You can find the links to the most recent issues here:
Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett
Volume 51, No. 2 June 2016
Title: Adult Learning, Adult Skills and Innovation
Guest Editors: Richard Desjardins, Thomas Lans and Peer Ederer
Volume 51, No.1 March 2016
Title: Integrating Higher Education and University–Business Cooperation: synergies, potential and challenges
Guest Editors : Samo Pavlin, Tobias Kesting and Thomas Baaken
Volume 50, No.4 December 2015
Title : Citizens, Learners and Workers in a Complex, Changing World: challenges for policy and research
Guest Editors : Jean Gordon, Edith Hooge & Janet Looney
The European Institute of Education and Social Policy is a non-profit organisation with more than 40 years' experience in the analysis of education and training policies in Europe and in the partner countries of the European Union. The institute was founded in 1975 by the European Cultural Foundation to meet a need of the European Commission by contributing to the development of cooperation in education in Europe.
The EIESP contributes through its work and its international network to strengthening cooperation in education in Europe and between Europe and its partners.
The portfolio of projects of the institute covers all the different aspects of lifelong learning: school education, vocational education and training (initial and continuing), adult learning and higher education. The EIESP has built up a solid reputation as an experienced, international and innovative partner in education policy design, management, reform and evaluation at European, national, regional and institutional levels. The institute contributes to studies for the European Commission and to reform processes in countries in transition and emerging economies and it undertakes evaluations of innovative European projects and programmes.EIESP Activity Report 2014-2015
The EIESP edits the European Journal of Education (EJE) which is published by Wiley-Blackwell. EJE is a peer-reviewed journal of international reputation and readership specialised in research on education and the evaluation and review of education and training policies in a global perspective. It is thematic and receives an ISI Impact Factor ranking. EJE is accessible through about 16,000 institutions around the world and in 2012 there were over 105,000 downloads of articles. You can access the online version of the journal here.
The EIESP is on the European Commission's register of interest representatives. This is a voluntary Register, in the context of the European Transparency Initiative, which includes a commitment to abide by the Code of Conduct.
EIESP was a core member of the European Literacy Policy Network (ELINET). This network was initiated to gather and analyse policy information ; exchange policy approaches, good practice, and initiatives and raise awareness of the importance of acting now to reduce the number of children, young people and adults with low literacy skills by 2020. ELINET was comprised of 79 partner organizations from 28 countries.
EIESP contributed to ELINET's "Research for Success".
EIESP provided expertise on online self- and peer-assessment for teachers participating in the MENTEP (MEntoring Technology Enhanced Pedagogy) project. MENTEP, led by European SchoolNet, aims to develop and test a reliable, user-friendly and sustainable tool for teachers to self-assess progress in Technology Enhanced Teaching (TET) competence.
The EIESP participated in a comparative study commissioned by The Foundation Bertelsmann on the recognition and validation of non-formal and informal learning. (September - October 2014). For more information click here.
The EIESP, through various projects and activities, promotes the vision of Learning for Well-being.
Learning for Well-being and Inner Diversity
The EIESP is participating in a project entitled Potential4Life which aims to improve educational outcomes for secondary school age students in Europe by helping them to reflect on their individual learning styles. Learning for well-being suggests that well-being is a lifelong process that can be learned, and emphasises realising the unique potential of individuals and communities, and accepting individual differences as central to the experience of well-being.
Learning and well-being in schools and communities
In partnership with the World Innovation Summit for Education (WISE), EIESP has published a WISE Research Report on learning and well-being in schools and communities. The Research Report explores how well-being is defined and measured in international contexts. It features case studies on effective practice in communities and schools, and make recommendations for policy, and is available here. The project was led by Prof. Marwan Awartani and Janet Looney.
Case studies developed for the report are available here:
Learning for Well-being: A Policy Priority for Children and Young People in Europe
The EIESP coordinated the secretariat of the former Learning for Well-being Consortium of Foundations from 2009-2013. You can read here the final Consortium Activity Report. Work & Activities of the Consortium can be accessed here.
EIESP is supporting the EC Toolkit Editorial Board, which will provide up-to-date references on effective educational practices for its online platform, The European Toolkit for Schools. it is structured around five main areas : school governance ; support to learners ; teachers ; parental involvement ; and stakeholder involvement. Please click here for the project description.
The EIESP participated in a study on Early childhood education and care (ECEC) in promoting educational attainment including social development of children from disadvantaged backgrounds and in fostering social inclusion, carried out under the Framework Service Contract No EAC/02/2010, led by Sofreco. This study (carried out in 2012) was designed to inform policy-making with new insights into success criteria concerning accessibility and quality in the field of ECEC. For more information. and for the link to the reports.
In 2011, EIESP took part in the Participatory Citizenship in Europe Project, a study with the main goals of clarifying the concept of Participatory Citizenship and its interpretation among the 27 EU Member States. For more information.
DISCO II: a multilingual thesaurus of skills and competencies: From 2010 - 2012, the EIESP was a partner of the Leonardo da Vinci DISCO II project led by 3S Unternehmensberatung (Austria). Realising a ‘European labour market’ and a ‘European lifelong learning area’ requires qualifications and competences which can be easily understood, compared, and transferred. To address this challenge a set of European instruments has been developed, e.g. the European Qualifications Framework, the European Credit System for Vocational Education and Training and the Europass documents. DISCO II supports these instruments by offering terms and expressions to describe occupations, qualifications, jobs and competence profiles of individuals. For more information.
Romania – CALIPT: Revision of methodologies, instruments and procedures for an increased quality of initial education and training (IVET); Evaluation and review of policy and strategy for VET in Romania over the last 15 years.
The project started in December 2009 and finished in November 2012. The project was led by the Centre for Development of TVET of the ministry of education in Romania. The partners are: GEA (Romania), Danish Technological Institute (Denmark) and the EIESP (France). More information can be found here.