NAR_SPI

The general objective of NAR_SPI is to overcome the lack of effective, open-source educational resources to help people affected by socio-professional exclusion. Through these new resources and their proper implementation methods, we intend to promote effective use by the targeted stakeholders working with the socio-professional integration (SPI) of beneficiaries in different EU contexts.
This project centers on the principle that a more equitable and effective fight against social and occupational integration is based on a better understanding of SPI workers of the pertinent socio-economic environments they work under. This goal also entails a better knowledge of the psychosocial situations associated with social and professional exclusion and the job market. The ultimate objective is that these professionals receive better guidance and improved continuous learning. To succeed at this, they need to have access to a personalized training tool according to their abilities and needs, and that takes into account these SPI professionals’ previously acquired job-related scientific expertise. This will, in time, result in better quality employment opportunities for unemployed people.

Team Members

Spyros Kokkotas has studied law in Greece (LLB 1994) and holds an LLM in European Law from the University of Southampton (1995) and a PhD from the Faculty of Law of the University of Edinburgh (2006) with a thesis titled “The contradictions of labour and the legal regulation of employment” which dealt with legal philosophy, sociology of law, labour law and industrial relations.
He has participated in the S@TM project and is co-editor of the e-book “Storytelling in science education- experiences and perspectives” which was the outcome of the experiences of that project.
He practices law at the Piraeus Bar Association and specializes in labour, contract and company law.

Athanasios Verdis is an Assistant Professor at the Department of Philosophy – Pedagogy – Psychology of the University of Athens. He holds a M.Sc. from the University of Oxford and a Ph.D. from London Institute of Education. He specialises on quantitative and qualitative research methodologies and evaluations. He has published on effective schools and departments, shadow education, access to higher education, hierarchical linear modes, and phenomenological and ethnographical methods in educational research.

Michael Kasoutas is a primary school teacher (2008- today). He participated at an International Visitor Leadership Program of the U.S. Department of (2010). He served as Educational Counselor of the Special Secretary of the Ministry of Education (2012-2013). Starting from 01-09-2017 he was seconded after an open invitation at the Authority for Quality Assurance in Primary and Secondary Education (A.Q.A.P.S.E.) in Greece, as specialized scientific personnel. He holds a Bsc(Hons),  a Master’s Degree in “Applied Pedagogy” and a Ph.D. in the field of “Educational Assessment” under Scholarship from Greek State Scholarships Foundation from the Faculty of Primary Education of the National and Kapodistrian University of Athens, Greece and a BSc(Hons) Psychology degree from The Open University, Milton Keynes, UK. He has completed the Program of Specialization at Counseling and Guidance at the School of Pedagogical and Technological Education (ASPETE), Athens, Greece. He has participated in National and International Conferences in topics concerning science education, teaching using aspects of History of Science & Nature of Science, storytelling and digital storytelling and he has published papers in Greek and International scientific journals. He has participated in the funded by European Union Comenius projects: (a) S@TM (Storytelling @Teaching Method) for which he has co-designed the two distance learning and (b) STEM4youth project. He has also participated successfully at the MOOC: “Addressing Global Citizenship Education through Digital Storytelling” (an “Erasmus+” project). His research interests include: educational evaluation and assessment, in-service teacher training, reflective thinking, critical thinking, constructivism teaching approaches, (digital) storytelling, counselling, History of Science and Science Education, ICT exploitation in teaching and learning.