H:OUSE stems from the recognition of the right to housing as an essential first step towards significant integration of people in need of international protection into host communities. It also recognizes that many successful experiences in terms of support in accessing housing come from bottom-up approaches. The project starts from these premises to explore successful Community Sponsorship experiences, at international, EU and local level, to provide a systematization of the most effective practices, whichextrapolates their relevant strengths. From this, a multi-stakeholder intervention model will be developed and tested, based on the direct involvement of a wide range of public and private sponsors, drawing particularly on those segments of society that can benefit, economically and in welfare, from active engagement with newcomers; as well as on the representatives of the diaspora communities, as solid bridges between the communities of newcomers and the country of reception. This multifaceted group of target stakeholders will receive tailored training and tools to acquire the necessary skills to better engage with and support newcomers. In parallel, local authorities and stakeholders will be involved and informed on the most pressing issues affecting the migrant community, such as the knowledge and accessibility of housing solutions, but also the innovative practices developed in the field. Finally, the project will bring together all these actors in multi-stakeholder sponsorship groups, set up in the 7 project implementation territories (IT, HE, HU, IR, SL), in the collaborative planning and implementation of concrete interventions. The final result will be the creation of a network in direct support of final beneficiaries, backed by a structure solid, informed and connected at EU level, with the potential to influence decisions and promote a paradigm shift in housing policies.  

Although many girls serenely navigate the transition to adulthood, many are not provided adequate support and opportunities to achieve their fullest potential. They live in a condition of exclusion because of their migrant background, because belonging to a disadvantaged family or for individual fragility and psychological patterns – and often for these factors combined. Their difficult socio-economic condition makes them ill-equipped to deal with the pressures around them, which in turn make them more likely to suffer from low-esteem, inactive lifestyles, bullying or to experience lower probabilities to attend a school suited to their attitudes. Gender bias often exacerbate their already difficult situations as they perpetuate stereotypes about acceptability of behaviours, interests, and roles for men and women. Within the extensive scientific literature on the multiple dimensions of social exclusion, little attention is paid to the “femaleadolescent” binomial aspects of such processes. At EU level there remains a need to create more, dedicated space for single-sex work with young women, especially those experiencing marginalization. Most projects focus on dealing with perceived problematic behaviour and educational deficiencies of young boys, while the remaining limited programming with girls emerges around their perceived potential victimhood, particularly those of early pregnancy, precocious sexuality and low self-esteem. Instead, little interest is given, within generic youth services, to actions focusing on empowerment,exploring gender equity, or interrogating heteronormative gender discourses. In this context, there is also an emerging socio-economic issue that should not be underestimated: the so called "gender digital divide", which is often based on theroles that provide the social expectations and shape the male or female use of technology. In already disadvantaged contexts, affordability, lack of education, as well as inherent prejudices and socio-cultur...

The project will explore ways to establish and enhance Private Sponsorship (PS) schemes in some Member States, in order to strengthen capacities at local level and improve refugee self-reliance. Experienced organisations will provide technical and operational support for planning and carrying out a PS pilot scheme, inspired by the community-based model as experimented in Portugal and by other kinds of civil society engagement already existing in other EU countries. The pilot project will develop new practices for achieving more efficient PS and scaling-up existing PS scheme, leading to better integration of sponsored beneficiaries. Thanks to study visits and desk research the project will gather and analyse information on good practices of community-based sponsorship in order to develop a green book on the implementation of such schemes addressed to families hosting refugees and organisations participating in the pilot phase. Involving families will greatly improve the efficiency of the integration process as it opens existing social networks. The project will develop mentoring and peer-to-peer activities between families and refugees to provide social and educational support throughout the settlement process. The project will facilitate access to the job market for refugees relying on the expertise of a network of social enterprises which will design tailored vocational training. To ensure the correct implementation of the project and establish the basis for future replicability, a monitoring system will be developed. Monitoring activities will gather crucial information needed to develop an evaluation system in order to assess the relevance, effectiveness and sustainability of the project. In the short and medium term, the beneficiaries will be both the persons in need of protection located in partners’ countries and the Civil Society Organizations (CSOs). In the long term, the institutions and European CSOs will benefit from the project’ stress on the enhanc...

The global economy and growing immigration have brought diverse groups in closer contact in major cities. Increasing rates of intermarriage, and of children born to them, have been widely acknowledged as an important aspect of contemporary super diverse territories. Mixed ethnic individuals are beginning to take up a strategic place in studies and policies. However, there is a lack of knowledge as regards this population and their experience, especially in Portugal. How do mixed ethnic families address the cultural socialization of their children? How do mixed children and young people negotiate identity and belonging within the context of their families? The proposed research is aimed at an in-depth understanding of the ways in which identities and belongings are created. Using a multi-interview research design, the project intends to interrogate the mixed ethnic family context as the site in which boundaries of belonging and identity are primarily defined. The objective is to advance existing theoretical and methodological frameworks for identity, ethnicity and family studies, through the study of a sample of 120 interviews with mixed origin families and their children.

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.

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).  

Below 10 is a project promoted by a partnership of nine organizations in six different EU countries. The partners include schools, education networks, NGOs, and university research centres. The project aims to prevent and combat Early School Leaving (ESL), through a territorially based process of action research and the development of collaborative strategies among diversified local institutions.

This research program aims to provide greater insight to the relationship between the transition to working life and mobility among young people. This relationship is central within a context that combines a weak labour market and the transnationalisation of the juvenile experiences, identities, and labour opportunities. There’s also an increased social visibility of youth mobility trajectories, a subject about which little is known. The research will identify the social and individual conditions of departure; and articulate it with the diversity of experiences of integration in the labour market, inside and outside Portugal. The goal is to map and clarify the interaction frames, motivations and senses that are at the basis of the enterprise or retraction of the mobility trajectories. We will address the conditions of facilitation or constraint of its emergence, through the observation of socially differentiated young people, carrying out a multidimensional investigation of causes and trajectories, to identify the dispositions and patterns of, and for, mobility.

The main objective of the research is to analyze the relationship between the duration and quality of sleep children / youth and their school performance. To this end, controls the effect of other variables that have been shown to produce significant effect on educational outcomes: the social condition of the family, the latter's interest in education, the relationship of the student with learning, the reaction of teachers face the difficulties of students and the profile of the class attended.The methodology consists of applying a questionnaire to students in compulsory education (3rd to 9th grade) of a region of Lisbon. Sampling is intentional: are selected classes, diversifying the years of schooling and the social and academic profile of students of the same. Statistical analysis of the information will be held with the support of SPSS software.

Principais objetivos da pesquisa: i) identificar a variação na presença (relativa) dos jovens estudantes no ensino superior português com origem nos PALOP (2001-2011); ii) comparar as probabilidades de um jovem com origem nos PALOP aceder ao ensino superior com as de um jovem autóctone na mesma condição social; iii) conhecer os trajetos de vida do “segmento” específico de jovens específicos com origem nos PALOP que, revelando desvantagens socioeconómicas de partida, acedem ao ensino superior, concretizando um percurso escolar de “contratendência” e iv) produzir recomendações para a promoção do acesso e sucesso escolar no ensino superior, mas também para a monitorização dessa realidade.     A pesquisa desenvolveu-se com recurso a uma abordagem multi-método. Numa vertente extensiva, contemplou a análise de diferentes fontes secundárias de dados estatísticos e na vertente intensiva, realizaram-se entrevistas biográficas a 17 jovens que, pertencentes a um “segmento” específico dos imigrantes e descendentes de imigrantes dos PALOP com condições socioeconómicas adversas de partida, realizaram trajetos de escolarização “bem-sucedidos” e ingressaram no ensino superior.

  The main aim of the Success at School through Volunteering - SAS project is to expose youngsters affected by early school leaving and living in difficult areas to a pedagogical approach through a training course meant to valorize a voluntary involvement in identifying the relevant skills and competences acquired through volunteering. As a direct result of the training proposed to youngsters they will be able to express their voluntary experience in terms of learning outcomes and so prepare to return to school. This training course will be supported by pedagogical mentoring in order for professionals working with youngsters (teachers, youth workers) to identify and value the skills and competences that will be necessary for them to value the non formal and informal learning acquired though volunteering and find a way back to school.

Our principal aim is to describe, analyze and compare new super-diverse convivial contexts, as they relate to the process of migrations shaping new cultural realms. Our approach does not involve the idealization of harmonic intercultural relations but considers convivial contexts as new fields of intercultural tensions and interactions as an attempt to understand their dynamics and the social, historic and personal factors that lead to willingness to coexist with ethnic heterogeneity or to reject it. Consequently, it envisions applying an innovative framework to understanding intercultural relations among national and migrant populations. From the perspective of social topography, the new convivial cultures are not associated with a specific geographic space. They correspond to different public contexts in which people with links to various ethnic or cultural groups interact. The research will focus on formal/informal settings linked to distinct social functions in each city: Leisure & spaces dedicated to religious practices; Market/shopping area (open-air or indoor market frequented by various ethnic and cultural groups); School/education (where intercultural relations take place between generations and groups-key for overseeing societal evolution of intercultural dialogue); These spaces are important for grasping the real meaning of intercultural relations because as Amin stated, even if “ the national frame of racial and ethnic relations remains important, much of the negotiation of difference occurs at the very local level, through everyday experiences and encounters”.

The central purpose of the research is to relate school results with a series of variables characterising the pupils and their families in order to measure their effect on these results. We plan to analyse the results achieved in national 4th, 6th and 9th grade exams considering the effects, on one hand, of the pupils’ sex, place of birth and nationality and, on the other hand, the class, place of birth and nationality of their parents. Subsidiarily, we will identify schools with dissimilar results but very similar student populations in terms of social condition and the national origin of their families, and explore some aspects of the “school effect” (leadership profile, education plan and organisation of classes and periods) on achievement or failure.

In recent years the increasing migratory pressure in Portugal and its growing demographic and cultural importance has become an issue of general interest and wide debate. There remains, however, inadequate scientific knowledge about the configurations and conditions that characterize this segment of Portuguese society, one that is considerably heterogeneous from a cultural, social and age-structure point of view. In the field of sociology, there is a shortage of data regarding, for example, the social composition, schooling processes and life courses of the young descendants of immigrants in Portugal. For this reason, this research proposes to build a stock of multidimensional information that helps us to state the issues and allows rectification of some of the insufficiencies ascertained.

To understand the scholastic and social exclusion and inclusion processes undergone by descendents of immigrants and to identify and to analyse the main variables behind the differences between those scholastic paths.