- 1 Activities
- 1.1 TeachMDGs
- 1.2 Human Rights and Reconciliation – Civil Society Acts Beyond Borders
- 1.3 MDGs- Media for Development Goals
- 1.4 E-com4S2P- e-communIC@Tion 4 schools 2 parents
- 1.5 The Project Method as a creative model in VET
- 1.6 CyberEthics GIII & Cyberethics GIV - Cyprus Safer Internet Center. Island-wide services for Safer Internet Awareness, Helpline and Hotline
- 1.7 CARDIAC - Advancing Research & Development in the area of accessible & Assistive ICT
- 1.8 Strengthening Asylum for Refugees and Asylum Seekers in Cyprus
- 1.9 IDentifEYE - Children, Data and Emerging Identities
- 1.10 Q3.eu - Qualification of 3rd Sector in Europe
- 1.11 EU Kids Online II
- 1.12 EU Kids Online III
- 1.13 e-Hoop - Unified e-Hoop approach to learning differences
- 1.14 Mingle - MIgrant Language and SociaL Integration
The envisioned project aims to raise awareness about and incorporate development issues in general and the Millennium Development Goals (MDGs) in particular closer into the educational system in four new EU member states (NMS - Cyprus, Bulgaria, Lithuania and Estonia) and to increase teachers’ capacity in development education and the MDGs. Educating the European societies about global inequalities, about the causes and consequences of extreme poverty in especially Sub-Saharan Africa, about global interdependences and about the citizens’ roles and responsibilities within this context is of unprecedented importance considering the complexities of our environment and our interactions on an every day basis.
Overall objectives: 1. Support the integration of MDGs into the education system in the partner NMS; 2. Increase awareness about development issues in sub-Saharan Africa in general and MDGs in particular among teachers, students and teacher trainers in NMS; 3. Contribute to the development of country-oriented teaching resources on the MDGs
Specific Objective: Increase awareness and public support for the Millennium Development Goals through actively engaging teacher training institutes, teachers and pupils in developing local oriented teaching resources promoting the MDGs with a particular focus on sub-Saharan Africa and integrate these into the educational systems in Cyprus, Bulgaria, Lithuania and Estonia through comprehensive initial and in-service teacher trainings.
Expected Results: R1: Increased support across the educational systems and student populations of the project NMS partner countries for the MDGs and for poverty alleviation in especially sub-Saharan Africa; R2: Increased awareness among teachers, students and teacher trainers in project NMS partner countries about MDGs, sub-Saharan Africa and development issues as well as creating synergies with Europe; R3: Increased collaboration among the partner NGOs in Cyprus, Bulgaria, Lithuania and Estonia and their relevant Ministry of Education/ Teacher Training Institutes and Schools hence creating local ownership; R4: Interactive and participatory Teaching Resources about MDGs with a specific focus on sub-Saharan Africa available the national languages of the four project NMS partner countries and tailored to their school curriculum; R5: Teachers in NMS partner countries equipped with tools and skills to raise awareness for MDGs and to promote global solidarity; R6: Educational partnerships established between secondary schools in Cyprus, Bulgaria, Lithuania, Estonia and schools in Cameroon, D.R. Congo and Mali.
Human Rights and Reconciliation – Civil Society Acts Beyond Borders
Overall objectives: 1. Increase dialogue among civil society actors, youth, and local authorities in Israel and Palestine; 2. Increase capacity of CSOs in Israel and Palestine to promote Human Rights and Democratic Participation; 3. Enhance collaboration among civil society actors, youth, and local authorities across Israel and Palestine
Specific objective: Through a comprehensive set of structured dialogue workshops, civil society trainings, as well as multi-communal public debates, round tables and conferences, this project aims to empower civil society actors, youth, and local authorities in Israel and Palestine to actively promote Human Rights and Democratization.
Expected Results: R1: Increased capacity of CSOs to promote and strengthen human rights and their implementation; R2: Increased dialogue among civil society across conflict zones; R3: Increased capacity of local CSOs to resolve conflict and enhance collaboration for common goals; R4: Strengthened collaboration for the promotion of Human Rights across stakeholders and countries
Activities: A1: Project Steering Committee; A2: Interactive online portal; A3: Structured dialogue workshops; A4: Creation of multi-stakeholder Action Groups; A5: Five trans-national Action Plan support workshops; A6: 10-day Training of Local Trainers; A7: Series of Basic Civil Society Strengthening Workshops; A8: Series of non-formal civil society action workshops; A9: Series of Advanced Civil Society Strengthening Workshops; A10: Ten Panel Discussions/ Public Roundtables; A11: Final Human Rights Conference in Cyprus
Overall Objectives: 1. To increase awareness about MDGs, interdependence between EU and development countries. 2. To mobilize youth through educational and informational campaigns, actively engage them and empower them. 3. Involve youth and give them strong education on development issues 4. To integrate development issues into formal and non formal education.
Specific Objective: To involve Youth in the development of multimedia tools to promote MDGs
Estimated Results: 1: 16 leaders trained. 2: Network of 32 schools participating in school media program. 3: At least 32 Teachers and 900 youth participating in school media program 4: e - platform 5: e-learning course 6: complex educational- multimedia material. 7: Final result: raised awareness among youth in the target countries.
E-com4S2P Project is founded by the European Union (Leonardo LLP project). The project is coordinated by Katholieke Hogeschool Limburg dept SAW(Limburg Catholic University College), Hasselt Belgium, in collaboration with Université d'Avignon et des Pays de Vaucluse (U.A.P.V.) Avignon France, Zespół Szkół Nr 1, Technikum Nr 1 im. Prof. Bolesława Krupińskiego w Lubinie (Vocational or technical secondary school ) Lubin Poland; Tekkeköy Halk Eğitim Merkezi (Adult education provider), Samsun Turkey; Kavakmeydan vocational trade high school Tabzon Turkey; INDICO International institute for the development of innovation, knowledge and competences, Zaragoza Spain; Zespół Szkół Elektronicznych i Telekomunikacyjnych (Vocational or technical secondary school ), Olsztyn Poland ; BilSE-Institut für Bildung und Forschung GmbH, Güstrow Germany; Cyprus Neuroscience and Technology Institute, Nicosia Cyprus
Communication between schools and families is essential for building trusting relationships that foster parental involvement. Parental involvement in schools and social institutes is necessary for youngsters to develop successfully and to make decisions that will have positive outcomes for their futures.
This study will examine the role of new ICT communications technologies in fostering parental involvement in schools and social institutes and uncovers barriers that prevent usage of technology to promote communication. Little research has been done to evaluate the role of emerging technologies in enhancing communication practices between schools specialised in vocational training and parents/guardians.
Overall Objectives: The purpose of this study is to evaluate the role and possibilities of different interpersonal communications technologies like cell phone and e-mail, school websites, blog, electronic learning environments and new social websites like Facebook, Twitter, etc. in communicating with parents. Additionally, these communication modes will be appraised for their efficacy in facilitating parental involvement in schools.
Main Objectives: The project method promotes a creative learning process based on specific objectives. The modern schools can not exist without using the project methods. Although the project method was originally prepared for using in the vocational schools, currently it is more often used in primary, secondary and high schools than in vocational schools and vocational training centres. The necessity of this project is justified not only by the vocational teacher's and trainer's role in the knowledge society but also as an answer to the continual evolution and occupational re-adaption. The aim of our project is to prepare VET teachers and trainers to use and apply this method in their work. The project objectives are:
- Share good practices in using the project method in VET
- Show the project method as a creative model in VET
- Prepare VET teachers and trainers to use the project method
- Disseminate the project results
The main project results: the database of the good practices in using the project method in VET, the syllabus of the training course for VET teachers and trainers in using the project method, the database of the project scenarios.
The project and the project's results will constitute valuable resources for educational stakeholders involved in vocational education and training by dissemination done mainly through the project's website, newsletters and the conference dissemination of using the project method in VET.
CyberEthics GIII & Cyberethics GIV - Cyprus Safer Internet Center. Island-wide services for Safer Internet Awareness, Helpline and Hotline
CyberEthics concerns the safe use of Internet in Cyprus, and serves the needs of all people that live on the island (i.e., also Turkish Cypriots and other minorities) addressing not only issues of pornography, but also racism (currently on the rise in Cyprus), gender discrimination and inappropriate use of peoples’ images. It operates as a combined Awareness Node and a Hotline. The project also aims to engage actors from the government and the civil society, thus contributing towards the eradication of cyber crime through informed actions of European citizens and public institutions that aim to change behaviours, mentality and attitudes, giving special emphasis to rural and less developed areas of the country.
Objectives: - Act as node of awareness network in Cyprus. - Devise a cohesive, hard-hitting and targeted awareness campaign using the most appropriate media, taking into account best practice and experience in other countries. - Establish and maintain a partnership (formal or informal) with key players (government agencies, press and media groups, ISP associations, users organisations, education stakeholders) and actions in their country relating to safer use of Internet and new media. - Promote dialogue and exchange of information notably between stakeholders from the education and technological fields. - Where appropriate, cooperate with work in areas related to the Safer Internet plus programme such as in the wider field of media and information literacy or consumer protection. - Inform users about European filtering software and services and about hotlines and self-regulation schemes. - Actively cooperate with other national nodes in the European network by exchanging information about best practices, participating in meetings and designing and implementing a European approach, adapted as necessary for national linguistic and cultural preferences. - Provide a pool of expertise and technical assistance to start-up awareness nodes (new nodes could be ‘adopted’ by a more experienced node). - Take an active part in European-level events and in the organisation of national, regional and local events for the Safer Internet Day. - Cooperate with the hotline present in the country, if any, and Europe Direct.
The CARDIAC project aspired to develop a series of roadmaps for future research and development in the area of accessible and assistive information and communication technology systems by inviting relevant stakeholders and experts from across Europe to participate in three Structured Dialogic Design Processes.
The particular focus is on:
- inclusive human-machine interactions
- network-based applications
- systems and services supporting accessibility
- the transfer process itself, which includes the transfer of technology and the making of the business case
Various techniques are being used including Structure Democratic Dialogues, Wiki discussion groups, experts' opinion and analysis of internally produced and external data, as well as direct contact with key players.
As implementing partner to the UNHCR representation in Cyprus, the Future Worlds Center is responsible for monitoring the access of asylum seekers to the asylum procedure of the Republic of Cyprus as well as the access to rights by asylum seekers and refugees, provide individual advice, support and counselling. The purpose of the particular action is to reduce the difficulties of asylum seekers to get access to general information on the refugee concept, rights and obligations under the national asylum procedure, the provision of legal advice and counselling as well as the necessary well targeted interventions with the relevant staff in the ministries to address shortcomings in policy and practice. In practical terms the legal advisors of the project also provide assistance to asylum seekers with deserving cases to prepare their appeals for the Reviewing Authority. The current project is also responsible for facilitating the local integration of recognized refugees and raising awareness over the plight of refugees within the local community.
Results of the action: Strengthening Asylum in Cyprus is an ongoing process of awareness raising, and legal support services. Nevertheless the expected impact concentrates on the protection of the beneficiary population, with particular sensitivity towards women refugees and children, including adolescents. In addition, associates, volunteers and friends working with the action have carried clothes and gifts drive for asylum seekers, refugees and their families while solid outcomes of the action also include a booklet with information for Asylum Seekers and Refugees on applying for Asylum in Cyprus.
The project Children, Data and Emerging Identities concerns the development of an augmented reality game in which different sets of data, both active and passive, lead to different outcomes as symbolized by signs. These different signs will be printed by children as an outcome of a stage in the game and will shown to a computer camera. Then, on their computer screen, the augmented reality translation of the signs will be shown. This translation represents the identity that emerges from the data they have entered in the course of the game. By playing the game children will learn that not providing any data or providing only a small amount of data leads to either a complete lack of representation or a distorted representation while providing of too many validated data will lead to a truthful representation. The proposal involves 4 partners from 3 countries (Cyprus, The Netherlands, and the U.K.).
Q3.eu Project is founded by the EU Lifelong Learning Program (LLP) and subprogram GRUNDTVIG. The project is coordinated by FENACERCI, Portugal in collaboration with Cyprus Neuroscience and Technology Institute, ECQ European Center for Quality Ltd, BTECNET Technologie-Netzwerk Berlin, E.RI.FO. Ente per la ricerca e formazione.
3rd Sector faces challenges that create the need for new spaces of collaboration, learning and sharing. For that is necessary to enlarge networking and promote an European framework of discussion about the theme. This project main objective is to identify and exchange 3rd Sector qualification experiences at an European level, involving partners who's experience may create an added-value towards the deepness and improvement of 3rd Sector qualification activities.
- Share 3rd Sector qualification experiences, debating conceptual and legal framework, financing and training models, successful practices, evaluation methods, competences recognition and other major results;
- Identify innovative solutions and practices for management and working models problems in 3rd Sector organisations and perspective their possible integration as 3rd Sector qualification tools;
- Define joint training and consultancy standards, in result of partnership experience/results integration;
- Propose new European project proposals;
- Create and enlarge the network of European partners, as a resource for these and other European partnership projects.
EU Kids online II was a continuation of EU Kids online I, implemented from 2009 until 2011. The aim was to produce a rigorous, cross-national comparative evidence-base regarding internet usage across Europe. Structured face-to-face interviews with children aged 9-16 years old across 20 member states were contacted. For a precise and complete picture of children’s experiences, actions and concerns with regard to online risks and safety parents were also interviewed. During this phase of the program, initial statistical analyses were conducted and the first findings were published in autumn of 2010.
The project was implemented according to four methodological principles:
(i) a critical approach being required to examine, test and qualify taken-for-granted assumptions regarding the nature, extent and interpretation of online risk, the nature and degree of children’s internet literacy and the effectiveness of parental regulation; (ii) a contextual approach to identify the social, cultural or individual factors that accounted for differential experiences of, and responses to, risk;
(iii) a child-centered approach to recognize and inform the gap in perspectives and practices between adults and children;
(iv) a comparative approach to identify and analyse similarities and differences in children’s online risk experiences across Europe.
Currently the program is in its third phase aiming to complement and build upon the previous work conducted. The goals are:
• To collect and analyse new research lines that build upon the findings of EU Kids I.
• To conduct an in-depth analysis of the data collected during the second phase of the program (EU Kids II).
• To carry out a comparative qualitative study on how children and teenagers use the internet which will lead to the development of new and innovative methods.
The e-Hoop is an online hub that promotes the advances of technology for lifelong learning. Its aim is to provide a flexible tool that can be tailored to the learner’s individual needs. Its unique adaptability allows users to insert their own learning material and use it according to their specific requirements. It is thus an innovative and practical application which fosters an inclusive learning environment by specifically targeting at socially and educationally disadvantaged groups.
The specific objectives for the universal learning environment are:
1. To provide educators with an easy-to-use, open-source, dynamic, modifiable and expandable tool which they can adapt to their own learning materials and teaching requirements.
2. To take full advantage of broadband technologies and open source paradigms.
3. To attract educators with innovative tools and paradigms.
4. To create a learning environment that will be fun for any learner.
5. To provide motivational tools for learning thus decreasing dropout rates.
6. To combine diagnostic with educational tools; therefore being able to adapt learning to the specific needs, background knowledge and cultural differences of the learners.
7. To provide an educational tool that is adaptable to the learning preferences and styles of the learner exploiting contemporary research and already developed tools
MINGLE (MIgrant Language and SociaL Integration) is a project co-funded by the LifeLong Learning Programme of the European Union, and is conceived as a way of integrating migrants into society and particularly the workforce of the receiving country. The target groups are migrants from Romania and Bulgaria to Italy, Greece and Cyprus, respectively. Learning the language of the host country will help the target groups to secure a relevant job and very importantly facilitate their integration into the new country of residence and workplace.
The project’s main goal is to enhance migrants’ quality of life and facilitate their integration to local society by improving their access to language training courses and other guidance and counselling material. Such marginalised social groups will be therefore assisted to become active members of the receiving society