Courage Erasmus+ Project - Case studies Portugal

COURAGE project partner: Carlos Gargaté School cluster Portugal Case Studies: “Orquestra geração” and “Para ti Se não Faltares” - Fundação Benfica Cláudia Corado, Élio Duarte Santos, João Paulo Proença, Lucinda Alves Dias, Maria da Graça Carvalha

This project is funded with support from the European Commission. This publication reflects only the views of the authors and the Commission cannot be held responsible for any use that may be made of the information contained therein.

Summary and general conclusions In Portugal the access to education and culture is a legal right of the whole population, foreseen in the Constitution of the Portuguese Republic (articles 43 and 73) and in the Law no.

46/86. Equally enshrined in law is the duty of the State to promote the democratization of education and of other conditions in the education offered by schools; to contribute to equal opportunities, to the reduction of economic, social and cultural inequalities, to the development of personality and the spirit of tolerance, to mutual understanding, solidarity and responsibility, to social progress and the democratic involvement in public life. Compulsory education is universal, mandatory and free of charge.

Nevertheless and despite the existence of such positive conceptions about the education and training of young people in Portugal, and according to a study published by Eurostat, “Education, employment, both or neither? What are young people doing in the EU (2015) ” almost one in six young people between 20-24 years old more specifically 17.5%, does not study or work. This percentage is slightly above the European average, 17.3%. It is also referred that this percentage has risen sharply in the last 10 years in Portugal, since in 2006 the data was 12.6%. This group of NEET has great economic impact and it costs the nation 2,680 million per year. It is an amount corresponding to 1.57% of Gross Domestic Product (GDP), fairly above the European average and it is not more serious because the country has been "exporting" an average of 100 000 Portuguese a year of the most qualified young people, over the last few years.

In order to solve the problem of early school leavers, the lack of qualifications and to reduce youth unemployment rates, the Portuguese government, through its own measures or others in conjunction with the European Union, has sought to combat this problem. The civil society has also been involved in solving this problem through the implementation of projects and initiatives that aim to combat the scourge of youth NEET in Portugal like: “Arco maior”-The city of Oporto has a response to Early School Leaving; Orquestra Geração | Sistema Portugal; CASA PIA DE LISBOA; EPIS -Empresários Pela Inclusão Social; JAM Project promoted by Associação PAR– Respostas Sociais; Fundação Benfica - projeto Para ti se não faltares (For you if you don’t miss school).

Among the initiatives of the civil society, we will focus two, in order to be our case studies: The “Orquestra Geração” and the “Benfica foundation” with the project “For you if you don’t miss 015-2-DK01-KA205-004358 1

school” because they work on fields that we think are less valuated by the Portuguese Curriculum, like music or sport. We have good feedback from the partner institutions and from the media on their work with these groups, preventing the exclusion of many.

Findings Concerning the “Orquestra Geração”, from our study, we believe it has demonstrated that the project contributes to the social inclusion of students from disadvantaged backgrounds and it broadens the relation between families, who interact more with other parents and with the school members, helping to give a meaning to the notion of school community. In this sense, the local community gains, in terms of strengthening identity and cohesion.

Specifically, as far as children and young people are concerned, the differences are felt in terms of reinforcing self-esteem and self-confidence, but also of discipline, of teamwork relevance (the orchestra) and of the own school performance and success, even if in an experimental way. Of course, there is also an appreciation of music as an element of social formation for children, parents and the community itself.

Regarding the impact of the Project "For you If you do not miss school" on 18-year-olds, we will demonstrate that the project has short-term measurable impacts, such as the reduction of failure in the academic results, and long-term impacts. The project empowers young people to deliver life projects, whether in pursuing studies, training or employment, but also in terms of reinforcing self-esteem and personal learning, essential for a happy, complete and accomplished integration and social inclusion.

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CASE STUDY Orquestra Geração | Sistema Portugal

WHAT WORKS

WHERE

- The artistic experience allows completing the conventional school skills, closely linked to sciences and rationalism.

- In schools/ groups of students in economically disadvantaged situation.

- Music as a social activity is seen as a vehicle for the promotion of citizenship, social inclusion, sense of belonging and the development of group identity.

“Para ti Se não Faltares” implemented by Benfica Foundation

-Sports (indoor football), the brand and popular athletes as role models to work on social and emotional skills.

- The social skills promotion program has impact on the lives of young people well beyond their time spent on the project, helping to build a lasting life project.

WHY - Resilience is the key.

- An accessible project for all.

- A project that focuses on preventing the NEET situation instead of remedying it.

- There is collaborative work between students and teachers promoting diverse formal and informal learning (sense of belonging to a group, knowing how to wait for their turn, being led by a maestro), ...

- Access to different cultures.

- Access to performance experiences (concerts) with public recognition, independently from each student technical level.

-In schools/ groups of students with behaviour and/or problems of absenteeism.

- Students and families feel rewarded and recognized by experiencing success in sports, participating in events, wearing the brand.

- Resilience is the key.

- An accessible project for all (although there are quotas).

- A project that focuses on prevention instead of remediation.

1. Context One of the overall goals of the COURAGE project is addressed to the exclusion of young people (NEET) from social, educational, cultural and economic opportunities associated with full citizenship, a serious issue across Europe and, of course, in Portugal .

Most European countries defined NEET as young people aged between 15 and 24 years old who were not in employment, education or training.

While from a statistical point of view it is very easy to capture the NEET population, it must be emphasized that this single indicator refers to a very heterogeneous population. NEET is a category that contains a variety of subgroups, some of which are vulnerable and some are not, with very different experiences, characteristics and needs. Five main subgroups, within the NEET population, may be identified: 015-2-DK01-KA205-004358 3

Figure 1 - The heterogeneity of the NEET population. Source: European Foundation for the Improvement of Living and Working Conditions. 2012

The five categories identified above include a mix of vulnerable and non-vulnerable young people. They include people who are extremely disadvantaged and others who are able to choose voluntary exit from the labour market and education.

1.1. National and Regional Educational context In Portugal, the access to education and culture is a legal right of the whole population, foreseen in the Constitution of the Portuguese Republic (articles 43 and 73) and in the Law no.

46/86. Equally enshrined in law is the duty of the State to promote the democratization of education and of other conditions in the education offered by schools, to contribute to equal opportunities, to the reduction of economic, social and cultural inequalities, to the development of personality and the spirit of tolerance, to mutual understanding, solidarity and responsibility, to social progress and the democratic involvement in public life. Compulsory education is universal, mandatory and free of charge.

1.2. Early school leaving in Portugal - The “big picture�

In Portugal, the concept of early school leaving follows the European one: percentage of individuals aged 18 to 24 who achieved, at maximum, lower secondary education and did not come to follow any kind of education or training.

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Table 1 - population (%) out of the school system that has achieved, at least, twelve schooling years, in a group of 18-24 years old, in the euro zone, UE 27 and other countries - Source EUROSTAT, 2011

As for the population between 25 and 64 years old who completed at least secondary education, there is also an increase of its share in the last 10 years (except in 2007) and the percentage of women is always higher than for men over the entire series. In 2014, from the total number of women between 25 and 64 years old, 46.8% completed at least secondary education. For men it was 38%.

Graphic 1- resident population (%) 15 and more years old, by gender and completed level of education, in Portugal - Source PORDATA, 2015

1.3. The situation of NEET youth in Portugal

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In Portugal, and according to a study published by Eurostat, “Education, employment, both or neither? What are young people doing in the EU? (2015)” almost one out of six young people, more specifically 17.5%, does not study or work. This percentage is slightly above the European average, 17.3%. It is also referred that this percentage has risen sharply in the last 10 years in Portugal, since in 2006 the data was 12.6%.

Figure 2 – Percentage of persons aged 20-24 neither in employment nor in education or training, Source: Eurostat, 2015

Portugal is one of the countries that have had a greater increase of young people that neither work nor study. The proportion rose by almost five percentage points in less than 10 years.

In Portugal, the data on the situation of young people between 20 and 24 years old, for 2015, is distributed as follows: 42.3% are exclusively receiving academic training; 8.5% combine academic training and work; 31.7% are exclusively at work and 17.5% are not studying nor working (NEET). In 2006, the data was different: 33.7% totally dedicated to the school / university; 4.8% working and studying; 49% only working and 12.6% without working or studying.

Another similar study, ”Society at a Glance”, produced by the OECD shows that, in Portugal, the percentage of NEET youth is 15.3%, well above the developed countries’ average, which is only 12.6%.

Graphic 2 – Percentage of 15-29-year-olds neither in employment nor in education or training (NEET rate), 2005-2015. Source: OECD, 2016.

According to this study: “The NEET youth rate increased in Portugal during the crisis and has 015-2-DK01-KA205-004358 6

not fully receded yet”.

The proportion of young people who are not in employment, education or training (the NEET) rose in Portugal during the Great Recession. Up until 2007 the NEET rate in Portugal was slightly below the OECD average at around 14%. Between 2008 and 2013 it rose to 19%. By 2015 the NEET rate had receded to 15%, however it is still above the levels seen before the crisis. Breaking the NEET groups down into those looking for work (unemployed) and those not looking for work (inactive) shows that this sharp rise was entirely driven by youth unemployment.”

The OECD reminds that the probability of being employed at these ages is inversely proportional to training. That is, young people who are more qualified are less likely to be out of work and not studying.

On the a OECD’s average, about one out of six young Portuguese between 25 and 34 years old did not complete secondary school. "Fighting early school leaving is essential", urged OECD’s technicians, to whom the governments are responsible for ensuring that young people complete at least secondary school to avoid the risk of living in increasingly divided societies.

It is currently consensual, as the report says, that long periods of inactivity undermine the confidence of young people in institutions and "leave scars that last for many years".

1.4. National and regional initiatives taken to address the problem In a previous research (the COURAGE State-of-the-art report) we find that this issue is relevant and among many political measures at national level, along with the European Union, Portugal has come to adopt a set of measures to combat the scourge of young NEETs. In addition, there are some projects and initiatives from civil society, among many others: - Arco maior”: The city of Oporto has a response to Early School Leaving - Orquestra Geração | Sistema Portugal - Casa Pia de Lisboa - EPIS - Empresários Pela Inclusão Social - JAM Project promoted by Associação PAR– Respostas Sociais - Fundação Benfica - projeto Para ti se não faltares (For you if you don’t miss school)

2. Portuguese partner - case studies Among the initiatives of the civil society, we will focus on two, in order to be the case studies: The “Orquestra Geração” and the “Benfica foundation” with the project “For you if you don’t miss school”. The reason being their work on areas that we think are less valued by Portuguese curriculum, like music or sports. We also have very good feedback from the partner institutions and from the media on their work with these groups, preventing the exclusion of many.

2.1. Aims and methods of our case studies The COURAGE project main aim is, in collaboration with educational, youth, sports organizations and clubs (recreational, leisure, other), to explore and disseminate European best practices to combat the social exclusion of young men and women.

To evaluate the success of these practices/projects, we planned our investigation and collected qualitative and quantitative information, as follow:

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What

Why

How

1.

Orquestra Geração

This is a project, which includes music and this project is now occurring in several parts of Portugal.

We want to know what is the role of the project owners and the success of their methodology in order to prevent exclusion of the young.

1) to know some statistical data about the students’ results before the project and during the project.

What happens with the students after the project? Does the project help to integrate them in society?

2) to read previous reports.

3) to interview students and teachers.

3) to choose some special success cases and to do a detailed report about those students.

4) to make study visits in order to see what happens there.

2. “Para ti Se não faltares!”

What happens with the students after the project? Does the project help to integrate them in society?

This is a project, which includes sports, and we know how the majority of the students loves sports, namely football. We focus on knowing about the impact of the project in a group that has already integrated the project a few years ago. What is the students’ actual situation?

1) to know some statistical data about the students’ results before the project, during the project and after the project.

2) to read reports from the Benfica foundation, from 2012 to 2013.

3) to interview young people.

4) to choose some special success cases and to do a detailed report about those students.

2.2. Case study 1 - Orquestra Geração | Sistema Portugal Description: Orquestra Geração (OG) emerged in 2007 in the neighbourhood of Casal da Boba (Amadora, near Lisbon) within the scope of the Generation project that was being developed in the municipality since 2005. Funded by the European Union's program EQUAL, Amadora City Council and the Calouste Gulbenkian Foundation coordinated this project.

The Orquestra Geração project aimed to develop a set of actions that would help combat factors of social exclusion, such as school absenteeism or unemployment, especially in the younger classes, which constituted the great majority of the population coming from other social disadvantaged neighbourhoods and rehoused in Casal da Boba (Mota and Lopes, 2017).

It was in this context that Jorge Miranda (former director of the education and culture department of the Chamber) and António Wagner Diniz (former president of the executive council of the Music School of the National Conservatory) came up with the idea of joining Geração project with a musical component. This project focused in the action and social integration through music and that was destined primarily to young people in social and educational vulnerability situations.

The Ministry of Education approved the project in 2009, recognizing OG, as a special project to the young people living in problematic neighbourhoods around Lisbon.

By 2015, OG had already extended its activities to 18 public schools or clusters throughout the 015-2-DK01-KA205-004358 8

country (although mostly in Lisbon); involving approximately 1,500 young people (Mota and Lopes, 2017).

Project Fundamentals: The benefits of education through the study of arts and in particular through music have been widely demonstrated. Several studies have highlighted the benefits of music in education and the development of children and young people (Hallan, 2010). In general, the work on this theme emphasizes the effects on cognitive development - spatial intelligence, confidence, school success and creativity - whether physical - health and wellbeing - or social - gains in self-esteem, social cohesion and sociability revealed by the children and young people.

OG bases its methodology on the experience of El Sistema (ES) - National System of children and youth orchestras of Venezuela, created in 1975. Initiated with a project aimed at promoting the formation of Venezuelan musicians, quickly became predominantly social in character, facing his orchestral practice - and above all his collective work dimension - as a form of personal and social intervention (Mota and Lopes, 2017). The Orquestra Geração aims to provide children from unfavourable conditions with an extensive and comprehensive educational program that will help their social integration. The OG system also aims to contribute to a more harmonious growth of children and young people by extending their life prospects and promoting social mobility through inclusion and school success as a whole.

Therefore, OG also helps them gradually to build their personalities in order to prepare them to be able to choose, in the future, a profession away from marginality, crime and drugs.

They achieve these goals through musical education, especially orchestra playing, since working together for long periods during the week, makes them know each other better, respect each other and work with each other towards a common goal: the final public presentation. The project also aims to develop children and youth orchestras in schools with students from 6 to 15 years old attending elementary school.

In Portugal, the OG project has played an equally important role in the approach and motivation of the students' families, in order to integrate progressively the orchestra's activities, motivating and making the whole household responsible for the results idealized by the project.

How does OG work? In general, three basic principles guide the work of the OG and distinguish its method of teaching from that used by most music schools. On the one hand, the principle that, if children learn to speak before they know how to write or understand is the theory that supports language, they can also play before knowing musical theory and reading. The way to do it, and approaching the second principle, is based mainly on a process of imitation of the teacher or even the most advanced students, introducing the third principle, which concerns the priority given to group work. It goes from a paradigm of individual teaching focused on the pursuit of musical goals, and disseminated in the great majority of music schools; to a social paradigm based on collective work, thus, the hours given to group classes occupy almost all of the work of each student.

The project begins with the dissemination and recruitment of the students, who will subsequently be selected by the pedagogical coordination in charge of the National Conservatory.

In the first year, the orchestra can go up to 30 students and the instruments are just string instruments. Classes take place in the premises of the selected basic school, in after-school hours. The orchestra teachers will be assigned/provided by Conservatory after authorization by the Ministry of Education for their hiring. In each school a Music Coordinator (under the responsibility of the National Conservatory) and a School Coordinator (teacher of the school, appointed by the headteacher) are named. The Music Coordinator will be responsible for the organization of the musical component of the project in the school and its integration in it, serving as a bridge with the available school structures, supported by the School Coordinator, 015-2-DK01-KA205-004358 9

responsible for the students, articulating the teachers, the school and the families. The caseby-case monitoring is critical to the success of the project, taking into account the analysis of the student's behaviour (not to miss classes and academically successful at the end of the school year).

In the second year are introduced the wind instruments in the group of strings, the orchestra can admit 16 more students. The year ends with a one-week intensive workshop with all students and eventually with other orchestras. A public presentation in a reference space follows.

The third year marks the entrance of percussion instruments and the orchestra can go up to 50 elements. It also ends with a final workshop.

In the remaining years the technical and artistic development of children and adolescents continues. When students reach secondary school, they have the opportunity to integrate one of the Municipal orchestras where they can continue to develop their artistic skills.

Public performances of the orchestras should be promoted, as well as presentations that bring together several orchestras, reinforcing the spirit of sharing and socializing, as well as healthy competition between them.

Each orchestra performs several times at their school and local organizations and, twice a year, they are brought together to perform as a whole, in prestigious theatres around Lisbon, Oporto and even abroad (Brussels – European Commission).

The National Conservatory and the two Venezuelan teachers organize, at least each year, one Summer Camp with musicians who come from Venezuela to train Portuguese teachers in different subjects (technical classes for instruments, conducting techniques, coral expertise, …) and also to work with the different children’s orchestras.

It is emphasized that teachers and executive coordinators as something primordial, as this, indicate the continuity of the students in the Orchestra: a) ensures the pursuit of artistic training objectives; b) allows the development of personal and social skills; c) ensures a solid evolution of the project, allowing a greater number of orchestra’s activities and encouraging the creation of parallel activities (eg: municipal orchestra); d) makes the group of OG students cohesive, facilitating motivation and interaction among young people.

Implementation and development: The project is implemented only in public schools of the following municipalities: Lisbon, Vila Franca de Xira, Loures, Amadora, Oeiras, Sintra, Sesimbra, Almada and Coimbra. Two schools, located in the north of the country, left the project through the creation of an autonomous project.

In these schools, we can find children from different origins - Caucasian, African (from the ancient Portuguese colonies) and Roma communities.

The implantation shows a strong concentration of nucleus in the metropolitan area of Lisbon (AML), mainly in its northern half. This seems to be due, largely, to the existence of a greater critical mass, including the organizational structure, the framework of partners and the existence of consolidated funding in the AML as well as the attraction, that Lisbon exerts and exerted on populations in search of better living conditions.

Figure 3 - Geographical distribution of School Clusters with OG. Source: Malheiros et al. (2012).

The evolution of OG in AML: 2007-2014 : According to the study of Reis, Carreiras e Malheiros 015-2-DK01-KA205-004358 10

(2015) The growth of the OG project in the AML is sustained by the emergence of new orchestras in new school clusters that have joined it, as well as by increasing in the number of students and agents involved in the initiative. However, the enrolment number per school year in each school nucleus is not directly related to the number of years of operation of the OG of this nucleus. The number of students enrolled in the OG tends to stabilize after an initial moment of growth, for each school cluster has a limited number of instruments and places in the activity. Values do not directly express the interest of the school community surrounding the OG project.

Figure 4 - Evolution of the number of students enrolled in the OG and of the OG teachers hired in the metropolitan area of Lisbon (Vialonga nucleus). Source: Malheiros et al. (2012).

The OG teachers: Teachers who teach within the OG are selected annually through competition. This situation presents several difficulties for project management due to: a) the uncertainty of the tendering and contracting process; b) the temporal proximity between the contest and the school start; c) the constraints on the maintenance of the teachers who have developed competences in this project and that are familiar with it.

The instability resulting from the hiring situation and the annual break that the project is subject, due to the lack of continuous teachers, implies more work in the management and coordination of human resources and jeopardizes the planning of activities at the beginning of the school year.

The financing of OG: several institutions with different roles and responsibilities cover financial support. On one side we have the government through the Ministry of Education who totally pays for the teachers (and we are talking of about 80 teachers in 2016) and the Home Office (local security plans).Then we have the City Councils from each town that implement this program. They finance the orchestra also through European Union programs for regional development. And last but not least, the private institutions like BNP Paribas, Share Foundation (Zurich), TAP, and also some support from the Gulbenkian Foundation, , PLMJ lawyers, and the media Antena 2 and Rรกdio Comercial.

Aims and methods of this case study : As a goal of this case study, we wanted to investigate how this project, implemented mostly in schools with students between 6 and 15 years old, prepared the youngsters for their full integration avoiding that they would find themselves in a NEET situation upon reaching The age of majority.

The data collection, quantitative and qualitative, for this case study took place between May 2016 and February 2017 and the following actions were carried out: - Meeting with the head of the project; - Visit to the orchestra nucleus;

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Direct observation of the OG concerts; Participation in the presentation ceremony of a book on the 10 years of the OG project "Growing up to play in Orquestra Geração" which includes statistical data and testimonies of young participants; - Viewing of films about the OG project; - Consulting several studies on the OG available either, on the project webpage http://www.orquestra.geracao.aml.pt or directly by the project manager, Maestro Wagner Dinis. The following studies stand out: "Evaluation study- IGOT 2012 "; "Generation Impact 2.0FCG Orchestra, CEG, IGOT, IES-2015", which were based on the combination of 3 methodologies - surveys, interviews (individual and group) and surveys applied to groups of students and families and still in consultation of the work: "Growing to play in the Generation Orchestra of 2017.

Although we consider it relevant, and having made numerous contacts and diligences, it was not possible to interview any young people already over the age of 18 years participating in the project. As a solution to this problem, given the quality of the documentation that we had in possession, which included interviews with young people with these characteristics (participants or former participants of this project), with methodologically validated information, we chose to use these sources in order to complete this case study.

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Findings: Following closely the conclusions of the evaluation study of the OG, prepared in 2012

by IGOT Geographic Studies Centre of the University of Lisbon, they highlight a set of strengths as follows bellow: Strengthening of general skills of children / youth | OG facilitates communication, encourages teamwork, the development of collective meaning and the ability to relate elements. In addition, by requiring discipline and individual effort, it allows important advances in motivation, interest, accuracy, meeting schedules and the self-esteem of students. It is worth highlighting the progress in the way children value themselves and, in some way, how they look at their future. In terms of impact on school results, they do not suggest there is a significant difference between OG children and their colleagues who had other activities.

Reinforcement of specific knowledge of children / youth | The OG strengthens specific knowledge in terms of music and helps to fill one of the Portuguese school system deficits, which is a limited offer of music teaching. In addition, OG contributes to open another field of opportunity, both for the pursuit of studies and possibly of a profession for some (a few, of course) students.

Increased Identity (children, families, community)| OG promotes new relational experiences and, above all, it reinforces not only the self-esteem of the young, but also the self-esteem of families and even education professionals, especially music teachers. The connections to the school are strengthened and the logic of the participating and present school community is developed. A very important symbolic dimension of OG is the celebration realized in numerous public presentations. In fact, the great appreciation of the shows is a common feature to the vast majority of children and families.

Social development and inclusion | The OG creates (and in some cases materializes) different expectations of the future and awakens to improbable life projects in the social contexts of the students' origin. In general, terms, it is an initiative that clearly contributes to the inclusion and empowerment of disadvantaged children (and even their families) and also to mitigate deviant behaviour risks, taking preventive action from very early ages (6 / 7 years old).

Citizenship | The OG encourages the personal and collective responsibility inherent in the way an orchestra operates, which facilitates the transposition of collective work principles and respect for colleagues to other contexts.

How does this work prevent students in NEET situation? There is nothing better than listening to the voice of the young participants to have a sense of the project’s impact on the future lives 015-2-DK01-KA205-004358 12

of these same young people. Let us follow closely the study "Generation Impact 2.0 Orchestra" (Reis, Carreiras, Malheiros 2015) where, at a certain point, researchers seek answers to the following questions: How do children and young people feel about the 'OG effect' in their lives? What are the characteristics of these paths? What effects do these paths have on the OG itself, in families and in the communities of belonging? How did OG help (re) define the outlook for the future?

The interviews revealed a very positive identification with the OG project, as well as the idea that it represents a unique opportunity for personal and social development. This recognition is largely shared by families and the school community. The following quotes, which are presented and commented, are a sample of student statements for which the 'OG' effect served as the beginning of an improbable course.

The 'OG effect' in family and life history: The positive identification with the places and neighbourhood where the OG students live and study appears as a constant among the interviewees. Although some of these places are often associated with negative stigmas, these children and young people do not perceive them in that way.

“We are being more attentive and we feel we have gained from it. We train the attention, teamwork and listening ... Indirectly this helps in other subjects and therefore the results are also better ... (Vivace 2) “My family likes me to be part of the orchestra and they encourage me not to give up. My 10year-old sister is also in OG …” (Grave 3) Our parents agreed and from the beginning, they accompany and encourage us to participate in the orchestra. (… )I have always been a reasonable student but now I have better grades.

(Adagio 2) All of this, coming to OG, changed my whole life. In such a way that I feel that I have acquired a good concentration and I am following studies in music. (Lento 1) I was a bit shy, and with OG, as I have to interact with others, I started to get more extroverted, to live and talk more. I became a sociable person. In class, I started to pay attention, to become more disciplined, and my memory improved immensely, concentration as well. (Moderato 2) “Playing with colleagues and being together at rehearsal and internship moments are the best this project gives ….” (Adagio 2) “OG is a family that I belong to – I am no longer at this school but I still belong to the orchestra and participate in the concerts” (Grave 1) The 'OG effect' in school life and future prospects: The presence in the OG nucleus of some students who are already in vocational schools and who also work in parallel musical groups is an inspiring example for all the colleagues. However, the majority sees the project as an opportunity for personal development, with reflections on life and school outcomes. Above all, they have the possibility of experiencing situations and feelings that otherwise they would not have access. The following excerpts from the transcribed interviews show the strong impact that concert experiences (especially in reference places) have on students and their families.

The way they see the school’s role is modified for the better, as well as the future prospects of these children and young people.

“OG is a family that I belong to – I am no longer at this school but I still belong to the orchestra and participate in the concerts.” (Grave 1) “My goal is to pursue a career in music and after completing the secondary school to follow to university. Playing in an orchestra and teaching are my plans” …. (Vivace 2) “Through OG I got more knowledge, I met more people and places. I got more attention and more interests and I have, more or less, a path to life. I can say that I learned better to organize time at home and at school.” (Presto 1) “I am studying for orchestra instrumentalist. I like the contact with professional musicians and being in a small school, where people know each other ... I know OG opened the doors for me 015-2-DK01-KA205-004358 13

to enter the school where I am now, and without it I would never have had contact with classical music ...” (Grave 1) “In the future, I would like to play in major orchestras, and teach double bass. I think OG has totally changed the way I see the future ...” (Lento 2) “…Sometimes people do not know where to go, they feel lost, and they are lost . Therefore, it is good to have a chance to grab a project like the one in the orchestra. This helps them to find themselves and make a better way.” (Alegro 1)

Conclusions Case Study 1: Overall, it is clear that the project contributes to the social inclusion of students from disadvantaged backgrounds and to extend the relational framework of families, which interact more with other parents and the school, helping to give meaning to the notion of school community. In this sense, the local community gains in terms of strengthening the identity and cohesion.

In specific terms, as far as children and young people are concerned, the differences are felt in terms of strengthening self-esteem and self-confidence, but also of discipline, the own school performance and success, although in an experimental way. Of course, there is also an appreciation of music as an element of social formation for children, parents and the community itself.

For all this, the deep social value of the OG project is unquestionable, presenting itself as "good value for the money" that has been invested.

2.3. Case study 2 - Fundação Benfica - project “Para ti se não faltares” (For you if you don’t miss school) Description: The Benfica Foundation was established on 27th January 2009 by resolution of the founder and institutor, Sport Lisboa e Benfica. On the 14th January 2010 the Portuguese Government recognized it as a Private Institution of Social Solidarity and as Collective Person of Public Utility. It is the institution of Benfica club, which has the mission of social responsibility acting at the following target groups: children, youth, citizens with disabilities and people in situation of decreasing means of subsistence or ability to work.

The Benfica Foundation develops integrated projects with emphasis on early intervention. In these areas, the Foundation's primary concerns are the prevention of delinquency and the promotion of educational success of children and youth as determining factors of social mobility.

The Benfica foundation has a set of highly diverse programs supporting schools and kids. For the purposes of this case study, it is particularly relevant the program: “Para ti se não faltares” ("For you if you don’t miss school"). This project is a socio-educational intervention project for children and young people who are at risk of, or suffering from, exclusion and it is implemented in eight municipalities from the north to the south of Portugal.

This project began in the school year of 2010/2011 and some strategic partnership firms support it as PT (Portuguese Telecom Foundation), EDP Foundation (Electricity of Portugal foundation) and others at National level; the municipality of each intervention area (8 along the country) in a regional level; the local cluster of schools and other local level partners.

Project fundamentals: The project “Para ti se não faltares” is a socio-educational intervention project for children and young people attending the 2 and 3 school cycles (for students from 9 to 15 years old) in the school cluster where the project is developed. It is mostly for students at risk of or suffering from exclusion or early school leaving due to their attendance, behaviour or evaluation problems. There are also quotas for merit students who can have positive influence in shaping behaviour for young men and women, to prevent gender discrimination and for nd

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young people indicated by the school cluster because their integration in the project is considered a benefit.

It aims to fight school failure and dropout, promoting social inclusion, equal opportunities between genders, the development of individual and social skills, and orientation merit. The project promotes a culture of shared responsibility and partnership based on principles of empowerment, peer learning, learning by doing and it is a commitment of all partner entities to put in practice this culture and this attitude in each intervention area.

How does this project work? : The project is developed in eight municipalities across the country and it has weekly activities through which the established social contract is reinforced.

The youngsters are involved in recreational and educational activities that are implemented in a project work methodology, at extracurricular times. · Sports activities are selected by young people according to the local conditions or objectives. The concept associated with the sport in the context of the project is sports as an inclusive activity or sports for all, focusing in the social role of sports. Indoor football is the dominant sport in the Benfica Foundation projects. · Activities of personal and social development and promotion of basic skills. Development of language skills including oral and writing skills; development of mathematical skills including logical reasoning, mathematical communication and logical-mathematical association; development of skills in information and communication technologies (ICT).

Promoting “how to be" and” how to behave" enabling the adequacy of behaviour and attitudes in the school context and in the classroom. · Other activities within the project to promote family and community involvement, in particular, ceremonies, presentation and evaluation of the project as well as other initiatives and events strengthening the methodology, such as sports’ tournaments and extra study visits for the project beneficiaries.

Aims and methods of this case study : Between 2013 and 2016 we participated in the Multilateral Comenius project RECIPE with the reference 538512-LLP-1-2013-NO-COMENIUSCMP http://recipeproject.eu/ . In this context, we have studied the project "Para ti se não faltares!" wanting to know its effects on preventing early school leaving between 11/12 and 15/16 years of age. It can be found from the following link: http://recipeproject.eu/wpcontent/uploads/2014/01/5.k-RECIPE-Detailed-Portuguese-Case-Studies-Report.pdf .More detailed information about the project can be obtained from this study, which is why more synthetic information is presented above.

Knowing that the project "Para ti se não faltares" emerged in 2010/2011 with a group of students aged 11/12, we wanted to know what the situation of some of these young people was, in 2017: Are they employed? Are they in formation? Do they study? Are they NEET? If they are not, in what way has the learning and knowledge, gathered during their participation in the project "Para ti se não faltares ", been useful for the construction of their life project and social integration. How do children and young people feel about the 'Benfica Foundation effect' in their lives? What are the characteristics of these courses? These will be the aims of this case study.

The data collection, quantitative and qualitative, for this case study was carried out between May 2016 and July 2017 with the following actions: - Meeting at Benfica Foundation headquarters (Lisbon) with Nuno Costa (Executive Secretary) and other staff, in April 2016; November 2016; March 2017; -Viewing films about the OG project made available on Benfica Foundation facebook page: https://www.facebook.com/FundacaoBenfica/videos/ .

Quantitative data was also collected from Benfica Foundation publications, including internal progress reports and project handbooks. These documents have not been published for the public and are not available on the internet.

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Although considering relevant and having made several contacts and diligences, it was not possible to interview any young people, already over 18 years old, former participants in the project. As a solution to this problem, given the quality of the documentation that we had in our possession that included interviews with young people with these characteristics we chose to use these sources so that we could conclude our case study. For example, we consulted a film about Neuza, by Benfica TV, who integrated the Sub17 National Women's Team https://www.facebook.com/FundacaoBenfica/videos/906584876065024/ .

Findings: From our fieldwork, it seems important to highlight, as relevant, two key ideas that are stated below: Being a project of individual empowerment and organizations, acts both on people and on organizations.

At the individual level, the youth empowerment is achieved by its responsibility and participation in the decision-making processes that affect them, motivating decisions and attitudes depending on their willing. Each individual, with the help of the others, tries to develop personal and social skills, reinforcing the "how to be" and "how to behave”, in order to create conditions for the "Knowing" and thus promoting social and educational integration and enhancement of the educational success as a way of social mobility by young people and their families. This individual effort around the continuous self-improvement is publicly recognized and awarded by the project.

Socially, the project focuses on deployment in areas where there are projects of integrated social development with a fair degree of maturity and community involvement. Municipalities lead extensive and operational partnerships from the central and local administration, nongovernmental organizations and key local stakeholders, ensuring that the universe of stakeholders of the project brings together the expertise, legitimacy and resources necessary for its effectiveness and efficiency.

How does this work to prevent students in NEET situation? In order to get a sense of the impact of this project on the current and future lives of the young people who participated in it, nothing better than listening to some of the more than 2,300 young people that met in January 2017, in Lisbon by the Anniversary of the project "For you, if do not miss school". They were placed, among others, with the following reflection topics: I thank the Benfica Foundation for ...; What I miss most about the Foundation is ...; What the Foundation changed in me was ...; With the help of the Foundation I managed to ...; I did not miss it and ...; With the Foundation I learned ...

“For me the foundation is and will always be the basis of all my dreams! It was with the foundation that I grew up and learned to be a man, with the foundation I learned to play futsal.

Thank you foundation” Tiago M., 16 years Lisboa; “For me the foundation [Benfica] is a way to play sports and learn a fun way. Because of the [Benfica] Foundation I didn´t miss school” T.F. 16 years, Paranhos, Porto; “With the foundation, I learned to be true and never miss school” Marien B., 18 years, Setúbal; “With the help of the [Benfica] Foundation, I was better able to look at myself and thus believe more in my abilities and I never gave up on what I really was” J.L. 18 years , Marvila, Lisboa; “Thank you Foundation [Benfica] for allowing me to evolve [...] as at a personal level, thanks for the motivation.” P.A. 16 years, Montargil, Alentejo; “For me, the Benfica Foundation was more than a project to help students; it was one of the best ways to [...] develop skills” N.B. 17 years, Bela Vista, Setúbal; “I miss the Benfica Foundation so much! ... There I learned the true meaning of unity, of mutual help, of fellowship, of team spirit ... I also learned that "impossible" is just a word .” A.F. 19 years, Ponte de Sor, Alentejo; “For me the foundation [Benfica] is more than a simple project. The Foundation made me gain responsibility” M.M. 16 years, Paranhos, Porto; 015-2-DK01-KA205-004358 16

“With the foundation [Benfica] I learned that it is worth the effort and daily dedication in school because it is from there that we can overcome obstacles.” R.R. 18 years, Mondim de Basto, Vila Real; “What the foundation has changed in me was the fact that I was able to work as a team and to hear the opinion of others” P.A. 16 years, Montargil, Alentejo; “Thank you Benfica Foundation for having taught me to value my abilities, but more importantly, thank you for having taught me to value myself” E.S. 19 years Elvas, Alentejo; “With the Benfica Foundation I have become a more responsible and confident person both in me and in my colleagues”. J.C. 17 years, Paranhos, Porto; “For me the foundation was a unique opportunity to grow. [...] What the foundation changed in me was the ability to want to help others whenever necessary; when I left the project, I continued to be a volunteer every year. With the help of the foundation, I was able to become much more motivated for the school life and consequently I increased the grades. With the help of the foundation I was better able to look at myself, and so believe more in my abilities and never give up on what I really wanted.” Joana L., 18 years, Lisboa From all of these testimonies we highlight, as a common trait, the empowerment work, empowering each young person to model their behaviour, to believe in themselves and to seek to have a life project fighting for it. All these young people have gained future perspectives that will allow them to know how to overcome a possible NEET situation.

Conclusions Case study 2: We conclude, therefore, that the project "Para ti Se não faltares!”

In addition to short-term impacts, measurable while young people participate in the project, at the level of reduction of failure in the academic results, has significant long-term impact. This impact is in terms of empowering young people to accomplish life projects, both in terms of pursuing studies, training or employment and in terms of a great reinforcement of selfknowledge, self-esteem and personal essential learning for a happy, complete and successful integration and social inclusion.

Charneca de Caparica, Portugal, July 2017

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·

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Education National Council (CNE) (2014).

The state of education: http://www.cnedu.pt/content/edicoes/estado_da_educacao/Estado_da_Educa %C3%A7%C3%A3o_2014_VF.pdf .

European Commission (2012). Tackling Early Leaving from Education and Training in Europe: Strategies, Policies and Measures: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/175en.pdf .

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