε τα προηγούμενα χρόνια. Οι παρουσιάσεις και οι συζητήσεις των εταίρων, εκπαιδευτικών και μαθητών από όλες τις χώρες-εταίρους ανέδειξαν τις δυνατότητες της συμπεριληπτικής εκπαίδευσης. Η εκδήλωση ολοκληρώθηκε με την έκθεση δημιουργικών έργων τέχνης μαθητών που απεικόνιζαν το προσωπικό τους όραμα για τη συμπερίληψη, προσθέτοντας μια σημαντική και ζωντανή πινελιά.

Βασικά συμπεράσματα Συνεδρίου:

  • Η συμπερίληψη είναι νοοτροπία, όχι απλώς μια έννοια.
  • Οι φωνές των μαθητών μπορούν να οδηγήσουν σε ουσιαστικές αλλαγές.
  • Είμαστε πιο δυνατοί όταν δρούμε συλλογικά.

Μετά το συνέδριο, οι εταίροι πραγματοποίησαν την τελική τους συνάντηση, αναλύοντας τα συμπεράσματα της εκδήλωσης και παρουσιάζοντας σχέδια για τη μελλοντική διάχυση και αξιοποίηση του έργου. Συζητήθηκαν επίσης τα τελικά σημεία δράσης για την ομαλή ολοκλήρωση του προγράμματος.

Μελλοντικές κατευθύνσεις
Το έργο ACT-INCLUSIVE ολοκληρώνεται επίσημα στα τέλη Νοεμβρίου 2025, με τη δέσμευση των εταίρων να εξασφαλίσουν μια διαρκή κληρονομιά:

  • Βιωσιμότητα των πόρων: Όλα τα αποτελέσματα του έργου, όπως το Εγχειρίδιο TAR, η Εργαλειοθήκη και το βιβλίο κόμικ, θα παραμείνουν δημόσια προσβάσιμα στους ιστότοπους των εταίρων και σε σχολικές ή δημόσιες βιβλιοθήκες, εξασφαλίζοντας τη συνεχή αξιοποίησή τους.
  • Συνεχής συνεργασία με τα σχολεία: Οι εταίροι θα συνεχίσουν να συνεργάζονται με τα σχολεία, παρέχοντας σεμινάρια, εργαστήρια και ενημερωτικές συνεδρίες βασισμένα στο περιεχόμενο του έργου. Οι πόροι θα ενσωματωθούν σε σχολικά προγράμματα και δραστηριότητες κατά το 2025-2026 και μετά.
  • Διατήρηση του δικτύου: Το δίκτυο αμοιβαίας μάθησης μεταξύ των έξι χωρών εταίρων και άλλων ενδιαφερόμενων θα διατηρηθεί, δημιουργώντας μια μόνιμη κοινότητα πρακτικής για τους επαγγελματίες της εκπαίδευσης που προάγουν τη συμπεριληπτική εκπαίδευση στην Ευρώπη.

Συνοπτικά τα επιτεύγματα του ACT-INCLUSIVE
Ο βασικός στόχος του έργου ήταν η μετατροπή της συμπεριληπτικής εκπαίδευσης από ιδανικό πολιτικής σε πρακτική πραγματικότητα. Κύρια αποτελέσματα περιλαμβάνουν:

  • Ενδυνάμωση των μαθητών: Μέσω πρακτικών και προσβάσιμων πόρων, όπως το βιβλίο κόμικ και το ηχητικό βιβλίο, καθώς και συμμετοχή σε διαγωνισμούς τέχνης και συζητήσεις στρογγυλής τραπέζης, οι μαθητές με και χωρίς αναπηρίες απέκτησαν τα εργαλεία να γίνουν ενεργοί «φορείς αλλαγής» στο σχολικό τους περιβάλλον.
  • Βάση γνώσεων: Το έργο χαρτογράφησε την κατάσταση της συμπερίληψης μέσω των Φύλλων Χωρών για την Συμπερίληψη, παρέχοντας κρίσιμα εθνικά δεδομένα και μια Συλλογή Καλών Πρακτικών για την ενίσχυση της καινοτομίας στην εκπαίδευση.

Σχετικά με το έργο ACT-INCLUSIVE:
Το ACT-INCLUSIVE προωθεί τη συμπεριληπτική εκπαίδευση αξιοποιώντας στρατηγικές μη τυπικής εκπαίδευσης. Συνεργάζεται στενά με σχολεία, οικογένειες και κοινότητες, ώστε κάθε μαθητής να λαμβάνει την υποστήριξη και τους πόρους που χρειάζεται για να αναπτυχθεί, ανεξαρτήτως των ικανοτήτων του.

Για περισσότερες πληροφορίες, επισκεφθείτε τον ιστότοπο του έργου: https://easpd.eu/project-detail/act-INCLUSIVE-raising-awareness-on-INCLUSIVE-education-and-empowering-students-with-disabilities/   

Empowering Europe’s Agricultural Future: Introducing the Persona Project Education Platform

Written by Veronica Charalambous on . Posted in Project News.

The Persona Project team proudly announces the launch of the Persona Project Education Platform, a digital learning environment designed to elevate agricultural education and training across Europe. The platform provides farmers, TVET learners, educators, and training providers with flexible, structured, and high-quality learning opportunities, all delivered through an advanced microcredential-based approach.

Bringing together innovative tools, personalisation features, and practical learning resources, the platform is fully aligned with key European competence frameworks, including DigComp, EntreComp, and GreenComp. Each component is designed to function either as a standalone resource or as part of a comprehensive, integrated system supporting modern agricultural skills development.

Key Features of the Platform:

  1. European Register of Microcredentials for Innovation in Agriculture

A detailed overview of the current microcredential landscape in agricultural education, providing a clear mapping of existing standards and learning opportunities across Europe.

  1.  Common Microcredential System for Agricultural TVET Education

A harmonised structure that supports consistency, quality, and the wider recognition of microcredentials within vocational education and training.

  1. Microcredential Programme in Innovation Process Management in Agriculture

A full learning pathway aimed at strengthening competencies in innovation, sustainability, technology adoption, and modern agricultural practices.

  1. Manual for the Structure and Use of the Joint Microcredential Programme

A practical guide offering step-by-step instructions, templates, and examples to assist educators, trainers, and institutions in implementing the programme effectively.

  1. Hybrid Human–AI Personalised Learning System

An innovative tool that leverages both human expertise and artificial intelligence to deliver personalised learning pathways, adaptive assessments, and tailored content recommendations.

The Persona Project Education Platform serves as a comprehensive resource for anyone seeking to enhance agricultural knowledge and skills—whether learners pursuing upskilling, educators developing curricula, or institutions aiming to modernise their training offer.

Explore the platform and start your learning journey today! https://lnkd.in/eEsaR-bk

Learn more about the project here: https://personaproject.eu/ 

Digital Harmony Partners Advance to Development Phase During TPM2 in Cyprus

Written by Veronica Charalambous on . Posted in Project News.

The Digital Harmony consortium convened its second Transnational Partners Meeting (TPM2) on 18 November 2025 at CARDET’s offices in Nicosia, Cyprus. Partners from across Europe met to review the project’s progress, coordinate upcoming tasks, and transition collectively into the material development phase.

The meeting opened with welcoming remarks from CARDET and an overview of the day’s programme presented jointly with IFESCOOP. Subsequent sessions focused on project management and coordination led by Reintegra, followed by CARDET’s update on quality assurance and risk assessment procedures.

One of the central discussions of the day centred on Work Package 3, where CARDET presented the framework for developing the project’s educational materials. This session built on recent comparative findings from eight countries, which underscored growing concerns around digital well-being—including excessive screen time, cyberbullying, and emotional strain among young learners—alongside persistent digital inequalities affecting both youth and older adults. These insights will now guide the creation of structured, evidence-based modules designed to strengthen intergenerational learning, support seniors’ digital confidence, and enhance communication and empathy among younger generations.

In the afternoon, partners examined forthcoming activities across additional work packages. ECSH outlined the approach for capacity-building workshops and the impact assessment framework under WP4, while Rafina presented plans for intergenerational after-school projects under WP5, IFESCOOP led the session on dissemination and the promotional strategy within WP6, followed by contributions from Quart de Poblet on sustainability planning and policy-oriented multiplier events. Reintegra provided updates concerning community- and school-based multiplier activities scheduled for the next implementation period.

The meeting concluded with collective planning of future milestones and confirmation of upcoming meeting dates, ensuring coordinated progress across all partner organisations.

Through its continued collaborative approach, Digital Harmony is progressing steadily toward producing impactful, scalable resources that promote digital well-being, resilience, and meaningful intergenerational engagement across Europe.

DISCOVER Newsletter – 4th Edition: Completing Two Years of Digital Transformation in VET

Written by Veronica Charalambous on . Posted in Project News.

The DISCOVER project has successfully concluded a two-year cycle of activities aimed at upgrading Vocational Education and Training (VET) in Tunisia, drawing on the expertise of partners from Greece and Cyprus. Over the course of the project, key educational tools were developed to enhance the skills of VET providers and trainers and support the digital transformation of the sector.

Building the Digital Transformation of VET Providers
February 2025 – November 2025

Highlights:

New Educational Tools & Resources – Now Available:

  • Curricula for VET Providers & Trainers – Two comprehensive 20-hour blended-learning programs designed to meet the needs of modern digital teaching.
  • The Master Trainers’ Handbook – A practical guide for creating a high-quality digital and blended learning environment.
  • The DISCOVER eLearning Platform – Available in English, French, and Arabic, featuring:
    – Digital Toolkit & Ecosystem Mapping
    – Curricula and Handbook
    – E-learning tools and OERs
    – Community of practice forum

Final Conference in Bizerte
The project concluded with a highly successful Final Conference in Bizerte, bringing together 100 participants from VET, education, innovation, and digital transition policy sectors. The atmosphere of cooperation and active participation demonstrated that DISCOVER is not only a project but the beginning of an ongoing dialogue on digital empowerment in the VET community in Tunisia and beyond.

Continuing the Legacy – Resources Are Open to All
All DISCOVER educational tools and the eLearning platform remain freely accessible, supporting continuous skills development in vocational education and digital innovation.

Explore the resources and join the DISCOVER community: https://discoverproject.eu

Teachers Embrace TINKER Methodology for Inclusive Informatics Education

Written by Veronica Charalambous on . Posted in Project News.

50 primary and lower secondary school teachers from 10 schools recently participated in a successful online training programme designed to introduce them to the innovative TINKER methodology. The three-session training focused on promoting authentic learning approaches and gender-inclusive practices within informatics education.

Key Highlights from the Training

The programme saw active participation from educators keen to enhance their teaching methods. Central discussions revolved around:

  • Applying Authentic Learning: Teachers explored practical ways to apply authentic learning principles meaningfully within their specific school contexts, bridging the gap between theoretical knowledge and real-world application.
  • Gender-Inclusive Strategies: A significant focus was placed on strategies to ensure all students feel included and represented in their learning experiences, fostering an equitable environment in informatics classrooms.

Practical Application and Future Implementation

A core component of the training was a practical workshop where teachers actively developed their own learning scenarios. These scenarios will serve as practical guides for the classroom implementations scheduled to take place over the coming months as the schools integrate the TINKER methodology.

Positive Initial Feedback

Initial feedback from the participants has been overwhelmingly positive, highlighting the programme’s immediate relevance and practical value. Many teachers noted that the training helped them rethink how to design more engaging and inclusive informatics lessons.

Specifically, participants praised:

  • The usefulness of the practical examples provided.
  • The clarity of the TINKER methodology.
  • The relevance of applying the framework in real classroom settings.

The successful completion of this training marks a crucial step in preparing educators to implement the TINKER methodology, ultimately aiming to create more engaging, authentic, and inclusive learning experiences for all students in informatics education.

For more information on the project, visit the official website: https://tinker-project.eu/

DISCOVER Project Marks Two Years of Impact with Comprehensive Digital Learning Resources for Tunisian VET Sector

Written by Veronica Charalambous on . Posted in Project News.

The two-year implementation of the DISCOVER project across Cyprus, Greece and Tunisia has concluded with a set of impactful digital tools and capacity-building initiatives designed to accelerate the digital transformation of the Tunisian Vocational Education and Training (VET) sector. The project focused on equipping VET centres with modern strategies, frameworks and training to help them respond effectively to labour-market demands for digital skills.

Digital Learning Strategy Toolkit

The Digital Learning Strategy Toolkit and Ecosystem Mapping was designed to guide Tunisian VET centres in shaping, developing and delivering effective digital learning strategies. It connects the centres’ needs with a structured framework and maps the roles, responsibilities and dependencies required for successful implementation. The Toolkit includes a digital learning readiness checklist adapted from the EU SEFIE for Work-Based Learning and tailored to the Tunisian context through extensive research activities. To support this work, the consortium conducted three focus groups with 24 participants across three VET centres and distributed self-assessment questionnaires to VET providers, trainers and learners, receiving 73 responses.

Training Curricula for VET Providers and VET Trainers

The training curriculum for VET trainers provides structured guidance on digital teaching methodologies, while the curriculum for VET providers supports institutional digital transformation efforts. Both curricula adopt a blended learning approach, combining self-paced online modules with in-person training. The project complemented these efforts through a two-day online study visit with 28 participants and a three-day physical study visit in Athens with 11 participants. In Tunisia, 15 Master Trainers completed an online Training of Trainers, while 34 VET providers and 41 VET trainers took part in three training cycles delivered across the participating VET centres.

Master Trainers’ Handbook

The Master Trainers’ Handbook was developed as a practical guide for Master Trainers tasked with delivering the curricula to VET professionals. It offers detailed instructions, tools and methodologies to ensure consistent and effective implementation. This component helped consolidate cooperation among eight institutions, establishing partnerships that will continue beyond the project’s lifetime.

eLearning Platform

A dedicated eLearning platform hosts all project resources — the Toolkit, curricula, Handbook and interactive materials — in English, French and Arabic, ensuring wide accessibility across the Tunisian VET ecosystem. The platform has engaged more than 100 registered users, while the DISCOVER Facebook page attracted 436 followers.

Dissemination and Stakeholder Engagement

The DISCOVER project placed strong emphasis on visibility and stakeholder outreach.
The Final Conference held in Bizerte on 13 November 2025 brought together 100 stakeholders from across Tunisia. A further 200 stakeholders in Cyprus, Greece and Tunisia were reached through six dissemination workshops. The project also established a solid online presence, with the DISCOVER website registering 31,861 visits in 2024 and 74,660 visits in 2025.

All project resources are available through the eLearning platform: https://e-learning.discoverproject.eu/.

Through its extensive research, targeted training, and multilingual digital tools, the DISCOVER project leaves a lasting legacy for the Tunisian VET sector, strengthening its capacity to design and implement digital learning strategies and to keep pace with the digital skills demanded by today’s labour markets.

Find out more about this interesting project here: https://discoverproject.eu/