PIONEERED looks at educational inequalities with a view to reduce them. The project aims to propose research-informed policy measures and to identify pioneering policies and practices to enhance access to, uptake and completion of education. PIONEERED relies on a multilevel framework that considers mechanisms and innovations related to the macro level (e.g. educational and social policies on country or sub-levels), meso level (e.g. school institutional settings, transition procedures) and micro level (e.g. teachers, students, parents). This comprises a special focus on how policies intentionally or unintentionally shape educational settings – including formal (e.g. schools) and informal (e.g. family and peer groups) environments – and how the interplay between institutional conditions and individual characteristics and actions of the children and young adults becomes a source of advantages and disadvantages at transition points and trajectories. The MZES is actively involved in the work package, which aims to carry out a cross-national comparative study of the emergence and reproduction of intersectional disadvantages/advantages in educational trajectories and transitions across all stages in formal and informal educational settings. We focus on the intersectionality of gender and migration.
