Governance of Educational Trajectories in Europe (GOETE)
Access, coping and relevance of education for young people in European knowledge societies in comparative perspective
The GOETE project is analysing the role of school in re-conceptualising education in terms of lifelong learning by combining a life course and a governance perspective.
In European knowledge societies adequacy of education means a balance of individual, social and economic aspects. This is operationalised by exploring how educational institutions conceptualise and organise individual educational trajectories. The study covers the period from transition into lower secondary education to transition into upper secondary education/vocational education and training, i.e. the age group between 10 and 16 years. Comparative analysis will focus on the regulation of access to education, of support measures for coping with education and of securing the relevance of education for social integration and the labour market.
In 8 EU countries the mixed-method study involves surveys with students, parents and school principals; comparison of teacher training; case studies of local school spaces; discourse analysis; expert interviews with policy makers and stakeholders.
On a scientific level, the comparison of the regulation of educational trajectories involves re-conceptualising the social aspects of learning and education under conditions of late modern knowledge societies. It reflects the need for formal education to be embedded in social life worlds, enabled by social support, and complemented by informal and non-formal learning. On a practice and policy level, it will provide information about alternative means of providing children and young people with access to education; of supporting them in coping with education and ensuring the relevance of education by communication and cooperation between school, labour market, other educational actors, students and parents. The communication of findings will include a dialogic model of educational policy planning at local level, training workshops with teachers, youth workers and policy makers, and a European policy seminar.
Coordinator: Prof. Dr. Andreas Walther, University of Frankfurt am Main, Faculty of Education
"Governance of Educational Trajectories in Europe" published
Drawing on our work from three years of European research, the freshly published volume "Governance of Educational Trajectories in Europe - Pathways, Policy and Practice" presents the findings of our project in a unique and comprehensive way.
The book analyses educational trajectories of young people in eight European countries: Finland, France, Germany, Italy, the Netherlands, Poland, Slovenia and the United Kingdom. Chapters explore interactions between structural and institutional contexts of educational trajectories, the individual meaning attached to education and the strategies adopted by young people to cope with its demands. The book also analyses the decision-making processes of individual students, placing them firmly within the social contexts of their families, local schools, national education systems and welfare states, as well as transnational policy contexts.
In considering educational disadvantage, the book is based on primary, cross-national research with systematic analysis of the different themes addressed. As every chapter is co-authored by two or three researchers, each based in a different country, the book goes beyond the usual country-based chapter design to provide an enriched insight into both comparative theory and research methods.
Bilbliographic info: Walther, Andreas; Parreira do Amaral, Marcelo; Cuconato, Morena; Dale, Roger (Eds.) (2016): Governance of Educational Trajectories in Europe: Pathways, Policy and Practice. London, New Delhi, New York, Sidney: Bloomsbury. ISBN: 978-1-4725-8952-1
More information at the publisher's website: www.bloomsbury.com/uk/governance-of-educational-trajectories-in-europe-9781472589521/