The project focuses, first of all, on the priority of “tackling learning disadvantages in education”. The project will address the first signs of learning disadvantages in the first two years of primary education with the aim to prevent the further development of learning disorders. In order to tackle learning disadvantages, the project will provide: - primary school teachers with a) the knowledge to identify the socio-cognitive risk factors and first signs of reading-writing difficulties and the skills to address them by using effective digital solutions; b) a platform to assess determinants of reading and writing difficulties at an early stage; c) game-based activities to empower children’s fundamental cognitive processes of reading and writing. -1st and 2nd grade pupils with a game-based training on fundamental cognitive processes of reading-writing skills, personalising it to different environmental and individual profiles.

The TEIP4 Program will run from the 2024/2025 school year and is an educational policy measure aimed at school groups and non-grouped schools located in territories with a high number of children and young people at risk of social vulnerability, with the aim of ensuring inclusion and educational success, improving the quality of learning and combating school dropout. CIS-Iscte researchers participate as external experts.

The KiDLE project aims to support the inclusion of migrant children/pupils in new school environments by co-creating 5 intercultural board games and integrating them into a digital gaming pack. The project seeks to build educators' and parents' capacity to use games for children's learning and development, implement the gaming pack through gaming events, and raise awareness about the role of cross-cultural games in early childhood education towards supporting inclusion.

The Priority Intervention Educational Territories Program (TEIP), which began in 1996 and is currently in its fourth generation, is an educational policy measure that aims to ensure social inclusion and educational success, improve the quality of learning, and combat school dropout rates. This program is intended for school clusters and non-clustered schools located in territories with a high number of children and young people at risk of social vulnerability. (Despacho No. 7798/2023)  Since 2013, CIS-Iscte has been developing a scientific consulting and research support project with TEIP school clusters and non-clustered schools.  This project consists of a multidisciplinary team of experts who promote systematic, regular, and close monitoring of each of the school clusters that make up its network. This monitoring provides opportunities for critical reflection and access to resources that contribute to the successful implementation of these clusters' Action Plans, as well as their monitoring and evaluation. The project is also characterized by its focus on creating opportunities for training and exchange of experiences, thus contributing to increasing opportunities for synergy and collaborative work between TEIP school clusters.  As part of the scientific consulting and research support provided by this team, at the beginning of each school year, an action plan is drawn up with the management and TEIP coordination of each school cluster, which may include: •    Consulting for middle management, teaching teams, and/or specialized senior technicians •    Supervision of strategic actions •    Support in defining impact assessment plans for specific projects selected by the school cluster •    Design and promotion of continuing education actions •    Support in organizing or participating in seminars/meetings for debate and dissemination of practices, promoted by the school group •    Participation in meetings with the monitoring team of the Directorate-Ge...

Global-MINDS integrates insights from Social & Cultural Psychology, offering high quality international teaching in English on issues of migration, diversity and inclusion, also identified as Sustainable Development Goals by the UN. The programme objectives are to equip students with the psychological knowledge, cultural sensitivity, and highest standard of research expertise to engage with complex social problems worldwide. Theory and practice are bridged via the master thesis and internship.  The fully accredited joint programme combines the Social & Cultural Psychology branches of four national Master programmes, integrating the expertise of all partners while offering diversity via three mobility paths of which one is a new path focusing on migrant health. Students complete a 2-year study programme with 120 ECTS, beginning semester 1 at either Iscte-University Institute of Lisbon (Portugal) or SWPS (Warsaw, Poland), moving then to either the University of Limerick (Ireland) or the University of Oslo (Norway) in Semester 2 and attending a joint summer school. Year 2 consists of a dissertation project and the internship in an NGO, organization, or intergovernmental agency.   A total of 100 scholarships are available of which 40 are full scholarships and 60 are tuition fee waivers. The worldwide network of 30 (non)academic Associate Partners, and numerous other partnerships, facilitates students' international master thesis research and provides internship opportunities.  

Our aim is to deliver an evaluation model of the effectiveness of Public Employment Services (PES) tracking support types - digital, human-mediated or mixed - in improving employability among rural NEETs aged 25-29. Our project is submitted under support Area 3 - Analysis and Research, based on interdependent management, engagement & dissemination, and scientific work packages to fulfill three contributions. Our aim is to broaden knowledge of the effects of employment initiatives targeting rural NEETs, by creating a cross-country model of how policies influence PES tracking deliverance. Another goal is to enlarge the capacity of evaluating effects of employment initiatives for NEETs in rural areas, by validating impact assessment protocols for the most replicable programs of on-the-ground PES tracking support types, considering overall and specific groups of NEETs. A further target is to increase transnational use of impact studies among policymakers and researchers, by supporting their participation in developing/incorporating evidence-based impact methods for PES tracking evaluation. We address the Fund call vision by focusing on rural NEETs. These youths are ignored by research, hard to engage with, and challenged by multiple structural risk factors. We will concentrate on their vulnerabilities in the short-term by establishing a baseline for PES support types’ effectiveness in their employability indicators and, in the long-run, by setting an evaluation framework for effective PES tracking development. The consortium will rely on a sound multidisciplinary, theoretical and methodological approach, by concentrating on Baltic, South and Southeastern States with disparate rural NEETs’ proportions and different degrees of PES digitalization, adding meaningful variability to comparative analyses. Our outputs will be streamed into a working group dedicated to PES tracking impact evaluation to tie in with a parallel initiative, the Rural NEET Youth Observatory, b...

The CLAVE project aims to analyze the role of values in the formation of representations of justice and attitudes towards different social groups (age, gender, nationality, etc.) as well as in terms of personal growth and well-being. It proposes to map the basic human values of children and young adolescents (6-14 years), and their association with other central factors to better understand the current and future dynamics of inclusion and exclusion in the European area. The project will analyze the role of socialization processes in a family context in forming and developing human values. It will be carried out in Portugal and other European countries, and will involve the administration of a short questionnaire to children living in households selected through the European Social Survey sample (2018/19).          The CLAVE project is expected to contribute in advancing the formation and development of human values in children and young people as well as the role of culture in this process from an international and interdisciplinary comparative perspective. The project team is composed of the specialists from ICS-ULisboa, ISCTE-IUL and institutions from partner countries in the field of sociology and social development psychology researching on children and young people.

 ISOTIS (Inclusive Education and Social Support to Tackle Inequalities in Society), funded by the European Union within the Horizon2020 program, is an international project that involves 17 partners and 11 countries. The project is coordinated in CIS-IUL by the researcher Cecília Aguiar. It aims to contribute to effective policy and practice development at different system levels in order to effectively combat early arising and persisting educational inequalities. In the context of acculturation and integration, and in relation to local and national policies, ISOTIS will examine current resources, experiences, aspirations, needs and well-being of children and parents in those groups associated with persistent educational disadvantages such as significant immigrant, indigenous ethnic-cultural and low income native groups.       Quasi-panels and pooled longitudinal datasets will be used to examine the variation in early educational gaps and developmental trajectories across countries, systems and time. ISOTIS will develop inter-linked programs for parents, classrooms and professionals using Virtual Learning Environments for working in linguistically diverse contexts. This three-year project is expected to support the education practice and policy field in Europe in meeting the challenges of reducing social and educational inequalities.

Global-MINDS integrates insights from Social & Cultural Psychology, offering high quality international teaching in English on issues of migration, diversity and inclusion, also identified as Sustainable Development Goals by the UN. The programme objectives are to equip students with the psychological knowledge, cultural sensitivity, and highest standard of research expertise to engage with complex social problems worldwide. Theory and practice are bridged via the master thesis and internship.  The fully accredited joint programme combines the Social & Cultural Psychology branches of five national Master programmes, integrating the expertise of all partners while offering diversity via four mobility paths. Students complete a 2-year study programme with 120 ECTS, beginning semester 1 at either Iscte-University Institute of Lisbon (Portugal) or SWPS (Warsaw, Poland), moving then to either the University of Limerick (Ireland), the University of Oslo (Norway) or Koç University in Semester 2 and attending a joint summer school. Year 2 provides the possibility of an additional mobility (dissertation and internship).   A total of 58 EMJDM scholarships are available. The worldwide network of 30 (non)academic Associate Partners, and numerous other partnerships, (e.g., with 19 visiting scholars), facilitates students' international master thesis research and provides internship opportunities. 

O presente projeto pretende contribuir para o conhecimento sobre a integração, sucesso escolar e bem-estar dos alunos imigrantes (i.e., nacionais de países terceiros) nas escolas públicas do 1º e 2º Ciclos de Ensino Básico (CEB), em Portugal. Pretende-se concretizar este objetivo testando, especificamente, o papel das dinâmicas de aculturação e dos seus fatores psicossociais antecedentes na integração social e educativa destas crianças e jovens imigrantes. Uma vez que se pretende obter uma visão comparada e das várias perspetivas que informam o fenómeno em estudo, para além dos inquéritos a alunos imigrantes, serão ainda inquiridos alunos descendentes de imigrantes (perspetiva de um grupo comparável) e alunos de origem portuguesa (perspetive de um grupo de acolhimento). Estes dados serão contextualizados com recurso à análise dos documentos estruturantes da escola (e.g., Projeto Educativo) e com entrevistas à Direção, a elementos das coordenações pedagógicas do 1º e 2º Ciclos do CEB e inquéritos aos Diretores de Turma dos alunos imigrantes inquiridos.