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National Reforms in School Education
Published on Eurydice (https://eacea.ec.europa.eu/national-policies/eurydice) 2020 Responses by the Ministry of Education to the Covid-19 outbreak In order to counter the Covid-19 emergency, the government of Cyprus decided to suspend the in- school operation [1] of all public and private schools at all levels on March 11, 2020. Within a few days after school closure, teachers were recalled to schools to teach through distance synchronous and asynchronous methods. Teachers worked mainly from home using online tools and were present at the school only when necessary. Existing infrastructure was used to support distance learning. Priority was given to students’ access to a computer/tablet and internet at home. A distance synchronous education programme had been implemented using Microsoft Teams with more than 110 000 teachers and students having access to the software. Intensive online teacher training courses were provided by the Pedagogical Institute of Cyprus. Supportive educational material for all students was uploaded onto the Ministry of Education, Culture, Youth and Sports, (MECYS) web page and on individual school web pages. Public and private television channels supported overall efforts by broadcasting lessons and other educational programmes, especially for younger students. In addition, the website [2]was created in order to support students and to help teachers' efforts in distance learning. The material posted, as well as guidance from other sources, has been useful to parents and guardians trying to support children living at home. According to the government plan for reopening schools, priority was given to the final year of upper secondary education. -
Supporting New Science Shops
PERARES Deliverable D4.2 Supporting new Science Shops Report describing the implementation phase of the local Public Engagement with Research action plans, mentoring and advisory activities, and Summer Schools Dr. Henk A.J. Mulder (editor) Science Shop, University of Groningen May 2014 This publication and the work described in it are part of the project Public Engagement with Research and Research Engagement with Society – PERARES which received funding from the European Community's Seventh Framework Programme (FP7/2007-2013) under grant agreement n° 244264 Contact details for editor: Dr. Henk A.J. Mulder, Science Shop, University of Groningen, Nijenborgh 4, 9747 AG Groningen, The Netherlands. E-mail: [email protected] ACKNOWLEDGEMENTS The chapters in this report are written by many colleagues from the ten new Science Shop initiatives. Many thanks go to the mentors and Summer School teachers. Disclaimer: PERARES is an FP7 project funded by the European Commission. The views and opinions expressed in this publication are the sole responsibility of the author and do not necessarily reflect the views of the European Commission. 2 Executive Summary Science Shops are units that perform or broker research with and for Civil Society Organisations, in a demand driven way. They are often, but now always, based at universities. This allows them to use students to do the research under faculty supervision. Thus, the research is part of the core-business of the university (research driven learning and teaching), and the public engagement is added-in to these activities, and not added-on. This makes Science Shops an affordable tool for science-society engagement and co- creation of new knowledge. -
The Role of Puppets in Kindergarten Education in Cyprus
Open Access Library Journal The Role of Puppets in Kindergarten Education in Cyprus Çağda Kıvanç Çağanağa, Ayten Kalmış Faculty of Education, European University of Lefke, Lefka, Cyprus Email: [email protected] Received 27 June 2015; accepted 12 July 2015; published 17 July 2015 Copyright © 2015 by authors and OALib. This work is licensed under the Creative Commons Attribution International License (CC BY). http://creativecommons.org/licenses/by/4.0/ Abstract This qualitative research aims to investigate that if the puppets can be used as a teaching tool in kindergarten education and how it is effective for children to learn. The question that this re- search is trying to find out is who the pre-school language learners are. The data are gathered us- ing two different kinds of research methods: observation and interview. It is a case study in which 20 kindergarten children are taught English with a puppet named Pepe and students are observed whether or not they learn the language. In addition, two kindergarten teachers are interviewed about the use of puppets in English language classrooms. The data show that puppets are engaging and motivating for young learners. They are effective tools, which can be used in English language classrooms. However the study is limited to the role of puppets in kindergarten education in Eng- lish language classrooms. Further studies may focus on the role of puppets in kindergarten educa- tion in other fields such as science, art, and so on. Keywords Puppets, Preschool Education, Young Learners (YLs), Kindergarten Subject Areas: Education 1. Introduction The pre-school years which are between ages 3 - 5 are known to be a special time in the lives of young children. -