The differences in policies and practices for addressing ESL in the EU should be seen as creating a lucky situation since through the process of policy learning they enable various unique solutions to be found to the ESL problem. Despite the well-established architecture for policy learning, the vertical transfer of knowledge between the various levels of multi-level governance remains a challenge.
TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING
TOGETHER EVERYONE ACHIEVES MORE
European Council
Bibliography
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ESL in the EU: Learning from differences and common trends
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What can we learn from second-chance education programmes for adults to prevent ESL in younger generations?
A review of second-chance education programmes and practices indicates that mainstream education could help prevent ESL by implementing its main principles: a student-centred approach to learning, encouragement of a supportive school environment and relationships, socio-emotional support, use of interactive teaching methods and connectedness to different community agents.
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“Knowledge society” and its conception of knowledge: The production of interchangeable “knowledge workers” and the potential redundancy of educational process*
If the conception and character of knowledge that should be taught is drifting toward “economic survivalism”, then also the approach of school system and educators toward students is prone and subjected to change corresponding to these new demands. The general aspect of this change is that those who are to be educated are not approached by educators as future citizens but as future knowledge workers.
23 July 2015, by
23 July 2015, by
23 July 2015, by