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 questions around ‘access’ to education, the means through which pupils ‘cope’ with the demands of the education system, and the ‘relevance’ of education for their future lives and for society. The conference presenters will explore the relationships between school and out-of-school agencies, as well as the educational biographies of students and the institutional regulation of education.
More details on the conference at the GOETE Website.
Background information on the project at our Website.
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 formal, non-formal and informal education as well as the relationship between education and social support. Its focus is on access, management and relevances of education in the educational careers of disadvantaged young people.
The study is based on the combination of CV and Governance Research in a comparative perspective. It is about different constellations of inequality in and because of education, as well as different conditions between the education system and the welfare state, respectively school, youth services and everyday worlds.
The study follows a mixed-methods approach, consisting of surveys with students and head teachers, case studies in schools, interviews with experts, in education policy responsible and influential representatives, as well as a comparison of models of teacher education.
There are 13 partners from 8 European countries involved (Germany, Finland, France, Great Britain, Italy, Netherlands, Poland, Slovenia) and different disciplines (Social pedagogy, school education, comparative education, political science, sociology, social work, economics).
The project is funded over three years in the 7th Framework Programme of the EU, coordinated by Prof. Dr. Andreas Walther at the Institute for Social Education and Adult Education of the University of Frankfurt/Main.