Since 2003, NTCenter has been an active initiator and partner in projects co-financed by the EU programmes on education and training.

We mostly engage in strategic partnerships related to identification and exchange of good practices, development of new training and assessment methodologies and of innovative science-based teaching solutions, design and pilot testing of instruments supporting training and education – e-learning content, online platforms, self-assessment tests, analytical matrices, professional and job profiles.

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  • December 2022

    BROD | Digital Europe

    Bulgarian-Romanian Observatory of Digital Media

    Digital Europe: 101083730 | DIGITAL-2021-TRUST-01-EDMO

  • November 2022

    T-ACT | Erasmus+

    Learning Lines for Teaching Advanced Critical Thinking

    Erasmus+ | 2022-1-BE02-KA220-SCH-000086253

    T-ACT is a project where we will be introducing learning lines for information literacy and active citizenship in parts of the Flemish school system. The design of this project was originally based on the needs and challenges presented by AGSO, the public school system operator of the city of Antwerp, but we are also looking at integration with other school systems and different countries and regions.

  • October 2022

    3-D Printing | Erasmus+

    3 – D printers, Development, Digital community 2022-2024

    Erasmus+ | KA210-VET-D4E234BA

    The main goal of the 3D Project is to increase the technical skills and digital competencies of VET students through the implementation of a new learning approach while applying 3D printing in education. 3D printers are up-to-date technology in today´s digital and technological world. The project will be linking work-based learning activities - the creation of new 3D projects with raising students´ awareness and comprehension of the EU common values and VET students will have the challenge to develop an object of a 3D model on the topic of an EU Cultural (Craft) Heritage.

  • January 2022

    Net4SocietyHE | Horizon Europe

    Network of National Contact Points for Cluster 2 "Culture, Creativity and Inclusive society" and "SSH
    Integration" 2022-2029

    Horizon Europe: 101059986 | HORIZON-CL2-2021-HERITAGE-02

    Net4SocietyHE is our first project under the Horizon Europe framework. We are members of a consortium working on behalf of the European Commission to establish and operate a transnational network for Cluster 2 "Culture, Creativity and Inclusive Society" National Contact Points (NCPs) in Horizon Europe. NCPs are officially designated to advise researchers and other relevant, eligible stakeholders in their efforts to secure EU funding.

    Within the network, NTCenter will be acting as Impact Manager for a period of 7 years and is responsible for the entire set of activities related to impact monitoring, measurement, analysis and recommendations. As impact managers, we are working directly under the network leader, the Deutsches Zentrum für Luft- und Raumfahrt (DLR). During the course of the project and based on our performance, we were asked to additionally assume the role of Quality Manager for the consortium.

  • December 2021

    ALICE | Erasmus+

    Assessment for Learning in Citizenship Education 2021-2024

    Еrasmus+ 2021: 2021-1-BE02-KA220-SCH-000030342

    ALICE was developed to research good practices and design instruments for formative assessment of learning in Citizenship Education.

  • November 2021

    InTACT | Erasmus+

    Inspiring Teachers Against Conspiracy Theories 2021-2024

    Еrasmus+ 2021: 2021-1-BG01-KA220-ADU-000026295

    Another spin-off from De Facto, INTACT focuses on understanding conspiracy theories, their nature and propagation, and counteracting teh disinformation which they channel. InTACT also develops a model to assess the impact of consipracy theories on various social systems, and a training module based on the deconstructivist approach.

  • September 2020

    The Art of De-biasing | Erasmus+

    The Art of De-biasing 2020-2023
    Еrasmus+ 2020:  2020-1-UK01-KA204-078905

    The project builds upon the ongoing De Facto project which attempts to place the problem of disinformation and misinformation in education and training context. The project addresses the lack of a comprehensive approach to teaching educators about biases, building resilience among learners, promoting critical mindsets.

  • September 2020

    SKILLABILITY | Erasmus+

    Social inclusion and employability for people with disability 2020-2023
    Erasmus+ 2020: 2020-1-NL01-KA204-078905

    Skillability is a an initiative addressing people with disabilities who have talents or skills. The project aims to support them as an additional source of financial income, contribute to the development of entrepreneurial attitudes, open the road to greater financial independence, reduce the reliance on the social systems, facilitate the return to formal or non-formal education and training systems, provide direct opportunities for digital training in developing new skills and partial qualifications, extend their contact and social networks, help reduce the impact of inaccessible physical environment and geography-based challenges.

  • September 2018

    SCIENCE FOR FUN | Erasmus+

    SCIENCE FOR FUN 2018 – 2021
    Erasmus+ 2018: 2018-1-NL01-KA201-038951

    The project promotes attractive and effective ways of teaching science. The innovative model of training draws learners’attention to science in a simple way with the purpose to discover, stimulate and develop their talents. The project enables young people to realize that learning science can be an interesting and practical experience and contributes to professional development. The project is aimed at primary schools children and this will promote equally the way out to Science studies via VET and University.

  • September 2018

    De Facto | Erasmus+

    DE FACTO 2018-2020
    Erasmus+ 2018: 2018-1-BG01-KA202-048002

    We believe that education and training contexts should be free from misinformation and disinformation. And that we should try and find ways to avoid being consciously or unconsciously manipulated. That's why we created DE FACTO. It is our way of putting science in service of educators to improve the quality of teaching and learning. We have identified four major scientific concepts, the four pillars around which we built our project. They are: Frames (Batheson, Lakoff), Systemic Causality (Lakoff), Motivated Cognition (Hughes, Zaki), Equivalency and Emphasis Frames Chong, Druckman). We created a framework showing the impact of mis- and disinformation on education. We reviewed the main types of disinformation and designed a number of case studies for training purposes. Our digital collection of tools is aimed at helping everyone who is interested in how disinformation is created as a way to fight it.

  • September 2018

    SKILLS+ | Erasmus+

    SKILLS+ European Skills Competition for people with a labour disability 2018 – 2021
    Erasmus+ 2018: 2018-1-NL01-KA204-038899

    This project increases the experience of people with a labour disability on the labour market demand. The project will be executed in cooperation with social partners as supplier of the participants and as local stakeholders involved in the project. The main purpose is to increase the employability of people with disabilities by a smoother and more effective move to work transition. This project connects to the broader mission of the EU that inclusion and diversity are milestones of an advanced and fair society.

  • September 2017

    RED | Erasmus+

    RED – Reinforce Europeans Digital, Literacy and Numeracy Skills 2017-2020
    Erasmus+ 2017:2017-1-NL01-KA204-035204

    The main goal of the RED project is to create a modern and innovative platform that offers an individual baseline test to detect low levels of literacy and mathematical skills, educational materials on these topics, materials that represent (digital and video) digital services of social and public (government) organizations and provides a kind of “road map” in which all local-level organizations appropriate to the target group are categorized can be found and contacted. The project targets adults with low literacy and mathematical skills, remote from society and / or the labor market, as well as organizations working in some way with this target group. 

  • September 2017

    CoCOS | Erasmus+

    CoCOS – Co-created Courses through Open Source initiatives 2017-2020
    Erasmus+ 2017: 2017-1-BE02-KA203-034744

    The main objective of the CoCOS project is improvement of the quality and effectiveness of learning through co-creation of educational materials. Co-creation has become a hot topic in education, especially because of its promising potential to leverage the input of students, fellow educators and experts in the professional field to provide up-to-date course material in a rapidly changing environment. Online co-creation environment is set up, specially tailored to allow structured, attainable co-creation by a large set of contributors. 

  • September 2017

    IN PLACE | Erasmus+

    IN PLACE 2017-2020
    Erasmus+ 2017: 2017-1-CZ01-KA202-035426

    The project is focused at fostering cooperation between vocational schools and the labor market in order to enable students to gain practical work experience and to make business use the innovative thinking and entrepreneurial aspirations of the students. The benefits for both parties are to increase the effective use of information and communication technologies in marketing. The project aims at  creating channels for cooperation between teachers, students and SMEs.

  • September 2017

    ARTIFEX | Erasmus+

    ARTIFEX 2017-2020
    Erasmus+ 2017: 2017-1-BE02-KA201-034714

    The focus of ARTIFEX is STEM education in an innovative learning environment outside the classroom. The project aims to teach students to solve problems using interdisciplinary tools offered by public centers such as FabLabs and Makerspaces with free access to high-tech production equipment. The ultimate result of the ARTIFEX project is an interactive open e-learning platform for teachers, teacher trainers and STEM trainers. 

  • September 2015

    MAPLE | Erasmus+

    MAPLE – Measuring Achievement and Progress of Pupils in Europe 2015-2017
    Erasmus+ 2015: 2015-1-UK01-KA201-013582

    The MAPLE project adapts and expands at EU level a UK-based model for baseline testing of IT competences in schools for children aged 10-16. By establishing a baseline and monitoring the progress, we help teachers and school managers plan their work and measure the effectiveness of their teaching methods. MAPLE is a tool which allows testing of pupils at any competence level, regardless of how their knowledge and skills were acquired, and records the results in a massive database, allowing various comparisons while preserving individual and school results’ confidentiality.

  • September 2015

    iFlip | Erasmus+

    iFlip – Flipping the classroom in adult education 2015-2018
    Erasmus+ 2015: 15-204-012651

    The iFlip Project intends to bring the flipped classroom method to the field of adult education. Starting with a detailed study of the training techniques and methods used by adult trainers, and the needs and preferences of adult learners, iFlip will proceed to develop a pilot course for trainers. The final objective of the project is to have 15 trainers participating in the pilot course, who will then share and collaborate with peers and colleagues from their organisations, develop flipped classrom compatible courses for thei respective subject matters, and apply this newly created content to no less that 100 learners.

  • September 2014

    PARASKILLS | Erasmus+

    Paraskills 2014-2017
    Erasmus+ 2014: 2014-1-NL01-KA204-001215

    The Paraskills project designs and tests a model for international skills competitions for people with disabilities, now known as SkillsPlus.

  • September 2014

    Diversity Management Extended | Erasmus+

    Diversity Management Extended 2014-2017
    Erasmus+ 2014: 2014-1-BE02-KA202-000436

    The Diversity Management Extended (DME) project is focused on researching the best practices in diversity management in organisations, and on the design and sharing of tools to help companies improve their diversity management policies and procedures.

  • September 2013

    THESS | Lifelong Learning Programme

    THESS – Tourism and Hotel Management Educational Soft Skills 2013-2015
    Transfer of Innovation 2013: 2013-1-SI1-LEO05-05348

    THESS – Tourism and Hotel Management Educational Soft Skills – is a project to design and accredit European qualifications for the business of hotels and restaurants. The qualifications are set up by a team of vocational training experts, accredited in the UK and referenced to the European Qualifications Framework.

  • September 2013

    SENDI | Lifelong Learning Programme

    SENDI – Special Education Needs and Disability Inclusion 2013-2015
    Transfer of Innovation 2013: 2013-1-ES1-LEO05-66586

    SENDI – Special Education Needs and Disability Inclusion – is set around the idea of developing and accrediting vocational qualifications for people with disabilities and indirect support for non-subsidised employment.

  • September 2013

    INVESTINGREEN | Lifelong Learning Programme

    INVESTINGREEN Jobs and Skills 2013-2015
    Transfer of Innovation 2013: 2013-1-IT1-LEO05-04000

    INVESTINGREEN Jobs and Skills project consist of adapting an Italian model for institutional, community and financial support of green entrepreneuship and start-ups.

  • September 2011

    GEBOL | Lifelong Learning Programme

    GEBOL – Getting European Business On-line 2011-2013
    Transfer of Innovation 2011: CZ/11/LLP-LdV/TOI/134007

    GEBOL – Getting European Business On-line – is a project which targets small and medium businesses and helps them establish their online presence, while providing at the same time real-world practice assignments for students in secondary education (general and vocational).

  • September 2010

    SAFE | Lifelong Learning Programme

    SAFE – Special needs Accreditation For Europe 2010-2012
    Transfer of Innovation 2010: UK/10/LLP-LdV/TOI-309

    SAFE – Special needs Accreditation For Europe – is a project centered around adapting an existing competences’ assessment and certification model for students and adults with special educational needs.

  • September 2009

    TRAINFRAME | Lifelong Learning Programme

    Trainframe – A competence-based learning and training (CBL/CBT) framework for practical use within training organisations 2009-2011
    (awarded a Quality mark by the BG National Agency for LLP)
    Leonardo da Vinci Partnerships 2009: 2009-1-BG1-LEO04-01592

    The TrainFrame project is a small partnership project which creates a new competence-based learning and training (CBL/CBT) framework for practical use within training organisations, allowing to monitor the quality of their processes and procedure.

  • September 2009

    INGOTS | Lifelong Learning Programme

    INGOTS – International Grades, Open Technologies 2009-2011
    Transfer of Innovation: UK/09/LLP-LdV/TOI-250

    This project expands dramatically the geographic coverage of available and formally recognised vocational certification for ICT skills for end users. We work on expanding, translating and adapting criteria for skill and comepetence assessment. A number of national INGOT centres are established under the methodological guidance of the UK's TLM certification provider. Competence assessment is done in a specially designed online platform, with the system randomly selecting student work for checks and verification by moderators, which guaranteed consistency of assessment and overall quality management. The project offers solid teacher training in project-based assessment, and the system has an in-built assessor support system.

  • September 2008

    Accreditation of Prior Learning | CEDEFOP

    Accreditation of Prior Learning

    This short staff mobility project was financed by CEDEFOP. In a convenient workshop-style format with intensive study visits in a number of companies and training centres in the Netherlands, EU vocational schools’ directors and top-level administrators discussed different innovative models for accreditation of prior learning (APL). APL is an integral function of all vocational training providers aiming to provide flexibility and recognition for already existing skills and competences.

    #accreditation of prior learning #APL #EU practices and trends #recognition of prior learning

  • September 2008

    E-train | Lifelong Learning Programme

    E-Train: E-learning in vocatonal training 2008-2010
    Grundtvig Learning Partnerships 2008: 2008-1-DE2-GRU06-00041 2

    An international partnership focused on an approach and model to shift from traditional instruction to online e-learning training solutions. The project targets digitalcontent development, introduction of LMS, organisational re-adjustment and teacher training.

  • September 2007

    Training service for operators in the system of lifelong learning and professional training and active labour policies | Lifelong Learning Programme

    Training service for operators in the system of lifelong learning and professional training and active labour policies 2007-2009
    Leonardo da Vinci Partnerships 2007: LLP-LDV/TOI/2007/IT/403

    The project focuses on how best to design and integrate a support system for operators and stakeholders in a model bringing together training providers and public bodies (e.g. central and local government employment agencies). The overall purpose is to align policy with training practices and do this in a flexible and dynamic manner, ensuring continuity and sustainability. 

  • September 2003

    CERTISKILLS – from skill to certification | Lifelong Learning Programme

    CERTISKILLS 2003-2006

    Leonardo da Vinci Pilot Projects 2003: I/03/B/F/PP-154191

    This innovative project, a predecessor of the European Qualification Framework, researched, developed and validated models and and instruments for shared skills standards within the integrated system of education-training-employment. This involves creation of detailed and complex competence dictionaries per occupation and a new approach to designing job descriptions.