The BASE White Paper is a transnational document resulting from the country analysis on the provision of support services to migrant/ refugee girls victims of gender-based violence in Italy, Cyprus, Portugal, Bulgaria, Greece, UK, Austria and Slovenia.
The SEEDS project has produced a publication that describes the framework for the SEEDS project – the 21st century skills, the national contexts for the preschools participating in the SEEDS project and the results of the project, as well as recommendations for implementing the SEEDS pedagogy.
The SEEDS toolkit it a set of resource materials that altogether allow for being creative using hands-on technology with children from the age of three to six years in a preschool context.
This document introduces two pedagogical methods, the experimenting community and the change maker pedagogy, which have been the fundamental work methods of the SEEDS project.
As a part of the Children First project, CESIE developed two National Reports: One providing an overview of young people's views on gender-based violence in teen relationships, and presenting data on existing policies relating to this issue; One aimed at mapping...
This study introduces different pedagogical principles that form a foundation for the SEEDS project and that have been influential in the methods and activities of the SEEDS project.
SEEDS has developed a preschool pedagogy that combines the Change-maker model and the methodology of an Experimenting Community into an innovative pedagogy, which can be applied in almost any educational activity from preschool to higher education.
This report provides a comparative analysis of Child Protection Policies implemented by sports and leisure organizations in Greece, Italy, Portugal and Cyprus.
This Handbook was developed within the framework of “SAFER Project” that aims to prevent, encourage reporting and combat Gender-Based Violence (GBV) through the application of Positive Psychology principles.
The report presents the main challenges regarding sexual and gender-based violence (SGBV) against migrant and refugee women and girls in Italy, Portugal, Bulgaria, Greece, UK, Slovenia, Austria and Cyprus and solutions to respond to the mentioned challenges.
SAFER project’s in-depth approach to exploring gender-based violence, which involved both qualitative and quantitative research methods, provided detailed insights into attitudes, experiences and issues relating to gender-based violence (GBV) in schools across Italy, Greece, Cyprus, Lithuania and Ireland.
The White Paper, Ageing out of Care into Autonomous Living presents and reviews the findings of the ethnographic research in the framework of the INTEGRA project.
The present Contextual needs analysis report, resulting from INTEGRA research activities, consolidates the needs of UAMs who are staying in the reception facilities and the professionals who are working within support structures for the efficient autonomy processes of UAMs.
This methodology provides innovative teaching methods for elementary and primary school teachers to use archaeology to introduce science in the classroom.
This methodology provides innovative science education practices that elementary and primary teachers can use in their classrooms.