Posts Tagged ‘Transitions’

GOETE Newsletter

Written by AP on . Posted in News from the Institute

Who is governing education?

The European research project “Governance of Educational Trajectories in Europe” (acronym: GOETE) seeks to add to the European knowledge-base on how educational trajectories are organised across European countries.

This first project newsletter gives a short introduction into the projects objectives, the research methods applied and the first activities in the start-up phase of the project.

Foto Tübingen

GOETE Kick-off meeting

Written by AP on . Posted in News from the Institute

Foto TübingenOn 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:

 

GOETE Symposium Programme

Details of the GOETE-Project

Written by AP on . Posted in GOETE

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.

Contact at IRIS: Andrea Bosch, Gebhard Stein, Axel Pohl

New European research project from January 2010: GOETE

Written by AP on . Posted in News from 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.

Project “Peer-Mentoring” is completed

Written by AP on . Posted in News from the Institute

The results of the evaluation have been published in a report.

IRIS e.V., in cooperation with the Institute of Education at the University of Tübingen, was entrusted with the evaluation of the mentoring project “Friends create success” (Caritas Stuttgart). Within the project, mentorship was conceptually designed as a “support of equals”. Based on a similar status by small age difference between the peer and the mentee, an innovative monitoring structure for young secondary school students was implemented.

Die Evaluation wurde im Dezember 2009 abgeschlossen. The evaluation results are available immediately in the download area:

https://www.iris-egris.de/downloads/FSE_Bericht.pdf

More information on the project: Project Description.

Scientific monitoring of peer mentoring

Written by swalter on . Posted in Peer Mentoring

Since January 2008, IRIS in cooperation with the Institute of Education of the University of Tuebingen is in charge of the evaluation of the pilot project “Friends create success” in Stuttgart.

The objective of the project is to supply young people in the final stages of secondary school with support by other young people who have experienced similar difficulties. The peer mentors are recruited among alumni of the same secondary schools.

The evaluation focuses on the effects that this particular set-up has on the transition processes of the young people, but also on the differences between this approach and other mentoring systems.

The final report of the evaluation is available as a PDF file here (in German):

www.iris-egris.de/downloads/FSE_Bericht.pdf

Contact at IRIS: Sibylle Walter

 

Development of vocational guidance in Saxony

Written by AP on . Posted in News from the Institute

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.

Further information here

International case studies on vocational guidance

Written by AP on . Posted in Vocational guidance in Saxony

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.

The study is done in cooperation with Universität Hildesheim and IRIS e.V. Dresden – the latter being in charge of the overall integration of the part studies.

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.

The team at IRIS is: Eva-Maria Bub, Eva Ostertag, Barbara Bumbarger und Sibylle Walter. The team is lead by Andreas Walther and Axel Pohl.

UP2YOUTH – Transitions of youth with a migration background

Written by AP on . Posted in UP2YOUTH - Transitions

up2migrantsOne 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:

Individualisation

  • 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?

Learning

  • 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?

Culture

  • 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

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