Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion
This article explores the process of developing policy briefs (PB) as strategic tools to translate knowledge stemming from the analysis of local educational practices into inclusive European policy recommendations. This paper highlights how educational practices from eleven partner institutions acro...
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| Format: | Article |
| Language: | English |
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MDPI AG
2025-04-01
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| Series: | Social Sciences |
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| Online Access: | https://www.mdpi.com/2076-0760/14/5/280 |
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| author | Sofia Almeida Santos Mariana Fonseca Ana Cristina Torres Eunice Macedo Amélia Veiga |
| author_facet | Sofia Almeida Santos Mariana Fonseca Ana Cristina Torres Eunice Macedo Amélia Veiga |
| author_sort | Sofia Almeida Santos |
| collection | DOAJ |
| description | This article explores the process of developing policy briefs (PB) as strategic tools to translate knowledge stemming from the analysis of local educational practices into inclusive European policy recommendations. This paper highlights how educational practices from eleven partner institutions across Denmark, Norway, Poland, Portugal, and Spain informed recommendations to prevent early leaving from education and training (ELET) and to enhance youth’s school engagement. Educational practices involved a collaborative dialogue among multi-stakeholders to establish a shared vision about educational inclusion, and the co-creation of educational practices supported by monitoring, evidence collection, and the identification of promising examples. These elements reflect the aim to embed educational inclusion in policy development, while underscoring the role of PBs as mechanisms of participatory knowledge transfer between countries and sectors, bringing together diverse voices from policymakers, educators, researchers, and young people. In doing so, the methodological approach to produce PB recognised local produced knowledge as a catalyst for informed decisions promoting quality education. The analysis of PB highlights elements of the identified educational practices addressing ELET challenges, such as (i) implementing co-creation methodologies in both educational contexts and political formulation; (ii) addressing student citizenship as central to meaningful learning; (iii) valuing cross-sector partnerships to address systemic challenges, and (iv) reinforce relational pedagogies that enhance student–teacher and student–student relationships. |
| format | Article |
| id | doaj-art-a3ab6f8408e94073abe3edbbaaf26ddb |
| institution | OA Journals |
| issn | 2076-0760 |
| language | English |
| publishDate | 2025-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Social Sciences |
| spelling | doaj-art-a3ab6f8408e94073abe3edbbaaf26ddb2025-08-20T01:56:42ZengMDPI AGSocial Sciences2076-07602025-04-0114528010.3390/socsci14050280Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational InclusionSofia Almeida Santos0Mariana Fonseca1Ana Cristina Torres2Eunice Macedo3Amélia Veiga4CIIE—Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto, 4200-135 Porto, PortugalFaculty of Psychology and Education Sciences, University of Porto, 4200-135 Porto, PortugalCIIE—Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto, 4200-135 Porto, PortugalCIIE—Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto, 4200-135 Porto, PortugalCIIE—Centre for Research and Intervention in Education, Faculty of Psychology and Education Sciences, University of Porto, 4200-135 Porto, PortugalThis article explores the process of developing policy briefs (PB) as strategic tools to translate knowledge stemming from the analysis of local educational practices into inclusive European policy recommendations. This paper highlights how educational practices from eleven partner institutions across Denmark, Norway, Poland, Portugal, and Spain informed recommendations to prevent early leaving from education and training (ELET) and to enhance youth’s school engagement. Educational practices involved a collaborative dialogue among multi-stakeholders to establish a shared vision about educational inclusion, and the co-creation of educational practices supported by monitoring, evidence collection, and the identification of promising examples. These elements reflect the aim to embed educational inclusion in policy development, while underscoring the role of PBs as mechanisms of participatory knowledge transfer between countries and sectors, bringing together diverse voices from policymakers, educators, researchers, and young people. In doing so, the methodological approach to produce PB recognised local produced knowledge as a catalyst for informed decisions promoting quality education. The analysis of PB highlights elements of the identified educational practices addressing ELET challenges, such as (i) implementing co-creation methodologies in both educational contexts and political formulation; (ii) addressing student citizenship as central to meaningful learning; (iii) valuing cross-sector partnerships to address systemic challenges, and (iv) reinforce relational pedagogies that enhance student–teacher and student–student relationships.https://www.mdpi.com/2076-0760/14/5/280policy briefsco-creationlocal knowledgepromising practiceseducational inclusion |
| spellingShingle | Sofia Almeida Santos Mariana Fonseca Ana Cristina Torres Eunice Macedo Amélia Veiga Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion Social Sciences policy briefs co-creation local knowledge promising practices educational inclusion |
| title | Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion |
| title_full | Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion |
| title_fullStr | Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion |
| title_full_unstemmed | Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion |
| title_short | Transforming Local Knowledge(s) into European Recommendations: A Methodological Approach to Co-Creating Policy Briefs for Educational Inclusion |
| title_sort | transforming local knowledge s into european recommendations a methodological approach to co creating policy briefs for educational inclusion |
| topic | policy briefs co-creation local knowledge promising practices educational inclusion |
| url | https://www.mdpi.com/2076-0760/14/5/280 |
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