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Welcome to the latest edition of the NESET newsletter – a quarterly bulletin of Network-related news, and a set of useful resources for experts, policymakers and educational practitioners working on the social dimension of education and training.
We hope you will enjoy this quarter's newsletter. In this edition, you will find a feedback form meant to evaluate our progress and to find out how we can improve. When you are done with reading the newsletter, please take a couple of minutes to fill out the feedback form. Thank you!
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NESET network members share their work
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NESET Network member Barbara Janta has recently co-authored a research note Building a better understanding of the impact of Early Childhood Education and Care. The paper examines the medium- and long-term impact of early childhood education and care provision on education and labour market outcomes or children and parents, as well as the indicators employed for these measurements. The research note has been prepared for European Commission Directorate-General for Employment, Social Affairs and Inclusion.
You can access the research note here.
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Subscribe to Eurydice Today newsletter!
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Eurydice is inviting everyone to subscribe to their newsletter to learn more about the Network and receive its latest updates.
Eurydice Network aims to provide reliable information and comprehensive analyses of the European Education systems and policies.
You can sign up to the newsletter here.
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If you have signed up for Eurydice newsletter already, please re-subscribe again if you want to continue receiving the newsletter. In case you don’t renew your subscription you will be deleted from the recipients’ list and won’t receive any more information from Eurydice.
Eurydice regular newsletter is a great way to stay in touch with the Eurydice and Youth Wiki Networks. In particular, Eurydice Today is the perfect way to be informed in real time about any new report published.
Note as well that Eurydice Today differs from Eurydice Voice, so don't forget to sign up for both newsletters!
You can find more information here.
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Join the the RefugeesWellSchool Webinar & Workshops!
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The RefugeesWellSchool (RWS) is an EU Horizon 2020 research project that implemented and evaluated preventive psychosocial interventions in schools in order to promote the well-being of migrant and refugee adolescents. The project took place in Belgium, Denmark, Finland, Norway, Sweden and the UK. RWS implemented five interventions, all focusing on enhancing social support, social networks and social cohesion, namely:
- Classroom Drama
- Welcome To School
- Peer Integration & Enhancement Resource
- In-Service Teacher Training
- In-Service Teacher Training with Teaching Recovery Techniques
You can learn more about the project here.
To share their knowledge and main findings, the RWS project is happy to invite you to its Webinar & Workshops on “Interventions to promote the well-being of migrant and refugee adolescents in schools” on 21st of March 2022.
The Webinar will take place from 10:00 to 13:00 on 21st of March 2022. RWS researchers and invited speakers will talk about migrant adolescents’ mental health and well-being in schools. Some results from the RWS project on migrant and refugee mental health, the role of schools and the effectiveness of the project's interventions will be presented. Prof. Mina Fazel will give a keynote on “Reflections on belonging: The role of schools in refugee health“.
The Workshops will take place from 14:00 to 15:30 on 21st of March 2022.
The RWS Webinar & Workshops is a fully online, public, and free event but registration is required. You can join one of the five interventions (according to your choosing) and learn about how to implement that intervention in schools.
We invite you to register for the webinar, workshops or both here.
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Updates from the EENEE Network
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Our partners, the European Expert Network on Economics of Education (EENEE), are about to publish two analytical reports.
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EENEE analytical report on the “Impact of COVID-19 on Education for Sustainable Development (ESD) in the context of twin transition” will provide an overview of existing evidence on policy responses to COVID-19 targeting either ESD specifically or the provision of education generally at schools, vocational education and training, and higher education. The report will show how some of the policy responses to the crisis caused by the pandemic enable or challenge the promotion of ESD.
Analytical report on “Policy measures to monitor and mitigate the negative impact of COVID-19 and COVID-19 related policy measures on education” will explore the negative consequences of the pandemic as well as different policy measures aimed to tackle them and ensure continuity of education despite the pandemic.
Both reports will be published in the upcoming months. Stay tuned!
You can follow the news on the EENEE website here or the Network’s social media channels:
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Latest news about exciting initiatives and projects!
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PROMEHS Promoting mental health at schools
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PROMEHS Promoting mental health at schools is a three-year European project (2019-2022) co-funded by the European Commission within the Erasmus+ Key Actions 3. The project aimed to develop a comprehensive evidence-based curriculum to promote the mental health of students and teachers. PROMEHS has been implemented in six European Countries (Croatia, Italy, Greece, Latvia, Romania and Portugal) involving more than 10000 students and their teachers, using the training study methodology.
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The implementation of the curriculum in experimental schools included a training course and ongoing supervision for teachers, meetings with school teachers and parents, along with providing handbooks with manualized activities to be carried out at school by the teachers and at home by the students with their families.
The research design included the collection of pre and post-test data among students and their teachers from kindergarten to secondary school. Comparisons between the experimental group and the control group over time have been carried out to assess the impact of the PROMEHS curriculum on a number of outcomes namely social and emotional learning, resilience and mental health problems.
The results showed significant improvements in students’ social and emotional skills, such as in self-awareness, self-management, social awareness, responsible decision making and relationship skills. A reduction in internalizing and externalizing behaviours has been also observed. Furthermore, the program contributed to increase teachers’ self-efficacy and resilience as well as improving their social relationships among the school staff peer and families.
PROMEHS contributed to the area of teacher training by providing a unique, innovative and effective evidence-based program to promote mental health in schools applying a systemic approach. The findings will also serve to improve national and international educational policies in the Member States working collaboratively with public authorities.
You can find more information here:
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Teaching to be - supporting teachers' professional growth and wellbeing in the field of social and emotional learning
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Erasmus + Support for policy reform (KA3) project co-funded by the European Commission (2021-2024).
The project “Teaching to be” co-funded by the Erasmus + (KA3) program aims to develop and examine a set of innovative teacher training and professional development practices that promote teachers’ professional wellbeing and social, and emotional competencies.
As the project is approaching its second year, the project team is continuing its work with the development of the Gamified Online Teachers Professional Wellbeing Course (OWC). The purpose of the course is to provide teachers with foundations for better understanding and improving their professional wellbeing as well as fostering wellbeing in the school community. The Gamified course weaves learning content around a game, which allows learners to gain knowledge while playing, exploring and discovering on their own. This makes learning interactive and engaging, offering the advantages of flexibility.
The novelty of the course is not only the gamification, but also the development of the course together with the teachers through Participatory Action Research (PAR). In 8 partner countries 40 schools with 600 teachers are involved in the first cycle of PAR. Integration of PAR and Quasi experimental design results in a new approach that reflects not only on the complete nature of schools, but also will help project teams to answer research questions: does and to what extent the involvement of teachers in the development and application of innovations contribute to a higher professional wellbeing.
PAR actions in schools will continue till the end of the school year and the final version of the OWC will be prepared in September of 2022.
You can find more information on “Teaching to be” here:
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NESET Analytical Report, 2021
Prepared by Carmel Cefai, Celeste Simões and Simona Caravita
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NESET Ad Hoc Report, 2021
Prepared by Dalibor Sternadel
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Forthcoming deliverables in 2021
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The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof
NESET and EENEE Analytical Report, 2021
Prepared by Claudia Koehler, George Psacharopoulos and Loes van der Graaf
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Network member of the month
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We continue our segment of NESET member of the month and introduce Claudia Koehler.
About me
I studied Sociology at the University of Bamberg, Germany. I am the Executive Director of Farafina Institute and previously was a Senior Researcher at the European Forum for Migration Studies, both in Bamberg, Germany.
I have conducted numerous research studies on the education and social inclusion of migrants and refugees in Europe, and on migration and trafficking between Africa and Europe. I also coordinate international youth exchange and entrepreneurship programs with young people from Africa and Europe and art projects with refugees in Germany.
I am a member of SIRIUS – Policy Network on Migrant Education, of SAPDN - Southern African Policy and Development Nexus, and of SACHES – Southern African Comparative and History of Education Society.
My recent contributions to NESET activities
I have been a member of the Neset Coordination Team in 2021 and am a co-author of the forthcoming NESET analytical report ‘The impact of Covid-19 on the education of disadvantaged children and the socio-economic consequences thereof’.
My areas of expertise are:
- Migration;
- Asylum;
- Education;
- Social Inclusion;
- Youth;
- Community development in Europe and Africa.
I am currently conducting research on:
- The implications of distance learning for the education of learners with a migrant or refugee background
- The role of education for migration decisions and on the journey among irregular migrants from African countries coming to Europe
I am looking for opportunities of collaboration with other NESET members with expertise in:
- Education of migrants and refugees in Europe as well as before and during migration
- Migration between Africa and Europe
For more information about me, please, visit my profile on:
In case you want to collaborate/contact directly with the Network member of the Month, please write us at info-neset@ppmi.lt.
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Readings outside the Network
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Reflection paper series
By Directorate-General for Education, Youth, Sport and Culture (European Commission)
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Policies and approaches in European Union Member States: final report
By Directorate-General for Education, Youth, Sport and Culture (European Commission)
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Monitoring report 2021
By European Education and Culture Executive Agency (European Commission)
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A Jean Monnet action supporting better EU education in primary, secondary and vocational schools
By Directorate-General for Education, Youth, Sport and Culture (European Commission)
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By Directorate-General for Environment (European Commission)
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Let's keep in touch
Follow the Network on LinkedIn, Facebook and ResearchGate to stay up to date with our research activities.
We also invite you to share your opinion about our quarterly newsletters in a quick anonymous survey below. Thank you for your feedback!
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