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...

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 research aims to analyze the schooling process of Chinese children attending basic schools in our country, namely, their performance in school, compared to other groups: native students and students with other immigrant backgrounds. Based on official data from the Ministry of Education the results obtained standardized tests are compared by these groups of students, taking into account their social and academic profile. In addition to the gender differences, the differences in the parents' birthplace, the level of schooling achieved by the parents and the birthplace and nationality of the Chinese students will be taken into account. The results will be discussed in the light of the latest research results on the educational performance of descendants of populations of Chinese origin carried out in different countries on different continents.

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 had the following research objectives: (i) to evaluate the evolution of the results obtained by the schools of the municipality of Almada, in relation to the students of the 4th and 6th year of schooling, over 5    years (from 2019/10 to 2014 / 15) in national tests (exams); (ii) to know the municipal schools that stand out for the potential they show in producing educational value, that is, which ones can, with socially similar school populations, get their students to obtain better results in the national tests and (iii) identify the organizational variables that will support this good performance of the schools in question. A multi-method methodology was used, combining an extensive approach with an intensive one. The first was based on the analysis of two databases provided by the General Directorate of Education and Science Statistics (DGEEC) for the academic years 2009/10 and 2014/15, the 4th and 6th year of schooling, and the second one based on four case studies (two comparative case studies, one per schooling cycle).

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...

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.

The central aim of the research is precisely to obtain a deeper knowledge of schools (their organization and operations, organizational climate, the practices and representations of teachers) so as to understand the specificities that contribute to the differentiation of results between schools, using pupils with a similar social profile as the staring point. As a complement to this, the study articulates extensive-quantitative and an intensive-qualitative components (multiple case study).

  Trata-se de um estudo de impacto da implementação das turmas com Percursos Curriculares Alternativos (PCA) e dos Planos de Acompanhamento, de Desenvolvimento e de Recuperação no sucesso escolar dos alunos, realizado por solicitação da DGIDC do Ministério da Educação. O estudo integrou i) a caracterização nacional das turmas de PCA com a discriminação do contingente de turmas e de alunos envolvidos, o ano de escolaridade e respetivos resultados e ii) a realização de um conjunto de 16 estudos de caso, distribuídos pelas diferentes Direções Regionais de Educação (DRE).

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.