- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
Makerspace venues contribute to the democratisation of design, construction, engineering and education. Through their distinct learning philosophy, they empower young people on multiple levels such as technology, handicrafts, creativity and construction. In makerspaces, young people have the chance to share and apply their skills and knowledge, boosting their vast potential for creativity.
Objectives
Youth makerspace Larnaka offers a physical venue and technological equipment which enables young people to meet, explore, create, invent, share and learn. The venue aims to encourage and promote youth creativity and to operate as a creative hub, where young people can enhance their technological, social and entrepreneurial skills. It also aims to develop youth socialisation, offering the young people of Larnaka and Cyprus access to a space for inspiration, communication and high-end technological equipment, allowing them to develop original ideas and to put them into action.
Description
Youth makerspace Larnaka is a venue of innovation, built upon the example of similar successful venues that operate in various cities around the world, following the international standards of equivalent makerspaces. It offers young people access to high-end technological equipment that may support them to develop and put into practice their business ideas. The wide variety of advanced technological equipment is available to young people free of charge. The makerspace helps children and young people develop 21st century skills in the fields of science, technology, engineering, arts, design and critical thinking, while boosting their self-confidence.
Education workshops
Youth makerspace Larnaka organises a wide range of workshops on the use of the available equipment, as well as on idea and project development, among other topics. The venue is open to children, young people, university students, young entrepreneurs and organisations, youth groups, and schools.
Workshops for makers
A programme consisting of independent courses/workshops, with different levels for all ages (10+). If a participant needs advice, guidance or technical support on a project, he/she can request a personal meeting with the instructor.
Educational guide
Youth makerspace Larnaka offers education material created by education and technology academics. The material is based on primary and secondary education level curricula and can be applied in student...
Youth makerspace Larnaka is a venue of innovation, built upon the example of similar successful venues that operate in various cities around the world, following the international standards of equivalent makerspaces. It offers young people access to high-end technological equipment that may support them to develop and put into practice their business ideas. The wide variety of advanced technological equipment is available to young people free of charge. The makerspace helps children and young people develop 21st century skills in the fields of science, technology, engineering, arts, design and critical thinking, while boosting their self-confidence.
Education workshops
Youth makerspace Larnaka organises a wide range of workshops on the use of the available equipment, as well as on idea and project development, among other topics. The venue is open to children, young people, university students, young entrepreneurs and organisations, youth groups, and schools.
Workshops for makers
A programme consisting of independent courses/workshops, with different levels for all ages (10+). If a participant needs advice, guidance or technical support on a project, he/she can request a personal meeting with the instructor.
Educational guide
Youth makerspace Larnaka offers education material created by education and technology academics. The material is based on primary and secondary education level curricula and can be applied in student workshops facilitated by teachers and youth makerspace staff. Teachers are encouraged to use the venue, facilities and equipment of youth makerspace for their lessons. This way, learning becomes more interactive and interesting, as students explore, discover and develop through hands-on experience of new technologies.
Mobile makerspace
The Youth Board's brand-new mobile unit aims at reaching out to young people living in remote rural areas far from urban centres. These young people have limited access to programmes and new technologies. The mobile unit has been especially designed for this purpose and houses a great variety of new technologies, such as laser cutter, oculus virtual reality, Arduino, 3D printer, 3D scanner, and much more. Experience has shown that this kind of equipment is not easily accessible to young people and the mobile makerspace contributes to the development of young people's technological skills. For this purpose, educational workshops will be offered to young people by experienced staff and trainers. It is the Youth Board's long-term goal to contribute to cultivating, evolving and inspiring youth entrepreneurship and innovation in Cyprus.
In 2019, announcements by the Youth Board of Cyprus containing specific details on this innovative programme were expected.
Makerhouse residency
In 2020, educational workshops were offered to young people by experienced staff and trainers.
In 2020, the Youth Board of Cyprus put together an educational curriculum on educational technology. It was based on expanding topic units of primary and secondary school curricula through STEAM topics, with the application of technological tools, and aimed at enhancing 21st century skills. The programme was designed in a way that favours the development of critical thinking, scientific learning, as well as communication and cooperation skills. The education curriculum was facilitated by youth makerspace employees at its premises or at the school's premises, which can be visited by mobile makerspace.
In 2020, the youth makerspace ran the 2020 Makerhouse residency programme. For a second consecutive year it aimed at offering a platform for creation and entrepreneurship, enhancing research and development through modern technologies. The individuals or groups of creators who were selected to be the 2020 residents used the space, equipment and services of Youth makerspace Larnaka for a month each.
The residency project allowed the development of creative interaction between creators and organisations/institutions that support their innovative ideas. Each creator had their own mentor who provided guidance on the implementation of the proposed idea.
The residency was completed with a public exhibition of the project, which was developed through the Makerhouse project. The ultimate goal of this programme was to enable meaningful dialogue between the local community and creators, who are encouraged to act, organise with others and promote their ideas.
Educational guide
In 2020, the Youth Board of Cyprus put together an educational curriculum on educational technology. It was based on expanding topic units of primary and secondary school curricula through STEAM topics, with the application of technological tools, and aimed at enhancing 21st century skills. The programme was designed in a way that favours the development of critical thinking, scientific learning, as well as communication and cooperation skills. The education curriculum was facilitated by youth makerspace employees at its premises or at the school's premises, which can be visited by mobile makerspace.
Mobile makerspace
In 2020, educational workshops were offered to young people by experienced staff and trainers.
Mobile makerspace
In 2021, Youth Makerspace Larnaka ran a Makerhouse residency programme for a third consecutive year.
In 2021, education workshops were offered to young people by experienced staff and trainers.
Girls in STEAM Academy
In 2021, the Girls in STEAM Academy, an initiative of the Be an Ally Foundation) was co-organised by Youth Makerspace Larnaka (the Youth Board of Cyprus). It was sponsored by PwC and the Centre for Social Innovation and was supported by CUTing Edge (Technological University of Cyprus). The initiative is planned to bridge the gap of low female participation in STEAM sectors (science, technology, arts, engineering, maths). These training programmes aimed to empower young girls from 14-16 years of age and encourage them to pursue a STEAM career. Starting with the BridgeSTEAM programme, the Girls in STEAM Academy offered two weekend training events, one at CUTing Edge at the Technological University of Cyprus in Limassol and one at Youth Makerspace Larnaka. The two-day BridgeSTEAM programme aimed to empower the participants on three levels, through training provision in robotics and artificial intelligence; information on career opportunities in STEAM; and facilitation of contacts with female role models from STEAM sectors in Cyprus. In the training programme that took place in 2021, a module on UN sustainable development goals was also offered.
Makerhouse residency
The Makerhouse residency took place for the third time within 2022, addressing young creators from the fields of design, engineering, construction, art, interactive technology, education and social entrepreneurship, who are interested in developing and promoting original ideas, products and workshops, through the use of innovative technological equipment.
Girls in STEAM Academy
The Youth Makerspace Larnaka hosted the 'Girls in STEAM Academy 'with the BridgeSTEAM programme. The aim was to reduce the barriers that typically prevent young girls from developing a career in STEAM.
Mobile makerspace
Education workshops were offered to young people by experienced staff and trainers. Also in 2022, Makerspace and the mobile unit continued to offer educational workshops to young people by experienced staff and trainers.
In 2023, the programme operated normally with the following activities:
- organisation of a technology festival, Makers Fair, with over 500 participants;
- implementation of 22 visits by organised groups from the Mobile Makerspace with more than 1 120 participants;
- organisation of 20 events with over 650 participants; and
- 33 visits by organised groups to the Youth Makerspace Larnaca.
In 2024, the Youth Makerspace Larnaka organised several significant activities:
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Makers Fair 2024, technology festival. Its purpose was to bring together professional and amateur creators, promoting innovation and encouraging experimentation and making. The event supported the participation of organisations, companies, and agencies, as well as amateur and professional makers, who presented their projects in interactive technology booths.
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Educational Activity within the European Mobility Week 2024. Dozens of students were informed about sustainable mobility, road safety, and sustainability. Participants imagined and depicted a city of the future by creating public transportation systems aimed at sustainable movement and development.
Bodies responsible
- Youth Board of Cyprus
Target groups
Learners
- Young people (15-29 years old)
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Youth makerspace Larnaka: Cyprus. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/35465