Page 41 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 41
esl in the eu: policy overview and development
that, irrespective of their different traditions, systemic differences, and the
lack of a normative interpretation of European integration, states can learn
from each other and improve their policies for achieving common goals.
Since all actors aspire towards the same goals, mutual learning is regard-
ed as a rational form of collective problem-solving. The OMC thus acts as
a radar by searching for solutions and new applicable knowledge through
an iterative process of organising peer leaning activities and sharing best
practices.
The OMC framework reveals that mutual learning takes place through
peer-learning activities, conferences and seminars, high-level forums, ex-
perts groups, panels, studies and analyses, involving the relevant stake-
holders. Outputs can take the form of overviews of policy measures and
examples of good practices (e.g. an inventory of good practices), analyti-
cal papers, guidelines and handbooks for policy implementation (Ecorys,
2014, p. 7).
Thematic working groups as the most important form of policy learn-
ing within the framework of the OMC and ET 2020 at the EU level are es-
tablished on the basis of the rich experiences of their predecessor – clusters
in ET 2010. The mandates of working groups correspond to the priori-
ties of each (3-year) working cycle. In line with defining ESL as a priori-
ty, two working groups were especially dealing with ESL in the ET 2020
framework:
‐ A thematic working group on ESL was active from 2011 to 2013
and consisted of policy-makers, practitioners and experts from 27
EU member states and key European stakeholder organisations.
It focused on developing (effective) comprehensive policies on
ESL. Its activities included peer-learning visits to the Netherlands
and France and a peer review event in Brussels in March 2013.
The main conclusions and lessons learnt by the thematic working
group are presented in its final report (European Commission,
2013). It aims to inspire and generate the development of a com-
prehensive approach to ESL, especially with a checklist as a tool
for self-assessment with which member states can evaluate the
comprehensiveness of their current ESL policies and identify are-
as for further improvement (European Commission, 2016).
‐ The working group on Schools Policy was active between 2013
and 2015, consisting of policy-makers from almost all EU member
states and representatives of European social partners. It focused
41
that, irrespective of their different traditions, systemic differences, and the
lack of a normative interpretation of European integration, states can learn
from each other and improve their policies for achieving common goals.
Since all actors aspire towards the same goals, mutual learning is regard-
ed as a rational form of collective problem-solving. The OMC thus acts as
a radar by searching for solutions and new applicable knowledge through
an iterative process of organising peer leaning activities and sharing best
practices.
The OMC framework reveals that mutual learning takes place through
peer-learning activities, conferences and seminars, high-level forums, ex-
perts groups, panels, studies and analyses, involving the relevant stake-
holders. Outputs can take the form of overviews of policy measures and
examples of good practices (e.g. an inventory of good practices), analyti-
cal papers, guidelines and handbooks for policy implementation (Ecorys,
2014, p. 7).
Thematic working groups as the most important form of policy learn-
ing within the framework of the OMC and ET 2020 at the EU level are es-
tablished on the basis of the rich experiences of their predecessor – clusters
in ET 2010. The mandates of working groups correspond to the priori-
ties of each (3-year) working cycle. In line with defining ESL as a priori-
ty, two working groups were especially dealing with ESL in the ET 2020
framework:
‐ A thematic working group on ESL was active from 2011 to 2013
and consisted of policy-makers, practitioners and experts from 27
EU member states and key European stakeholder organisations.
It focused on developing (effective) comprehensive policies on
ESL. Its activities included peer-learning visits to the Netherlands
and France and a peer review event in Brussels in March 2013.
The main conclusions and lessons learnt by the thematic working
group are presented in its final report (European Commission,
2013). It aims to inspire and generate the development of a com-
prehensive approach to ESL, especially with a checklist as a tool
for self-assessment with which member states can evaluate the
comprehensiveness of their current ESL policies and identify are-
as for further improvement (European Commission, 2016).
‐ The working group on Schools Policy was active between 2013
and 2015, consisting of policy-makers from almost all EU member
states and representatives of European social partners. It focused
41
