Page 45 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Contemporary European Perspectives. Ljubljana: Pedagoški inštitut.
P. 45
esl in the eu: policy overview and development
Their better awareness of all the potential of the OMC could trigger their
more active involvement in the OMC process, either via their active par-
ticipation in the various OMC activities that were presented or by simply
considering different guidelines (e.g. Policy recommendations, Toolkit for
practitioners) already produced in the OMC framework in order to sup-
port policy-makers and practitioners in their efforts to tackle ESL alone or
by engaging in various forms of partnership. Their acquaintance can there-
fore represent a step forward not only towards a more open, participative,
accountable, effective and coherent OMC process but also towards more
open, participative, accountable, effective and coherent EU and national
policies against ESL through which they are framed.
References
Alexiadou, N. (2007). The Europeanisation of education policy – changing
governance and »new modes of coordination«. Research in Comparative
and International Education, 2(2), 102–116.
Alexiadou, N., & Lange, B. (2013). Deflecting European Union influence on na-
tional education policy-making: The case of the United Kingdom. Journal
of European Integration, 35(1), 37–52.
Alexiadou, N., Fink Hafner, D., & Lange, B. (2010). Education policy conver-
gence through the Open Method of Co-ordination (OMC): Theoretical
reflections and implementation in »old« and »new« national contexts.
European Educational Research Journal, 9(3), 345–358.
Borrás, S. & Radaelli, C. M. (2010). Recalibrating the Open Method of
Coordination: Towards diverse and more effective usages. Stockholm:
Swedish Institute for European Policy Studies, SIEPS Working Paper, No.
2010: 7.
Büchs, M. (2008). How legitimate is the Open Method of Co-ordination?
Journal of Common Market Studies 46(4): 765–786.
Dehousse, R. (2002, September). The Open Method of Coordination: A new
policy paradigm? Paper presented at the First Pan-European Conference
on European Union Politics »The Politics of European Integration:
Academic Acquis and Future Challenges«, Bordeaux, France.
Council of the EU. (2001). Report from the Education Council to the European
Council »The concrete future objectives of education and training sys-
tems«. Retrieved from http://ec.europa.eu/education/policies/2010/doc/
rep_fut_obj_en.pdf
45
Their better awareness of all the potential of the OMC could trigger their
more active involvement in the OMC process, either via their active par-
ticipation in the various OMC activities that were presented or by simply
considering different guidelines (e.g. Policy recommendations, Toolkit for
practitioners) already produced in the OMC framework in order to sup-
port policy-makers and practitioners in their efforts to tackle ESL alone or
by engaging in various forms of partnership. Their acquaintance can there-
fore represent a step forward not only towards a more open, participative,
accountable, effective and coherent OMC process but also towards more
open, participative, accountable, effective and coherent EU and national
policies against ESL through which they are framed.
References
Alexiadou, N. (2007). The Europeanisation of education policy – changing
governance and »new modes of coordination«. Research in Comparative
and International Education, 2(2), 102–116.
Alexiadou, N., & Lange, B. (2013). Deflecting European Union influence on na-
tional education policy-making: The case of the United Kingdom. Journal
of European Integration, 35(1), 37–52.
Alexiadou, N., Fink Hafner, D., & Lange, B. (2010). Education policy conver-
gence through the Open Method of Co-ordination (OMC): Theoretical
reflections and implementation in »old« and »new« national contexts.
European Educational Research Journal, 9(3), 345–358.
Borrás, S. & Radaelli, C. M. (2010). Recalibrating the Open Method of
Coordination: Towards diverse and more effective usages. Stockholm:
Swedish Institute for European Policy Studies, SIEPS Working Paper, No.
2010: 7.
Büchs, M. (2008). How legitimate is the Open Method of Co-ordination?
Journal of Common Market Studies 46(4): 765–786.
Dehousse, R. (2002, September). The Open Method of Coordination: A new
policy paradigm? Paper presented at the First Pan-European Conference
on European Union Politics »The Politics of European Integration:
Academic Acquis and Future Challenges«, Bordeaux, France.
Council of the EU. (2001). Report from the Education Council to the European
Council »The concrete future objectives of education and training sys-
tems«. Retrieved from http://ec.europa.eu/education/policies/2010/doc/
rep_fut_obj_en.pdf
45
