Public debate and research on the migration-development nexus tend to assume an overlapping of the distinction between country of origin and developing country, on the one hand, and country of destination and developed country, on the other. The majority of the research literature on emigration and development focuses on developing countries. For this reason, the transposition of this literature to the analysis of the impacts of emigration in developed countries of origin is not fully adequate. Building on the theoretical framework of transnationalism that says migrations are not simple movements of absence and presence but relational channels between sending places and destinations where material and symbolic resources circulate, we will study the implications of these channels to the development. Empirically it relies on the fact that Portugal is a developed and emigration country to explore the contributions of Portuguese emigrants to the development of their places of origin. Orientação Rui Pena Pires (CIES-Iscte)

Every year, the Ministry of Education's DGEEC systematises school attendance and results obtained by students in primary and secondary education according to their nationality and it is possible to know that school performance (measured by transition rates and by referral to non-regular education routes) varies considerably according to the nationality in question. It is not possible to know the impact on these results of a set of variables which predict them, such as the socio-educational conditions of the parents, the gender of the pupil or the socio-ethnic composition of the school and the class attended. Are the effects similar for all national origins? Which variables are more decisive in the achievement of students with a migrant background?It was possible to establish a protocol between CIES-Iscte and DGEEC/MEC that makes it possible to regularly (annually) provide statistical information collected by MEC regarding students from immigrant backgrounds in the form of micro data. Using this information, we intend to answer the questions raised, drawing a portrait of the schooling of these children and young people throughout the present decade in our country. The project is supported by the Observatory of Inequalities.