The CLEAR Consortium partners have a proven track record of expertise in their relative research fields. We present here a selection of their works and contributions.
  • Benasso, S., Bouillet, D., Neves, T., & Parreira do Amaral, M. (Eds.) (2022). Landscapes of Lifelong Learning Policies across Europe. Comparative case studies. Palgrave Macmillan.
  • Cavaco, C., Paulos. C., Alves, N., Guimarães, P., & Feliciano, P. (2022). Insucesso escolar numa perspectiva de género – a percepção dos alunos. Educação & Sociedade, 43, e241548, 1-18.
  • Cefalo, R., Scandurra, R., & Kazepov, Y. (2020). Youth labor market integration in European regions. Sustainability, 12(9), Article 3813.
  • Dagnes, J., Carbone, D., Barberis, E., & Bazzoli, N. (2021). Decision-making processes, conflict and coordination in Italian schools in the era of distance education. Studi Organizzativi, 13(1): 51-78.
  • Desjardins, R., & Ioannidou, A. (2020). The political economy of adult learning systems – some institutional features that promote adult learning participation. Zeitschrift für Weiterbildungsforschung, 43(2), 143–168.
  • Järvinen, T., & Silvennoinen, H. (in press). Educational Policies, Lifelong Learning and Social Diversity. In M. Berends, B. Schneider & S. Lamb (Eds.), The SAGE Handbook on the Sociology of Education. SAGE Publications.
  • Kazepov, Y., Barberis, E., Cucca, R., & Mocca, E. (Eds.) (2022). Handbook on Urban Social Policies: International Perspectives on Multilevel Governance and Local Welfare. Edward Elgar Publishing
  • Lima, L. C., Guimarães, P., & Mikulec, B. (2022). The debate on intergovernmental organisations and adult learning and education policies: intersections between the political and scientific fields. International Journal of Lifelong Education, 1-25.
  • Malafaia, C., Neves, T., & Menezes, I. (2022). The gap between youth and politics: youngsters outside the regular school system assessing the conditions for be(com)ing political subjects. YOUNG, 29(5), 437-455.
  • Parreira do Amaral, M., & Jornitz, S. (2019). Die Konzeptualisierung von Bildungsverläufen Jugendlicher: eine Governance-Perspektive auf Lebenslauf. In R. Langer & Th. Brüsemeister (Eds.), Handbuch Educational Governance Theorien (pp. 417–440). Springer.
  • Parreira do Amaral, M., Kovacheva, S., & Rambla, X. (Eds.) (2020). Lifelong Learning Policies for Young Adults in Europe. Navigating between Knowledge and Economy. Policy Press.
  • Rambla, X., & Milana, M. (2020). The stepping- stones of lifelong learning policies: politics, regions and labour markets. International Journal of Lifelong Education, 39(1), 1–4.
  • Rambla, X., & Kovacheva, S. (2021). Constructing meaningful transitions in a vulnerable situation – The role of lifelong learning policies in European regions. International Journal of Social Welfare, 00, 1–10.
  • Rodrigues, R, Amorim, J. P., & Neves, T. (2022). “The holiness of minute particulars”: can the community compensate for the schools’ shortfalls in affection? Pastoral Care in Education, 40(1), 41-60.
  • Scandurra, R., Cefalo, R., & Kazepov, Y. (2020). School to work outcomes during the Great Recession, is the regional scale relevant for young people’s life chances? Journal of Youth Studies, 24(4), 441–465.
  • Scandurra, R., Cefalo, R., & Kazepov, Y. (2021). Drivers of Youth Labour Market Integration Across European Regions. Social Indicators Research, 154, 835–856.
  • Siri, A., Leone, C. & Bencivenga, R. (2022). Equality, Diversity, and Inclusion Strategies Adopted in a European University Alliance to Facilitate the Higher Education-to-Work Transition. Societies, 12(140), 1-16.
  • Tikkanen, J. (2020). Constructing Life Courses in Times of Uncertainty. Individualisation and Social Structures in the Context of Finnish Education. University of Turku.
Lifelong Learning Policies for Young Adults in Europe
Landscapes of Lifelong Learning Policies accross Europe