BUILDING RESILIENT INDIVIDUALS THROUGH EFFECTIVE GRADUAL EDUCATIONAL TRANSITIONS

Informazioni relative al progetto

BRIDGE

ID dell’accordo di sovvenzione: 101177154

DOI

10.3030/101177154

Data della firma CE 1 Ottobre 2024

Data di avvio 1 Febbraio 2025

Data di completamento 31 Gennaio 2029

Finanziato da

• Culture, creativity and inclusive society

Costo totale

€ 2 885 190,00

Contributo UE

€ 2 872 690,00

Coordinato da

KATHOLIEKE UNIVERSITEIT LEUVEN
Belgium

CORDIS fornisce collegamenti ai risultati finali pubblici e alle pubblicazioni dei progetti ORIZZONTE.

I link ai risultati e alle pubblicazioni dei progetti del 7° PQ, così come i link ad alcuni tipi di risultati specifici come dataset e software, sono recuperati dinamicamente da .OpenAIRE .

Pubblicazioni

Other (8)

The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education

Autori: Ilse Tobback, Dieter Verhaest, and Kristof De Witte
Pubblicato in: BRIDGE Policy Brief Series, Numero 2, 2025
Editore: BRIDGE Project
DOI: 10.5281/ZENODO.15639216

Recovering from the COVID-19 pandemic in primary education: The overlooked role of non- cognitive skills

Autori: van Vugt, Lynn; Haelermans, Carla; Olla, Jeanne; Smeets, Chayenne; Schils, Trudie
Pubblicato in: BRIDGE Policy Brief Series, Numero 4, 2025
Editore: BRIDGE Project
DOI: 10.5281/ZENODO.16941705

The effect of funding for disadvantaged students on academic underachievement

Autori: Oleg Badunenko, Deni Mazrekaj, Subal Kumbhakar, Kristof De Witte
Pubblicato in: BRIDGE Policy Brief Series, Numero 6, 2025
Editore: BRIDGE Project
DOI: 10.5281/ZENODO.17093922

Post-Pandemic Trends in Average Student Achievement in Grades 4 and 6 of Primary School: Evidence from Flanders, Belgium

Autori: Letitzia Gambi & Kristof De Witte
Pubblicato in: FACULTY OF ECONOMICS AND BUSINESS DISCUSSION PAPER SERIES, Numero DPS 25.02, 2025
Editore: KU Leuven
DOI: 10.5281/ZENODO.15281112

A decade of grade inflation boosted by the COVID-19 pandemic

Autori: Maxime Francois & Kristof De Witte
Pubblicato in: BRIDGE Policy Brief Series, Numero 1, 2025
Editore: BRIDGE Project
DOI: 10.5281/ZENODO.15584397

Transporting Predictions via Double Machine Learning: Predicting Partially Unobserved Students’ Outcomes

Autori: Falco J. Bargagli-Stoffi, Emma Landry, Kevin P. Josey, Kenneth De Beckker, Joana E. Maldonado, Kristof De Witte
Pubblicato in: 2025
Editore: BRIDGE Project
DOI: 10.48550/ARXIV.2509.12533

Rethinking Dual Learning: Towards a More Inclusive and Effective Model

Autori: Dieter Verhaest and Kristof De Witte
Pubblicato in: BRIDGE Policy Brief Series, Numero 3, 2025
Editore: BRIDGE Project
DOI: 10.5281/ZENODO.15878601

Road to the Future: The Impact of Road Infrastructure on Education in Colombia

Autori: Jaime Polanco-Jiménez
Pubblicato in: BRIDGE Policy Brief Series, Numero 5, 2025
Editore: BRIDGE Project
DOI: 10.5281/ZENODO.17093290

Peer reviewed articles (5)

A decade of grade inflation boosted by the <scp>COVID</scp>‐19 pandemic—An empirical analysis of a top European university

Autori: Maxime François, Kristof De Witte
Pubblicato in: British Educational Research Journal, 2025, ISSN 0141-1926
Editore: Wiley
DOI: 10.1002/BERJ.4172

The impact of work-based versus school-based learning on cognitive and non-cognitive outcomes in vocational secondary education

Autori: Ilse Tobback, Dieter Verhaest, Kristof De Witte
Pubblicato in: Economics of Education Review, Numero 107, 2025, ISSN 0272-7757
Editore: Elsevier BV
DOI: 10.1016/J.ECONEDUREV.2025.102673

The effect of funding for disadvantaged students on academic underachievement

Autori: Oleg Badunenko, Deni Mazrekaj, Subal C. Kumbhakar, Kristof De Witte
Pubblicato in: Humanities and Social Sciences Communications, Numero 12, 2025, ISSN 2662-9992
Editore: Springer Science and Business Media LLC
DOI: 10.1057/S41599-025-05524-1

The effect of public childcare on the risk that mothers become NEET

Autori: Lynn L. J. van Vugt, Bart H. H. Golsteyn, Mark Levels, Rense Nieuwenhuis
Pubblicato in: Community, Work &amp; Family, 2025, ISSN 1366-8803
Editore: Informa UK Limited
DOI: 10.1080/13668803.2025.2486123

Schools at risk: mapping learning poverty in Italian schools

Autori: Lidia Rossi, Mara Soncin, Melisa Lucia Diaz Lema, Tommaso Agasisti
Pubblicato in: Educational Assessment, Evaluation and Accountability, Numero 37, 2025, ISSN 1874-8597
Editore: Springer Science and Business Media LLC
DOI: 10.1007/S11092-025-09463-Y