Latest update : 23 July 2015.

Articles in this section

  • ESL in the EU: Policy overview and development

    In the OMC process the EU’s strategic goals on ESL are framed, measured by specific indicators and benchmarks (by 2020 the share of ESLers should be less than 10%), translated into national ESL policies and periodically monitored. Knowing and understanding this process among all relevant actors is crucial for their more proactive involvement in ESL policy-making and contributing to good governance in the EU.

  • The ESL situation in France

    The ESL rate in France has been below the Europe 2020 target of 10% since 2013, yet regional and subgroup differences remain. Since November 2014 France has had a comprehensive strategy to tackle ESL that provides for the establishment of multi-professional ESL-prevention groups in all secondary schools. The involvement of teachers in these groups is underway.

    Countries : France 
  • ESL situation in Luxembourg

    Since 2000, rates of ESL in Luxembourg have stayed below the European and national target of 10%, with some fluctuations seen in recent years. However, ESL among students with a migrant background remains a challenge. Education and career guidance is very well developed and is clearly regarded as tackling ESL. Multi-professional teams in and

  • ESL situation in Spain

    Spain once had the highest ESL rate among the EU-28 countries, but the rate has fallen considerably in the last few years. Spain is one of very few European countries with a comprehensive strategy in place to reduce ESL. Multi-professional teams are both a legal obligation and a well-established practice.

    Countries : Spain 
  • ESL situation in Switzerland

    Switzerland does not provide an official definition of ESLers, although the rate reported by Eurostat is low. The issue of ESL is typically embedded in the context of national programmes and initiatives tackling poverty, risk groups, employability etc. This approach importantly contributes to success in preventing and tackling ESL. Multi-agency partnerships at the local/institutional level are well established.

    Keywords : ESL statistics 
  • ESL in the EU: Learning from differences and common trends

    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.

    Keywords : EU  policy learning