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GOETE Findings at a Glance

Who decides on education? Education has increasingly become an issue of public debates and an increasingly disputed societal value

Far From Frozen

What do children and young people think about education? Possible answers to this question are elaborated in this new volume

Youth in GOETE: Views and Voices

Students from GOETE case studies contributed their views on educational trajectories in a number of videos and essays. Here we are giving a flavour of what GOETE topics mean to them.

GOETE video online

"Me, my education and I" is the title of the video of students produced in the context of the GOETE project...

GOETE final conference report

‘Youth and Educational Disadvantage: The Governance of Educational Trajectories in Europe’, was held in Frankfurt am Main, March 21st, 2013 ...

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

Coordination: Prof. Dr. Andreas Walther - Goethe University of Frankfurt a.M. - Germany