Page 31 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 31
the emergence, importance and challenges of a cross-sectorial approach to esl
respond collaboratively and effectively to contemporary problems that are
so interconnected, complex and encompassing is a major challenge (Bryson,
Crosby, & Stone, 2015; Heath, 2007; Selsky & Parker, 2005). Authors (e.g.
Rayner & Howlett, 2009a; b) argue that effective solutions to these prob-
lems (including ESL) must be found by various public policy actors as well
as via coordination among the goals and instruments established at differ-
ent decision-making levels and in various policy areas.
Different forms and classifications of cross-sectoral cooperation are
recognised in the literature (e.g. Andrews & Entwistle, 2010) and promot-
ed in EU policy documents (e.g. Nico, 2014; 2016)1. The section on coop-
eration in the TITA scientific base is organised according to Edwards &
Downes’ (2013, pp. 36-37) classification that distinguishes three approach-
es (levels) of cooperation: individualised (in multi-professional teams); b)
ecological (local community initiatives); and c) policy (national policies).
This article concentrates on cooperation at the system (EU and national)
level. Research shows that the success and sustainability of cross-sector co-
operation at the local level and at the multi-professional team level depend
considerably on the appropriate national policy framework to promote in-
ter-sectoral synergies from policy development through to implementation
(Edwards & Downes, 2013; European Commission, 2013; Eurydice, 2014).
By considering the intensive promotion of cross-sectoral cooperation
as a promising approach to tackling multi-faceted social issues (such as
ESL) in EU policy documents (e.g. Council of the EU, 2011; 2015; European
Commission, 2006), the lack of its in-depth theoretical conceptualisation
(e.g. Bryson et al., 2006), the challenges of putting it into practice in re-
search and practice (e.g. Bourgeois, 2013; Berthet, & Bourgeois, 2014) and
its embryonic development level in the ESL area (e.g. Eurydice, 2014), this
article’s primary aim is to present the emergence, importance and chal-
lenges of multi-sectoral cooperation in addressing ESL. The article is struc-
tured as follows. After a brief introduction to the issue, the article first pro-
vides theoretical insights into cross-sectoral cooperation, its emergence,
definitions and rationale. Second, how cross-sectoral policies are defined
1 Classifications are made according to different criteria (e.g. hierarchical level (ver-
tical and horizontal cooperation between and within EU, national, regional, local,
school level); type of actor (state/organisation/individual, public/profit/non-gov-
ernmental); number of participating entities (dual/multiple); time dimension (de-
velopment/implementation/evaluation of public policy; ad hoc/contemporary/per-
manent); intensity (sharing information/merging authority); type of information
(voluntary/mandated)). In practice, very hybrid (non-ideal) forms of multi-profes-
sional collaboration exist.
31
respond collaboratively and effectively to contemporary problems that are
so interconnected, complex and encompassing is a major challenge (Bryson,
Crosby, & Stone, 2015; Heath, 2007; Selsky & Parker, 2005). Authors (e.g.
Rayner & Howlett, 2009a; b) argue that effective solutions to these prob-
lems (including ESL) must be found by various public policy actors as well
as via coordination among the goals and instruments established at differ-
ent decision-making levels and in various policy areas.
Different forms and classifications of cross-sectoral cooperation are
recognised in the literature (e.g. Andrews & Entwistle, 2010) and promot-
ed in EU policy documents (e.g. Nico, 2014; 2016)1. The section on coop-
eration in the TITA scientific base is organised according to Edwards &
Downes’ (2013, pp. 36-37) classification that distinguishes three approach-
es (levels) of cooperation: individualised (in multi-professional teams); b)
ecological (local community initiatives); and c) policy (national policies).
This article concentrates on cooperation at the system (EU and national)
level. Research shows that the success and sustainability of cross-sector co-
operation at the local level and at the multi-professional team level depend
considerably on the appropriate national policy framework to promote in-
ter-sectoral synergies from policy development through to implementation
(Edwards & Downes, 2013; European Commission, 2013; Eurydice, 2014).
By considering the intensive promotion of cross-sectoral cooperation
as a promising approach to tackling multi-faceted social issues (such as
ESL) in EU policy documents (e.g. Council of the EU, 2011; 2015; European
Commission, 2006), the lack of its in-depth theoretical conceptualisation
(e.g. Bryson et al., 2006), the challenges of putting it into practice in re-
search and practice (e.g. Bourgeois, 2013; Berthet, & Bourgeois, 2014) and
its embryonic development level in the ESL area (e.g. Eurydice, 2014), this
article’s primary aim is to present the emergence, importance and chal-
lenges of multi-sectoral cooperation in addressing ESL. The article is struc-
tured as follows. After a brief introduction to the issue, the article first pro-
vides theoretical insights into cross-sectoral cooperation, its emergence,
definitions and rationale. Second, how cross-sectoral policies are defined
1 Classifications are made according to different criteria (e.g. hierarchical level (ver-
tical and horizontal cooperation between and within EU, national, regional, local,
school level); type of actor (state/organisation/individual, public/profit/non-gov-
ernmental); number of participating entities (dual/multiple); time dimension (de-
velopment/implementation/evaluation of public policy; ad hoc/contemporary/per-
manent); intensity (sharing information/merging authority); type of information
(voluntary/mandated)). In practice, very hybrid (non-ideal) forms of multi-profes-
sional collaboration exist.
31
