Page 33 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
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cademic (Under)achievement 33
of Slovenian Adolescents
within a European
Context
Urška Štremfel
Abstract: In this paper, academic (under)achievement of Slovenian adolescents is
placed within a European context by means of theoretical assumptions regarding
the new mode of governance and an analysis of the strategic framework of com-
mon European cooperation in education and training. In relation to this, the Euro-
pean Union is, on the one hand, highlighted as an environment wherein an indi-
vidual member state can, through joint cooperation with other EU member states
and institutions, gain a significant comparative insight into the modes, approach-
es and, last but not least, financial resources for fostering adolescents’ academ-
ic achievement. On the other hand, the shortcomings of such cooperation are al-
so presented, which are most noticeable from a lack of (scientific) substantiation
of certain initiatives of the European Commission and perceived (non)selective
adoption of these initiatives within the national educational space. Special atten-
tion is devoted to the pursuit of reaching the European benchmark of a reduction
in the share of students who fail to reach the basic levels of reading, maths and sci-
ence literacy in PISA in the Slovenian educational space. This paper thus places the
academic (under)achievement of Slovenian adolescents within the framework of
common European cooperation in the field of education.
Key words: European educational space, new mode of governance, European
benchmarks, Slovenia
Introduction
Throughout the development of the European educational space, the prin-
ciple of subsidiarity was in use for a very long time, as member states were
of Slovenian Adolescents
within a European
Context
Urška Štremfel
Abstract: In this paper, academic (under)achievement of Slovenian adolescents is
placed within a European context by means of theoretical assumptions regarding
the new mode of governance and an analysis of the strategic framework of com-
mon European cooperation in education and training. In relation to this, the Euro-
pean Union is, on the one hand, highlighted as an environment wherein an indi-
vidual member state can, through joint cooperation with other EU member states
and institutions, gain a significant comparative insight into the modes, approach-
es and, last but not least, financial resources for fostering adolescents’ academ-
ic achievement. On the other hand, the shortcomings of such cooperation are al-
so presented, which are most noticeable from a lack of (scientific) substantiation
of certain initiatives of the European Commission and perceived (non)selective
adoption of these initiatives within the national educational space. Special atten-
tion is devoted to the pursuit of reaching the European benchmark of a reduction
in the share of students who fail to reach the basic levels of reading, maths and sci-
ence literacy in PISA in the Slovenian educational space. This paper thus places the
academic (under)achievement of Slovenian adolescents within the framework of
common European cooperation in the field of education.
Key words: European educational space, new mode of governance, European
benchmarks, Slovenia
Introduction
Throughout the development of the European educational space, the prin-
ciple of subsidiarity was in use for a very long time, as member states were
