Partners
See members Continuing Education Research Unit. Danube University Krems (Austria)
See members Center For European Policy Studies (Belgium)
See members Dublin City University (Ireland)
See members Universtiy of Cyprus (Cyprus)
See members University of Helsinki (Finland)
See members Eötvös Loránd University (Hungary)
See members University of Florence (Italy)
See members Vytautas Magnus University (Lituania)
See members University of Malta (Malta)
See members Baltic Insitute of Social Sciences (Letonia)
See members IREA Research Centre. University of Timisoara (Romania)
See members Slovenian Institute for Adult Education (SIAE) (Slovenia)
See members University of Nottingham (United Kingdom)
See members Universidad Autónoma de Barcelona (Spain)


Continuing Education Research Unit. Danube University Krems (Austria)

Wolfgang Jütte *

Danube University Krems

Head of Continuing Education Research at the Danube University Krems. Research Specialist at the UNESCO-Institute for Education (1994-95). He participated in the European Quality in Individualised Pathways in Education (Grundtvig programme, 2003-05), and in the Socrates projects EULLearN. European University Lifelong Learning Network (2004-06) and Further Education for Educational Professionals (2005-06).

Relevant publications:

Jütte, W. 2005. Kontexte wissenschaftlicher Weiterbildung. Contexts of University Continuing Education. Münster, New York: Waxmann.

Jütte, W. 2004. Learning Regions, Co-operation and Networks: network analysis as a tool for the evaluation of structures of interaction in continuing education, Journal for Adult and Continuing Education, Special Issue: Adult Education and Social Inclusion/Exclusion: Citizenship Perspectives, 7, pp. 91–105.

Jörg Markowitsch *

Danube University Krems

Research assistant at the Danube University Krems. Expert in various working groups and networks of vocational education and training at national and European level. Coordinator of the Austrian ReferNet (CEDEFOP – European Centre for the Development of Vocational Training), and adviser to the Austrian representative in the Technical Working Group on Quality in VET. Also Member of the Expert Group for the Development of the European Qualification Framework (EQF).

Relevant publications:

Markowitsch, J. & Messerer, K. 2006. Practice-oriented methods in teaching and learning in higher education – Theory and empirical evidences. In: Tynjälä, P., Välimaa, J. & Boulton-Lewis, G. (eds.): Higher Education and Working Life: Collaborations, Confrontations and Challenges. Pergamon Press (forthcoming).

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Center For European Policy Studies (Belgium)

Elspeth Guild *

Center for European Policy Studies

Senior Associate Research Fellow at the Centre for European Policy Studies-CEPS and Professor of European Migration Law at the University of Nijmegen, in the Netherlands. Head of Unit of Justice and Home Affairs Section and researcher at the FP5 ELISE. European Liberty and Security project and the FP6 CHALLENGE. Changing Landscape of European Liberty and Security project. She has worked and published extensively in the areas of citizenship, migration and asylum policies, and human rights law within the European context.

Relevant publications:

Guild, E. 2004. The Legal Elements of European Identity: EU Citizenship and Migration Law. Kluwer Law International: The Hague.

Guild, E. 2002. The Borders of Legal Orders: Challenging the Exclusion of Foreigners, Roma Rights Quarterly Journal, Number 2, pp 28-33.

Sergio Carrera *

Center for European Policy Studies

Research Fellow at the Centre for European Policy Studies, CEPS. Participation in the FP5 ELISE. European Liberty and Security project and the FP6 CHALLENGE. Changing Landscape of European Liberty and Security project. He has published widely in the area of Freedom, Security and Justice, with particular attention to migration-related issues. He is being appointed external expert on “integration of migrants” for the European Economic and Social Committee and the LIBE Committee (European Parliament).

Relevant publications:

Carrera, S.; Apap, J. 2004. Progress and obstacles in the Area of Justice & Home Affairs in an enlarging Europe. In J. Apap. (ed) Justice and Home Affairs in the EU: Liberty and Security Issues after Enlargement, pp. 1-26. Edward Elgar Publishing: Cheltenham.

Carrera, S. 2005. What does free movement mean in theory and practice in an enlarged EU?, European Law Journal, 11, (6).

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Dublin City University (Ireland)

Carmel Mulcahy *

Dublin City University

Researcher,Lecturer and Head of the School of Education Studies at the Dublin City University. Her research interests include pluralism and interculturalism and their implications for education. Projects under these headings include: Needs Analysis for Educators in the Further Education Sector, Department of Education and Science; Research into the provision of Access for Ethnic Minorities into Dublin City University, Higher Education Authority; Needs Analysis for Teachers in the Multidenominational Sector. Educate Together, Development Co-operation. She is also a member and secretary of the Pluralism in Education Standing Committee.

Relevant publications:

Mulcahy, C. 2005. Values, Citizenship and Sustainable Development. London: CiCe.

Mulcahy, C. et al. 2004. Improving Access for Ethnic Minorities into DCU. Dublin: HEA.

James Norman *

Dublin City University

Lecturer at the School of Education Studies, Dublin City University. Coordinator of the Investigation of Experiences and Attitudes Among Pupils, Parents, Teachers and Managers Towards Homophobic Bullying in Dublin Second-Level Schools (2005-06, Gender Equality Unit Department of Education & Science). He has also participated in school leadership and planning projects: Integrated Student Support; Killinarden Education Network Combat Poverty Agency, Potential Early School Leavers Programme and Youth Reach/Killinarden Community School Links.

Relevant publications:

Norman, J. 2003. Ethos and Education in Ireland. New York: Peter Lang Publishing.

Norman, J. 2002. Personal Difficulties and Educational Underachievement: The Contribution of Pastoral Care, Irish Educational Studies, 21, pp.33-46.

Charlotte Holland *

Dublin City University

Lecturer and Course Director at the School of Education Studies at Dublin City University. Involved in investigations about ICT for adult learners, ICT in education and training management, ICT for special needs, ICT for Science teachers Curriculum Development and Instructional Design and Project Management. Among the projects highlight her participation in CaSE. Citizenship and Science Exchange (2003-05, EU Programme for Peace and Reconciliation), and her participation as a consultant in NALA (National Adult Literacy Agency), since 2001, and CWEI (2000-01, Department of Enterprise).

Relevant publications:

Holland, C; McKenna, P. 2004. Citizenship and Science Exchange Handbook. Dublin: School of Education Studies, Dublin City University.

John Lalor *

Lecturer at Dublin City University

John Lalor is a lecturer and research coordinator in the School of Education Studies at Dublin City University. John is currently Year Head for Year 2 of the BSc in Education & Training. John teaches at undergraduate level in the areas of Curriculum Evaluation and Curriculum Design and Implementation and he also supervises the Teaching Placement module of the degree. At postgraduate level he supervises Master’s thesis students on the MSc in Education and Training, Leadership strand.

John’s research activities include Citizenship & Identity, Curriculum Development and Implementation, Curriculum Evaluation, Assessment in Vocational Training contexts, Social Disadvantage and Pluralism and Diversity. He is a recipient of DCU’s Teaching & Learning Award in 2005 & 2007. John is currently conducting research for his PhD into the experiences of the education system of recent immigrants to Ireland.

John has also conducted research for The Arts Council of Ireland and Dublin City Council Arts Office into Community Music practice in informal contexts.

John’s background is in the Arts where he has acted at various times at consultancy, management, practitioner and research levels

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Universtiy of Cyprus (Cyprus)

Leonidas Kyriakides *

Assistant Professor at the University of Cyprus

Research Coordinator of the projects funded by the Ministry of Education investigating the effectiveness of teaching physical education in primary schools of Cyprus (2002-2004). He has also participated in the projects The Development of national systems for conducting school and teacher evaluation in Cyprus and Development of a European Digital Portfolio for the Evaluation of Educators (EDIPED) European Commission, 2002-05).

Relevant publications:

Kyriakides, L. 2005. Extending the Comprehensive Model of Educational Effectiveness by an Empirical Investigation. School Effectiveness and School Improvement, 16 (2), pp.103-152.

Campbell, R.J.; Kyriakides, L.; Muijs, R.D.; Robinson, W. 2004. Assessing teacher effectiveness: a differentiated model. London: Routledge Falmer.

Miranda Christou *

Project 2 leader. University of Cyprus

Lecturer in Sociology of Education, University of Cyprus, and Doctor in Education by Harvard University. Project coordinator in the European Refugee Fund project Measures to integrate women refugees in the society in Cyprus and to promote a multi-cultural society. Researcher in the project Youth in Cyprus 2005, and in the Harvard Living Wage Interview Project, from the Kennedy School of Government, Harvard University. She is also member of the Mediterranean Institute for Gender Studies and research expert for the European program “Gender Equality-Responsibility of Both Sexes”.

Relevant publications:

Christou, M. (forthcoming). A Double Imagination: Memory and Education in Cyprus, Journal of Modern Greek Studies.

Christou, M. (under review). The Pedagogy of Patriotism: Teaching History in Cyprus. British Journal of Sociology of Education.

Maria Eliophotou *

Lecturer and Assistant Professor at University of Cyprus

Researcher in the projects funded by the University of Cyprus: Factors Influencing the Choice of a Higher Education Institution in Greece (2002-03), and Views of Pre-service and In-service Teachers Regarding the Organisation and Administration of Primary Schools in Greece (2001-02). Head of Business Administration Department, Cyprus College (1997-99).

Relevant publications:

Christou, C., Menon Eliophotou, M.; Philippou, G. 2004. Teachers’ Concerns Regarding the Adoption of a New Mathematics Curriculum: An Application of CBAM, Educational Studies in Mathematics, 57(2), pp.157-176.

Menon Eliophotou, M. 2003. Student involvement in university governance: A need for negotiated educational aims? Tertiary Education and Management, 9, pp. 233-246

Michalis Socratous *

University of Cyprus

Member of the Special Teaching Staff of the Department of Education, and PhD Researcher at the University of Cyprus. He has participated as an Evaluator in the programme “MERA”, about involving students in action research projects (PENEK, 2005- 2006) and as a researcher in the University of Cyprus about establishing links between educational effectiveness research and improvement practices through the development of a dynamic model of educational effectiveness (2004-2005).

Relevant publications:

Socratous, M.; Sienga, M.; Xatziathanasiou, Ch. 2005. The evaluation of teacher: a realistic approach. In P. Pashiardis; I. Savvides; A. Tsiakkiros. (Ed.) 2005. The evaluation of teachers. From theory to practice, pp 323-340.

Ellin Publication. Nicosia; Pasiardis, P.; Socratous, M. 2004. Educational leadership. Athens: Metaixmio.

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University of Helsinki (Finland)

Mikko Ojala *

Professor at University of Helsinki

Professor at the Department of Applied Sciences of Education, Faculty of Behavioural Sciences at the University of Helsinki. National leader of the research project IEA Pre-primary Study. Member of the National Committee of OMEP (International Organisation for Early Childhood Education). Advisor on pedagogy of early childhood for the Research and Development Centre in the field of Social Welfare and Health Care.

Relevant publications:

Hindryckx, G.; Xian, Z.P.; Ojala, et.al. 2001. National profiles of the structural characteristics of pre-primary settings in various nations. In P.P Olmsed; J. Montie. The IEA Pre-primary Project Phase2. Early childhood settings in 15 countries. What are the structural characteristics? pp.55-114. Ypsilanti, MI: High/Scope Press.

Jyrki Reunamo *

Senior Lecturer at University of Helsinki

Senior Lecturer, Department of Applied Sciences of Education, Faculty of Behavioural Sciences at the University of Helsinki. Consultant for city of Helsinki in the preschool curriculum production process. Current research topics include the testing of a theoretic model of inclusion and exclusion, pedagogical planning, language learning, mathematics learning, historical orientation, children’s orientation and hospital schools.

Relevant publications:

Reunamo, J. 2007. Adaptation and agency in early childhood education. European Early Childhood Education Research Journal, Volume 15 Issue 3 2007, 365-377.

Reunamo, J. 2007. The agentive role of children’s views in Sustainable Education. Journal of Teacher Education for  Sustainability, vol.8, 2007,68-79.

Reunamo, J. 2007. Children’s agency: Imperative in education for sustainable development. In Pipere, A. (ed.) Education and sustainable Development: First steps towards changes, Volume 2. Daugavpils, Daugavpils University Academic Press Saule, 20-37.

Reunamo, J. & Nurmilaakso, M. 2007. Vygotsky and agency in language development. European Early Childhood Education Research Journal, Volume 15 Issue 3 2007, 313 – 327.

ICT as a mediator in learning and teaching. A paper at the ”Kasvatustieteen päivät” national conference,  22-23.11.2007, Vaasa, Finland.

Inclusion and segregation. Jyrki Reunamo and Tiina Kalliokoski. An English version of the presentation at a national conference of EU-project Includ-ed 11.26.2007.

Reunamo, J. 2008. A model for inclusive and exclusive practices.Paper presentation at the “Diversity and Global education” conference 25-26.4.2008.

http://www.helsinki.fi/~reunamo/article/lto-art.htm

Anna-Liisa Keltikangas-Järvinen *

Professor at University of Helsinki

Honorary Member of the Society of Children’s Home Care (2002). Main researcher in the projects Social-cognitive information processing, temperament and stress (1999-2001) and Drop out in youth -risk factors in school context (2005-2007) both funded by the Academy of Finland. Elected member of the European Health Psychology Society and the Finnish Academy of Science. Member of the Council of Higher Education, Section of Education and Psychology of the Ministry of Education (1987-1990).

Relevant publications:

Heinonen, K.; Räikkönen. K.; Keltikangas-Järvinen, L. 2005. Self-esteem in early and late adolescence predicts dispositional optimism-pessimism in adulthood: A 21-year longitudinal study, Personality and Individual Differences, 39, pp.511-521.

Juhani Hytönen *

Professor at University of Helsinki

Professor of Education, Department of Applied Sciences of Education, University of Helsinki. Scientific leader on the Organisation and effectiveness of preschool education in the city of Helsinki, funded by Social Services Department and Education Department of the city of Helsinki, and researcher for the TEMPUS Phare Joint European Project Restructuring the primary teacher education in Slovenia (The European Training Foundation, EU, 1996-1999). Expert member of the Steering Committee for the OECD-project “Attracting, Developing and Retaining Effective Teachers”, appointed by the Ministry of Education.

Relevant publications:

Hytönen, J.; Krokfors, L.; Talts, L.; Vikat, M. 2003. What educational objectives are considered important by preschool teachers in Helsinki and Tallinn? Journal of the Humanities and Social Sciences, 7, (4), pp. 257-268.

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Eötvös Loránd University (Hungary)

Csaba Banfalvy *

Eötvös Loránd University

Head of Department of Social Sciences, Faculty of Special Needs. Eötvös Loránd University. Researcher for the FP5 project Entrance-Enterprise and its transfer to combat social exclusion (1998-2001), and the National Research Fund project Transition from school to working life- Follow up research (2001-04). He has served as an expert on programmes for disadvantaged minority groups (Ministry of Education, British Council, 1996-99), and schools for pupils with special needs (Institute of Educational Research, 1985-1990).

Relevant publications:

Banfalvy, C. 2003. The Social-Psychology of Unemployment. Budapest: Akademiai Kiado.

Banfalvy, C. 2002. Sociology of Special Needs. (2nd revised edition). Budapest: Elte BGGYFK.

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University of Florence (Italy)

Giovanna Campani *

Project 4 leader. University of Florence

Professor of Intercultural Pedagogy, Department of Education, University of Florence. Scientific Coordinator of the D.G. Research-Project, Minority Languages and Ethnic Mobilisation. She has participated in the DAPHNE Project MinorMig-Unaccompanied Minor Migrants as Vulnerable Group (1999-2001). She has worked extensively in the field of women and immigration, participating, among others, in the The European Union Against Racism Project: MultiDis – Multilevel Discrimination of Muslim Women in Europe (2000).

Relevant publications:

Campani, G.; Lapov Z. 2001. Dinamiche identitarie, lingua ed educazione multiculturale. Turin: L’Harmattan Italia.

Campani, G. 2000. Genere, etnia e classe: migrazioni al femminile tra esclusione e appartenenenza. Pisa: ETS.

Olivia Salimbeni *

University of Florence

Olivia Salimbeni (PhD) is Research Assistant at the Department of Education. She has cooperated with Prof. Giovanna Campani for many years. She is an expert in migration and labour market issues. She has participated in several European projects, such as: “HeiRat I – Marriage as Immigration Gate: The Situation of Female Marriage Migrants from Third Countries in the EU Member States” (2002), “HeiRat II – Protection and Aid Measures for Female Marriage Migrants from Third Countries in the Member States of the European Union” (2003), “FeMiPol – Integration of female immigrants in labour market and society. Policy assessment and policy recommendations” (2008); and “INCLUD-ED – Strategies for inclusion and social cohesion in Europe from education” (028603-2, CITIZENS-2004-2.1.2) (2006-2011) and “PRIMTS – Prospects for Integration of Migrants from Third Countries and their Labour Market Situation: Towards Policies and Action” (JLS/2007/IF/CA/011) (2008-2010).

Relevant publications:

Salimbeni O., (forthcoming), “Mogli migranti”, in Campani G. (eds), Genere e Globalizzazione, ETS, Pisa.

Salimbeni O., (forthcoming), Storie Minori. Realtà ed accoglienza per i minori stranieri in Italia, ETS, Pisa.

Campani G., Salimbeni O., (2006) La fortezza e i ragazzini. Minori stranieri non accompagnati, Franco Angeli, Milan.

Tiziana Chappelli *

University of Florence

Tiziana Chiappelli, graduated in Philosophy at the University of Florence; Ditals post-lauream certification (Foreigner University of Siena) and specializing in Intercultural and Linguistic Sciences, is research assistant at the University of Florence, Department of Education and PhD student in “Theories et pratiques du sens”, University of Paris VIII (France), and Quality of Training, University of Florence (Italy), on “Pratiques socio-éducatives d’inclusion scolaire pour les minorités d’origine immigrée en Italie et en France. Etude comparée” (“Socio-educational practices of scholastic inclusion for immigrant minorities in Italy and France. A comparative study”). Her main research fields are: sociology of religions and religion studies; sociology of migrations – immigrations (esp. female migrants); second language and school system; maintenance of the mother tongue among immigrants and their children. Participating at several research projects at local, national and international level and working in European Projects’ teams, such as: RomEco-Roma integration in economy (2005); Leonardo-Intercultural Communication (2008); “FeMiPol. Integration of female immigrants in labour market and society. Policy assessment and policy recommendations” (2008); “INCLUD-ED. Strategies for inclusion and social cohesion in Europe from Education” (2006-2011), “PRIMTS-Prospects for Integration of Migrants from “Third countries” and their Labour Market Situations: Towards Policies and Action” (2009).

Fabio Fortuni *

University of Florence

Fabio Fortuni, graduated in Philosophy (University of Florence), Master in “Gender, Citizenship, Cultural pluralism. Processes of exclusion and integration for immigrants and refugees” (University of Florence), collaborated in field research on local and national projects. At EU level, participate to four research projects: Leonardo-Intercultural Communication (2008); “FeMiPol. Integration of female immigrants in labour market and society. Policy assessment and policy recommendations” (2008); “INCLUD-ED. Strategies for inclusion and social cohesion in Europe from Education” (2006-2011), “PRIMTS-Prospects for Integration of Migrants from “Third countries” and their Labour Market Situations: Towards Policies and Action” (2009).

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Vytautas Magnus University (Lituania)

Vaiva Zuzeviciuté *

Professor at Vytautas Magnus University

Assoc. prof. Vaiva Zuzeviciuteat Department of Education, at Vytautas Magnus University. Responsible for the research in the field of teacher training, lifelong learning, social inclusion.

Courses for students in undergraduate (Methods of Social research: researching Adults’ learning Needs), graduate (Management of Educational Organisations), and doctoral studies (Project Development and Management). Member of CiCeA (Children Identity and Citizenship Education Association) and ESREA (European Society for Research on the Education of Adults), ASEM-Hub (Asia Europe Meeting, Adult Education HUB) and other associations.

Margarita Tereseviciene *

Professor at Vytautas Magnus University

Professor and Head of the Education Department at the Vytautas Magnus University.

Responsible for the research in the field of education particularly Lifelong learning; validation of non formal and informal learning; development and monitoring of undergraduate, graduate and post graduate study programs in the field of Education. Courses for students on Adult Education, Lifelong long Learning, Curriculum development, Cooperative learning, Didactic. Member of the Board of Distance Education Association in Lithuania, Member of the Board of the Baltic Association of Research in Adult Education, Member of CiCeA (Children Identity and Citizenship Education Association).

Field of scientific interests: adult education, lifelong learning, group learning.

Monika Miliusiene *

Vytautas Magnus University

Projects’ manager of the Department of Education Sciences in Vytautas Magnus University. A student of doctoral studies in education. Lecturer of seminars about researches of learning needs, educology, mangement of educational projects.
Field of scientific interests: career designing, adult education, social cohesion in education

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University of Malta (Malta)

Suzanne Gatt *

Project 6 leader. University of Malta

University Lecturer in Primary Science and Environmental Education, Faculty of Education at the University of Malta. Expert for Malta in Eurydice Study on Science Education and a member of the Focus Group ‘Primary Science and Technology Education’ responsible for the implementation of the National Minimum Curriculum in Malta (2001-2003). She has participated in the ERASMUS Thematic Network STEPS Stakeholders Tune European Physics Studies (2005- 2007), and the ERASMUS Intensive Course Promoting Physics and Chemistry Education.

Relevant publications:

Gatt, S.; Vella, Y. (Eds.) 2003. Constructivist Teaching in Primary School: Examples in Social Studies, Science, Mathematics, Design and Technology and ICT. Malta: Agenda Publishers.

Maria Concetta Axiak *

Senior Lecturer at University of Malta

Senior Lecturer in the Department of Mathematics, Science and Technical Education, Faculty of Education at the University of Malta. Appointed Chairperson for the Syllabus Panel for SEC Mathematics (2003-2005) and Member in the same panel (1999-2002). She has also been a member of PME, the International Group for the Psychology of Mathematics and NCTM, and the National Council of Teachers of Mathematics.

Relevant publications:

Axiak, M.C. 2003. Developing Algebraic Notation through Number Patterns, Journal of Maltese Educational Research, 1, pp. 73-95.

Axiak, M.C. 2004. Being sensitive to students’ Mathematical Needs: What does it take? In M. Johnsen Høines; A. Berit Fuglestad (eds.) Proceedings of the 28th PME Conference, Vol 2 pp. 79-86, Bergen: Bergen University College

Jacqueline Azzopardi *

Lecturer at University of Malta

Lecturer and Director of the Institute of Forensic Studies at the University of Malta. Expertise in the area of criminology, she has been member of boards such as Chairperson of the Prison Substance Abuse Applications Board (2001-2003), and Local Councillor in charge of gender equality, culture, health and security (1999-2005). Participation in conferences such as Violence and Politics in Modern Society (EUROMED) (2000) representing the Maltese government, and Gender Equality and the EU (2001) representing the Commission for the Advancement of Women (Malta). She has also a background on education as a teacher, connecting the fields education and social exclusion.

Relevant publications:

The state of policing in Malta (for Routledge Policing Encyclopedea) (2005); Domestic violence in Malta and Trapani (Sicily): a comparison of available structures and programmes

(2004-2005).

Sandra Scicluna *

Lecturer at University of Malta

Lecturer at the University of Malta. Experience in the fields of probation services and in the fields of criminology and criminal justice. She is familiar with the problems related to social exclusion and social cohesion, like the connexion between delinquency and educational and home backgrounds.

Relevant publications:

Scicluna, S. 2002. Substance abuse and domestic violence. In A. Bell and S. Arpa (Eds.) Euro med networking in substance abuse: Aetiological and policy perspective. sedqa: Malta

Azzopardi, J. and Scicluna, S. (2003). Youths in Malta: The criminal justice system. Unpublished report

Azzopardi, J., Camilleri Cassar, F and Scicluna , S. (in process) ‘A comparative study on domestic violence between the islands of Malta and Sicily’.

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Baltic Insitute of Social Sciences (Letonia)

Brigita Zepa *

Baltic Institute of Social Sciences

Chair-person of the Baltic Institute of Social Sciences researcher. Professor Professor in the Department of Sociology, University of Latvia. She was a group leader of several projects focused on educational issues, including the policy analysis of bilingual education in Latvia.

Relevant publications:

Zepa B., Š?pule I., ?eš?ne I., Lulle A., Hazans M., Žabko O., Bebriša I., Krasti?a L. (2009) Immigrants in Latvia: Possibilities and Conditions of Inclusion. R?ga: Baltic Institute of Social Sciences, pp. 1-215.

Zepa B., Kucs A. (2006) The Case of Latvia. In: International Obligations and national Debates: Minorities around the Baltic Sea. The Aland Islands Peace Institute.

Citizenship, Official language, and Bilingual education in Latvia: Public Policy in the last 10 years. In: Baltic States. Looking at small Societies on Europe´s Margin. University Press Fribourg Switzerland.

Zepa, B., Klave, E., Jeruma, L., Krišane, J. (2004) Integration of minority youth in the society of Latvia in the context of the education reform, Baltic Institute of Social Sciences, Riga, 2004

Klave, E, Šupule, I., Zepa, B. (2004) Dual-Stream Schools – Assessment of an Example of Bilingual Education. In: Education Reforms in Latvia: Underpinning Integration and prosperity.

Annual Report on Education 2003/2004. Riga 2004.

Inese Šupule *

University of Latvia

Member of the board and project director – researcher foundation “Baltic Institute of Social Sciences”. PhD student in the University of Latvia. Participant in several European projects, such as “POLITIS. Building Europe with New Citizens? An Inquiry into the Civic Participation of Naturalised Citizens and Foreign Residents in 25 Countries” and in the project Latvian Education reform in the context of the existing and possible models of bilingualism in Latvia: two-stream school as an evaluation of the example of bilingual education. 2003. Financed by the Soros Foundation.

Relevant publications:

Zepa B., Š?pule I., ?eš?ne I., Lulle A., Hazans M., Žabko O., Bebriša I., Krastina L. (2009) Immigrants in Latvia: Possibilities and Conditions of Inclusion. R?ga: Baltic Institute of Social Sciences, pp. 1-215.

Š?pule, I. (2007) Chapter 15: Latvia, In: European Immigration. A Sourcebook. (ed. Anna Triandafyllidou and Ruby Gropas), Ashgate Publishing Ltd., pp. 199-210.

Klave, E, Šupule, I., Zepa, B. (2004) Dual-Stream Schools – Assessment of an Example of Bilingual Education. In: Education Reforms in Latvia: Underpinning Integration and prosperity. Annual Report on Education 2003/2004. Riga 2004.

Evija Klave *

University of Latvia

PhD student at the University of Latvia. Participant in the following research projects: Integration of minority youth in the society of Latvia within the context of the educational reform. 2003-2004. Financed by the EU PHARE programme. Analysis of the Implementation of Bilingual education. 2000., 2002. Financed by UNDP, the Organization for Security and Cooperation in Europe, the Soros Foundation Latvia. Latvian Educational reform within the context of the existing and potential models of bilingualism in Latvia: a two-stream school as an evaluation of the example of bilingual education. 2003. Financed by the Soros Foundation Latvia.

Relevant publications:

K?ave E., Ose, L., Ievi?a, I. (2007) Soci?lo pakalpojumu efektivit?te cilv?ku tirdzniec?bas upuru reintegr?cijai. (The effectiveness of social services – reintegration of victims of human beings trafficking). Ed. B. Zepa. Baltic Institute of Social Scienes, p.115.

Zepa, B., Klave, E., Jeruma, L., Krišane, J. (2004) Integration of minority youth in the society of Latvia within the context of the educational reform, Baltic Institute of Social Sciences, Riga, 2004.

Klave, E, Šupule, I., Zepa, B. (2004) Dual-Stream Schools – Assessment of an Example of Bilingual Education. In: Educational Reforms in Latvia: Underpinning Integration and prosperity. Annual Report on Education 2003/2004. Riga 2004.

Iveta Kešane *

Professor at Vytautas Magnus University

Project manager – researcher. Participant in several European projects, such as “Establishing Alternative Social Service Development Program for the Region of Vidzeme” (2010) and in the project “Third Country Nationals’ Integration System Development” (2009)

Relevant publications:

Kaša R., Kešane I. (2008) Learning to Welcome: Immigrant Integration inLatvia. In: Learning to Welcome: Immigrant Integration in Latvia and Poland. Centre for public policy PROVIDUS.

Zepa B., Šupule I., Krastina L., Kešane I., Gr?vi?š M., Bebriša I., Ievi?a I. (2006) Integration practice and perspectives. Baltic Institute of Social Sciences. R?ga, pp. 1-250

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IREA Research Centre. University of Timisoara (Romania)

Teodor Mircea Alexiu *

University of West Timisoara

Vice-Dean of the Faculty of Sociology and Psychology, the University of West Timisoara. Researcher in the FP5 project WORKALÓ (2001-04). He has also been member in the Government Commission against Poverty and Social Exclusion, expert in TEMIR Transformation of Educational Management in Romania, expert in the Academic Consultant Group of the Direction for Social Reintegration (Ministry of Justice), and collaborator of the Ministry of Education and Research in Romania. He was coordinator of the post-university studies programme “Training of Social Educators”.

Relevant publications:

Mircea Alexiu, T. 2004. Theory and Method in the Social Work Practice. Timisoara: Mirton.

Mircea Alexiu, T.; Anastasoaei, T. 2001. Community Development. Timisoara: Ed. Waldpress

Simona Sava *

Lecturer at University of West Timisoara

Lecturer at the Department of Educational Sciences, Faculty of Sociology and Psychology, the University of West Timisoara. Scientific Director of the Romanian Institute for Adult Education (IREA). Director of the Grundtvig 1 project The Development of Psychopedagogical and Professional Counselling Services (DPPC) (2002-2004) and scientific director of the Leonardo project Socio-psycho-pedagogical and managerial training for adult trainers (2001).

Relevant publications:

Sava, S. 1999. Continuing Education in Romania. In Julian Auleytner (coord.) Lifelong Learning – Links between West and Central Europe, pp. 99-110. Warshaw: Ed. Elipsa.

Sava, S. 2002. Adult education in Romania in the last ten years. In F. Ploeger, B. Nemeth. History, ethics and ideology in adult education, pp. 197-208. Frankfurt/Main Lang.

Dorel Ungureanu *

Professor at University of West Timisoara

Professor at the Department of Educational Sciences, Faculty of Sociology and Psychology, University of the West from Timisoara, and Director of the Romanian Institute for Adult Education. He has research experience through international partnerships in projects like: Projection and elaboration of Methodological Guide for the Structure of main Course for distance education (co- financed by Foundation for an Open Society, 1999); Socio-pedagogical, managerial training in EA (Project Tappe – Leonardo, 2000); ALNET – Dialogic Numeracy on the NET (Socrates-Minerva, 2001).

Relevant publications:

Ungureanu. D. 2003. Limits of communication in adult education. In Soitu, L. (coord.) Communication in Adult Education. Iasi.

Ungureanu. D. 2001. Theory and Practice in Educational Evaluation. Timisoara.

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Slovenian Institute for Adult Education (SIAE) (Slovenia)

Natalija Vrecer, Project 3 Leader *

Slovenian Institute for Adult Education

Natalija Vrecer is an associate researcher at the Slovenian Institute for Adult Education. She holds Ph.D. in social anthropology. In 2000 she was a Junior Research Fellow at the Institute for Human Sciences, Vienna and International Policy Fellow at the Centre for Policy Studies, Central European University, Budapest. Among other international projects she participated in the international research project Blue Bird: An Agenda for Civil Society in Southeastern Europe, coordinated by Center for Policy Studies, Budapest and in the EU funded Leonardo da Vinci project, Value of Work (coordinator Education and Training Service Centre, Iceland).

Relevant publications:

Vrecer, Natalija. 2007. Integration as a human right: forced migrants from Bosnia-Herzegovina in Slovenia. Ljubljana: Scientific Research Centre of the Slovenian Academy of Arts and Sciences and Slovenian Institute for Adult Education.

Vrecer, Natalija. 2006. The Mosque debate and anti-Muslim sentiment in Slovenia. In: Islam and tolerance in wider Europe, (Policy perspectives). Budapest: Open Society Institute, cop., pp. 131-134.

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University of Nottingham (United Kingdom)

John Holford *

University of Nottingham

Robert Peers Professor of Adult Education in the School of Education, University of Nottingham, and joint Editor of the International Journal of Lifelong Education. Principal investigator of the FP5 project, Education and Training for Governance and Active Citizenship in Europe (ETGACE, 2000-03); currently leading the English team for the FP6 Integrated Project Towards a Lifelong Learning Society in Europe: The Contribution of the Education System (LLL2010).

Relevant publications:

HOLFORD, J., 2007. The European citizen in a learning society: governed, mobilised, or active?. In: KUHN, M., ed. Who is the European?: a new global player. New York: Peter Lang, pp. 87-103.

HOLFORD, J., 2007. ‘Workers’ education in the twentieth century British labour movement: class, union and role.’. In: CLARKE, L., WINCH, C., eds. Vocational education: international approaches, developments and systems. London: Routledge, pp. 191-204.

HOLFORD, J., 2006. The role of lifelong learning in building citizenship: European Union approaches in the light of British and colonial experience. International Journal of Lifelong Education, 25(3), 321-332.

Laura C. Engel *

University of Nottingham

Laura C. Engel is a research fellow and member of the UNESCO Centre for Comparative Education Research in the School of Education at the University of Nottingham, England. Laura earned her Ph.D. in Educational Policy Studies with a specialization in Comparative Education at the University of Illinois at Urbana-Champaign. Her doctoral thesis, entitled: Rescaling the State: The Politics of Educational Decentralization in Catalonia, examined contemporary policy-making processes in Catalonia, in relation to simultaneous pressures of European integration, and fragmentation in the case of devolution in Spain.

Relevant publications:

McCarthy, C.; Durham, A. S.; Engel L. C.; Filmer, A. A.; Giardina, M. D. (eds.). 2007. Globalizing Cultural Studies: Ethnographic Interventions in Theory, Method, and Policy. New York: Peter Lang

Rizvi, F.; Engel, L.; Rutkowski, D.; Sparks, J. (2007). Equality and the politics of globalization in education. In Verma, G., Jha, M. & Bagley, C. (Eds.) Inclusive education: International perspectives. London: Routlege

Nicholas Walters *

University of Surrey

Senior Staff Tutor in Political, International and Policy Studies, University of Surrey. Project leader and partner in a number of research and development projects about exclusion and policies: Social exclusion and children in Europe-Phase 1 and Phase 2 (EU Community Action Programme 2002/2003); Social Exclusion Indicators EU Objective 3 South East (2001); Partnership Models in Combating Exclusion (EU DG Employment & Social Affairs, 2000).

Relevant publications:

Walters, N.; Lygo-Baker S.; Strkljevic S. 2001. Empowerment Indicators: Combating Social Exclusion in Europe. Bristol: The Polity Press;

Walters, N. 1988. Educational Initiatives with the Unemployed. In P. Jarvis (Ed.) Policy and Practice in Continuing Education, pp. 55-65. Francisco and London: Jossey Bass.

Helena Wilson *

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Universidad Autónoma de Barcelona (Spain)

Iñaki Santa Cruz *

Lecturer professor of Economy at the Autonomous University of Barcelona

Researcher in projects such as WORKALÓ (2001-04), and the R&D project AMAL (2001-05). He has taught Economy of Organisations and Economy of Immigration, at the undergraduate and graduate level. Member of the Board of Trustees of the Ujaranza Cultural Foundation committed to the economic and social advancement of the Romà in Europe.

Relevant publications:

Molina, F.; Prieto, O.; Santa Cruz, I. 2004. Discriminación étnica en el mercado laboral: influencias en el acceso y en la permanencia, Lan-Harremanak, Revista de Relaciones Laborales, pp. 51-64.

Santa Cruz, I.; Valls, R. 2004. Adult education, democratic management of NGOs and social inclusion, Journal of Adult and Continuing Education, 7, pp. 133-147.

Teresa Sordé *

Integration project leader. Autonomous University of Barcelona

Ramón y Cajal Researcher at Autonomous University of Barcelona, at the department of Sociology. Doctor in Sociology from the University of Barcelona and Doctor from the Harvard Graduate School of Education. Researcher at the Romà Studies Centre – CREA, at the University of Barcelona and in the R&D project CALLÍ BUTIPEN. Romaní women and labour market (2002-04 Spanish Ministry of Employment and Social Affairs) and in the TSER project ACCESS. University access and Social Exclusion (1997-2001). Her dissertation is focused on Romaní girls’ dropout in Europe.

Relevant publications:

Sordé Martí, T. 2004. Truth and Justification by Jürgen Habermas, Harvard Educational Review, 74, (2), pp. 209-218.

Gáztambide-Fernández, R.; Harding, H.; Sordé Martí, T. (Ed.) 2004. Cultural Studies and Education: Perspectives on Theory, Methodology and Practice. Cambridge: Harvard Educational Press.



Emilia Aiello holds a BA in Political Sciences, MA in in Labour and Social Policy, currently a PhD Candidate at the Department of Sociology at the Autonomous University of Barcelona (UAB). Awarded with a three year predoctoral grant  funded by the Spanish Ministry of Science, she is a researcher at the Group of Ethnic Studies and Migration (GEDIME-UAB).  Her main research interests are on migration, Roma and social cohesion. Since 2008, she has been involved in the FP6 INCLUD-ED. Strategies for Inclusion and Social Cohesion in Europe from Education, funded by the European Commission (RTD Integrated Project, 6 Framework Program, 2006–2011), as a member of the teamwork of the Integration Project, coordinated by Teresa Sordé (UAB). Her master thesis was on the case study of the Worker Cooperative of La Milagrosa, a successful community intervention programme designed counting with the participation of the grassrootspeople, and based on scientific evidences from INCLUD-ED. She has also participated in other national research such as DROM-IN. Roma immigration in Spain: the challenges of social inclusion and coexistence (Spanish RTD, 2009-2011), and TRANSROMA. Strategies of mobility, return and transnational practices among Romanian Roma (Spanish RTD, 2008-2011).
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