1. Project 2023-1-BG01-KA220-YOU-000151355 LSSH (Let’s STOP Hate speech)  The project period is 01.09.2023-31.08.2025

   Project partners:

   Association for Behavioral Sciences, Bulgaria

   UNIVERZITET MAJKA TEREZA VO SKOPJE, N. Macedonia
   Kocatürk Danismanlik Özel Egitim Hizmetleri Turizm ve Proje Hizmetleri Ticaret Sanayi Limited Sirketi, Turkey
   URBAN FORUM ASSOCIATION , Poland

   Main objectives:
   1. Effective project planning, execution, and follow-up, including seamless and effective collaboration between project partners
   2. Reinforcing links between policy, research, and practice by providing better evidence on youth needs and facilitating policy making
   3. Promoting equality, non-discrimination, and inclusion of marginalized young people
   4. Sharing, explaining, and popularizing the results of the project in the form of tangible results, conclusions, and good practices.

   We are going to implement the activities:
   WP 1 Project Management;
   WP 2 Survey of needs and development of Strategy

   A1 Research on the factors for the formation of hate speech based on nationality and  religion;
   A2 Strategy for limiting hate speech.
   WP 3 Capacity building of youth and youth workers:
   A1 Youth worker’s Guide;
   A2 International training for youth workers;
   A3 National trainings for youth.
   WP 4 Publicity:
   A1 Multiplier events;
   A2 Publicity in the virtual space.

   The expected main project results and outcomes are the following:
   – Provided support for overcoming and limiting hate speech among young people;
   – Increased work capacity, competencies, knowledge, and skills of youth workers;
   – An improved practical toolkit for working with youth (innovative methods, practices, instruments, tools, etc.);
   – Promoted values such as equality, non-discrimination, and inclusion of marginalized young people;
   – An improved link between research, policy, and practice.

   

   *Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

2. ENHANCING AND VALIDATING SERVICE RELATED COMPETENCES IN VERSATILE LEARNING ENVIRONMENTS IN WESTERN BALKAN UNIVERSITIES (E-VIVA).

e-VIVA project  aims at the creation of a blended learning approach to facilitate and validate competence developments related to service orientation in rather informal learning contexts in higher education institutes and workplace learning contexts. This relates for instance to those transversal competences that are of increasing importance in a mobile society like customer relation management, learning to learn, intercultural understanding and teamwork/collaboration.

With its approach to combine Higher Education and professional practice, e-VIVA will contribute to an improved transparency of the acquired competences in a transnational comparative approach. It will provide learning and validation opportunities in highly contextualised and individualised learning settings. With this it will also open up new learning pathways and eventually also lead to a better matching of learning contents and individual learning styles.

 

2. ACCELERATING WESTERN BALKANS UNIVERSITY MODERNIZATION BY INCORPORATING VIRTUAL TECHNOLOGIES / VTECH@U

VTECH is an Erasmus+ Capacity Building in Higher Education. The consortium has 11 partners out of which 6 are HEIs form Albania and Kosovo, and 5 partners HEIs from Program countries namely Estonia, Poland, Slovenia and the Republic of North Macedonia. The project is envisaged to last for 3 years.

VTECH project’s general aim is to introduce for the first time at Western Balkan universities the concept of Virtual Technologies as a tool for accelerating university modernization, while contributing on developing knowledge-driven society.

By incorporating Virtual Technology in the academic culture of universities, this project aims at increasing the quality and level of efficiency in teaching and knowledge retention through interactive learning methods, thus contributing on skills enhancement and further building of digital society at Western Balkan countries.

3. ANTI-DRONES-INNOVATIVE CONCEPT TO DETECT, RECOGNIZE AND TRACK “KILLER DRONES”

“ANTI-DRONES – Innovative Concept to Detect, Recognize and Track “Killer-Drones”, from the NATO SPS no. G5633 signed between CNIT – Radar and Surveillance Systems National Laboratory (CNIT-RASS), Italy, Pisa – project leader, and project partners North Kazakhstan State University, Petropavlovsk, Kazakhstan and Mother Teresa University (MTU), Skopje, Republic of North Macedonia.

The project is focalized on the development of a new concept of an anti-drone system able to detect, recognize and track the killer-drones – mini/micro UAVs – in order to facilitate the neutralization of them minimizing the risk for people and assets.

The final scope of the project is to progress the state of the art of the anti-drone systems through the use of mini-radar technology and signal processing, improving the performance of the system and eliminate completely the environmental impact (e.g. ECM pollution) in an urban environment.

4. A DIGITAL LEARNING PLATFORM FOR GENERATION Z: PASSPORT TO IFRS

While our world is suffering from Covid 19 pandemic and education is mostly limited with distance and digital learning, the main objective of PASSIFRS is to build digital education
readiness for IFRS education in HEIs by taking into account the unique characteristics of Generation Z students.
PASSIFRS is built on three important pillars:
Contributing to the IFRS education of GenZ business students is the priority of PASSIFRS. PASSIFRS will construct a flexible but constructing structured digital learning platform. This
kind of digital training will be attractive for GenZ students. PASSIFRS includes several IOs that are especially designed for contributing digital readiness of HEIs in IFRS education.
PASSIFRS offers adopting a principle-based approach in IFRS education.. Adopting a principles-based model of IFRS education is not simply limited to teaching the IFRS, but also
includes how to apply it with real world problems. The principle-based approach emphasizes best practices with prescribed procedures, provides flexible learning and also perfectly
matches with the characteristics, perspectives, and styles of GenZ students.
designed to meet two important distinctive characteristics of GenZ students: Multicultural
and socially progressive. After receiving tutorials from the PASSIFRS Digital Platform, Gen Z students of PASSIFRS HEIs will benefit from the Erasmus+ multicultural perspective and
learn IFRS with their peers and enjoy the ability to get different perspectives

5. WOMEN IN STEM – OVERCOMING STEREOTYPES

By implementing the project, we wish to achieve the following project objectives: making STEM higher education more supportive, diverse and socially inclusive for women in order promote and support their active participation in such fields;to improve their future career prospects, professional and personal development and opportunities on the modern labormarket; to increase the motivation of women to pursue and participate in education and career in STEM; to increase theirself-confidence in their abilities, skills and performance in these areas; to improve the knowledge and skills of experts(psychologists, trainers, youth workers, career counselors and advisers and other experts working directly with women)on how to eliminate gender-based stereotypes, bias and prejudices towards women in STEM; to create products that willaid the inclusion of women in STEM and to create a friendly learning environment in STEM higher education; to enhance the competencies of experts on how to develop and implement innovative STEM gender-sensitive educational programs and training acknowledging women’s specific challenges and enhance their inclusion; improved career guidance for women; to promote gender equality and equity in STEM fields.