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 on two, in order to be our case studies:
The “Orquestra Geração” and the “Benfica foundation” with the project “For you if you attend”
because they work on fields that we think are less valued by the Portuguese Curriculum, like
music or sports. We have good feedback from the partner institutions and from the media on
their work with these groups, preventing the exclusion of many.

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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 education for children,
parents and the community itself.

Regarding the impact of the Project "For you If you attend" 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 engage 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.

CASE STUDY WHAT WORKS WHERE WHY

Orquestra - The artistic - Resilience is the key.

Geração | experience allows - In schools/ - An accessible project for all.
Sistema completing the groups of - A project that focuses on preventing
Portugal conventional school students in the NEET situation instead of
skills, closely linked to economically remedying it.
sciences and disadvantaged - There is collaborative work between
rationalism. situation. students and teachers promoting
- Music as a social diverse formal and informal learning
activity is seen as a (sense of belonging to a group,
vehicle for the knowing how to wait for their turn,
promotion of being led by a maestro), ...
citizenship, social - Access to different cultures.
inclusion, sense of - Access to performance experiences
belonging and the (concerts) with public recognition,
development of group independently from each student
identity. technical level.

“Para ti Se não -Sports (indoor - Students and families feel rewarded

Faltares” football), the brand -In schools/ and recognized by experiencing success
implemented and popular athletes groups of in sports, participating in events,
by Benfica as role models to students with wearing the brand.
Foundation work on social and behaviour - Resilience is the key.
emotional skills. and/or - An accessible project for all (although
- The social skills problems of there are quotas).
promotion program absenteeism.
has impact on the - A project that focuses on prevention
lives of young people instead of remediation.
well beyond their
time spent on the
project, helping to
build a lasting life
project.

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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:

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.

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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.

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

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1.3. The situation of NEET youth in Portugal
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 has had a greater increase of young people that neither
work nor study. The proportion rose almost five percent 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 not

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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 found that this issue is
relevant and among many political measures at national level, along with the European Union,
Portugal has adopted 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 attend)

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 attend”.
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:

What Why How

1. Orquestra This is a project, which 1) to know some statistical data about
includes music and this the students’ results before the project

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Geração project is now occurring in
several parts of Portugal.
What happens with We want to know what is
the students after the role of the project
the project? Does
owners and the success of
the project help to their methodology in
integrate them in order to prevent exclusion
society? of the young.
and during the project.
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 This is a project, which
faltares!” includes sports, and we
know how the majority of
What happens with the students love sports,
the students after namely football. We focus
the project? Does on knowing about the
the project help to impact of the project in a
integrate them in
group that has already
society? 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
people, 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 aimed 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
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

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intelligence, confidence, school success and creativity - whether physical - health and well-being
- 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 to build
gradually 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 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, being
as a bridge with the available school structures, supported by the School Coordinator,
responsible for the students, articulating the teachers, the school and the families. The case-by-
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 the wind instruments are introduced 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.

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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 to work with the different children’s orchestras.
It is emphasized that teachers and executive coordinators are primordial, as they:
a) ensure the pursuit of artistic training objectives;
b) allow the development of personal and social skills;
c) ensure 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) make 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.
There is 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
(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 for the activity.
Values do not directly express the interest of the school community surrounding the OG project.

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 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 time 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
to, 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 hand 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 Rádio 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 project manager of the project;
- Visit to the orchestra nucleus;
- 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 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 2.0-
FCG Orchestra, CEG, IGOT, IES-2015", which were based on the combination of 3 methodologies

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- 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.

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. 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 of 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
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? 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

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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 10-
year-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 sh, 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 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,

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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
attend)

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 attend"). 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 second and third 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 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 implemented in a project
work methodology, at extracurricular times.

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· Young people select Sports activities 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-COMENIUS-
CMP 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/wp-
content/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.
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, stated
below:
Being a project of individual empowerment and organizations, acts both on people and on
organizations.

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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, non-
governmental 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 you attend". 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 in 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;
“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

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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 self-knowledge, self-
esteem and personal essential learning for a happy, complete and successful integration and
social inclusion.

Charneca de Caparica, Portugal, August 2018

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