SIRIUS 3.0 - Impactful and sustainable policy change for migrant education

The proposed action SIRIUS 3.0 - Policy Network on Migrant Education aims to promote co-operation between different stakeholders, support inclusive policy development and implementation at different governance levels, and facilitate the inclusion of migrant children in and through education.

YOUTH ROMANCE CULTURE AND EDUCATIONAL TRAJECTORIES IN COMPULSORY SECONDARY_ROMANCE SUCCESP

TeachXevidence. Preventing gender-based violence in schools based on scientific evidence with social impact

TraSPASA - Trayectorias de éxito/abandono em secundaria profesional (fp) desde el análisi del romance juvenil en la actual sociedade andaluz digital

04/10/2021 – 30/06/2023

Cosi.ed - Co-created Education through Social Inclusion

ROMANCE SUCC-ED La caja negra del fracaso escolar. Análises de las trayectyorias de éxito/fracaso escolar en secundaria obligatoria desde la perspectiva de las relaciones afectivosexualies adolescentes en la actual sociedade andaluza digital

Expanding Impact on Policy, Practices and Products for Gender-Sensitive Education in Portugal

Projeto “Educação para a Cidadania”

motivatEyoUth - Preventing the Early School Leaving phenomenon in the EU through practical and innovative solutions

Co-Principar Investigator of PT Team

EduTransfer - Learning from diverse educational settings: Transferability of promising practices in the 2020 Horizon

This participatory research analyses the possibilities of transference between educational institutions, of promising educational practices that take as basis problem based learning, as a cooperative learning methodology. Therefore it involves mainstream schools and out of school educational institutions, the alternative learning arenas. The starting point of the project is the concern about the need to find more concerted forms of action in education, which involve the different actors in promoting a sense of belonging and commitment to education by young people and teachers, promoting greater success in contributing to the reduction of the social and individual problem of early school leaving and early leaving from education and training; dimensions on which the project's relevance rests. Also relevant is the creation of spaces within the educational institutions, where young people have the opportunity to exert their citizenship and crucial competences, by participating in the identification, decision making and action to improve their life contexts. The innovative dimension of the project emerges from the strong articulation between researchers, teachers and young people, in the construction of participatory practices for solving real problems, identified by the young people themselves, and that result in community involvement, allowing a detailed analysis by the research team with the contribution of the participants. The production of policy proposals to address the problems identified will also involve policy makers in this process. The research standing point is based on a sociological perspective that argues for the need to go beyond the identification of problems and to collaborate in the construction of measures that contribute to their resolution. In a coherent articulation with the theoretical principles of a sensitive research that engages in the processes it observes and analyses, ethnography is the main method of collecting and analysing data, complemented by focus group discussion, which stands on the participants? voices. The use of these complementary methods will allow the matching of the voices of the researchers, more sustained on ethnographic observation, and the voices of the actors, who are heard and taken into account in the research. The continued observation by the researchers, through the presence in the field, will allow for participatory observation and close proximity to the questions in analysis and to its actors. In addition to this, the project invests in a solid internal communication, sustained on a communication and management strategy, and in the involvement of participants in the communication and management processes by means of successive moments of encounter and debate with the research team and between the different institutions. Detailed recording and reflection on all project moments and processes will enable responsible accountability to all entities involved.

THRIECE - Teaching for Holistic, Relational and Inclusive Early Childhood Education

STALWARTS - Sustaining Teachers and Learners With the Arts: Relational Health in European Schools

Promoting Gender Equality in Education

Promoting Gender Equality in Education

LINK – Learning in a New Key: Engaging Vulnerable Young People in School Education

[FP7] RESL.eu: Reducing Early School Leaving in the EU

Where the available research data on ESL only explains isolated aspects of the evolution towards ESL, the RESL.eu project analyses ESL from a holistic perspective. By framing the complex and often subtle interplay of factors influencing ESL on macro/meso/micro level; and by deconstructing these configurations of influencing factors in the specific contexts where they occur, we expect to uncover specific combinations of variables and contexts influencing the processes related to ESL. This allows us to formulate conceptual models useful for the development and implementation of policies and specific measures to influence ESL, making the project not only relevant to academics, but also to policy makers, school staff and civil society.
RESL.eu aims to provide insights into the mechanisms and processes influencing a pupil’s decision to leave school/training early; as well as into the decision of ESLers to enroll in alternative learning arenas unrelated to a regular school - but wherein specific creative or innovative methods of knowledge and skill transfer are used. Additionally, RESL.eu focuses on the vulnerable group of youngsters that left education or training early and are identified as NEET (Not in Education, Employment or Training). RESL.eu also aims to identify and analyze the intervention and compensation measures that succeeded in transferring knowledge and in keeping pupils in education/training, although they showed high (theoretical) risk of ESL.
In order to be able to compare the data gathered in 7 partner countries, RESL.eu will develop and refine the theoretical framework on ESL, formulating a workable yet nuanced definition of ESL. Through a mixed-method design, a total of 28140 surveys and 1176 interviews/FGD will be conducted, generating in-depth data while allowing systematic comparisons and quantitative generalizations. Results are targeted at different audiences/stakeholders: EU- & national policy makers, school staff, academics and civil society.

Sexualities, Youth and Teenage Pregnancy in North-western Portugal

Percursos biográficos de jovens na escola e na comunidade