De expertisecel [ed+ict] werkt rond onderzoek en dienstverlening met o.a. volgende projecten:
Big Step: Learning through gamification – Integration of the vulnerable groups
The priority of “BIG STEP: Learning through Gamification – Integration of the vulnerable groups” is to provide an innovative inclusive educational method, and to foster the integration process of refugees, immigrants beneficiaries of international protection, and other groups and minorities in refugee-like conditions into the European Union. Gamification is the application of game design elements and game principles in non-game contexts; in other words, it employs game design elements in attempts to improve user engagement, learning, flow, evaluation, organizational productivity, etc. of engaging participants through a digitally-based approach.
Our project aims to address the above listed priorities by designing and developing an educational two-dimensional (2-D) serious video game in the spirit of Gamification, which will be targeted to the most vulnerable groups of people in the European Union nowadays; refugees who need assistance to learn the language of their (new) country of residence, as well as to get accustomed with local cultural aspects that will help them integrate easier to the host community and coexist. The project is prepared in line with the selected Horizontal priorities and it is going to enhance the basic skills and competences of the participants in general.
More specifically, the project’s implementation will have the following effects: a) it will provide language learning and cultural education opportunities tailored to refugees and other groups with disadvantaged backgrounds, b) it will do so in an innovative educational context and through an alternative, motivating and fun method, c) it will reduce socio-economical disparities and enhance the access and participation of these groups into the learning and integration process, and d) it will promote and increase media literacy by improving the digital competences of participants. Lastly, e) all the above will take place in countries that have not implemented major policy changes in their educational practices since the Paris Declaration (apart from Belgium).
The majority of studies have found significantly positive effects from Gamification and it is envisaged that our project will enhance the literacy and media skills, and the cultural awareness of our target groups through this novel approach – groups who are currently not well, if at all, served with such opportunities.
The Project Pal is aiming to develop a comprehensive approach and endorse a number of goals in education, employment in order to speed up Roma Integration and support the implementation of national Roma inclusion strategies and the Council Recommendation of Roma Integration.
The project aims to support Roma youth participation of different levels, by gathering qualitative data about approaches and practices of Roma youth and supporting initiatives where Roma participation is key to long-term change.
Het project ‘Garage 4.0’ nodigt KMO-ondernemers uit de automobielsector, samen met hun managers en medewerkers, uit om deel te nemen aan nieuw ontwikkelde trainingen, seminars, workshops en rondetafelgesprekken of lerende netwerken.
WELKOM: Recognition of Qualifications held by Refugees
The aim of this Project is to develop transparency, recognition and validation of skills and qualifications held by refugees, based on the implementation of the above mentioned measures in Belgium, Greece, Iceland, Italy and Sweden. Consequently, this will make it easier to study and work in the host countries, leading to further social inclusion and integration. The project also aims to support and implement existing tools such as the European Qualifications Framework (EQF), the European Credit system for Vocational Education and Training (ECVET), the European Inventory on Validation, the Europass and other Credit Systems and Quality Assurance mechanisms, and add value to them. Hence, our main objective is to analyse and plan the terms for the valid recognition of the skills and qualifications previously held by refugees and migrants, to make them more coherent and easier to use, and to ensure a stronger focus on the needs of pupils, students, workers, employers, and society as a whole.
European Commission fosters actions and initiatives oriented to social inclusion and integration of excluded minorities established in every country placed in its region. Roma community is one of the biggest disadvantaged social groups with a considerable population of 10-12 million people. Their every day struggles are unobtrusive, are rough to be undertaken and impossible not to be noticed.
European's Cohesion Policy is specifically addressing problems of Roma inclusion, as one of the main and core priorities of Structural and Investment Funds.
A large number of priorities have been addressed both in theoretical and legislative level. At EU level, several important legislative developments during the last 10 years have established frameworks for greater protection against racism and racial discrimination for EU Citizens, including Roma. Namely: the Directive 2000/43/EC (Racial Equality Directive), the Framework decision on combating certain forms and expressions of racism and xenophobia, the Charter of Fundamental Rights, and the Lisbon Treaty.
Commission orientation is favourable to initiatives and funding that fight social exclusion and promotes a non-discriminative and free of biases environment. More specifically, Operational programmes and other funding opportunities under the European structural funds are concentrating on youth and minorities education and enhancement of employment opportunities and entrepreneurship.
In the field of education, Roma community has a small representation. Children and teenagers are being distanced from education due to their unique lifestyle and the weakness of the educational system to integrate this uniqueness. Youngsters are being excluded from important educational activities and this exclusion results in their future lack of knowledge, skills and occupational capacity. Representation in the higher educational levels is also disappointingly low, due to the previously described early school leaving situation. This common phenomenon in Roma educational reality has its roots to problems or lack of literacy, bilengual nature of Roma communicative ability, often movements and relocation, unstable working life, healthcare issues and traditions of the Roma community that promote a lifestyle with significant differences to any other youngster living and growing up in the European region.
As a rational result, employment rates for the Roma community are extremely low and are being an important indicator of the continuity of exclusion’s rough consequences. As already mentioned, Roma people have only less knowledge and skills to demonstrate and in many cases their future working reality is predefined due to their influences and the inability to take over more complex job positions. This inability is originate to the early school living and the extremely discriminative treatment of Roma people both in education and employment market.
The lack of opportunities and bias-based behaviour in employment market drives the Roma community out and away from inclusion, feeding youngsters with negative feeling and desire for isolation. As a result, Europe is leaving a great percentage of labour force unexploited, lacking itself a huge opportunity for growth, development and minimizing of unemployment rates. At the same time, Roma people are deprived of the chance to educationally and professionally evolve, to claim the right of successful job applications, to acquire healthy living habits and conditions and to be treated as equals in all kind of everyday life aspects.
Our project in a follow up of previously implemented initiatives under Erasmus+ and other European funding initiatives , intends to continue the successful implementation of training opportunities that foster Roma inclusion and integration both in education and employment market.
Our main objectives are:
- To further enhance and improve training of trainers and mediators in the field of youth Romani education in terms of helping to policy reforming and implementing EU's ambition for inclusion of the Romani community. early school leaving, low educational capacity of the Romani community, low representation of it in the secondary and tertiary education, more inclusive curriculum and elimination of discrimination are among the most urgent issues that will be addressed during the training of trainers in the field of education.
- The second objective of training of trainers will be fulfilled by another training of trainers of youth Romani mediators and trainers that will be focused on the EU's ambition for Romani's employment opportunities. The emerging problems concerning the Romani community is the low level of educational skills, discrimination in the private sector against the Romani labor force and the big gap between m,en and women romani representatives in the labor market. A guide and job-skills education are the key milestones of training initiatives.
PAL Push Entrepreneurship
The project aims to make sure education and training systems promote employability, skills and innovation as well as increase social mobility and equality towards would-be and newly established Roma entrepreneurs. In particular through innovative integrated approaches, which will be characterized by a user-friendly approach as well as significant features such as learning outcomes of formal and non-formal learning activities, which will be delivered through blended environments (classroom and e-learning), surrounded by supportive methods (mentoring) & embedded in the digital era (ICT tool for competence assessment, E-learning platform for social entrepreneurs & Sequence Board game focused on Social Entrepreneurship).
The objectives of the project, in line with the selected priorities, are:
Improving the entrepreneurial competences of Romani planning to run business
Increasing knowledge and skills in establishing and managing the entrepreneurship entities,
Delivery of tools to develop the entrepreneurial competence
Favouring the start-up of new Romani owned enterprises by providing the project results and tools to local training organisations and actor’s orientation/training/assistance and counselling services to the would-be Roma entrepreneurs, presenting an entrepreneurial idea to be developed and a specific training path for start-up new entrepreneurs.
Small Business Development Centre
The general purpose of this project is to improve the managerial, financial and business competence of young entrepreneurs by the open access training modules. Equipped young entrepreneurs with core competencies will ensure the development of business life and of course their nations in EU standards.
Within the existing entrepreneurship trainings, entrepreneurs are introduced to business plan concept. This training consists of only 30 hours. During training, entrepreneurs, who are already stranger to concepts, don't get enough information to manage a successful enterprise. Theoretical training doesn't provide enough information and experience in order to prepare their feasibility plans. They should be trained not only in a class in a given period but also every time they need. Thus, by this project an e-learning platform will be constituted.
Beside this need, entrepreneurs aren't trained about foreign trade, e-commerce and social media marketing. These are big deficiencies. These arguments are indispensable in toady's globalising world. Each entrepreneurs should consider to interact with global world and social networks in order to enlarge his/her businesses. Therefore, entrepreneurship trainings should contain modules of foreign trade, e-commerce applications and social media marketing.
In order to achieve this goal it will be constituted a “Small Business Development Centre” including applied methods. It will be generated training curriculum, materials, documents and media in order to use in business life effectively. So, the professional qualifications of the youngsters will be developed and the differences will be reduced.
Target group of the project is young entrepreneurs who want to make an investment. By the outputs of this project youngsters can improve their professional qualities themselves via ICT tool and training materials.
Final beneficiaries of the project are; employees, grad / undergrad students, Ministry of Development, Ministry of Science, Industry and Technology, policy makers and NGOs specifically working for business life.
Project “NEXT STEP teaching and learning: Preparing immigrants and refugees for higher education through gamification” has three main priorities: i) it aims to provide an innovative educational tool that will help our target groups prepare for the transition to higher education by learning academic vocabulary and related terminologies, thus developing their relevant skills and competences; ii) it is mainly addressed to immigrants, refugees and other vulnerable groups and socially -excluded minorities such as Roma, in order to foster their integration process in all educational levels, and thus achieve further social inclusion in the communities; iii) it is based in the concept of gamification, which is the application of game elements and principles (e.g. collecting points for answering questions correctly, healthy competition) in non-game contexts, in order to stimulate learning and user engagement through a digitally-based approach.
To sum up, NEXT STEP aims to design and develop an educational two-dimensional (2-D) serious video game in the spirit of gamification that will help our target groups enhance their capacity and prepare for tertiary education studies. We have selected to focus on immigrants, refugees and other vulnerable groups because they are the ones with the least access to such opportunities, but our game will be freely available and applicable to anybody else interested.
Youth For Love
The project aims at developing, implementing and evaluating an integrated educational program, in high-schools from 5 European countries (Romania, Italy, Belgium and Greece), in the course of 24 months, that would contribute to the prevention and combating of gender based violence of teenagers and would provide support and awareness to both high school students and education professionals with regard to the existence, unacceptability, consequences and management procedures to be applied in gender based violence cases.
The objectives of the project are:
1) To develop educational instruments and methodologies -adapted to young people needs;
2) To educate and raise awareness of 750 high-school students through 10 practical modules, in the course of 12 months
3) To develop a personal engagement of students, teachers and school staff so to make unacceptable any kind of violence in the schools where they live
4) To inform and train 225 education professionals (teachers, headmasters, school counsellors, school psychologists) from high-schools.
5)To bring gender based violence, especially affecting teenagers, to the public attention.
This project aims at creating a digital space to promote the exchange of methodologies and good practices and to enhance a greater coherence between the training and practice phases in the education of future teachers of languages. Due to the need of internationalisation and convergence of the future language teachers, and the lack of a unified format for teacher training within the European borders, the creation and implementation of a digital platform seems to be a particularly useful tool to share and learn specific teaching formulas specific to this field of higher education. In addition, the project aims to create an Internship notepad, to be used by the students of the Master’s degree in Foreign Languages Teaching and their mentors during their internship, with the aim to improve the assessment of this phase and the communication between the student, the tutorship and the University managing the postgraduate training.
A more integrated, coherent and international scheme for the education of future teachers of language in Europe will improve the quality of this working force, will strengthen their ties and exchanges within the European space, and will favour the selection of the best professionals in the Education field.
The creation of transnational training courses, or even the implementation of an Erasmus Mundus Joint Programme through a long-term cooperation of teacher training is an additional purpose of the project to promote the internationalisation and convergence of national educational formats, exchanging methodologies and good practices and enhancing a greater coherence between the training and practice phases in the education of future teachers of languages.
The proposed project brings together young people, teachers, parents and academics to develop an evidence-based digital education package to promote children's safe online participation in diverse European countries. Led by experts in digital technologies, education and pedagogy, the project will work with partners from the educational and non-governmental sectors, children and parents in order to develop, implement and evaluate a collaborative educational package aimed at enhancing the digital citizenship and wellbeing of children in Europe.
The project will develop methods to support children to participate in the information, communication and educational opportunities offered by the digitized world, enhancing their skills to do so safely. This approach is framed by the 21st century skills agenda which emphasizes the importance of a set of applied, cross-curricular and transferable skills critical for economic, social and civic participation. These can be summarized as A) 'Ways of thinking'; B) 'Ways of working'; C) 'Tools for working' and D) 'Living in the world'. In this project, all categories are relevant, as use of networked technologies plays an increasingly important role in children's lives. However, category D) 'Living in the world', which focuses on the development of local and global citizenship through the development of life skills, ethics, personal and social responsibility is of particular relevance (ATC21S; Binkley et al. 2012).
Stopping violence against Women and children through an Integral and Fast Trajectory (SWIFT) has the following objectives:
- To develop an integral and integrated approach to violence against women and children in the Province of Limburg: SWIFT wants the Limburg partners to work more effectively together, under one roof.
- To strive for uniformity and quality of intervention in all l5 Limburg police districts: SWIFT focuses primarily on a chain approach on a back-office level, starting from the reports in all Limburg police districts.
- To intervene more rapidly: SWIFT will keep the time that passes between a police report and the subsequent commencement of a suitable course of action as short as possible.
- To aim for a maximum alignment and efficiency of the interventions in families (3 different tracks): SWIFT will offer victims the most appropriate range of services possible to empower and enable them to escape the violence and wants to hold the perpetrators responsible for the violence.
The Fresh Start programme will support 120 young migrant entrepreneurs across 3 EU states over 2 years, offering them the chance to acquire the skills and abilities necessary for a future as an entrepreneur.
Our aim is very much to go beyond the simple provision of support. We want to develop and pilot a platform that can be replicated and scaled, to create an ecosystem of support services to empower and enable young migrants, nurturing their entrepreneurial spirit. We provide access to local knowledge, networks and businesses to help young migrants to navigate the system in their host country, and to support their start-up enterprises.
DigiLEON bouwt verder aan zijn DBSFproject van 2017 om nog meer digitale inclusie te bereiken. Jongeren en (jong)volwassenen krijgen de kans om enerzijds basiscompetenties codering te verwerven, maar anderzijds ook zich verder als gevorderde ICT'er te bekwamen en zelfs door te stoten naar topklasse-expert onder deskundige begeleiding van ICT-medewerkers van de UCLL en via bootcamps. We verbreden onze actieradius van de stad Hasselt naar de provincie Limburg en verdiepen onze werking zodat deelnemers met talent ook realistische kansen krijgen om van hun (nieuwe) hobby hun beroep te maken.
Fix Small Arte
The overall aim of the project “FixSmallArt” is to empower people with disabilities so that they can enjoy their full rights, and benefit fully from participating in society and in the European economy, notably through the Single market. It will examine and benefit fully from participating in society and in the European economy, notably through the Single market. It will examine and moderate different art methods and techniques supporting social tolerance practices and adult education for people with learning disabilities and mental illness helping their social and personal empowerment. During the implementation of this project the people with learning disabilities and mentally could develop their social and communication skills and will be supported in the informal adult education field. It will improve knowledge of the employment situation of women and men with disabilities, identity challenges and propose remedies. It will pay particular attention to young people with disabilities in their transition from education to employment. “FixSmallArt” will give the chance to people with disabilities and mentally and their educators to be part of the preparation of a Paper Art Lab Technique and training materials. Additionally the project is aiming at supporting the creation and piloting of innovative methodology of learning and exercises from educators, social workers and trainers, which will be incorporated in the learning curricula and will enhance the development and social inclusion of people with disabilities.
The main aim of the Euroddip_e project is to contribute to the educational inclusion of children with disabilities empowering educational professionals working with children with preserved intelligence and physical disabilities (upper-limb) to detect and assess students’ capacities to customise the educational devices using ICTs. In July 2012, the European Commission stated that it is possible to integrate an increased number of students with disabilities or special educational needs in the general education system as the same time that defends that an integrating education system is beneficial for all students. In this sense, it is important to advance towards integral educational systems and to promote training and professional development among teachers who traditionally have not been organised considering inclusion.
The Euroddip_e project will contribute to enhance the standards of quality in the educational field, promoting the academic success of those students and the equal access and opportunities for all, increasing the skills and competences of school teachers and other educational professionals.