Europe hosts some of the most highly educated societies globally. However, significant disparities in education persist both within and among European countries. These disparities encompass variations in learning outcomes, access to education, and final educational achievements. Understanding the association between socio-economic status, gender, ethnicity, and migrant status with these inequalities over the life course is crucial.
“To address this, a longitudinal approach is essential, and the LEARN project aims to illuminate short-, medium-, and long-term patterns of inequalities. This effort seeks to support educational policymaking by providing evidence-based interventions,” explains Pollock.
Utilizing a case study methodology across nine diverse European countries, LEARN will map and gather existing data, conducting original analyses of high-quality longitudinal educational datasets. The project will identify interventions that mitigate educational disparities by synthesizing existing research across Europe, examining specific trends in educational inequalities and interventions aimed at their reduction.
Furthermore, LEARN will develop policymaking tools based on longitudinal analysis findings to support policymakers in the policy formulation process. By enhancing the evidence base for education policymaking, the LEARN project is expected to have a positive and enduring impact for years to come.
The LEARN project commences on April 1st, 2024, and spans three years, supported by €2.3 million in funding from the EU. Additionally, research partners in the UK and Switzerland will collectively contribute the equivalent of an additional €1 million.
Cultural Literacies’ Value in Europe
Postdoctoral Researcher Kemal Ahson and Professor Kristiina Kumpulainen have secured nearly €3 million in Horizon Europe funding for the Cultural Literacies’ Value in Europe (CLiViE) consortium project, with the Faculty of Educational Sciences receiving €658,000. This funding was awarded under a call for promoting cultural literacy through arts education to foster social inclusion.
“Despite the documented potential of cultural literacy in shaping the knowledge, skills, and competencies of young people, the effectiveness of certain arts-based education practices remains elusive. Through the CLiViE project, we aim to develop and apply a Theory of Change methodology and Social Return on Investment framework to enhance our understanding of the value of cultural literacy through arts-based education on social cohesion,” states Kemal Ahson.
Commencing on March 1st, 2024, the three-year interdisciplinary project spans eight European countries and involves thirteen diverse partners. Kemal Ahson will lead the research and project management under Professor Kristiina Kumpulainen’s supervision.
The MapIE project analyzes longitudinal datasets focusing on educational inequalities.
Postdoctoral Researcher Meri Lintuvuori is contributing as a partner to the MapIE: Mapping of Longitudinal Data of Inequalities in Education project, with the Faculty of Educational Sciences receiving €170,000. Coordinated by Tampere University’s Research Centre for Education, Assessment, and Learning (REAL), MapIE examines, describes, and analyzes datasets from local, national, and international longitudinal studies regarding educational inequalities.
