Project News

The last GOETE Consortium Meeting was held in Rennes, France, from February 20th to February 23rd 2012. Prof. Dr. Patricia Loncle and her team welcomed as many as 50 representatives from all partner teams who attended the meeting to discuss research related issues such as comparative analysis and dissemination strategies of the GOETE project.

Immigrant children in Italy between school and city policies

by Eduardo Barberis, Silvia Demozzi and Federica Taddia, Italy


Disadvantages in education and transition from edu- cation to work are often associated with ethnicity and migration. We have a large and growing body of literature on this and, even if we see exceptions for such a statement (e.g., the school performance of Asian mino- rities in the U.S.), this trend seems confirmed in many countries. This sets out a cummulative effect affecting the following trajectories in education, society and in the labour market. Migrant pupils are disadvantaged in terms of enrollment by type of school, duration of education, achievement, drop-out, and thus in life and labour chances. The degree of such disadvantage is dependant on the national education systems (e.g., selective vs. comprehensive ones) and on the contexts their embedded in, framing how difference is treated: usually, the educational attainment of pupils with mi- gration background (CMB) is comparatively higher in countries with lower levels of economic inequality, high investments in childcare and a well-developed system of preschool education (Parreira do Amaral et al. 2011).

by Laetitia Mellottée, France

In GOETE local case studies (Work Package 6) student essays and video material were collected as part of the attempt to generate dense, qualitative material in order to 1) allow a closer look into the dynamics of the gover- nance of educational trajectories, 2) generate a deeper understanding of the local space of the schools and their cooperation with the other local institutions; 3) analyze the climate in the school environment through the experiences of the current students, students who have recently graduated, their parents, teachers and experts.

By Risto Rinne & Jenni Tikkanen

1. Introduction

Finnish education and science policy stresses quality, efficiency, equity and internationalism, and it is geared to promote the competitiveness of Finnish welfare society (Ministry of Education and Culture, 2011a). Finnish education policy, educational legislation and the entire education system have changed significantly during the last two decades as part of a general restructuring of public administration due to economic, regional and demographic constraints. The former tradition of a system of regulation that was founded on detailed legislation and the principle of equality has been replaced with new governance, which is based more on individual choice, efficiency and evaluation. The emphasis is now on the development of a high standard of education as a necessity in the light of global competition. A cornerstone of this development was the reconstruction of educational legislation in 1998 (Varjo, 2007, III-IV; Helle & Klemelä, 2010; Poropudas & Volanen, 2003, 42). The current trends are based on neoliberalism, an internationally prevailing ideological paradigm that extends market logic also into education policy (Helle & Klemelä, 2010), and education is seen as a prerequisite for sustainable economic development.

Teacher Training in the Netherlands By Manuela du Bois-Reymond

Initial teacher training courses in the Netherlands are part of higher professional education or university. Higher professional education caters for full-time, part-time and dual (i.e. work-study) teacher training courses which lead to qualifications as primary school teacher, secondary school teacher grade two (for lower secondary education and first three years of senior secondary and pre-university education), teacher for vocational education, and as a special education teacher (postgraduate course). Universities provide full-time, part-time and dual training courses leading to qualifications as a secondary school teacher grade one (upper secondary education). University students can also follow special courses in pedagogy to qualify for teaching in lower educational levels. Another way of entering the teaching profession is through lateral entry. This allows people with higher education qualifications to enter the teaching profession through an alternative admission procedure. They then receive training and supervision aimed at equipping them with the necessary skills within two years.