Page 21 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 21
team cooper ation to fight ear ly school leaving
networking, they provide a holistic solution which supports the develop-
ment of the whole person.
This monograph focused on cooperation perspectives of ESL consid-
ers cross-sectoral cooperation for dealing with ESL at the system (nation-
al) or local level and the level of multi-professional teams. In the first sub-
section, the emphasis is on the importance of the cross-sectorial approach
on the system level. The second subsection examines different forms and
benefits of school and local community collaboration. A review of existing
(good) practices in cooperation at the level of multi-professional teams as
well as a review of theoretical dispositions and empirical and practical in-
sights into team cooperation from the perspective of group processes and
relational expertise for effective multi-professional collaboration are given
in the third subsection.
Methodological aspects of the TITA scientific base
Reflecting the TITA project’s underlying rationale, its scientific base is
based on an interdisciplinary approach (policy analysis, theory of organ-
isations, pedagogy, andragogy, psychology, philosophy). By considering a
wide range of research evidence, it provides a holistic approach to ESL, its
understanding and targeting policies. The TITA scientific base was pre-
pared using the following sources and methods:
Theory and literature review
A thorough review of existing theoretical and empirical research on ESL,
multi-professional cooperation and training in order to provide compre-
hensive theoretical bases and a multidisciplinary background to develop
policy experiments and elaborate on its results. In that framework, scientif-
ic monographs and articles high in academic quality and based on sound
evidence are the main source of the reviews.
Review of primary sources (official documents)
A review of official sources that form the policy framework for address-
ing ESL at the levels of both the EU and the consortium countries (France,
Spain, Luxembourg, Switzerland). The chief source of the investigation
in this framework entails EU strategies, Council recommendations and
Commission communications, as well as national laws, strategies and oth-
er legislative documents.
21
networking, they provide a holistic solution which supports the develop-
ment of the whole person.
This monograph focused on cooperation perspectives of ESL consid-
ers cross-sectoral cooperation for dealing with ESL at the system (nation-
al) or local level and the level of multi-professional teams. In the first sub-
section, the emphasis is on the importance of the cross-sectorial approach
on the system level. The second subsection examines different forms and
benefits of school and local community collaboration. A review of existing
(good) practices in cooperation at the level of multi-professional teams as
well as a review of theoretical dispositions and empirical and practical in-
sights into team cooperation from the perspective of group processes and
relational expertise for effective multi-professional collaboration are given
in the third subsection.
Methodological aspects of the TITA scientific base
Reflecting the TITA project’s underlying rationale, its scientific base is
based on an interdisciplinary approach (policy analysis, theory of organ-
isations, pedagogy, andragogy, psychology, philosophy). By considering a
wide range of research evidence, it provides a holistic approach to ESL, its
understanding and targeting policies. The TITA scientific base was pre-
pared using the following sources and methods:
Theory and literature review
A thorough review of existing theoretical and empirical research on ESL,
multi-professional cooperation and training in order to provide compre-
hensive theoretical bases and a multidisciplinary background to develop
policy experiments and elaborate on its results. In that framework, scientif-
ic monographs and articles high in academic quality and based on sound
evidence are the main source of the reviews.
Review of primary sources (official documents)
A review of official sources that form the policy framework for address-
ing ESL at the levels of both the EU and the consortium countries (France,
Spain, Luxembourg, Switzerland). The chief source of the investigation
in this framework entails EU strategies, Council recommendations and
Commission communications, as well as national laws, strategies and oth-
er legislative documents.
21
