European Institute of Education and Social Policy
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You can find the  links to the most recent issues here:

Volume 53, No. 4, November 2018
Reconceptualising system transitions in education for marginalised and vulnerable groups
Guest Editors: Paul Downes, Erna Nairz‐Wirth, Jim Anderson

Volume 53, No. 3, September 2018
Learner agency at the confluence between rights-based approaches and well-being
Guest Editor: Jean Gordon

Volume 53, No. 2 June 2018
Special Issue: Are Student Assessments Fit For Their Purposes?
Guest Editor: Janet Looney

Volume 53, No. 1. March 2018
Special Issue: Innovative approaches to Continuous Professional Development in Early Childhood Education and Care. A European perspective.
Guest Editors: Brecht Peleman, Bente Jensen and Jan Peeters

Volume 52, No. 4 December 2017
Special Issue: Education for people, prosperity and planet: Can we meet the sustainability challenges?
Guest Editor: Aaron Benavot

Volume 52, No. 3 September 2017
Title: Participatory Design for (Built) Learning Environments
Guest Editors: Karen D. Könings and Susan McKenney

Volume 52, No. 2 June 2017
Title: The Influence of PISA on Education Policies
Guest Editors: Alain Michel and Xavier Pons

Volume 52, No.1 March 2017
Title : Higher education learning outcomes - transforming higher education ?
Guest Editors : Joakim Caspersen and Nicoline Frolich

Volume 51, No.4 December 2016
Title: Governance Dynamics in Complex Decentralised Education Systems
Guest Editors: Edith Hooge

Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett

Contact Information

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Tel.: +33 (0)1 49 23 58 30
Mobile: +33 (0) 6 38 47 68 19 


Evaluation of the CEJI “School Community Approach” (2007)

Type of project/activity :

Project evaluation

Objectives :

This evaluation will enable the CEJI team and their partners in the countries where the programme is being run to monitor progress by evaluating:

  • whether or not the objectives set are being achieved;
  • assess the impacts on the school community. This will include assessing what is changing due to the effects of the programme, how change is being implemented, the levels of satisfaction of users and beneficiaries, etc.
  • examine the processes undertaken. By this we mean the preparation with the school before the programme started, the design for each school, the information to staff and pupils, how the programme is run in the school, communications, etc.

Background :

The design of the evaluation took as its starting point the mission and portfolio of CEJI: "Delivering diversity education and training programmes that develop respect and skills for an inclusive Europe.” CEJI considers education and training to be “critical forces in the making of an inclusive Europe. Youth and adults must be equipped with the sensitivity and skills required to succeed in diverse societies. Educational environments must be prepared to meet this need and to be able to demonstrate inclusion and equity in the process and content of the educational system”. The portfolio includes programmes addressing children and young people in their school environment (both as students and as youth leaders), teachers as well as school and public authorities.

Partners : The evaluation is undertaken by the EIESP (Jean Gordon, Céleste Girard, Marcela Tovar) with the cooperation of consultants for the different countries.

Main activities :

  • Draft and agree a guideline of the data to be provided by the country coordinators
  • Design of the sets of guidelines for interviews with different categories/groups of interviewees
  • Carrying out the interviews in the schools (semi-directive, face-to-face)
  • Data analysis
  • Draft final report and discussion with CEJI and final report

Name of programme, funder or client :

CEJI – A Jewish Contribution to an Inclusive Europe

Expected outcomes, reports/documents :

An evaluation report was submitted to CEJI. The Executive Summary is available on the CEJI website

For more information please contact Jean Gordon at