Alle analytischen Berichte

Bergeron-Morin, L., Peleman, B., Hulpia, H. (2023). ‘Working with multilingual children and families in early childhood education and care (ECEC): guidelines for continuous professional development of ECEC professionals’. NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/6551

Flecha, R., Puigvert, L., and Racionero-Plaza, S. (2023). ‘Achieving student well-being for all: Educational contexts free of violence’, NESET report, Luxembourg: Publications Office of the European Union. doi: insert number. doi: 10.2766/463854

Šćukanec Schmidt, N., Skledar Matijević, A, and Anić, Z. (2023). ‘Linking quality assurance and the social dimension of higher education’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/146281.

Koehler, C., Psacharopoulos, G., and Van der Graaf, L. (2022). ‘The impact of COVID-19 on the education of disadvantaged children and the socio-economic consequences thereof’, NESET-EENEE report, Luxembourg: Publications Office of the European Union. doi: 10.2766/929570

Riva, E., Lister, K., and Jeglinska, W. (2024). Student and staff mental well-being in European higher education institutions, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/933130

Farnell, T., Skledar Matijević, A., Šćukanec Schmidt, N. (2021). ‘The impact of COVID-19 on higher education: a review of emerging evidence’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/069216. 

Cefai, C. Downes, P. Cavioni. V. (2021) ‘A formative, inclusive, whole school approach to the assessment of social and emotional education in the EU’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/506737.

Cefai, C., Simões, C. and Caravita, S. (2021) ‘A systemic, whole-school approach to mental health and well-being in schools in the EU’ NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/50546.

Van Laere, K., Sharmahd, N., Lazzari, A., Serapioni, M., Brajcović, S., Engdahl, I., Heimgaertner, H., Lambert, L., Hulpia, H. (2021). ‘Governing quality Early Childhood Education and Care in a global crisis: first lessons learned from the COVID-19 pandemic’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/642131.

Orr, D., Pupinis, M., and Kirdulytė, G. (2020). ‘Towards a European approach to micro-credentials: a study of practices and commonalities in offering micro-credentials in European higher education’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/7338.

Farnell, T. (2020). ‘Community engagement in higher education: trends, practices and policies’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/64207.

Klemenčič, M., Pupinis, M., Kirdulytė, G. (2020). ‘Mapping and analysis of student-centred learning and teaching practices: usable knowledge to support more inclusive, high-quality higher education’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/67668.

Le Pichon-Vorstman, E., Siarova, H., Szőnyi, E. (2020). ‘The future of language education in Europe: case studies of innovative practices’, NESET report. Luxembourg: Publications Office of the European Union. doi: 10.2766/81169.

Verelst, S., Bakelants, H., Vandevoort, L., Nicaise, I. (2020), ‘The governance of equity funding schemes for disadvantaged schools: lessons from national case studies’, NESET report, Luxembourg: Publications Office of the European Union. doi: 10.2766/989607.

Vandekerckhove, A., Hulpia, H., Huttova, J., Peeters, J., Dumitru, D., Ivan, C., Rezmuves, S., Volen, E., and Makarevičienė, A. (2019). ‘The role and place of ECEC in integrated working, benefitting vulnerable groups such as Roma’, NESET report, Luxembourg: Publications Office of the European Union. Doi: 10.2766/041535.

McDougall, J., Sternadel, D., van Driel, B. and Zezulkova, M. (2018). ‘Teaching media literacy in Europe: evidence of effective school practices in primary and secondary education’, NESET II report. Luxembourg: Publications Office of the European Union. doi: 10.2766/613204.

Cefai, C., Bartolo P. A., Cavioni. V, Downes, P. Strengthening Social and Emotional Education as a core curricular area across the EU. A review of the international evidence. NESET analytical report. doi: 10.2766/664439

Downes, P., Nairz-Wirth, E. and Rusinaitė, V. (2017). ‚Structural Indicators for Inclusive Systems in and around Schools‘, NESET II Analytical Report No 2/2016.

Herzorg Punzenberger, B., Le Pichon-Vorstman, E. and Siarova, H. (2017). ‚Multilingual Education in the Light of Diversity: Lessons Learned‘, NESET II Analytical Report No 3/2016.

Sharmahd, N., Peeters, J., Van Laere, K., Vonta, T., De Kimpe, C., Brajković, S., Contini, L. and Giovannini, D. (2017). ‚Transforming European ECEC services and Primary schools into professional learning communities: drivers, barriers and ways forward‘, NESET II Analytical Report No 2/2017.

Siarova, H., Sternadel, D., Mašidlauskaitė, R. (2017). ‘Assessment practices for 21st century learning: review of evidence’, NESET II report, Luxembourg: Publications Office of the European Union, 2017. doi: 10.2766/71491

Budginaitė-Mačkinė, I., Siarova, H., Sternadel, D., Mackonytė, G. and Algirdas Spurga, S. (2016). ‚Policies and practices for equality and inclusion in and through education‘, NESET II Analytical Report No 1/2016.

Downes, P. and Cefai, C. (2016). ‚How to prevent and tackle bullying and school violence‘, NESET II Analytical Report No 2/2015.

Peeters, J., Sharmahd, N., Budginaitė, I. (2016). ‚Professionalisation of Childcare Assistants in Early Childhood Education and Care (ECEC): Pathways towards Qualification‘, NESET II Analytical Report No 1/2015. 

Van Driel, B., Darmondy, M. and Kerzil, J. (2015). ‚Education Policies and Practices to foster Tolerance, Respect for Diversity and Civic Responsibility in Children and Young People in the EU‘, NESET II Analytical Report No 3/2015.