Page 39 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 39
Framework for European Cooperation in Relation 39
to Adolescents’ Academic (Under)achievement
Following an outline of theoretical premises in relation to common European
cooperation in the field of education, in specific reference to the OMC in the
previous section, mutual EU cooperation and national levels in the field of ad-
olescents’ academic (under)achievement will be clearly presented hereafter in
terms of essential OMC elements. As previously stated, in the EU, student (un-
der)achievement is addressed most directly by means of the benchmark of ‘re-
duction in the percentage of students who fail to reach the basic level of liter-
acy in PISA’.6
a) Fixing guidelines for the Union combined with specific
timetables for achieving the goals set in the short, medium
and long terms
Since common European cooperation in the field of education is non-manda-
tory, no regulations, directives and other binding measures of the so-called
hard law are found in this field. Accordingly, common guidelines and specific
timetables for achieving the EU goals set in the short, medium and long terms
are presented in the so-called strategic documents and strategies. The first sig-
nificant strategic document, which is aimed at increasing and strengthening
the visibility of the educational sector at a European level, and opening up the
sector to influences from other fields (economic and social policies), is the Lis-
bon Strategy. The Lisbon Strategy states that the transition to lifelong learning
must also be accompanied by a successful transition to a knowledge-based
economy and society. Both the mid-term evaluation (the so-called Wim Kok
Report) and the final evaluation of the implementation of the Lisbon Strate-
gy indicated that European strategic goals (including in the field of educa-
tion) were not reached in full by 2010. Accordingly, the Lisbon Strategy was in
2010 upgraded and replaced by the EU 2020 Strategy, wherein education is as-
signed a significant role in guaranteeing reasonable, sustainable and inclusive
EU growth, mainly as part of guiding initiatives Youth on the Move and Agenda
for New Skills and Jobs.
The comprehensive strategies of the EU (Lisbon Strategy and EU 2020) en-
couraged ministers responsible for education of EU member states to define
in more detail the strategic framework for European cooperation as part of
the work programmes ‘Education and Training 2010’ (I & U 2010) and ‘Educa-
6 Although the issue of academic (under)achievement is a major component within the common Eu-
ropean cooperation in both the 2000-2010 period and the 2010-2020 period, in this paper it is dealt
with mostly in relation to the latter. Participation of EU member states during the so-called first dec-
ade is only explained to the extent essential for outlining and understanding the dynamic of cur-
rent cooperation as part of I & U 2020.
academic (under)achievement of slovenian adolescents within a european context
to Adolescents’ Academic (Under)achievement
Following an outline of theoretical premises in relation to common European
cooperation in the field of education, in specific reference to the OMC in the
previous section, mutual EU cooperation and national levels in the field of ad-
olescents’ academic (under)achievement will be clearly presented hereafter in
terms of essential OMC elements. As previously stated, in the EU, student (un-
der)achievement is addressed most directly by means of the benchmark of ‘re-
duction in the percentage of students who fail to reach the basic level of liter-
acy in PISA’.6
a) Fixing guidelines for the Union combined with specific
timetables for achieving the goals set in the short, medium
and long terms
Since common European cooperation in the field of education is non-manda-
tory, no regulations, directives and other binding measures of the so-called
hard law are found in this field. Accordingly, common guidelines and specific
timetables for achieving the EU goals set in the short, medium and long terms
are presented in the so-called strategic documents and strategies. The first sig-
nificant strategic document, which is aimed at increasing and strengthening
the visibility of the educational sector at a European level, and opening up the
sector to influences from other fields (economic and social policies), is the Lis-
bon Strategy. The Lisbon Strategy states that the transition to lifelong learning
must also be accompanied by a successful transition to a knowledge-based
economy and society. Both the mid-term evaluation (the so-called Wim Kok
Report) and the final evaluation of the implementation of the Lisbon Strate-
gy indicated that European strategic goals (including in the field of educa-
tion) were not reached in full by 2010. Accordingly, the Lisbon Strategy was in
2010 upgraded and replaced by the EU 2020 Strategy, wherein education is as-
signed a significant role in guaranteeing reasonable, sustainable and inclusive
EU growth, mainly as part of guiding initiatives Youth on the Move and Agenda
for New Skills and Jobs.
The comprehensive strategies of the EU (Lisbon Strategy and EU 2020) en-
couraged ministers responsible for education of EU member states to define
in more detail the strategic framework for European cooperation as part of
the work programmes ‘Education and Training 2010’ (I & U 2010) and ‘Educa-
6 Although the issue of academic (under)achievement is a major component within the common Eu-
ropean cooperation in both the 2000-2010 period and the 2010-2020 period, in this paper it is dealt
with mostly in relation to the latter. Participation of EU member states during the so-called first dec-
ade is only explained to the extent essential for outlining and understanding the dynamic of cur-
rent cooperation as part of I & U 2020.
academic (under)achievement of slovenian adolescents within a european context
