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
Shaping the Futures of Young Europeans
"Shaping the Futures of Young Europeans - Education governance in eight European countries" is the title of a new volume covering the essential findings of the GOETE project.
This book discusses how the ways that young people’s educational trajectories into and beyond lower secondary education are regulated can influence their future lives. It draws on the results of empirical studies in eight European countries: Finland, France, Germany, Italy, Netherlands, Poland, Slovenia and the United Kingdom (England and Northern Ireland), carried out under the EU-funded GOETE project. The book explores the different ways that educational trajectories are – actively or passively – conceptualised, negotiated and organised in the individual countries, and the ways that these shape educational opportunities and life chances. Its central aims are to elaborate the different ways in which educational trajectories are governed in the eight countries, and to compare the differences between those approaches and their outcomes in the eight countries. It focuses on the relationships between the different (national and local) forms and outcomes of interactions between collective and individual actors, structures, institutions, mechanisms, and discourses that exert influence on education policy and practice at various levels: inter- and trans-national, nation-state, regional, local or school levels.
Marcelo Parreira do Amaral, Roger Dale & Patricia Loncle (eds) (2015): Shaping the Futures of Young Europeans - education governance in eight European countries. Oxford: Symposium Books.
More information about the book at Symposium Books.