The regulation of access, coping and relevance of education depends especially on different institutional structures. Comparative studies have focused on the dimensions of stratification, and of standardisation.
GOETE will apply the model of transition regimes which has been developed in the context of previous EU-studies as a heuristic device for comparative analysis. On the one hand this means including a life course perspective into comparative education, on the other hand this implies that the model will be further differentiated.
