The Children First consortium realised an E-Learning course for teachers and educators, a theoretical and practical course aimed at strengthening teachers’ existing capacities and understanding on how to identify and tackle school-related gender-based violence.
These working guidelines were developed by CESIE within the CHOICE project aiming at increasing young people’s motivation to choose STEM careers through an innovative cross-disciplinary STE(A)M approach to education.
Project RETHINK outlined a series of recommendations to enhance mutual cooperation and greater engagement for remembrance education.
The Framework provides reflections based on the findings of the CHOICE state-of-the-art mapping activities, with regard to the identified areas of improvement within the current state of STEM curricula and educational approaches.
The Children First consortium developed awareness raising and educational youth-led campaign in order to promote messages of gender equality and inclusion and tackle commonly held gender stereotypes that shape gender dynamics among children and young people.
The state-of-the-art Study gives an overview of the educational system and the types of educational programmes offered by public and private schools in Europe.
These CHOICE reports gather data and information about the STEM education at National and European Union level.
The Compendium, which is an add-on to the State-of-Art Study, is a collection of case-studies and best practices implemented in the country partners (Italy, Cyprus, Spain, and Greece).
The CHILDREN FIRST Online Game is addressed to children and young people, and aims at supporting them in challenging rigid social norms and gender stereotypes, while promoting gender socialization and healthy relationships.
The REFORM methodology wants to strengthen students’ relational and interpersonal skills such as: listening, dialogue, collaboration, team work, necessary for the labour market.
In this section you can find the newsletters of the DREAMS project.
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.
This report highlights and draws comparisons between the key findings from research carried out in Ireland, Austria, Italy, Malta and Romania regarding the trauma informed practices in second chance education.
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.
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.