Page 31 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 31
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ESL in the EU:
Policy Overview and Development
Urška Štremfel
Synopsis
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 pol-
icies 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 gov-
ernance in the EU.
Summary
The European educational space has widened and deepened in
the last two decades, which can also be recognised in the field of
ESL (e.g. Walkenhorst, 2008). Since 2000, when the Open Method
of Coordination (OMC) was formally established as the framework
for EU cooperation in the field of education, member states have
been working intensively together in order to attain their common
goal/benchmark “to reduce ESL to less than 10% by 2020”. The ar-
ticle systematically presents the normative framework of the EU
cooperation in the ESL field in the last 20 years according to the
OMC elements defined in Presidency Conclusions (2000) and il-
lustrates how these elements have been put to good use in TITA
EU member states (France, Luxemburg, Spain and Slovenia). The
31
ESL in the EU:
Policy Overview and Development
Urška Štremfel
Synopsis
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 pol-
icies 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 gov-
ernance in the EU.
Summary
The European educational space has widened and deepened in
the last two decades, which can also be recognised in the field of
ESL (e.g. Walkenhorst, 2008). Since 2000, when the Open Method
of Coordination (OMC) was formally established as the framework
for EU cooperation in the field of education, member states have
been working intensively together in order to attain their common
goal/benchmark “to reduce ESL to less than 10% by 2020”. The ar-
ticle systematically presents the normative framework of the EU
cooperation in the ESL field in the last 20 years according to the
OMC elements defined in Presidency Conclusions (2000) and il-
lustrates how these elements have been put to good use in TITA
EU member states (France, Luxemburg, Spain and Slovenia). The
31
