• D1.2: Data Management Plan (PDF)

The primary task of the Data Management Plan is to provide a sound and coherent strategy for handling the data during the life time of the CLEAR research project and beyond. The Data Management Plan has to be developed as a living document, which reflects the empirical results as well as the current advancements in ethics and law applicable to the management of research data. In order to fulfil the task, we have gathered the most up-to-date information on data management in form of guidelines and examples, including the guidelines of the German Research Foundation, Science Europe, CESSDA and others. We have then developed template for data description and asked Partners leading the empirical Work Packages to provide the most accurate information. We have further conducted conceptual work on establishing and applying a model for data life cycle to the CLEAR research project and specified the handling of data during their life cycle. Finally, we have considered all possible measures necessary to safe, protect, and preserve our data, and to make them publishable and re-used by other researchers or policy makers.

  • D1.3: Working Paper on Ethical Issues (PDF)

In the Deliverable Working Paper on Ethical Issues, we have succeeded to frame the ethics strategy for the upcoming research activities by providing a systematic assessment of relevant ethical concerns and issues. Centred around the core international and European conventions and regulations, we have elaborated the specific ethical aspects applicable to the research in CLEAR.

  • D2.1: Research Strategy Paper and Glossary (PDF)

In the Deliverable Research Strategy Paper and Glossary, we have successfully developed an overall research framework to conceptualise the theoretical and methodological approaches, the terminology applied throughout the study, the assessment of ethical concerns and possible risks, as well as the application of participatory strategies and the detailed description of the work plan. The overall conceptual research framework, thus, informs the subsequent empirical and comparative analyses.

  • D2.2: State-of-the-Art-Report (PDF)

The task of the State-of-the-Art Report (Deliverable) was to develop an analytical framework for the analysis of learning outcomes in eight EU-member countries, including Austria, Bulgaria, Finland, Germany, Greece, Italy, Portugal, and Spain. The task consisted of producing and integrating theoretical, analytical and methodological instruments capable to enquire into the complexity of factors involved in the construction of learning outcomes. The framework shall also provide a shared terminological and conceptual understanding within the project, define the links between concepts, theories, levels of analysis and methods of data collection, and embed the research object – learning outcomes – in the research and policy debates.

  • D2.3: Report with Sites Selection (PDF)

The task of the Report with Sites Selection (Deliverable) is to select and validate research sites for the empirical part of the project. For the selection and validation, the Core Team will develop and circulate a template and request the National Partners to collect and systematise the information for their respective countries. The selection of sites will take place on NUTS 2 and NUTS 3 levels. A part of the task is a comparison and synthesis of the results with the aim to validate the selection and prepare initial contextual information for the empirical explorations and comparative analyses.

  • D3.2: Cross-national/cross-regional Quantitative Analysis Report (PDF)

This Deliverable synthesises the theoretical framework (Task 3.1) and the results of National Briefing Papers (Task 3.2) by enriching their results with descriptive statistical analysis, multivariate clustering and explorative micro-data analysis to provide a comparative interpretation and contextualization of learning outcomes at the regional level. The first results were presented during the project’s Consortium meeting in Barcelona (September 2023), with the collaboration of UAB and DIE Partners, with the aim to collect feedback from CLEAR Consortium partners considering their national expertise.

  • D9.1: Publication and Dissemination Plan and Visual Image (PDF)

The task of the Publication and Dissemination Plan and Visual Image is to develop a unified approach to all publication and dissemination activities in the research project and to prepare diverse communication strategies and tools to reach different audiences. In this way, we seek to maximize the project’s impact, which is not measured only by the quality of our results but also by their outreach. The effective and timely communication of our findings can have a vital impact on the educational policymaking targeting learning outcomes and educational (under)achievement and can contribute to promoting educational justice and social inclusion.

Further Publications

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