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.
Posts Tagged ‘Axel Pohl’
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.
“Youth as actors of social change”, in the series “youth research” appeared in the publishing house “Juventa”. In the book edited by Axel Pohl, Barbara Stauber and Andreas Walther, results from national and international comparative studies on “Changed transition curves, structural barriers and coping strategies” are presented.
It takes up the topic of the European research project UP2YOUTH and deals with different thematic and methodological perspectives on the act of teenagers and young adults.
On 29 January 2010 the new EU-funded research project “Governance of educational trajectories in Europe” (GOETE) will celebrate its start with a public symposium.
IRIS is a partner within GOETE which is coordinated by the Institute of Educational Science of the University of Tübingen.
More information can be found at the website of the Institute:
Since January 2010 IRIS is part of 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)”.
There are 13 partner institutes from 8 European countries involved (Germany, Finland, France, UK, Italy, the Netherlands, Poland, and Slovenia). The multidisciplinary consortium brings together researchers from such diverse areas as social education, educational science, comparative educational science, policy studies, sociology, social work and economics.
The project is funded for three years by the European Commission’s 7th framework programme for research. It is coordinated by Dr. Andreas Walther, Institute of Educational Science, University of Tübingen.
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.
The European research project UP2YOUTH has ended in summer. The results of the project are now summarized at the UP2YOUTH-Website.
Just published is a volume in the series “age and social work” that deals exclusively with ” Young Adults “. Represented with contributions are the IRIS staff members Sarina Ahmed, Axel Pohl, Barbara Stauber and Andreas Walther.
IRIS is partner in a project commissioned by the Ministry for Economy and Social Affairs of the Free State of Saxony. Together with the University of Hildesheim and IRIS e.V. Dresden, IRIS is working on a study on the future changes in the system of vocational guidance in this region of Germany.
IRIS’ part of the study consists of three international country studies on vocational guidance systems in Austria, Denmark and the UK.
Coordination body of the study is IRIS e.V. Dresden.
Vocational guidance in Saxony
IRIS is in charge of three case studies on European systems of vocational guidance. The overall objective of the study is to approve the cooperation between the education system and the business world in the Land of Saxony.
IRIS Tübingen works out three international case studies on national systems of vocational guidance (Austria, Denmark, United Kingdom) which will be fed into the process of developing the regional system further.
In 2006, Andreas Walther and Axel Pohl were commissioned to write an expertise on the subject “Learning from Europe – European approaches to support disadvantaged youth” by the Federal Institute for Vocational Training.
The expertise covers the following themes:
• „Learning from Europe“: international comparison as a way to develop support measures
• „Disadvantaged youth“: European approaches to foster social integration of young people
• Overview of European approaches to support disadvantaged youth
• European approaches compared: a grid
• Quality criteria and recommendations on the development of support measures in Germany
The whole text can be downloaded as a PDF file from the website of the “Good-Practice-Center”: PDF Download
At the outset of this project potential partner cities were invited to join a network in which young people would be empowered to make a contribution to civic life in their cities; to make recommendations to statutory bodies; and help to develop forms of governance that
encourage the active participation of young people. The idea behind this was simple: young people are the future and, as such, they should be the source of solutions to local issues.
The “Young Citizens’ Project” ended up as a network of European cities how set out to create opportunities, open up decision-making
processes, and provide young people with the tools and support to engage meaningfully with issues that are of importance to them.
It was funded by the EU’s “URBACT” programme and IRIS researcher Axel Pohl supported the network as a Thematic Expert.
One thematic strand of the European research project UP2YOUTH – Youth as Actor of Social Change is dealing with the transitions to work of young people with a migration background and from ethnic minorities.
The working group is trying to answer the following research questions:
- How do young migrants and youth from ethnic minorities manage education and labour market entrance? What are their specific problems and coping strategies?
- Which (discriminating) limitations are ethnic minority youth facing in education systems and Labour markets?
- How are they supported by their families and to what extent are issues (education, work, sex, leisure etc.) negotiated in the relation between family and the young person)? What gender differences exist in these respects?
- What are the challenges of ethnic minority youth regarding involvement in (late-modern) educational contexts?
- What and were do ethnic minority youth actually learn?
- What are the prerequisites of successful ethnic minority youth?
- Which forms of youth (and peer) culture are developed? In which non-formal and informal contexts does learning take place and how does different contexts contribute to their social integration?How are these cultural contexts recognised by societal institutions?
Policy Level Which conditions (possibilities) of individual agency are provided for ethnic minority youth in different transition regimes? What forms of interplay between education systems, labour markets and modes of integration can be found and how do they influence transitions to work?
- How can management of diversity be conceptualised without reproducing segmentation and inequality?
Contact: Axel Pohl
Funding: The Thematic Study has been commissioned by DG Employment, Social Affairs and Equal Opportunities.
Duration December 2004 – October 2005