TEAM COOPERATION TO FIGHT EARLY SCHOOL LEAVING

Understanding ESL in the EU : policy framework and development

jeudi 12 novembre 2015, par Urška Štremfel



The European educational space has widened and deepened in the last two decades, what can be recognized also in the field of ESL (e.g. Walkenhorst, 2008). Since 2000, when the OMC was formally established as the framework of EU cooperation in the field of education, member states intensively have been working together in order to attain their common goal/benchmark “to reduce ESL to less than 10% by 2020”. The article systematically presents the widening and deepening of EU cooperation in the field of ESL in the last two decades according to the OMC elements defined in Presidency Conclusions (2000) : (1) fixing guidelines for the Union combined with specific timetables for achieving the goals in the short, medium and long terms ; (2) establishing, where appropriate, quantitative and qualitative indicators and benchmarks against the best in the world and tailored to the needs of different member states and sectors as a means of comparing best practice ; (3) translating these European guidelines into national and regional policies by setting specific targets ; (4) periodic monitoring, evaluation and peer review organised as mutual learning. The article illustrates how these elements have been put in good use in EU member states on the case studies of France, Luxemburg and Spain. The case studies confirm the research results (e.g. Alexiadou & Lange, 2013 ; Lajh & Štremfel, 2011) that OMC potentials in EU member states should be better exploited. The article therefore provides some recommendations for their better exploitation in terms of respecting principles of good governance as defined in European White paper on governance (2001) (openness, participation, accountability, effectiveness, coherence) and more efficient attaining of the EU benchmark.

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