Page 37 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Cooperation Perspectives. Ljubljana: Pedagoški inštitut.
P. 37
the emergence, importance and challenges of a cross-sectorial approach to esl
Cross-sectoral cooperation in addressing ESL should encompass hori-
zontal cooperation at different levels (from synergies between services or
ministries at a higher regional/national political level to multi-profession-
al work at the school level) as well as vertical cooperation between nation-
al, regional, local and school levels. Given the complexity of ESL, the ed-
ucation policy field should cooperate especially with employment, social,
youth, family, justice and health, with each field playing its own special
role to address ESL (e.g. a smooth transition from school to work, mitiga-
tion of social disadvantages, offering non-formal learning opportunities)
(Eurydice, 2014). In order to ensure the success of a cross-sectoral approach
to ESL, different forms of cooperation should complement and support
each other (Euryidice, 2014).
The European Commission (2013) has proposed various measures for
an effective cross-sectoral approach to ESL. In terms of governance (p. 13),
a national strategy is seen as “necessary to ensure a coherent, systemic and
coordinated approach, the exchange of good practice, and the efficient use
of resources”. Important elements of a sustainable and comprehensive strat-
egy include: a) a coordinating body (ministry responsible for education or
a separate agency with the aim to support and facilitate cooperation at the
national level, raise awareness and ensure long-term political commitment
regarding ESL); b) a progressive approach; c) local and regional adaptation;
d) awareness raising and training; e) sustainable funding; and f) monitor-
ing and evaluation.
Eurydice (2014) reports that cross-sectoral cooperation (areas, system-
atic approach, institutionalisation) vary between EU member states due to
their different cultural and political traditions, different political and insti-
tutional (vertical and horizontal) structures as well as traditional links and
methods of cooperation. Its monitoring and evaluation are still missing in
almost all EU member states, making it very difficult to assess its effective-
ness (also comparatively) and creating an obstacle to its further improve-
ment and development.
The challenges of cross-sectoral cooperation
Despite the potential of cross-sectoral cooperation to tackle contempo-
rary social problems and the arguments found in the literature and EU
policy documents presented above that it is necessary and desirable, vari-
ous challenges to its successful implementation are acknowledged in prac-
tice. Tosun and Lang (2013) explain that, based on the characteristics of
37
Cross-sectoral cooperation in addressing ESL should encompass hori-
zontal cooperation at different levels (from synergies between services or
ministries at a higher regional/national political level to multi-profession-
al work at the school level) as well as vertical cooperation between nation-
al, regional, local and school levels. Given the complexity of ESL, the ed-
ucation policy field should cooperate especially with employment, social,
youth, family, justice and health, with each field playing its own special
role to address ESL (e.g. a smooth transition from school to work, mitiga-
tion of social disadvantages, offering non-formal learning opportunities)
(Eurydice, 2014). In order to ensure the success of a cross-sectoral approach
to ESL, different forms of cooperation should complement and support
each other (Euryidice, 2014).
The European Commission (2013) has proposed various measures for
an effective cross-sectoral approach to ESL. In terms of governance (p. 13),
a national strategy is seen as “necessary to ensure a coherent, systemic and
coordinated approach, the exchange of good practice, and the efficient use
of resources”. Important elements of a sustainable and comprehensive strat-
egy include: a) a coordinating body (ministry responsible for education or
a separate agency with the aim to support and facilitate cooperation at the
national level, raise awareness and ensure long-term political commitment
regarding ESL); b) a progressive approach; c) local and regional adaptation;
d) awareness raising and training; e) sustainable funding; and f) monitor-
ing and evaluation.
Eurydice (2014) reports that cross-sectoral cooperation (areas, system-
atic approach, institutionalisation) vary between EU member states due to
their different cultural and political traditions, different political and insti-
tutional (vertical and horizontal) structures as well as traditional links and
methods of cooperation. Its monitoring and evaluation are still missing in
almost all EU member states, making it very difficult to assess its effective-
ness (also comparatively) and creating an obstacle to its further improve-
ment and development.
The challenges of cross-sectoral cooperation
Despite the potential of cross-sectoral cooperation to tackle contempo-
rary social problems and the arguments found in the literature and EU
policy documents presented above that it is necessary and desirable, vari-
ous challenges to its successful implementation are acknowledged in prac-
tice. Tosun and Lang (2013) explain that, based on the characteristics of
37
