GREEKPOP is a groundbreaking interdisciplinary research project aimed at redefining the study of European populism by redirecting attention from contemporary political developments to the historical and cultural legacy of populist mobilization on the continent. While populism has garnered global attention, prompting scholars in other regions of the world to grapple with the historical roots of the phenomenon in their respective nations, European scholarship has lagged behind. This project seeks to begin bridging this gap by providing a case study of the early legacy of populism in Greece, a notable hub of populist movements in the European South. Employing a mixed-methods approach that combines Natural Language Processing and collective action frame analysis, GREEKPOP leverages an extensive dataset of parliamentary debates, campaign speeches, and newspaper editorials to offer a comprehensive examination of Greek populism from the nation's inception to the late 1960s. By embracing historical, social, political, and cultural perspectives in an interdisciplinary manner, GREEKPOP ushers a nuanced understanding of populism's profound impact on Greek society, enriching our grasp of populism's enduring influence on political culture and institutions. Ultimately, GREEKPOP aims to inspire similar initiatives at the wider European level by showcasing its theoretical and methodological model as a basis for a comparative research agenda that will encompass several national case studies to produce a comprehensive History of European Populism. GREEKPOP’s findings and dissemination approach will inform and educate policymakers, the media, and the wider public, assisting them in acquiring a broad, historically and culturally-conscious, understanding of the populist phenomenon and enabling them to reflect better on how to mitigate its adverse effects on European societies, thus securing the resilience and inclusivity of our democracies.

"CONTENT & BACKGROUNDWith thousands of adults & children, legally defined as refugees and asylum seekers on their way to a destination country within the EU, trying to integrate in a new host society, there is soaring demand for up-to-date training for an emerging group of humanitarian professionals: the Cultural Mediators that work in the field with refugees. Cultural mediators employed by NGOs and other private and/or public entities that provide humanitarian support, need up-to-date Vocational Education and Training (VET) curricula, openly available to their growing community, as well as to organisations responsible for their vocational training. They are in need of tailored, comprehensive, and open educational resources (OERs) to a) respond immediately providing support in situ, where big populations of refugees are gathered (e.g. ports, borders, islands, etc), and b) assist in the long-term social integration of refugees in the EU host societies promoting solidarity and well-being. The project respons to the challenge to address emerging skills requirements as regards: a) conflict management, b) communication challenges in a multicultural context, c) working with people who suffer from the psychological trauma often caused by war, displacement and hardship experiences in transit countries & dangerous travels, d) adapting to the continuously changing national & EU regulation regarding refugees, d) assisting in the relocation & mobility of refugees within Europe, e) battling rumors that create confusion, xenophobia and conflict in the hosting communities etc.OBJECTIVESReCULM project formed a Strategic Partnership, with the objectives to:1. Develop up-to-date VET curricula, grounded on original learning outcomes (Knowledge, skills and competences), to support NGOs, humanitarian organisations, academic VET providers, institutes & public services to train and up-skill Cultural Mediators and other humanitarian professionals, in order to face emerging everyday work challenges related to the refugees' integration needs in the EU host societies. 2. Support Cultural Mediators to address their self-paced learning and their self-training requirements related to the refugees’ needs, by developing easy to access Open Educational Resources (OERs) and a Massive Open Online Course (MOOC). 3. Facilitate mutual recognition of the ReCULM learning outcomes and of the professional profile that these learning outcomes describe towards the development of national and EU accreditation for Cultural Mediators that work with refugees.PARTNER ORGANISATIONFour partner institutions representing Education and Research related to the Cultural Mediators and the refugees' needs in Greece, Italy, Spain and the UK formed the ReCULM Strategic Partnership. In specific: the National Center for Social Research - EKKE (EL), the University of Modena and Regio Emilia - UNIMORE (IT), the University of Almeria - UAL/CEMYRI (ES) and the University of Glasgow - UGLA (UK) joined forces and expertise implementing all the project's activities, outputs and events.UNDERTAKEN ACTIVITIES & METHODOLOGY1. Development of original learning outcomes and OERs based on skills needs data collected from field experts and Cultural Mediators.2. Creating a Massive Open Online Course (MOOC).3. Establishing a support context involving education and field authorities for the future accreditation of Cultural Mediators based on the developed learning outcomes. 5. Disseminating and evaluating the developed course involving target group users in the process.RESULTS 1. Original learning outcomes (knowledge, skills and competences) to support VET provision for Cultural Mediators who work with refugees. 2. One modular course consisted of six learning units (five topics each), learning (624 slides) and assessment materials (40 case studies, 108 Q&As) provided as OERs.4. A ReCULM Massive Open Online Course, pilot tested twice, followed by almost 4.000 international learners, and evaluated.5. A Support Statement and a Strategic Plan for the valorisation of the ReCULM on an EU level.6. Four national workshops to promote results and evaluate the course.IMPACT AND POST-PROJECT SUSTAINABILITYThe ReCULM project achieved very high impact during its implementation period, since it produced a first international ""pool"" of Cultural Mediators attending & evaluating the MOOC during its two pilot sessions (nearly 4000 learners). However, the most important long term benefit is expected to come from the EU framework of Education, Accreditation and Migration EU authorities that expressed their support towards the development of formal recognition of the professional profile of the Cultural Mediator based on the ReCULM learning outcomes. Furthermore, the project's OERs will be adapted in the context of a new Erasmus+ project (which just started lasting 30 months), namely Inter4Ref, to synergistically support the needs of interpreters in Cultural Mediation."

<< Background >>With schools closed for long periods of time to slow the spread of the coronavirus, principals are leading their school communities into the uncharted territory of distance learning. School leaders must support teachers figuring out how to translate classroom curricula into engaging virtual lessons, and ensure that all students from a cultural diversity perspective—including those with limited access to resources such as students with migrant background—continue learning and connecting with their teachers and peers. In addition to handling questions from teachers related to taking lessons online and troubleshooting tech issues, it’s important that school leaders also take on the role of chief information officer and distance learning counsellor for the school community with special focus on those in vulnerable situations to avoid the early school leaving.In this context, and in line with the Digital Education Action Plan (2021-2027), which outlines the European Commission’s vision for high-quality, inclusive and accessible digital education in Europe, school principals need up-skilling in online & inclusive intercultural education leadership. To this end, the e-PRI4ALL partnership aims to develop an innovative programme to guide the development of digital pedagogy and expertise in the use of digital tools for teachers, including accessible and assistive technologies and the creation and innovative use of digital education content by handy OERs for primary school principals to improve their skills in areas such as: online & intercultural inclusive pedagogy with special focus on vulnerable students, (age diverse) digital skills, motivational strategies for e-learning, digital tools for designing learning materials, reinforcement of parental involvement in the distance learning process, distance learning management and school community counselling from a intercultural perspective.<< Objectives >>In line with the Erasmus+ Programme and call priorities, the e-PRI4ALL project objectives are:OBJ-1. Develop up-to date evidence-based learning outcomes to support training for primary school principals in online intercultural inclusive education leadership.OBJ-2. Enhance open access of primary school principals to original curricula in the form of Open Educational Resources (OERs), Massive Open On-line Course (MOOC) and mobile game-based application.OBJ-3. Address diversity in relation to the access and use of online learning pedagogies by all, and in particular by under-represented groups such as students and families with migrant background.OBJ-4. Support the use of the European frameworks on digital competences of educators and organisations by developing OERs, and free open-source educational software, such as the School Education Gateway or eTwinning.Target groups-Primary school principals (and K-12 education leaders in general)-Academic institutions responsible for the training of school principals-Education experts and VET providers-Sciences of Education students-Education policy stakeholders<< Implementation >>-Evidence based learning outcomes for primary school principals to address the emerging skills' gap in online, digital and inclusive learning.-Innovative OERs (learning units, materials and specifications) compiled in a digital open manual.-Massive Open Online Course for Primary School Principals in online & inclusive education.-Mobile game-based pedagogy for primary school principals to get self-paced, handy and open access to training in online & inclusive education.-Curricula evaluation and validation by the project target groups. -Four national workshops in Spain, Italy, Poland and Greece to promote, pilot test and evaluate the e-PRI4ALL OERs and pedagogy.<< Results >>OVERVIEW OF PROJECT OUTCOMES, ACTIVITIES, AND EVENTSThe following list provides an overview of the outcomes, results and multiplier events of the e-PRI4ALL project:1. Sector-validated learning outcomes for primary school principals to address the emerging skills' gap in online, inclusive intercultural education leadership (R1).2. Innovative OERs: learning units, training materials and integration guidelines compiled in a digital open manual (R2).3. Massive Open Online Course for primary school principals in online and inclusive education (R3).4. Mobile game-based application for primary school principals to get self-paced, handy and open access to training in online & inclusive intercultural education leadership (R4).5. Evaluation of the developed OERs by the project target groups (R4).6. Four national workshops in Greece, Italy, Poland and Spain to promote, pilot-test and evaluate the e-PRI4ALL project results (E1-4).Results supporting project management and implementationThe following results are expected to: a) facilitate project management and implementation, and b) assist in the monitoring and evaluation of project outputs.1. Progress and final report: Each annual report will provide a thorough overview of project progress, achievements, revisions, and deviations (if any), including delivered outputs and supporting evidence. (UAL: M13, M24).2. Quality assurance plan: Operational definition of quality assurance and risk mitigation processes and tools (e.g. template forms and checklists), partners' roles, and communication & naming conventions. (UAL: M1).3. Quality assurance reports (twice a year): Presentation of the evaluation results of project activities, outputs, and events, as well as the risks encountered and corresponding actions taken (if any). (UAL: M7, M13, M19, M24).4. Impact analysis report: a) presentation of the methodology applied during the project (depending of type of actions), and b) rolling impact assessment of project activities. (UAL: M13, M24).Results supporting dissemination and sustainabilityThe partnership will deliver tools and materials for the dissemination of project activities and outcomes. These results will be addressed to a transnational audience, in order to: a) inform, promote, and build a solid case for the uptake of outputs by sectoral stakeholders, and b) stimulate the cross-sectoral adaptation of outputs and/or the development of corresponding materials in the field of training and education. To this end, all results related to dissemination will take into account intercultural considerations, and will be available in the partnership languages.1. Project website: One stop online access to all project outputs and resources, facilitating all target groups and stakeholders in comprehending, assessing, and adopting e-PRI4ALL results (DANMAR: M1)2. Direct e-mail campaign: Addressed to target groups and stakeholders all across Europe, aiming to inform, motivate, and promote involvement in project activities (All: M1-M24).3. Online social media pages, videos, and presentations: These tools aim to extend the reach of dissemination efforts by exploiting the appeal of new media, especially to those not reached by other project dissemination activities (All: M1-M24).4. Printed materials: Brochures/flyers and posters to provide concrete information during project and third-party training, dissemination, and networking events (All: M2-M24).

"CONTEXT & BACKGROUND OF THE PROJECT The dramatic rise in the number of refugees arriving in Europe produced a soaring demand for humanitarian professionals, including interpreters, needed to respond to the emerging needs. Interpreters play a crucial role that exceeds their usual job profile; they are called to work in fragile environments, refugee camps, and urban refugee settings. Due to the huge demand for interpreters speaking the beneficiaries' languages, the role of the humanitarian interpreter is often delivered by refugees without adequate training & accreditation. Furthermore, their growing professional community is not institutionalized, there is no occupational profile, targeted VET, and established code of professional ethics for interpreters working in humanitarian settings. In this context, there is a need a) to redefine their role in a way that will help them pursue the missions of humanitarian organizations, and b) to develop up-to-date VET to up-skill them on emerging skills requirements as regards: a) inter-cultural communication, b) vulnerable groups e.g. unaccompanied minors, victims of violance, traumatised individuals, c) ethics & the interpreter’s role, d) interpreting in specific settings such as reception & law, health & psychological care, and e) selfcare & dealling with emotional challenges. OBJECTIVES1. Develop up-to-date VET curricula for interpreters & for their trainers, grounded on original learning outcomes, to respond to work challenges related to the provision of humanitarian aid for refugees in Europe today. 2. Support interpreters & their trainers to address their self-training requirements as regards their flexible respond to their humanitarian work, enhancing access to original OERs. 3. Facilitate recognition of the occupational profile of the humanitarian interpreter within the EU. THE INTER4REF PARTNERSHIPThe National Center for Social Research – EKKE (EL), the National Organisation for Qualification & Vocational Guidance – EOPPEP (EL), the University of Modena - UNIMORE (IT), the University of Almeria – UAL (ES), and the University of Glasgow – UGLA (UK) formed a Strategic Partnership comprising academic, research & accreditation expertise from 4 EU countries. ACTIVITIES, METHODOLOGY & INVOLVED PARTICIPANTS1. Identification of emerging skills needs in humanitarian interpretation, in the context of in-depth interviews with professionals, trainers & experts representing 48 national stakeholders/organisations in the 4 partnership countries.2. Development of up-to-date learning outcomes based on the abovementioned skills' needs analysis. 3. Development of OERs in humanitarian interpretation.4. Development of a VOOC openly available to a wide international audience of more than 5.500 interpretation professionals to gather course evaluation feedback and achieve the highest impact possible.5. Sharing & evaluation of the course with multiplier events, inviting more than 350 trainers, experts and professionals in humanitarian interpretation to try and uptake Inter4Ref results acting as impact multipliers.6. Development of a ""pool"" of 134 trained & accredited trainers based on the projects learning outcomes and materials.7. Involvement of more than 20 social partners, accreditation bodies and field experts to support the certification & accreditation process in humanitarian interpreting, through a pubic consultation process, a support statement & a strategic plan. RESULTS, IMPACT ATTAINED 1. Up-to-date (based on needs analysisi) original learning outcomes in humanitarian interpretation. 2. An open modular VET course consisted of six (6) learning units, each completed by a full set of OERs including slides, case studies, exercises, and audiovisual material, translated in the four (4) partnership languages, as well as in Arabic. 3. A Trainer's Handook in English. 4. A Vocational Open Online Course (VOOC) based on the Inter4Ref learning outcomes, attended for free by 5.639 international learners in the context of three (3) pilot runs. 5. Four national workshops to promote results and evaluate learning materials attended by 353 professionals, trainers and experts. 6. One virtual 5 days Trainers' Seminar (LTT) attended by 134 learners who received certification by EOPPEP developing an EU “yeast” of trainers in Humanitarian Interpretation. 7. Course evaluation by the VOOC, LTT & Multiplier Events participants, as well as by an External Expert. 7. A Strategic Plan & a Support Statement for the valorisation of the Inter4Ref course on an EU level signed by more than 20 national stakeholders.LONG TERM IMPACT- Development of a European “yeast” of humanitarian interpreters’ trainers trained & accredited by EOPPEP.- Establishment of the Inter4Ref Trainers' Seminar as one of the main educational ""paths"" leading to future official recognition as described in the Occupational Profile of the ""Intercultural Mediator"" developed by EOPPEP."

The overall goal of the project is for third-country nationals such as refugees to have optimal opportunities in European higher education. According to the Bologna Declaration (1999) universities and universities of applied sciences have the autonomy to valorise the qualifications (diplomas) and competences acquired elsewhere according to their own standards. It is part of the Lisbon Recognition Convention (1997), which aims to valorise qualifications obtained in higher education. The Lisbon Recognition Convention says that all countries should develop procedures to assess whether refugees and displaced persons fulfill the relevant requirements for access to higher education or to employment activities, even in cases in which the qualifications cannot be proven through documentary evidence. To this day, this directive has to a large extent remained a dead letter. MaxiPAC.eu wants to fill this gap.Each university or university of applied sciences has the autonomy to organise the inflow of third country nationals and to decide on the program of this group of lateral entrants. Any structure in terms of recognition of qualifications and competences acquired elsewhere is lacking for third country nationals who wish to continue their studies in Europe after they have already made their way into higher education outside Europe. It is clear that there is no proper tool to enable universities and universities of applied sciences to effectively scale up the qualifications and competences of third country nationals acquired elsewhere. MaxiPAC.eu wants to develop such a tool or procedure. We see now great differences in approach between the different higher education institutions between different European countries, but also between universities in the same country and even within one educational institution. We strive for an inclusive society, where third-country nationals are able to participate in higher education. The long term result will be a proportional representation of all segments of society within higher education.There are two target groups:1. The universities and universities or applied sciences. At the moment there are big differences in accessibility with regard to refugees with competences acquired elsewhere, not only between European countries but also within these countries, between different universities. We want a uniform, accessible procedure for all refugees and third country nationals at European universities. 2. Refugees and third country nationals. They will have better access to higher education in Europe. The competences acquired elsewhere will be better and more easily valorised by this project, so that access to higher education for third country nationals is increased.To achieve the project goal, an assessment procedure for refugees on higher education campuses will be developed and deployed by four universities in Europe. The consortium consists of campuses in Finland (University of Lapland), Belgium (Thomas More), Italy (University of Bari) and Greece (Aristotle University of Thessaloniki), together with the European student organisation AEGEE. Because AEGEE also has many student members from outside the EU, this target group is also directly involved in the development of our outputs. Project methodology envisaged will provide three complementary types of meeting: 'transnational project meetings'; 'national monitoring committees' in all four participating countries; an 'advisory board'. A source of intellectual enrichment comes from the geographical spread of all mentioned organizations so far, not limited to the four partner countries. Nine associated partners across Europe support the project and will help ensure its dissemination. There are already 14 universities in Europe that have agreed to spread the project results within their own university and beyond. A risc assessment matrix is already started at the moment of redaction of the project charter, and will be continued throughout the project.We will generate 5 outputs of which output 1 - namely the development of a uniform procedure to valorize previously acquired competences of third-country nationals by universities- is the most important. This output will be finally delivered at the end of the project and requires the input of all other outputs that deal with modalities and organizational and implementation aspects, languages and e-learning. Each outcome is linked to an event. We also provide 2 training sessions: one in the first year of the project with an overview of what has already been developed in Europe on this subject and a second with a training of the procedure in the last year of the project. Progression on delivery of these outputs will continously be communicated via the MaxiPAC.eu website (http://www.maxipac.eu). This channel will be used to communicate the project results and is open for information requests of all kinds related to the project. Please meet us there !