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PANEVEZIO RAJONO SVIETIMO CENTRAS

Country: Lithuania

PANEVEZIO RAJONO SVIETIMO CENTRAS

9 Projects, page 1 of 2
  • Funder: European Commission Project Code: 2018-1-IT02-KA201-048515
    Funder Contribution: 443,172 EUR

    "The project ""Accompanying development potentials in the early education 0-6"" (Edu B612) aims to develop and validate an innovative educational model for children from 0 to 6 years, transferable at the European level, based on the most modern neuro-psycho-pedagogical theories of teaching practice, which can be applied concretely in educational contexts. The objectives of the project are: - Creation of an international network of specialists and organizations promoting the close collaboration between the academic world, teacher training institutions and educational institutions for the promotion of innovation and quality in early childhood education - The creation of new curricula for teachers aimed at the development of the skills needed to adopt an experimental model in early childhood education - A new guidance to early childhood education through the creation of a white paper on approaches and experimented educational models in the 0-6 age group, for public bodies and decision makers at national and European level. The project partners represent educational institutions at different levels: Polo Europeo della Conoscenza (Italy) permanent network of school at national level, department of childhood education of the Gazi University of Ankara (Turkey), Department of Education of the Autonomous Government of Castilla y León (Spain), Panevezys District Education Centre (Lithuania), Clementoni spa (Italy). In order to give a greater impact to the project from the political-decisional point of view, two of the partners are national and regional bodies that can have an impact on hundreds of schools (4000 Spain and 300 Lithuania). Moreover, the involvement of a corporation producing educational game will allow the project to enrich its pragmatic view and to promote the design of concrete materials to stimulate the potential development with the creation of a brand of educational tools and toys validated by the experts of the project. 12 associated partners including universities and schools are also involved in the project. The active presence of these partners is necessary to facilitate the carrying out of the research phase: the schools will in fact be invited to modify their educational spaces and the organization of their lessons according to the strategies identified. The model will be structured by drawing on various theoretical sources: Vygotsky, Piaget, constructivism and co-constructivism. These theories will be related to modern educational strategies such as metacognitive processes, peer education and cooperative learning and transformed into educational modules for the development of specific processes (language, logical-mathematical, motor, affective-emotional-relational). These methods will become the real center of teaching and a point of reference for the teacher in his educational practice. Three macro-workshops will characterize the model and they will be: the workshop of languages (""to say""), the workshop of production and thought (""to do""), and finally the workshop that will develop the emotional-affective-relational area (""to kiss""). The methodologies developed will pay particular attention to the inclusion of all children beyond their talents, potential, difficulties or disabilities. The Edu B612 model will have a motivational approach and enhancement of the talents and individual skills of children, through educational help systems in which educators will not replace them or overburden them, but will provide functional stimuli for learning and emotional wellbeing and will accompany them in the experience of growth. Practical tools , adapted and adaptable, will be created with materials developed by educators to enhance the process areas, taking into account the proximal development of skills related to competences and metacognitive, cooperative learning and peer education. With this in mind, all the methodologies developed will pay particular attention to the inclusion of all children beyond their potentials, difficulties or disabilities. The training and application modules will be scientifically validated within the schools. The results of research, experimentation, validation and training will be the subject of the production of a white paper on new approaches and educational models aimed at decision and policy makers. With various scientific articles the project will be disseminated at European level. All the training materials produced will be openly available for the interested educators on the online platform of the project. Furthermore a toolkit for educators will be produced and it will collect the workshop activities created during the project experimentation."

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  • Funder: European Commission Project Code: 2019-1-DE02-KA202-006124
    Funder Contribution: 158,080 EUR

    In the European Union we live in peace for decades now and take this for granted in our daily lives. However, the world around us as well as our societies have become less peaceful. War, armed conflicts and other atrocities are coming closer, their impacts can be felt: social tension, violence, discrimination, racism and exclusion are on the rise within Europe. Not to speak about the emergence of bullying and violence in educational settings all over Europe.It is becoming clearer that our peaceful living is not naturally given but a daily effort. Scientific research shows that Peace education has a more sustainable effect on people and thus societies the earlier it starts. UNICEF has acknowledged this finding by establishing the Early Childhood Peace Consortium in 2013. Unfortunately, this has not yet been translated into national policies and thus into the vocational training curricula for practitioners of early childhood education in Europe. Our consortium wishes to address this shortcoming by implementing the project PEACE EDUCATION IN EARLY CHILDHOOD TO PREVENT BULLYING (PEEC). Our project addresses ECEC teachers and pedagogical coordinators involved in working with pre-school children. An indirect target audience are therefore children, aged 3-6 years; Schools and other educational institutions; Experts in the field of peace and values education, organizations and associations of experts, etc.; Policy makers and decision makers like regional/national authorities and the general public, to raise their the awareness of the importance of peace education from early childhood as key to prevent from discrimination, exclusion, racism, mobbing and violence.Our Project has been designed according to a LOGICAL FRAMEWORK APPROACH in which the pursued objectives will be achieved by specific activities that may lead to planned results. It is in this frame PEEC intends to address peace education as a means to promote equality, diversity and inclusion and further prevent from violence and bullying in early childhood education through the development of a further professional training course of ECEC teachers and educators. This aim is further developed by the following specific objectives and activities that lead to planned results:1: Design a Transnational curriculum for the further training of ECEC teachers in the partners’ countries, complemented with a review of the current provision and existing practices regarding peace education to promote equality, diversity and inclusion. In this frame, we will identify innovative practices, design a survey for ECEC practitioners, select literature references and as a RESULT we will achieve a transversal curriculum for the further training of ECEC teachers’ focusing peace education as a means to promote equality, diversity and inclusion and further prevent from violence and bullying in early childhood education2: Design a further professional training course for ECEC teachers and educators focusing on peace education as a means to promote equality, diversity and inclusion and further prevent from violence and bullying at early ages. We will design and test a train-the-trainer course, which will guide the partners to conduct the PEEC further CPD training course. 3: To enhance the professional development of those working or active in the school education sector by increasing the quality and range of initial and continuing training. We will develop a Toolkit for ECEC practitioners’ including didactic materials, methods and activities which can be used for peace education to prevent violence in pre-school settings.4: Promote the development of innovative learning approaches to raise the awareness of ECEC teachers and educators and support them raise the awareness of all those involved in the education of children. We will design 4 multiplier events in DE, ES, LT and CRO to disseminate the project results and further sustain the project by mainstreaming the use of Peace education as integral part of the initial and further professional education and training of ECEC practitioners as a means to promote diversity, equality, multiculturality and social cohesion.The implementation process and outputs will be thoroughly evaluated to receive a quality product in the end which will be available as open educational resource. During the project we will train six (6) VET teachers, who then test the PEEC - further CPD course with approx. 60 practitioners. Intensive dissemination activities will be launched to raise awareness for the importance of early childhood peace education to prevent from violence and to encourage professionals worldwide to use the peace education methodology Toolkit and training institutions to adopt PEEC – curriculum and CPD course into their training portfolio. The longer term benefits are children and thus citizens equipped with innovative principles and ethics which enable them to build and maintain peaceful societies and sustain social cohesion.

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  • Funder: European Commission Project Code: 2018-1-PT01-KA204-047314
    Funder Contribution: 76,537 EUR

    The main focus of our project lay on responsible use of education by art to develop key competences in women, combating discrimination and gender inequality, valuing and reinforcing inclusion, diversity and equality, fostering socio-educational and professional development. Also, to enhance educators’ competences through an effective implementation of these artistic expressions in their daily professional routines. We applied the model of knowledge construction, real-world problem solving, self-regulation and skilled communication. Not only did we engage in interdisciplinary workshops to explore familiar things in new context, but also worked on innovation in familiar context. In parallel, we focused on trainer and learner autonomy, attention and effort, upgrade feedback and measurable outcomes. This project celebrate a creative collaboration between CFPIMM, a non-profit public body oriented for vocational training for youngsters and adults from Portugal, an association promoting a Senior Mentor Program team at schools from Hungary, an Education Adult Centre from Lithuania, Kuressaare Gymnasium´s education and training center Osilia, from Estonia, and International College, from Poland, responsible for running language courses and learning programs for mature adults (50+).During a two-year project period, we held two learning, teaching and training activities. 25-29 March 2019, 20 learners and 8 educators gathered for LTTA 1 in Lordelo, Portugal, to develop the following competences, in women: communication, commitment, interpersonal relationship, team work, creativity, decision-making, basic health and food care and in educators: communication, adaptability, versatility, flexibility to work with differentiated pedagogy and innovative methodologies. 10-14 February 2020, 20 learners and 8 educators gathered for LTTA 2 in Gdańsk, Poland, to develop, both in women and educators: autonomy, critical thinking, responsibility, assertiveness, problem solving, entrepreneurship, creative potential and sense of humor.For the project management purposes, we had two transnational project meetings. 24-25 October 2018, 10 educators met for the kick-off meeting in Panevezys, Lithuania, to discuss the project activities in close and sign the partnership agreement. 6-7 September 2019, 10 teachers met for the second transnational project meeting in Kuressaare, Estonia, to reflect on the activities already carry out; report on the results achieved and to plan the LTTA yet to come. Is was planned for July 2020, the third transnational project meeting to finalize the project, evaluate its general and specific outcomes, discuss further dissemination activities and prepare the final report, but unfortunately due to the pandemic crises was not possible to do it. The extension of the project was asked in June 2020 and we had the approval for more 3 months to finish the project, till 30th November. The final meeting was planned for October 2020, but, unfortunately, the pandemic situation got worse and it was not possible to finish the project as planned. The project website http://moveonproject.eu/ was constructed and developed as a dissemination tool and a repository for learner and educator outputs, but we also used as a platform for learning. The pages published so far feature ample evidence of project outcomes and outputs via transnational and local activities. Also, the photos, videos and posts on social media help to disseminate the impact this project had on the participants. The project most important results “Creative Book” can be accessed via the project website. More than 50 pages show a dynamic story telling written by multiple hands in different countries. This Book is the most important output of our partnership as summarizes the best of education by art.The learners of this partnership have learned to appreciate education by art as well as intercultural communication skills. Also, they have grown more flexible, adaptable, self-motivated and responsible. The educators have developed their professional skills, broadened their intercultural experience and enjoyed variation everyday classroom practice. The partners enjoy better educator-learner relationships, more ICT used in teaching and learning, as well as stronger pan-European perception in their curricula.Local authorities highly appreciate this project for helping woman aged over 50 become more active citizens. Regionally and nationally, the partner organizations inspire others to set up transnational partnerships that relish intensive intercultural interaction. Europe-wide, our partnership promotes democracy, human rights and respect.

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  • Funder: European Commission Project Code: 2019-1-IT02-KA204-063346
    Funder Contribution: 336,085 EUR

    The project Rights promotes active citizenship in the elderly by creating a bridge between generations based on raising awareness of social and human rights as the foundation of the rules, their respect, their defence and promotion in educational contexts, with innovative pedagogical methods, those of fairy tales in a suitcase. Rights then enter into dramatized fairy tales and become an instrument of mediation of the value of rights through the direct experience of the elderly. Therefore, the way in which the elderly relate to society is renewed, giving them the role of promoters, narrators and witnesses in first person of the fundamental rights of society and their history penetrating into the world of children at school through fairy tales in their suitcases.The Rights project starts from a fundamental need: to make older people active again through doing, saying and imagining. The tool through which the project aims to achieve this are the suitcases of rights stories that will be built and brought to schools for children from 8 to 12 years. To do this, the elderly will have to know and analyze fairy tales, extrapolating and creating a discourse on human rights that will be reported as a narrative to the students. The elderly will benefit from specific training in the three areas: analysis of fairy tales and inviolable rights, the creation of suitcases for fairy tales of rights, class management methodologies in non-formal educational activities. This last part will see the direct collaboration of the teachers, who will also increase their skills by coming into contact with a new practical and concrete educational tool (as opposed to digital virtuality).The suitcases created will remain at the disposal of the local schools or cultural centres, which will act as a collection and exchange point for the suitcases of the fairy tales of rights and the training modules of the project.Through the commitment of the elderly, through the school and with activities aimed at the territory, Rights project also wants to involve society in a reflection on the inviolability and defence of human rights.The objectives of Rights are multiple:a) Creating a bridge between generations on the central theme of fundamental rightsb) To stimulate the elderly to resume an active role in society as promoters and defenders of fundamental rightsc) To train the elderly in the areas of defence of human rights, crafts and educationd) Raising awareness among the younger generations on the importance of defending their own and all society's rightse) To spread the importance of active citizenship through concrete actionsf) train the elderly to concretely realize and elaborate fairy tales in real suitcases to be exchanged and passed on to children in schools.The project will produce training modules and video lessons that will be available to all interested parties on the appropriate online platform. Furthermore, suitcases of fairy tales of rights will be made available to the local community through libraries and cultural centres and exchanged and distributed through the barter of suitcases. The impact of the project will therefore not be limited to the schools involved but will expand to the local and national community, acquire a transnational dimension thanks to the use of the internet.

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  • Funder: European Commission Project Code: 2017-1-IT02-KA201-036860
    Funder Contribution: 334,095 EUR

    "ProSocial Values project has been written to bring about a change in society through the promotion of values such as solidarity, inclusion, cooperation, empathy, multiculturalism, respect for the environment, etc. This project has addressed the social challenge of inclusion by helping children from 5 to 15 years old to learn prosocial values and develop positive interpersonal relationships. This social change has been pursued through the creation of an international community of educational institutions and schools cooperating in the promotion of activities at the national and international level. This prosocial community network has been called ""Nobody Less"" to express the ideal of inclusion and highlight the openness of the community. The promotion of prosocial values in the classroom is facilitated by a non-formal educational approach and the use of game-based teaching strategies. Thus, the project partners have collected online digital games that can be used by the teachers to promote prosocial values. Free from charges games have been analysed and described considering the way they can be used in a lesson plan. To increase the skills of the teachers, the partners have created a curriculum for teachers’ training, developing 8 modules on innovative and engaging methods to promote prosociality through game-based teaching or other non-formal activities. Furthermore, the partnership has set an online training platform, including an informal assessing tool for learning, based on gamification methodology. The online training platform has been accessed by about 11.000 users.In the final part of the project, the partners have implemented a piloting phase to assess the impact of experimental educational activities on the student’s prosocial attitude. An evaluation tool based on self-reflection questionnaire has been developed to this scope. The piloting activities have involved a total of 620 students aged from 8 to 15 years old. The analysis of the data collected using the evaluation tool has demonstrated a positive increase in the average value of the students’ prosocial attitude.ProSocial Values has aimed at having an important impact at the social level, to reach that goal several public events have been organized. 2 main multiplier events took place during the project involving a total of 985 participants: the first one in Skopje on May 2019, the second one online (due to COVID19 emergency) on September 2020. The partnership has also organized other public events at the national and regional level to involve institutions and schools in the ""Nobody Less"" community network. The most important public events organized in the framework of the project have been the “Prosocial Weeks”: moments in which teachers and children have implemented activities and events to promote the prosocial values in their schools and to the local community with the support of the project’s partners. More than 14.000 students have taken part in these events. The main target groups of the project have been Teachers, school directors, children, parents, decision and policy-makers, researchers and university professors, professionals in the field of education and project managers. Thanks to the commitment of the project partners, the community network ""Nobody Less"" includes members from 16 European and extra-European countries and new institutions are in the process of becoming members. The close collaboration that has been created between “Nobody Less” members has led to the writing of new projects inspired to the prosocial values."

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