Challenges for Evidence-based Policy in European Education and Training

Abstract

Internationalisation and Europeanisation of education and training (E&T) refer to learning as new information which has to put into play with past experience at various levels. On the backdrop of Europe 2020, the European Commission (EC) and its Member States (MS) engage themselves in policy reflection jointly to face the common challenges and to evolve good policy approaches for E&T within the open method of coordination (OMC) framework (ET 2020). In June 2010 the Heads of State and Government adopted the post-Lisbon strategy towards Europe 2020 aiming at smart, sustainable and inclusive growth proposed by the EC (European Commission, 2010b). This policy framework requires a thorough analysis and grounded knowledge to support the policy makers in Member States and the Union. There is a need for better integration of the various constituencies and objectives in E&T allowing for shared deliberation and decision making processes. The adoption of the OMC and country reviews have led to reporting (of progress) procedures including indicators, benchmarks, scoreboards and peer learning (i. e. exchange of experience as good practices) among the MS. European benchmarks are used to drive cooperative policy exchange voluntarily betweenMS and theCommission and to monitor progress on the key policy issues. Such exchanges need strong evidence,