Abstract
For over a decade the OMC in E&T has created new roles for the European Commission, in particular the DG EAC (Daun, 2010; Souto Otero et al., 2008). The OMC process combines definition of common objectives, monitoring of progress, sharing and learning from effective practice, and development of consensus through stakeholder involvement (Council of the European Union, 2000). The OMC is expected to influence national policies and structures by identifying what works to address key policy challenges and advising countries on how to implement policies in that direction (Criado, 2009). In this context the European Commission becomes an agenda-setter as well as coordinator, facilitator, independent advisor, think-tank and knowledge-broker. These roles require a range of skill sets from staff involved, from diplomacy through research and evaluation, to communication and advocacy. They are demonstrated in several fields of expertise: from early childhood education to adult learning, including an array of transversal topics, and also across EU28 countries and beyond.1 The human resources available to contribute to these tasks were around 160 persons2 in March 2014, including managing staff (heads of units and sectors) but excluding staff in charge of managing funding programmes (such as the Lifelong Learning programme or Youth in Action), or purely administrative tasks.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
Similar content being viewed by others
References
Ball, S (2009) ‘Privatizing education, privatizing education policy, privatizing educational research: Network governance and the competition state’ Journal of Education Policy, 24(1), 83–100.
Council of the European Union (2000) ‘Presidency conclusions’ Lisbon European Council, 23 and 24 March 2000. http://consilium.europa.eu/ ueDocs/cms_Data/docs/pressData/en/ec/00100-r1.en0.htm
Council of the European Union (2009) ‘Council conclusions of 12 May 2009 on a strategic framework for European cooperation in education and training (’ET 2020’)’ Official Journal of the European Union, 2009/C 119/02, 28 May 2009.
Cort, P. (2010) ‘Stating the obvious: The European qualifications framework is not a neutral evidence-based policy tool’ European Educational Research Journal, 9(3), 304–316.
Criado, J. I. (2009) ‘Europeanization of eGovernment policy: Institutional mechanisms and implications for public sector innovation’ Information Polity, 14, 299–314.
Daun, H (2010) “The new model of governance in European education: In the context of globalization and EU-ification” Orbis Scholae, 4(2), 115–131.
EAEA (2006) Adult education trends and issues in Europe, European Commission.
Ecorys (2014) Preventing early school leaving in Europe: Lessons learned from second chance education, European Commission.
European Commission (2007) Communication from the Commission: A coherent framework of indicators and benchmarks for monitoring progress towards the Lisbon objectives in education and training, COM/2007/0061 final.
European Commission (2014) DG Education and Culture, Management Plan, 2014, European Commission, Brussels.
FiBS and DIE (2013) Financing the Adult Learning Sector, European Commission, Brussels.
GHK (2005) Study on access to education and training, basic skills and early school leavers, European Commission, Brussels.
Grimaldi, E and Serpieri, R (2013) ‘Privatising education policymaking in Italy: New governance and the reculturing of a welfarist education state’ Education Enquiry, 4(3), 443–472.
Hoskins, B. (2008) “The discourse of social justice within European education policy developments: The example of key competences and indicator development towards assuring the continuation of democracy” European Educational Research Journal, 7(3), 319–330.
Patton, M. Q. (2008) Utilization-focused evaluation 4th edition. Thousand Oaks, Ca: Sage Publications.
PPML (2014) Study on educational support for newly arrived migrant children, European Commission.
Souto Otero, M., Fleckenstein, T. and Dacombe, R. (2008) ‘Filling in the gaps: European governance, the open method of coordination and the European Commission’ Journal of Education Policy, 23(3), 231–249.
Souto Otero, M. and McCoshan, A. (2005) Study on access to education and framing, European Commission.
Editor information
Editors and Affiliations
Copyright information
© 2015 Daniela Uličná
About this chapter
Cite this chapter
Uličná, D. (2015). The Role of Private Companies in Supporting European Policy in the Field of Education and Training. In: Souto-Otero, M. (eds) Evaluating European Education Policy-Making. Palgrave Macmillan, London. https://doi.org/10.1057/9781137287984_6
Download citation
DOI: https://doi.org/10.1057/9781137287984_6
Publisher Name: Palgrave Macmillan, London
Print ISBN: 978-1-349-44989-7
Online ISBN: 978-1-137-28798-4
eBook Packages: Palgrave Education CollectionEducation (R0)