The Coordinated Humanitarian Response, Health and Displacement action-research project aims to implement an international master's degree, including European and African universities - HumanResponse Erasmus Mundus Joint Master Degree. The programme aims to provide a unique multidisciplinary programme in teaching and research about life-saving assistance and displacement in volatile contexts. The Erasmus Mundus project provides 60 scholarships for students, teacher mobility and lectures by Visiting Scholars from various countries.  In addition, it contributes to research with articles on innovative topics. The programme is jointly developed by Iscte-University Institute of Lisbon, Norwegian University of Science and Technology (NTNU), Makerere University (MU), University of Cape Verde (UniCV), University of Santiago (US), University of Athens (UAthens) and University of Rovuma (URovuma). The first semester is spent in Lisbon, Portugal, the second semester in Trondheim, Norway, and the third semester in Kampala, Uganda, before the students move to one of the seven partner institutions to work on their master’s thesis. In the fourth-semester students may collect dissertation data in humanitarian contexts with 23 institutions (associated partners) in Europe, Africa, the Middle East, South America or Asia. The curriculum is taught by both academics and practitioners, emphasizing problem-based learning and knowledge application opportunities in summer schools and internships.   HumanResponse tackles both research and teaching to address the pressing need for professionalisation of humanitarian workers through: fostering South-North collaboration and multi-stakeholder cooperation, strengthening localized leadership, and articulating theory and practice to navigate organizational complexity in humanitarian action.

Scientific recognition of the complex relationships between climate, migration and society has increased in recent years, but it often remains incomplete. Misleading claims about mass migration due to climate change persist both in the academic debate, as highlighted by Boas et al. (2019) and Zickgraf (2020), but especially in the media, the public, and politics. While international migration and climate policy makers increasingly portray climate change as a key driver of migration from the Global South to the Global North, this narrative often simplifies complex realities and often lacks empirical foundation (Black et al., 2011). The militarisation of 'climate migration' is reinforced by public funding programmes that prioritise security concerns over comprehensive understanding, such as funding calls under the Horizon 2020 programme (Piguet et al., 2018). These narratives influence border management measures and migration policies in destination countries and perpetuate the myth of "climate migration" or "climate flight" as a security risk (Trombetta, 2014). The planned project aims to 1) identify reasons for the discrepancy between public perception and research (the current state of knowledge would then have to be analysed in the case school and then the survey would have to deepen this). 2) Identify opportunities for better communication of scientific findings. 3) Anchoring the topic permanently in science. By promoting an objective discussion and sensitisation of young scientists, the public and politicians, awareness of the complex links between climate change and migration should be raised. This will ultimately lead to more informed political decisions and a better public debate on these important issues. This project includes a three-day Fall School for Master and PhD students at CIES-Iscte.

This action is organized around the general objective (G.O.) to strengthen the mechanisms for the integration of immigrants into Cabo Verde society, while reinforcing the contribution to the priorities defined in the cooperation framework between Portugal and Cabo Verde. This objective is achieved by carrying out several activities oriented towards practical and accurate results, based on the exchange of experiences between both countries to improve the services provided, considering the following specific objectives/outcomes: • S.O.1. – To improve instruments and operating procedures regarding immigrant integration in Cabo Verde, by implementing four local units for immigrant support, a multichannel platform to support and strengthen public services available to immigrants and developing instruments for local approaches. • S.O.2. – To develop capacity-building actions for Cabo Verdean authorities (at national and local level), civil society organizations and ACM key staff, in legal migration management and integration. • S.O.3. – To provide certified professional training of immigrants to promote their professional qualification. • S.O.4. – To produce and disseminate knowledge about migration in Cabo Verde, by developing studies, awareness-raising campaigns, and setting up a Migration Observatory in the country.

This research aims to understand the schooling, academic and professional reality of young Brazilian, Ukrainian and Chinese living in three of the most populated municipalities in Portugal: Lisbon, Sintra and Odivelas. This approach will allow to compare and understand how their life biographies are reconfigured according to their national origin, gender and social class. This research also aims to analyse public policies, actions and practices developed for the social integration of these young migrant descendants in Portugal. The methodology includes statistical data and in-depth interviews, in order to understand the dynamics of social integration experienced by these youth, and the differences of these life experiences according to diverse social and cultural contexts. Research Team: Sofia Gaspar (Coord.), Madalena Ramos, Teresa Seabra, Ana Raquel Matias, Renata Carone and Yuotong Guo. Consultants: Simeng Wang, José Carlos Marques, Juliana Iorio.  

The community of San Juan Corapan is rightfully protective if its cultural heritage, and any perceived misuses of this. As such to guarantee that the project takes place in a respectful manner, beneficial to all parties involved, I will conduct community consultation sessions at the beginning, middle and end of the project period and to ensure that all members of the community have a chance to air their concerns and offer their participation. All community members who undertake work as consultants will be asked for consent upon establishing a working relationship. The consent form (either signed or read to the consultant and filmed) will feature the following points: The nature of the consultant’s participation in the project A request for basic metadata- age, gender, profession, and linguistic biography. A guarantee of payment, either in an hourly payment of 80 Pesos MXN, or the provision of gifts. A clear statement of my intent to establish an open access online corpus of the Cora language. The right to withdraw at any time during the documentation project. The guarantee that I will remove any compromising information (for example gossip, discussion of community disputes) from a recording, and consult with the speaker if I believe a recording to contain this. A guarantee of group and individual consultation on the materials to be featured in the archive. This consultation will be continual, following each session. The group consultation will take into account the views of the wider community on the kind of materials that can and should be shared. I will also adhere to ethical requirements of my host institution, CIES-IUL.

The project PandPAS focus on post – arrival support for the integration of persons in need of international protection. At the same time, it produces tools for pre – departure activities and pilot practices to promote inclusion and active participation of third-country nationals in society overall. The project stems from Italian, Croatian and Slovenian regions where big or medium “hubs” are located. It makes use of the Portuguese approach in matter of “widespread welcoming and integration” and of the Cypriot experience in the field social entrepreneurship for inclusion of third-country nationals.  

This project is carried out under the CIES / CAPLE Protocol, materializing the development of studies related to sociological and sociolinguistic profiles in the fields of evaluation and certification of Portuguese as a foreign language (PLE). It aims to identify sociological profiles and motivations of young people seeking the certification of Portuguese as a foreign language (PLE), based on sociodemographic data (sex, age, place of birth, nationality, level of education, work situation, occupation). It also seeks to understand how the certification in Portuguese language is part of an individual mobility project, and how linguistic learning is one of the factors favoring the emergence of this project. The analysis will be supported in the international database of CAPLE, and will include young candidates for certification in Portuguese as a foreign language, between the ages of 18 and 30, in a period of 5 years (2010-2015).  

The project is based on two diagnosis applied to students and professors from Portuguese Higher Education Institutions (HEI), on academic inclusion of students from Portuguese Speaking African Countries (PALOP) in two institutions: the School of Education of the Polytechnic Institute of Setúbal (2013) and ISCTE-IUL (2016). In both cases, it became clear that there is a need to adopt strategies and instruments to promote the inclusion of international PALOP students, namely to produce and test materials to deepen their linguistic-communicative skills, for academic purposes, in different varieties of the Portuguese language. On one hand, skills related to oral and written comprehension of European Portuguese used in Portuguese HEI; on the other hand, skills related to the oral and written production of texts required by academic activity, in any language and its respective varieties.  Previous projects developed at ISCTE-IUL and in other Portuguese HEI have confirmed these same needs, but without exploring the sociolinguistic backdrop that is central to this project.   The research-action project derives from two fundamental needs. First, to promote a deeper understanding on the communicative linguistic repertoires and skills of each student, through: a) recognizing the African varieties of the Portuguese language, and the sociolinguistic contexts of each country of origin; b) promoting a deeper knowledge on the differences between the schooling countries and the higher education country, considering the students’ previous school practices, over 12 years of schooling in Portuguese (either first language (L1) or second language (L2)). Second, to identify needs for more comprehensive and efficient responses of social and academic inclusion at different Portuguese HEIs in relation to these international students. Consequently, we aim contributing to a more efficient and sustainable internationalisation of the higher education system (also) through the Portuguese...

This project aims to study the linguistic attitudes of a group of descendants from Portuguese-speaking African countries (PALOP) in relation to the linguistic repertoire they dispose as bi - or multilingual individuals - a potential defined by their immigrant family background and their parents' linguistic aspirations. Born in Portugal, they attended a pilot-experiment on bilingual education during the primary education (education in Cape Verdean - Portuguese, a project coordinated by Professor Dulce Pereira from ILTEC, current CELGA/ILTEC, and funded by the Calouste Gulbenkian Foundation), attending the 2nd EB cycle at the beginning of this year project. However, the apparent historical and linguistic proximity to Portuguese does not prove to be a comparative advantage, particularly in terms of their school trajectory. Combining qualitative and quantitative approaches, the aim is to analyze the attitudes of these young people to the linguistic diversity of their daily life, as well as other actors in the spaces where their linguistic and formative socialization takes place (family, school, neighborhood). Studying the processes by which these attitudes configure languages ​​as resources or problems, we also analyze their impact in the various spaces of socialization and citizenship, identifying different patterns of intra and intergenerational linguistic acculturation.

  The action-research project in social work with families and children aims to implement an international master's degree, including European and African universities - MFAMILY Erasmus Mundus Joint Master Degree. The programme enhances the knowledge and the skills needed for working internationally with interventions for vulnerable children and marginalized families. The Erasmus Mundus project provides 139 scholarships for students, teacher mobility and lectures by Visiting Scholars from various countries.  In addition, it contributes to research with articles on innovative topics. The programme is jointly developed by Iscte-University Institute of Lisbon, University of Gothenburg (UGOT), University of Stavanger (UiS) and Makerere University (MU). The first semester is spent in Lisbon, Portugal, the second semester in Stavanger, Norway and the third semester in Gothenburg, Sweden before the students move to one of the four partner institutions to work on the master’s thesis. The language of instruction is English. The aim of the programme is for students to graduate having a sound practical foundation in: understanding the diverse and varied contexts, life situations and challenges faced by children and families in Europe and selected international settings; applying skills to work appropriately in and with these contexts; using and developing research to inform knowledge and practice for working with vulnerable children and families; and applying the values of international social work.    

The project is focused on five major areas over which the impacts of the crises will be more closely assessed: the initial education and training; the institutional paths for transition from school/training to work; adult education and lifelong learning; the transparency of qualifications and the articulation between the education and training systems; the structure of services and benefits aiming at guaranteeing universal access to the education and training systems.For each of these five areas, the following key dimensions of analysis are considered: (a) diversity and relative importance of available pathways within the system, (b) curricula; (c) human resources (d) budget and funding circuits; (e) the quantity and quality of physical spaces. Results indicators will be analyzed in all five areas, such as coverage and attainment.

This project aims at studying this African second generation, particularly young people in the 15-29 years old age group, to determinate whether their transition to adulthood anticipates a future of social integration or social exclusion.