Page 47 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 47
participation in international comparative assessment studies enables a 47
wider identification of weaknesses and shortcomings of the national educa-
tional system. However, the inadequately perfected institutional structure for
processing and interpreting data from these studies does not suffice for coun-
try-specific solutions for the perceived policy-related issues to be developed.
d) Periodic monitoring, evaluation and peer review organised
as mutual learning processes
When member states perceive a policy-related problem in regard to their rank-
ing on the international comparative achievement scale, they can improve
their performance on the basis of comparisons with other participating coun-
tries. They can also get some ideas about national educational reforms through
an institutionalised process of mutual learning at an EU level. An essential or-
ganisational structure that ensures the process of mutual learning of member
states within the OMC, is that of Thematic Working Groups (TWGs), established
in the key areas of common European cooperation in the field of education.18
As part of peer learning, the participants try to identify the factors that im-
prove the development of educational policies and factors that provide for
successful implementation of educational reforms. TWGs include representa-
tives of individual member states (in accordance with a European Commission
recommendation two representatives from each country, i.e. an official and
an expert in a specific field), a European Commission representative, an inde-
pendent international expert and representatives of various European asso-
ciations and agencies. TWGs hold regular meetings and also convene during
the so-called ‘peer learning activities’ (PLAs). The most visible impact of their
work is noticeable in the development of European guidelines and adoption
of acquired lessons in national educational policies. However, doubt is raised
in relation to this about the actual transferability of acquired lessons from oth-
er countries into a national context and about the means of performing peer
learning, as it is often criticised for taking place in an overly bureaucratic man-
ner and for not representing a learning process as part of which participants
would get an in-depth insight into the practices of other countries (Schatten-
mann, 2006: 21).
The issue of low performance in education and adolescents’academic (un-
der)achievement is indirectly dealt with by several TWGs at an EU level, most
directly by the ‘Maths, Science and Technology’ TWG.19 Its main purpose is to
18 The following Thematic Working Groups operate within I & U 2020: Early School Leaving; Early
Childhood Education and Care; Mathematics, Science and Technology; Teacher Professional Devel-
opment; Modernisation of Higher Education; Quality in Adult Learning; Financing Adult Learning;
Teachers in Vocational Education and Training.
19 As part of I & U 2010 the issue of low-achieving students or underachieving students was also ad-
dressed by the cluster on Key Competencies. Its aim was to achieve a shift within countries from
academic (under)achievement of slovenian adolescents within a european context
wider identification of weaknesses and shortcomings of the national educa-
tional system. However, the inadequately perfected institutional structure for
processing and interpreting data from these studies does not suffice for coun-
try-specific solutions for the perceived policy-related issues to be developed.
d) Periodic monitoring, evaluation and peer review organised
as mutual learning processes
When member states perceive a policy-related problem in regard to their rank-
ing on the international comparative achievement scale, they can improve
their performance on the basis of comparisons with other participating coun-
tries. They can also get some ideas about national educational reforms through
an institutionalised process of mutual learning at an EU level. An essential or-
ganisational structure that ensures the process of mutual learning of member
states within the OMC, is that of Thematic Working Groups (TWGs), established
in the key areas of common European cooperation in the field of education.18
As part of peer learning, the participants try to identify the factors that im-
prove the development of educational policies and factors that provide for
successful implementation of educational reforms. TWGs include representa-
tives of individual member states (in accordance with a European Commission
recommendation two representatives from each country, i.e. an official and
an expert in a specific field), a European Commission representative, an inde-
pendent international expert and representatives of various European asso-
ciations and agencies. TWGs hold regular meetings and also convene during
the so-called ‘peer learning activities’ (PLAs). The most visible impact of their
work is noticeable in the development of European guidelines and adoption
of acquired lessons in national educational policies. However, doubt is raised
in relation to this about the actual transferability of acquired lessons from oth-
er countries into a national context and about the means of performing peer
learning, as it is often criticised for taking place in an overly bureaucratic man-
ner and for not representing a learning process as part of which participants
would get an in-depth insight into the practices of other countries (Schatten-
mann, 2006: 21).
The issue of low performance in education and adolescents’academic (un-
der)achievement is indirectly dealt with by several TWGs at an EU level, most
directly by the ‘Maths, Science and Technology’ TWG.19 Its main purpose is to
18 The following Thematic Working Groups operate within I & U 2020: Early School Leaving; Early
Childhood Education and Care; Mathematics, Science and Technology; Teacher Professional Devel-
opment; Modernisation of Higher Education; Quality in Adult Learning; Financing Adult Learning;
Teachers in Vocational Education and Training.
19 As part of I & U 2010 the issue of low-achieving students or underachieving students was also ad-
dressed by the cluster on Key Competencies. Its aim was to achieve a shift within countries from
academic (under)achievement of slovenian adolescents within a european context
