Institut für regionale Innovation und Sozialforschung
In late modern societies education determines access to employment and social integration although the connection of education with specific occupations is being more and more dissolved. Especially those with low qualifications are disadvantaged in the competition for scarce jobs and threatened by risks of exclusion. At the same time formal education in school and training are less and less sufficient and has to be complemented by lifelong learning inclusing informal and non-formal learning.
On the research level we are interested how individuals reflect their learning biographies across formal, non-formal and informal learning processes and take educational decisions. In international perspective it needs to be analysed how disadvantage emerges from selective education; whether measures against educational disadvantage aim at the compensation of individual deficits or at flexible access to and support within regular education; and to what extent they recognise non-formal and informal learning.
On the practice level we are concerned with the development of approaches of holistic education – for example in the cooperation of school and youth serv ices or youth work and vocational training – which are not stigmatising but motivate learners for exploring their potentials.
The research project „Governance of Educational Trajectories in Europe (GOETE)“ has asked the young people involved in the study to express their own views on their transitions in the education system. Together with the researchers the young people have produced a variety of film formats on what education means to them. The outcome are a wealtch of different approaches from video interviews to documentaries on a typical school day to a 30 minute fiction movie.
On March 21, 2013, the international research project GOETE will hold its final conference in Frankfurt a.M./Germany. Under the heading of „Youth and Educational Disadvantage: The Governance of Educational Trajectories in Europe“ will be presented and discussed. At the centre of attention is a dialogue between research, practice and policy on the topic. GOETE was carried out in collaboration with 14 international partners in eight European countries (Germany, Finland, France, UK, Italy, Netherlands, Poland, and Slovenia). The project focused on …
It’s the aim of the project „Learning Locally“, to represent the educational landscape of the Rems-Murr-Kreis in a transparent way, to clarify responsibilities, to gather offers and educational institutions, and to coordinate, to network and to facilitate access. IRIS e.V., it covers two areas of the educational landscape in the Rems-Murr-Kreis. These firstly are the non-formal and informal education programs in the specific structure of the associational youth work and on the other hand the structures and deals of continuing …
Background of the project The subject of the project is the teaching practice of trainers in VET (vocational and educational training). The teaching practice of trainers is a strategically important issue for the quality of output and outcome in VET. Therefore the teaching practice has to be focused in the debate on development and the improvement of the VET system.
The project „Learning Locally“ is funded by the Federal Ministry of Education and Research. More details on http://www.lernen-vor-ort.info.
Since January 2010, IRIS is a partner in the European research project: „Governance of Educational Trajectories in Europe. Access, coping and relevance of education for young people in European knowledge societies in comparative perspective (GOETE)“. The study is about educational careers of children and young people from the transition out of the primary to secondary education up to the transition in further education or training programs. It deals with the social embeddedness and regulation of educational trajectories and the interaction between …
No English version of this article available yet, sorry for the inconvenience.
No English version of this article available yet, sorry for the inconvenience.
This project is meant to link research generated knowledge on education and learning with the practice of professional training. The target of the project are trainers in SMEs especially in the crafts sector, masters and trainers in the non-profit sector and lower secondary school teachers. The project supports members of the target groups to develop further their professional competence to empower them to improve education and learning processes for young people with problem-laden school careers. The project consists of six …
Expertise on Informal Learning in Europe Learning processes in youth work in Europe. Expertise in preparation of the National Report on Education
1998-2000 Evaluation of the pilot project „NEWOL“ (New Ways of Learning for SMEs)coordinated by Kolpingbildungswerk Stuttgart; funded by the EC’s LEONARDO-Programme. 1997-1999 Coordination of the research project „Success criteria for the further training of women“; funded by the programme LEONARDO da VINCI. 1997-1998 Research project „Dropping out and secondary education“; coordinated by IARD, Milano; funded by the DG Education and Culture.
European conferences on the prerequisites, consequences and contradictions of lifelong learning 1996 (Dresden) and 1998 (Lissabon). In 1996, the European Year of Lifelong Learning, IRIS together with other EGRIS partners initiated a series of two European conferences to clarify the meaning and the impli8cations of the conceopt of lifeling learning. The first conference 1996 in Dresden under the title „Options for the Integration of Living, Learning and Working“ dealt with the relationship between lifelong larning and changed life courses …
Contrary to many training schemes, performing arts offer young women and men the opportunity to present themselves from a less „problem-oriented“ side: in fact not as an „early school-leaver“ or „under-achiever“, but as a musician, an actor/actress and so on. Before this background, this research project aimed at learning more about the special learning processes happening in performing arts projects for „disadvantaged“ young people which for working purposes we had „Secondary learning effects…“ Research questions and design: Which active role …