The project officially has ended in March 2013. Some follow-ups will be posted here. The 

are still available for download.

Cover GOETE bookDrawing 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:

Cover of new volume "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.

ISBN 978-1-873927-62-5

More information about the book at Symposium Books.

Cover "Far from frozen"What do children and young people think about education? Possible answers to this  question are elaborated in this volume by portraying and illustrating the views on education of young people across Europe. The volume is based on a collection of essays that students were asked to write as part of the GOETE project. The essays capture a fascinating cross-section of experiences that are highly personal, but which also share many concerns relating to the process of growing up in contemporary Europe.

The GOETE project has just published a new report on recommendations for future training. The aim of this report is to illuminate different challenges in future training for teachers and other practitioners and provide recommendations for future training in the different countries who have participated in GOETE.


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