English language publications
Barroso-Hurtado, D., & Chan, R. (2019). Why Enrol in a Lifelong Learning Programme? A Comparative Study of Austrian and Spanish Young Adults. Social Inclusion, 7(3), 110–121. cogitatiopress.com/socialinclusion/article/view/2088/2088
Barroso-Hurtado, D., & Mendo-Lázaro, S. (2018). The importance of training and previous contact in university students’ opinion about persons with mental disorder. Electronic Journal of Research in Educational Psychology, 16(1), 59–78. dx.doi.org/10.25115/ejrep.v16i44.1937
Benasso, S., Castellani, S., Cossetta, A., Dittrich, C., & Walther, A. (2019). Transmission Belts: On how young adults in Germany and Italy make meaning of mobility in transitions to work and adulthood. Social Work & Society, 17(2). journals4free.com/link.jsp?l=33898264
Benasso, S., Pandolfini, V., & Palumbo, M. (2019). Narrating Cases: a Storytelling Approach to Case Study Analysis in the Field of Lifelong Learning Policies. Italian Journal of Sociology of Education, 11(2), 83–108. ijse.padovauniversitypress.it/2019/2/5
Benasso. S., & Cuzzocrea, V. (2019). Generation Z in Italy: Living in a soap bubble. In C. Scholz & A. Rennig (Eds.), Generations Z in Europe: Inputs, Insights and Implications (pp. 149–168). Bingley: Emerald. emerald.com/insight/content/doi/10.1108/978-1-78973-491-120191016/full/html
Bonal, X., Zancajo, A., & Scandurra, R. (2019). School segregation of migrant students in a Southern European urban context: the case of Barcelona, Urban Studies, 56(15), 3251–3273. journals.sagepub.com/doi/10.1177/0042098019863662
Capsada-Munsech, Q. (2019). Measuring overeducation: incidence, correlation and overlaps across indicators and countries. Social Indicators Research, 145(1), 279–301. link.springer.com/article/10.1007/s11205-019-02112-0
Capsada-Munsech, Q. (2020). Overeducation, skills and social background: the influence of parental education on overeducation in Spain. Compare: A Journal of Comparative and International Education, 50(2), 216–236. tandfonline.com/doi/full/10.1080/03057925.2019.1579085
Capsada-Munsech, Q., & Valiente, O. (2020). The effectiveness of lifelong learning policies on youth employment: do regional labour markets matter? In M. Parreira do Amaral, S. Kovacheva, & X. Rambla, (Eds.), Lifelong Learning Policies for Young Adults in Europe: Navigating between Knowledge and Economy (pp. 85–104). Bristol: Policy Press. policy.bristoluniversitypress.co.uk/lifelong-learning-policies-for-young-adults-in-europe
Capsada-Munsech, Q., & Valiente, O. (2020). Sub-national variation of skill formation regimes: a comparative analysis of skill mismatch across 18 European regions. European Education. tandfonline.com/doi/full/10.1080/10564934.2020.1723421
Hermannson, K., Scandurra, R., & Graziano, M. (2019). Will the unequal regional distribution of tertiary education persist? The case of Europe in a period of rising participation. Regional Studies, Regional Science, 6(1), 539−556. tandfonline.com/doi/full/10.1080/21681376.2019.1680313
Järvinen, T. & Tikkanen, J. (2019). Student disengagement in Comprehensive School in Turku, Southwest Finland. In J. Demanet & M. Van Houtte (Eds.), Resisting education: A Cross-National Study on Systems and School Effects (pp. 81–102). Dordrecht: Springer. springer.com/gp/book/9783030042264
Kovacheva, S., Jacovkis, J., Startari, S., & Siri, A. (2020). Are lifelong learning policies working for youth? Young people’s voices. In M. Parreira do Amaral, S. Kovacheva, & X. Rambla, (Eds.), Lifelong Learning Policies for Young Adults in Europe: Navigating Between Knowledge and Economy (pp. 149−168). Bristol: Policy Press. policy.bristoluniversitypress.co.uk/lifelong-learning-policies-for-young-adults-in-europe
Magaraggia, S., & Benasso, S. (2019). In transition… Where to? Rethinking Life Stages and Intergenerational Relations of Italian Youth. Societies, 9(1), 7. mdpi.com/2075-4698/9/1/7
Palumbo, M., & Pandolfini, V. (2019). Lifelong learning policies and young adults: Considerations from two Italian case studies. International Journal of Lifelong Education, 39(1), 75−89. tandfonline.com/doi/abs/10.1080/02601370.2019.1699177
Palumbo, M., Benasso, S., & Parreira do Amaral, M. (2020). Telling the story: exploring lifelong learning policies for young adults through a narrative approach, In M. Parreira do Amaral, S. Kovacheva & X. Rambla (Eds.), Lifelong Learning Policies for Young Adults in Europe. Navigating between Knowledge and Economy (pp. 105–126). Bristol: Policy Press. policy.bristoluniversitypress.co.uk/lifelong-learning-policies-for-young-adults-in-europe
Parreira do Amaral, M., & Zelinka, J. (2019). Lifelong learning policies shaping the life courses of young adults. An interpretative analysis of orientations, objectives and solutions, Comparative Education, 55(3), 404−421. tandfonline.com/doi/full/10.1080/03050068.2019.1619333
Parreira do Amaral, M., Kovacheva, S., & Rambla, X. (Eds.). (2020). Lifelong Learning Policies for Young Adults in Europe. Navigating between Knowledge and Economy. Bristol: Policy Press. policy.bristoluniversitypress.co.uk/lifelong-learning-policies-for-young-adults-in-europe
Parreira do Amaral, M., Lowden, K., Pandolfini, V., & Schöneck, N. (2020). Coordinated Policy-making in Lifelong Learning: Functional Regions as dynamic Units. In M. Parreira do Amaral, S. Kovacheva, & X. Rambla (Eds.), Lifelong Learning Policies for Young Adults in Europe Navigating between Knowledge and Economy (pp. 21−42). Bristol: Policy Press. policy.bristoluniversitypress.co.uk/lifelong-learning-policies-for-young-adults-in-europe
Rambla, X., Kazepov, Y., Jacovkis, J., Alexander, L., & Parreira Do Amaral, M. (2019). Regional lifelong learning policies and the social vulnerability of young adults in Girona and Vienna. International Journal of Lifelong Education, 39(1), 48−60. tandfonline.com/doi/abs/10.1080/02601370.2019.1678691
Rinne, R., Silvennoinen, H., Järvinen, T., & Tikkanen, J. (2020). Governing the normalisation of young adults through lifelong learning policies. In M. Parreira do Amaral, S. Kovacheva & X. Rambla (Eds.), Lifelong Learning Policies for Young Adults in Europe. Navigating between Knowledge and Economy (pp. 105–126). Bristol: Policy Press. policy.bristoluniversitypress.co.uk/lifelong-learning-policies-for-young-adults-in-europe
Scandurra, R., & Calero, J. (2020). How are adult skills configured? International Journal of Educational Research, 99. sciencedirect.com/science/article/pii/S0883035518320950
Scandurra, R., & Calero, J. (2020). Data on adult skills formation. Data in Brief, 28. sciencedirect.com/science/article/pii/S2352340919313083
Scandurra, R., Cefalo, R., & Kazepov. Y. (2020). School-to-work outcomes during the Great Recession, is the regional scale relevant? Journal of Youth Studies. tandfonline.com/doi/full/10.1080/13676261.2020.1742299
Scandurra, R., Hermannson, K., & Cefalo, R. (2020). Assessing young adults living conditions across Europe using harmonised quantitative indicators: Call Opportunities and risks for policy makers. In M. Parreira do Amaral, S. Kovacheva & X. Rambla (Eds.), Lifelong Learning Policies for Young Adults in Europe. Navigating between Knowledge and Economy (pp. 171–197). Bristol: Policy Press. policy.bristoluniversitypress.co.uk/lifelong-learning-policies-for-young-adults-in-europe
Tarabini, A., Jacovkis, J., & Montes, A. (2018). Factors in educational exclusion: including the voice of the youth. Journal of Youth Studies, 21(6), 836−851. tandfonline.com/doi/abs/10.1080/13676261.2017.1420765
Tikkanen, J. (2019). Parental school satisfaction in the context of segregation of basic education in urban Finland. Nordic Journal of Studies in Educational Policy, 5(3), 165−179. tandfonline.com/doi/full/10.1080/20020317.2019.1688451
Valiente, O., Capsada-Munsech, Q., & de Otero, J. P. G. (2020). Educationalisation of youth unemployment through lifelong learning policies in Europe. European Educational Research Journal. journals.sagepub.com/doi/full/10.1177/1474904120908751
Valiente, O., Lowden, K., & Capsada-Munsech, Q. (2020). Lifelong learning policies for vulnerable young adults in post-recession Scotland. British Journal of Sociology of Education, 41(2), 218−233. tandfonline.com/doi/full/10.1080/01425692.2019.1685937
Valiente, O., Zancajo, A., & Jacovkis, J. (2019). The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile. International Journal of Lifelong Education, 39(1), 90−103. tandfonline.com/doi/full/10.1080/02601370.2019.1678692
Vanderhoven, E., Bravo, A., Valiente, O., Hermannsson, K., Lowden, K., Doyle, L., Schweisfurth, M., & Capsada-Munsech, Q. (2019). YOUNG_ADULLLT: A Comparative European Study – Key Messages for Scottish Policy Actors. Glasgow, UK: University of Glasgow. academia.edu/38289643/YOUNG_ADULLLT_Scotland_-_Key_Messages_for_Scottish_Policy_Actors
Vanderhoven, E., Steiner, A., Teasdale, S., & Calo, F. (2020). Can public venture capital support sustainability in the social economy? Evidence from a social innovation fund. Journal of Business Venturing Insights, 13. sciencedirect.com/science/article/pii/S2352673420300226
Non-English language publications
Barroso-Hurtado, D., & Bembibre Serrano, J. (2019). Revisión de los factores de éxito en la promoción de comportamientos prosociales como estrategia preventiva en la justicia juvenil en España. Revista Complutense de Educación, 30(1), 75–91. revistas.ucm.es/index.php/RCED/article/view/55509
Bonal, X., & Scandurra, R. (2020). Equidad y Educación en España. Diagnóstico y Prioridades. Madrid: Oxfam. kaidara.org/ca/recursos/equidad-y-educacion-en-espana-diagnostico-y-prioridades/
Capsada-Munsech, Q. (2019). La gobernanza regional de la oferta y la demanda de competencias de los jóvenes: análisis del sistema de competencias en dos regiones de Escocia. In L. Sepúlveda & M. J. Valdebenito (Eds.), Educación Técnico Profesional ¿Hacia dónde vamos?: Políticas, reformas y nuevos contextos de Desarrollo (231-261). Santiago de Chile: Ediciones Universidad Alberto Hurtado. ediciones.uahurtado.cl/libro/educacion-tecnico-profesional-hacia-donde-vamos-politicas-reformas-y-nuevos-contextos-de-desarrollo/
Cortoni, I., & Pandofini, V. (2020). Ricerca valutativa e Information Design. Riflessioni sui metodi e i linguaggi comunicativi. Rassegna Italiana di Valutazione (RIV), 71/72(2/3), 191–212. torrossa.com/it/resources/an/4606597
Jacovkis, J. (2019). Barreras y facilitadores para la gobernanza de competencias en Gerona. In L. Sepúlveda & M. J. Valdebenito (Eds.), Educación Técnico Profesional ¿Hacia dónde vamos?: Políticas, reformas y nuevos contextos de Desarrollo (205-229). Ediciones Universidad Alberto Hurtado: Santiago de Chile. ediciones.uahurtado.cl/libro/educacion-tecnico-profesional-hacia-donde-vamos-politicas-reformas-y-nuevos-contextos-de-desarrollo/
Jacovkis, J., Montes, A., & Manzano, M. (2020). Imaginando futuros distintos. Los efectos de la desigualdad sobre las transiciones hacia la educación secundaria posobligatoria en la ciudad de Barcelona. Papers: Revista de Sociologia, 105(2), 279–302. papers.uab.cat/article/view/v105-n2-jacovkis-montes-manzano
Kazepov, Y., Cefalo, R., & Chan R. (In press). Die verschiedenen Wege nach der Pflichtschule. Österreich im Vergleich. In J. Flecker, I. Rieder, & V. Wöhrer (Eds.), Wege in die Zukunft – Lebenssituation Jugendlicher am Ende der Neuen Mittelschule (pp. 33–58). Göttingen: V&R press.
Morris, P., & Barroso-Hurtado, D. (2019). Pruebas internacionales y la búsqueda de la escolarización de «clase mundial»: un análisis crítico de narrativas políticas. Revista Foro de Educación, 17(26), 45–72. forodeeducacion.com/ojs/index.php/fde/article/view/706
Palumbo, M., & Pandolfini, V. (2019). Scuola e disuguaglianze: apprendere dalla valutazione? Sociologia Italiana – AIS Journal of Sociology, 13, 113–132. sociologiaitaliana.egeaonline.it/it/21/archivio-rivista/rivista/3439216/articolo/3439255
Scandurra, R. (2020). Factores que influyen en la adquisición de competencias por los jóvenes adultos. España y la OCDE. Revista de Estudios de Juventud. injuve.es/conocenos/ediciones-injuve/revistas-de-juventud
Tarabini, A., & Jacovkis, J. (2019). ¿ Qué conocimiento para quién? Itinerarios escolares, distribución del conocimiento y justicia escolar. Revista e-Curriculum, 17(3), 880–908. revistas.pucsp.br/curriculum/article/download/44244/29952
Tarabini, A., & Jacovkis, J. (2019). Transicions a l’educació secundària postobligatòria a Catalunya. In J. Riera (Ed.), Reptes de l’educació a Catalunya (235-289). Anuari 2018. Fundació Jaume Bofill: Barcelona. fbofill.cat/sites/default/files/04_Cap%20Anuari2018.pdf
Tikkanen, J. & Lempinen, S. (2018). Koulutuksen merkitys, koulutustoiveet ja koulutyytyväisyys – Vanhempien näkemyksiä koulusta ja koulutuksesta. In H. Silvennoinen, M. Kalalahti, & J. Varjo (Eds.), Koulutuksen lupaukset ja koulutususko. Kasvatussosiologian vuosikirja 2 (pp. 283–319). Jyväskylä: The Finnish Educational Research Association. tiedekirja.fi/default/koulutuksen-lupaukset-ja-koulutususko.html