Large scale studies such as TIMSS, PISA or PIRLS/IGLU and DESI have revealed considerable groups of students in several countries’ educational systems with severe social, economic and educational disadvantages. The ensuing debates have made it clear that a substantial reduction of socio-economic or ethnic disadvantages cannot be achieved by efforts on the part of schools alone. Therefore, the Research School (RS) is the first to initiate a large integrative investigation into all relevant processes that are involved in creating, supporting and using educationally relevant attitudes and competencies in formal (e.g. schools), non-formal (e.g. public and private educational and welfare support) and informal (e.g. families and peers) contexts. Consequently it focuses on the acquisition of social and linguistic skills (oral and written) as key competences for learning and participation in society. Research within the RS especially benefits from the Capability Approach (CA) as a conceptual framework. Complex and detailed doctoral work on processes, capabilities and theoretical and professional knowledge is triggered by this focus. Outstanding methodological resources will be provided by the chance to participate in a large scale longitudinal study given to the doctoral students. Furthermore the RS is clearly committed towards the measures of gender mainstreaming and diversity management in order to provide equal opportunities and a modern and innovative working environment for the doctoral students. As a consequence of the thematic and conceptual orientation and the methodological program, the RS’s training will provide a new theoretical and professional basis for socially balanced reform in education and teaching.