Jaione Santos Miguel

Jaione Santos Miguel

Degree on Political Science and Sociology, Master in European Integration and Interinstitutional Relations, and Expert on Planning, Monitoring and Evaluation of Social Intervention Policies. I combine my activity as European Studies Manager in a social research organisation with collaborations as External Evaluator for public and private bodies, including among others the Education, Audiovisual and Culture Executive Agency – EACEA, the Leonardo da Vinci National Agency, the OAPEE and the SEPIE. Since 2003 I also collaborate as volunteer, trainer and speaker in the areas of equal opportunities, diversity, digital inclusion, new technologies and education. Since 1998 I have coordinated more than 60 European projects aimed at improving competences and qualifications; developing tools and methodologies to improve business management; and promoting inclusion and equal opportunities for disadvantaged collectives.

Linguistic adaptation is a central theme in the different stages of education, but especially in secondary education and initial vocational training. Improving the linguistic adaptation process of immigrant students can contribute to improving not only academic outcomes but also social inclusion, both within and outside the center. However, it requires the design of suitable environments and teachers prepared to face the challenges of multilingualism, which are summarized in:

  • The need for all students to develop language skills, both in the mother tongue and in other languages ​​to facilitate their social and work inclusion
  • The development of trilingual educational models and models of excellence that clearly respond to current social and labor demands
  • Respect for minority languages, official and unofficial, which coexist in many European regions in educational settings (formal and informal).

The main objective of MULTIESKOLA project is to respond to the new challenges of European schools and initial VET centers by providing resources for the development of inclusive education and training from the perspective of multilingualism.

The CV Plus project aims to build a bridge between the world of business and education through Corporate Volunteering initiatives. It was designed to train managers from companies and educational centers, employees and teachers, in the development and management of this type of programs. CV PLUS is a Strategic Partnership, funded by the European Commission in the framework of the ERASMUS + Program.

Once the platform development phase is completed, CV PLUS counts on a prototype that is being simultaneously tested in 6 European countries: Spain, Finland, Germany, Poland, Belgium and Italy. Through this process, representatives from both the business and educational worlds are assessing the available results with the main objective of improving their quality.

AGROPOLY is a new online game, a virtual place which reunites the fun of playing with games and usefulness of learning entrepreneurial skills and competences for students in the agricultural sector. Those who are planning to start their own business, can play the game to get an idea about real life situations and competences to be developed.

PLENTIS (Play & Learn Entrepreneurial Skills in the Agricultural Sector) has been financed by the European Commission in the framework of the ERASMUS+ programme. The project is led by TREBAG (Hungary) and counts on the collaboration of 7 partners from 4 different countries: VM KASZK Vocational School and PROMPT-H in Hungary; Soros Educational Center in Romania; the University of Life Sciences in Czech Republic, as well as Inveslan and HAZI in Spain.

Entrepreneurial skills are considered one of the basic key competences set out in the Lisbon Strategy, and essential to be included in the formal and non-formal learning itineraries. As entrepreneurship cannot be identified as one competence, but as a set of competences, the PLENTIS project aimed to develop an online educational platform, which is basically a gamified competence development land (literally), with actual content (knowledge base) and individual games to help teachers and students develop those skills and competences essential for entrepreneurship.

discuss mentoring 348MENTORING is the tool of staff improvement in which the experienced worker agrees to take the responsibility and agrees to help to build a relationship and to facilitate the professional growth of one or more colleagues. The idea behind the MENTOR project is to adapt and use this tool for induction and development of a specific group of workers – the teachers.

“We encountered the benefits of mentoring in adult education with other projects that the members of our consortium implemented” explained a representative of the MENTOR project. “Also, we are aware that in the countries like the USA or New Zealand there are well-developed programs of teachers mentoring that can be good practice for us to deliver a model adjusted to national and European contexts”.

The MENTOR project is designed to prepare teachers experienced in their profession to become mentors for beginning teachers. Moreover, school leaders, other teachers and personnel in secondary and high schools, and last but not least – students - can also benefit from the mentoring program, which is supposed to result in improvements in efficiency of teaching, students’ achievement and teachers’ job satisfaction.

discuss plentis projectThe PLENTIS project is developing a set of online educational minigames on the topic of agricultural entrepreneurship, in order to develop the entrepreneurial skills and competences of vocational students.

According to the Lisbon Strategy, one of the 8 key competences is the ability for entrepreneurship. As entrepreneurship cannot be identified as one competence, but as a set of competences, the PLENTIS project aims to develop an online educational platform, which is basically a gamified competence development land (literally), with actual content (knowledge base) and individual games to help teachers and students develop those skills and competences essential for entrepreneurship.

The Plentis project is funded by the European Commission’s Erasmus + programme. The project started in September 2014 and lasts for 2 years. The main field of the project is to develop an online game based learning platform and a supporting teachers’ handbook in the topic of agricultural entrepreneurship development.


discuss timThe TIM project develops an on-line collaborative learning environment to develop creativity among workers in the metal industry so that they will be the drivers of the introduction of innovation in the metalworking companies. The steel industry is one of the key sectors at European level, not only for being one of the main generators of employment, but also for being one of the most profitable of all European manufacturing industries. This is recognized by the Directorate General for Enterprise and Industry of the European Commission in its publication “Spotlight on Europe’s invisible sector”, pointing to Germany followed by Italy, France, UK and Spain as the largest producers.

However, the sector is not free of problems, exacerbated by the global economic crisis being faced. Among them, the need to improve the skills of its workers and deploy skills related to creativity and innovation that result in improved business competitiveness. The TIM project is co-financed by the European Union through the Lifelong Learning Programme and is the result of collaboration of organizations from 6 countries: Spain, Portugal, Italy, Germany, Poland and Greece.