Page 32 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 32
the main EU policy documents on ESL and education in general is pre-
sented. Third, the article elaborates theoretically and empirically exposed
challenges and certain guidelines for successful cross-sectoral cooperation
(in addressing ESL). The conclusion summarises the key findings.
Methodology
To address the article’s aims, the following methods are employed: (a) an
analysis of relevant literature and secondary sources. Within this frame-
work, we conducted a literature search of the scientific EBSCOhost, Web of
Science and Google Scholar online research databases where the main key
words for searching the relevant scientific literature were: early school leav-
ing, cross-sectoral cooperation/coordination/integration; and (b) an anal-
ysis of formal documents and legal sources at the EU and national levels
(EU official documents in the area of educational policy, non-official doc-
uments, press releases), and an analysis of the national policy documents
(e.g. legislation, strategies, reports) in EU member states.
Theoretical insights into cross-sectoral cooperation
Approaches
Cross-sectoral collaboration is an inherently interdisciplinary phenome-
non and multiple theories (e.g. network theory, resource dependence the-
ory, corporate social performance theory, institutional economics theory,
strategic management theory, social ecology theory, microeconomics theo-
ry, institutional theory, negotiated order theory, political theory) from var-
ious scientific disciplines (e.g. organisation studies, public administration,
leadership, strategic management, conflict management, collective action,
policy studies) provide relevant and alternative insights into its functioning
(Bryson et al., 2015; Wood & Gray, 1991).
Although the term cross-sectoral cooperation dominates the litera-
ture, many other terms are also used to explain the same, similar or quite
different forms of cooperation. At the policy level, namely the focus of
this article, Tosun & Lang (2013) distinguish between: a) government-cen-
tred approaches, which pay particular attention to institutional arrange-
ments (holistic government, joined-up-government, policy coherence,
whole-of-government, comprehensive planning); and b) governance-cen-
tred approaches, with a bigger emphasis on the interactions of different sec-
toral actors (horizontal governance, policy integration, boundary-spanning
32
sented. Third, the article elaborates theoretically and empirically exposed
challenges and certain guidelines for successful cross-sectoral cooperation
(in addressing ESL). The conclusion summarises the key findings.
Methodology
To address the article’s aims, the following methods are employed: (a) an
analysis of relevant literature and secondary sources. Within this frame-
work, we conducted a literature search of the scientific EBSCOhost, Web of
Science and Google Scholar online research databases where the main key
words for searching the relevant scientific literature were: early school leav-
ing, cross-sectoral cooperation/coordination/integration; and (b) an anal-
ysis of formal documents and legal sources at the EU and national levels
(EU official documents in the area of educational policy, non-official doc-
uments, press releases), and an analysis of the national policy documents
(e.g. legislation, strategies, reports) in EU member states.
Theoretical insights into cross-sectoral cooperation
Approaches
Cross-sectoral collaboration is an inherently interdisciplinary phenome-
non and multiple theories (e.g. network theory, resource dependence the-
ory, corporate social performance theory, institutional economics theory,
strategic management theory, social ecology theory, microeconomics theo-
ry, institutional theory, negotiated order theory, political theory) from var-
ious scientific disciplines (e.g. organisation studies, public administration,
leadership, strategic management, conflict management, collective action,
policy studies) provide relevant and alternative insights into its functioning
(Bryson et al., 2015; Wood & Gray, 1991).
Although the term cross-sectoral cooperation dominates the litera-
ture, many other terms are also used to explain the same, similar or quite
different forms of cooperation. At the policy level, namely the focus of
this article, Tosun & Lang (2013) distinguish between: a) government-cen-
tred approaches, which pay particular attention to institutional arrange-
ments (holistic government, joined-up-government, policy coherence,
whole-of-government, comprehensive planning); and b) governance-cen-
tred approaches, with a bigger emphasis on the interactions of different sec-
toral actors (horizontal governance, policy integration, boundary-spanning
32
