Council Conclusions of 20 December 1996 on school effectiveness: Principles and strategies to promote success at school
Date: 1996-12-20
Institutions: Council of the European Union
Subjects: backwardness at school, education, educational system, school results, teaching, teaching curriculum













EUR-Lex - 31997Y0110(01) - EN






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31997Y0110(01)

Council Conclusions of 20 December 1996 on school effectiveness: Principles and strategies to promote success at school  


Official Journal C 007 , 10/01/1997 P. 0001 - 0005 





COUNCIL CONCLUSIONS of 20 December 1996 on  school effectiveness: Principles and strategies to promote success at school (97/C 7/01) I. INTRODUCTION 1. Young people are one of the European Union's major assets. They must be assisted in every way to  reach their full potential as individuals and as full and active participants in society. They are  the agents of change, and will assume responsibility for the political, economic, social and  democratic development of Europe in the future. 2. The education and training of young people, therefore, is a factor of the utmost importance,  since it helps to enable them to fully develop their personalities and potential and participate  fully and play a full part in the development of European societies. As a result, failure at school  has very real personal and social consequences for the individual and society, and its impact  extends far beyond the boundaries of education and training. 3. Ministers for Education in the European Union have for some time recognized the existence of the  common problem of failure at school. In 1987, under the Belgian Presidency, the Council and  Ministers for Education meeting within the Council expressed their common concern 'at the failure  of a significant number of young people at school`. Two years later in 1989, in a resolution under  the French Presidency on combating school failure, Member States resolved to 'make every effort to  combat failure at school intensively`. Account should also be taken of the extensive work done in  this field by other international organizations in particular the OECD. 4. The EU Eurydice Unit Report entitled 'Measures to combat failure at school: A challenge for the  construction of Europe`, drawn up at the request of Ministers for Education during the Portuguese  Presidency, has made a valuable contribution to work in this area by defining the problem,  quantifying it in social and economic terms and highlighting appropriate preventative and remedial  strategies. Moreover, the problem of young people leaving the education system without adequate  qualifications and the question of the effectiveness of school systems have been considered  priority issues under Action 3.1 of the Socrates programme in 1995 and 1996. Future work in this  area should take account of existing research and, where necessary, further research could be  undertaken. 5. The concept of failure at school takes different forms in each Member State, and is therefore  difficult to define. However, it is generally accepted that failure at school involves some or all  of the following phenomena: not fulfilling potential, not making individual progress, leaving  school early and leaving school with no or inadequate certificates of qualification. In some  instances schools are not as effective as they might be and as a result they can contribute to lack  of success at school. All of these factors result in 'under-achievement at school` which is the  term used in the conclusions. THE COUNCIL OF THE EUROPEAN UNION, Having regard to these considerations as well as to: - the provisions of Articles 126 and 127 of the Treaty, - the principle of subsidiarity enunciated in Article 3b of the Treaty, and, - the need to comply with the financial perspectives set for the European Community, HEREBY ADOPTS THE FOLLOWING CONCLUSIONS: II. PRINCIPLES IN PROMOTING SUCCESS AT SCHOOL Education and training institutions are challenged to provide quality education for all so as to  seek to ensure that everyone can have the opportunity to pursue further studies, have a full and  rich working life, become an active citizen and develop fully as a person. To achieve this,  strategies promoting success at school could be based on the results of appropriate research and on  the following key principles: - measures in favour of those most needing support, - interventions or the creating of conditions in the context of a continuum which begins at  pre-school level and continues through to adulthood, - objectives and learning methodologies by which the diversity of interests, needs and abilities of  pupils are met, - making sure, through various measures, including assessing progress and setting objectives for  improving attainment, that all young people should benefit to the maximum extent possible from  education, - appropriate arrangements for the early identifiction of difficulties in literacy and numeracy  together with suitable teaching strategies to address these needs within school, - appropriate arrangements to ensure that transition from one level of schooling to the next, as  well as from school to further education, training and the world of work is facilitated, - a community-based response where appropriate, where school, community and other relevant agencies  are mutually responsive to all children and especially those from families needing support and  where their work is complementary, - a participatory model which enables pupils and parents to understand and enhance the learning  process, and, - ensuring that resources are used in a strategic, focused and cost-effective manner, so that all  pupils receive the support they need. III. A FRAMEWORK OF AREAS FOR FURTHER DEVELOPMENT Having regard to the foregoing principles, and while fully respecting the diversity of education  systems and the responsibility of the Member States for their content and organization, further  development in some, or all, of the following areas, could make a significant contribution to  promoting success at school: A. Pre-schooling/Early schooling B. In-school responses which would include: - a 'whole school` approach, - 'whole school` self-appraisal and inspection/evaluation/guidance, - further development of curricula and teaching/learning methodologies, - home/school/community links, including links with the world of work, - resourcing, - staff development and teacher education. C. Returning to learning D. Certification and accreditation of learning A framework of possibilities for further development in each of these areas is set out in the Annex  to these conclusions. The Council recognizes that the task of promoting success at school in the Member States, within  their own constitutional, organizational and policy framework, is of central importance and  requires ongoing attention. Accordingly, it calls on succeeding Presidencies, at their discretion,  to accord priority to giving the issues raised in paragraphs A to D of the Annex to these  conclusions more detailed consideration and, where appropriate, to present further draft  conclusions or other draft texts to the Council. Finally, the Council considers that methods and mechanisms for promoting success at school are  evolving over time and that these conclusions in no way preclude the examination of other issues in  this area which may arise in the future. ANNEX The Council recognizes that further development in some, or all, of the areas  identified in Part III of these conclusions forms a part of a strategy to promote success at  school. A framework of possibilities for further development in each such area is set out  hereunder: A. Pre-Schooling/Early schooling The positive influence of pre-school education on later educational development of all children is  well established by research findings. Pre-school education for all children especially for  children needing support is, therefore, of crucial importance to success at school. Such education  must of course strike a careful balance between socialization and learning objectives. A further  emerging aspect is the benefit of the direct participation of parents in the organization and  functioning of pre-school institutions. This participation should progress in a way which develops  parents' self-esteem, meets their personal development needs and empowers them to participate in  school life and encourage, assist and motivate them to help in their children's education. These  initiatives should be integrated with existing local community initiatives and continued support  for children at risk moving from pre-school to school. B. In-school responses Social factors, as well as factors within schools, may predispose pupils to low educational  achievement but there are many possibilities for schools and education systems to modify and  alleviate the effects of educational disadvantage. Some of these are: 1. A 'whole school` approach The following factors appear to have a crucial influence on school effectiveness: - the quality of instructional leadership of the principal or head teacher, complemented by the  efforts of all school staff, and, - the setting of ambitious learner-centred targets for all pupils complemented by suitable  programmes and learning approaches which cater for and challenge the full spectrum of the interests  and abilities of pupils. Central to the success of the 'whole school` approach is the school plan, objectives or mission  statement which is devised collaboratively by the principal or head teacher, with his colleagues,  parents, pupils and school management. Some key elements within the school plan, objectives or  mission statement, are: - strategies for motivating pupils and for building up their confidence and self-esteem, - pupil assessment including monitoring of literacy and numeracy skills, - curricular implementation and teaching/learning methodologies, - early identification and action to remedy learning difficulties as well as the monitoring of  school attendance with appropriate action where necessary, - strategies in relation to the use of new technologies, - strategies for improving parental and community involvement in schools, - appropriate cooperative links to ensure successful transition of pupils from one level of  education to the next and to further education and training and to the world of work as  appropriate, and, - extra curricular activities. 2. 'Whole school` self-appraisal and inspection/evaluation/guidance The collaborative engagement of staff and, where appropriate, pupils, in a process of  self-appraisal and continuous monitoring and review of school effectiveness means that teachers can  appraise their own professional input to school improvement, in addition to any  inspection/evaluation/guidance by educational authorities. Increasingly, education systems are attempting a wider approach to monitoring and reviewing the  work and organization of schools by adopting a more holistic approach to school evaluation,  guidance or inspection as appropriate. These developments help to improve the quality of education and should be promoted and encouraged.  In this context, there is scope for collaboration and cooperation in the development of value added  measurement mechanisms which are sensitive to varying school and pupil circumstances. 3. Further development of curricula and teaching/learning methodologies A learner-centred approach to education and training implies that programmes in all institutions  are relevant, both in terms of content and methodology, to students' social and cultural contexts.  Further developments in the following areas should be promoted and encouraged so as to seek to  maximize the success rate of pupils: - provision of opportunities within the curricular framework to suit the full spectrum of interest,  needs and abilities of pupils, - using a range of methods of teaching and learning, - strengthening technical, vocational and communications orientation, - encourage multi-skilling and acquisition of key qualifications including improving the teaching  and learning of languages, - providing, where necessary, for diversified forms of assessment which take account of the needs  of all students, and, - strenghtening the basic skills of literacy, numeracy and communications. 4. Home/school/community links A supportive home and community environment, especially for children needing support and for those  from foreign backgrounds is an important factor in promoting success at school, achieving high  retention rates and improving participation in higher education. Efforts to develop schemes for  links between home, school and the wider community, therefore, form a key element in any strategy  to promote success at school. They should, accordingly, be promoted and encouraged. Some of the  principal elements of such schemes are: - encouraging teachers and other staff to promote closer links with parents and local communities,  including the world of work, - action with parents in response to their identified needs and including their appropriate  involvement in the work of the school, - particular attention to the difficulties of transition between the different levels of school, - encouraging third-level colleges to develop links with schools in order to promote greater  participation at third level by students from groups that have traditionally been  under-represented, - fostering links between educational and training institutions and the world of work. 5. Resourcing In order to provide pupils with the support they require, it is important that resources are  targeted at schools in a strategic and cost-effective manner. This is particularly the case for  schools in which a significant number of pupils need support whether for family or other reasons. 6. Staff development and teacher education It is important to continue to develop well-planned and resourced in-career development programmes  for principal or head teachers, specialists, middle management and for full school staffs as part  of a process of whole school development. Such programmes could deal, inter alia, with team  development, self-evaluation and quality and effectiveness review, communication, partnership and  group work skills and the ability to adapt to curricular change, and different methods of  teaching. Where initial education and training for teachers does not include structured induction experience  it should be complemented by such experience as well as by appropriate access to suitable in-career  development opportunities throughout their professional careers. C. Returning to learning Despite an intensive concentration on preventive strategies to combat leaving school with no or  inadequate certificates of qualification, it is clear that there will continue to be a number of  young people who have left school with inadequate knowledge and skills. This group needs access and  special encouragement to take up further education and training opportunities. What is important is  not the institutional arrangements and structures which provide such services, but rather that they  are provided and that they operate, where possible, within national certification and  qualifications frameworks. There is need for increased attention to this area in order to help to  alleviate unemployment. D. Certification and accreditation of learning The importance of this matter is emphasized in the Council conclusions on a strategy for lifelong  learning. There is an increasing realization of the need to provide a ladder of opportunity which  can offer equitable alternative routes and re-entry points for those who either did not  successfully complete mainstream education or who are now in the workplace and need to enhance  their knowledge and skills. Increased part-time and distance learning options together with course  modularization and the need for certification and accreditation of prior learning and experiential  work-based learning are some of the issues which challenge certification and accreditation systems  to provide a new flexibility and variety in line with emerging needs. COUNCIL CONCLUSIONS of 20 December 1996 on  school effectiveness: Principles and strategies to promote success at school (97/C 7/01) I. INTRODUCTION 1. Young people are one of the European Union's major assets. They must be assisted in every way to  reach their full potential as individuals and as full and active participants in society. They are  the agents of change, and will assume responsibility for the political, economic, social and  democratic development of Europe in the future. 2. The education and training of young people, therefore, is a factor of the utmost importance,  since it helps to enable them to fully develop their personalities and potential and participate  fully and play a full part in the development of European societies. As a result, failure at school  has very real personal and social consequences for the individual and society, and its impact  extends far beyond the boundaries of education and training. 3. Ministers for Education in the European Union have for some time recognized the existence of the  common problem of failure at school. In 1987, under the Belgian Presidency, the Council and  Ministers for Education meeting within the Council expressed their common concern 'at the failure  of a significant number of young people at school`. Two years later in 1989, in a resolution under  the French Presidency on combating school failure, Member States resolved to 'make every effort to  combat failure at school intensively`. Account should also be taken of the extensive work done in  this field by other international organizations in particular the OECD. 4. The EU Eurydice Unit Report entitled 'Measures to combat failure at school: A challenge for the  construction of Europe`, drawn up at the request of Ministers for Education during the Portuguese  Presidency, has made a valuable contribution to work in this area by defining the problem,  quantifying it in social and economic terms and highlighting appropriate preventative and remedial  strategies. Moreover, the problem of young people leaving the education system without adequate  qualifications and the question of the effectiveness of school systems have been considered  priority issues under Action 3.1 of the Socrates programme in 1995 and 1996. Future work in this  area should take account of existing research and, where necessary, further research could be  undertaken. 5. The concept of failure at school takes different forms in each Member State, and is therefore  difficult to define. However, it is generally accepted that failure at school involves some or all  of the following phenomena: not fulfilling potential, not making individual progress, leaving  school early and leaving school with no or inadequate certificates of qualification. In some  instances schools are not as effective as they might be and as a result they can contribute to lack  of success at school. All of these factors result in 'under-achievement at school` which is the  term used in the conclusions. THE COUNCIL OF THE EUROPEAN UNION, Having regard to these considerations as well as to: - the provisions of Articles 126 and 127 of the Treaty, - the principle of subsidiarity enunciated in Article 3b of the Treaty, and, - the need to comply with the financial perspectives set for the European Community, HEREBY ADOPTS THE FOLLOWING CONCLUSIONS: II. PRINCIPLES IN PROMOTING SUCCESS AT SCHOOL Education and training institutions are challenged to provide quality education for all so as to  seek to ensure that everyone can have the opportunity to pursue further studies, have a full and  rich working life, become an active citizen and develop fully as a person. To achieve this,  strategies promoting success at school could be based on the results of appropriate research and on  the following key principles: - measures in favour of those most needing support, - interventions or the creating of conditions in the context of a continuum which begins at  pre-school level and continues through to adulthood, - objectives and learning methodologies by which the diversity of interests, needs and abilities of  pupils are met, - making sure, through various measures, including assessing progress and setting objectives for  improving attainment, that all young people should benefit to the maximum extent possible from  education, - appropriate arrangements for the early identifiction of difficulties in literacy and numeracy  together with suitable teaching strategies to address these needs within school, - appropriate arrangements to ensure that transition from one level of schooling to the next, as  well as from school to further education, training and the world of work is facilitated, - a community-based response where appropriate, where school, community and other relevant agencies  are mutually responsive to all children and especially those from families needing support and  where their work is complementary, - a participatory model which enables pupils and parents to understand and enhance the learning  process, and, - ensuring that resources are used in a strategic, focused and cost-effective manner, so that all  pupils receive the support they need. III. A FRAMEWORK OF AREAS FOR FURTHER DEVELOPMENT Having regard to the foregoing principles, and while fully respecting the diversity of education  systems and the responsibility of the Member States for their content and organization, further  development in some, or all, of the following areas, could make a significant contribution to  promoting success at school: A. Pre-schooling/Early schooling B. In-school responses which would include: - a 'whole school` approach, - 'whole school` self-appraisal and inspection/evaluation/guidance, - further development of curricula and teaching/learning methodologies, - home/school/community links, including links with the world of work, - resourcing, - staff development and teacher education. C. Returning to learning D. Certification and accreditation of learning A framework of possibilities for further development in each of these areas is set out in the Annex  to these conclusions. The Council recognizes that the task of promoting success at school in the Member States, within  their own constitutional, organizational and policy framework, is of central importance and  requires ongoing attention. Accordingly, it calls on succeeding Presidencies, at their discretion,  to accord priority to giving the issues raised in paragraphs A to D of the Annex to these  conclusions more detailed consideration and, where appropriate, to present further draft  conclusions or other draft texts to the Council. Finally, the Council considers that methods and mechanisms for promoting success at school are  evolving over time and that these conclusions in no way preclude the examination of other issues in  this area which may arise in the future. ANNEX The Council recognizes that further development in some, or all, of the areas  identified in Part III of these conclusions forms a part of a strategy to promote success at  school. A framework of possibilities for further development in each such area is set out  hereunder: A. Pre-Schooling/Early schooling The positive influence of pre-school education on later educational development of all children is  well established by research findings. Pre-school education for all children especially for  children needing support is, therefore, of crucial importance to success at school. Such education  must of course strike a careful balance between socialization and learning objectives. A further  emerging aspect is the benefit of the direct participation of parents in the organization and  functioning of pre-school institutions. This participation should progress in a way which develops  parents' self-esteem, meets their personal development needs and empowers them to participate in  school life and encourage, assist and motivate them to help in their children's education. These  initiatives should be integrated with existing local community initiatives and continued support  for children at risk moving from pre-school to school. B. In-school responses Social factors, as well as factors within schools, may predispose pupils to low educational  achievement but there are many possibilities for schools and education systems to modify and  alleviate the effects of educational disadvantage. Some of these are: 1. A 'whole school` approach The following factors appear to have a crucial influence on school effectiveness: - the quality of instructional leadership of the principal or head teacher, complemented by the  efforts of all school staff, and, - the setting of ambitious learner-centred targets for all pupils complemented by suitable  programmes and learning approaches which cater for and challenge the full spectrum of the interests  and abilities of pupils. Central to the success of the 'whole school` approach is the school plan, objectives or mission  statement which is devised collaboratively by the principal or head teacher, with his colleagues,  parents, pupils and school management. Some key elements within the school plan, objectives or  mission statement, are: - strategies for motivating pupils and for building up their confidence and self-esteem, - pupil assessment including monitoring of literacy and numeracy skills, - curricular implementation and teaching/learning methodologies, - early identification and action to remedy learning difficulties as well as the monitoring of  school attendance with appropriate action where necessary, - strategies in relation to the use of new technologies, - strategies for improving parental and community involvement in schools, - appropriate cooperative links to ensure successful transition of pupils from one level of  education to the next and to further education and training and to the world of work as  appropriate, and, - extra curricular activities. 2. 'Whole school` self-appraisal and inspection/evaluation/guidance The collaborative engagement of staff and, where appropriate, pupils, in a process of  self-appraisal and continuous monitoring and review of school effectiveness means that teachers can  appraise their own professional input to school improvement, in addition to any  inspection/evaluation/guidance by educational authorities. Increasingly, education systems are attempting a wider approach to monitoring and reviewing the  work and organization of schools by adopting a more holistic approach to school evaluation,  guidance or inspection as appropriate. These developments help to improve the quality of education and should be promoted and encouraged.  In this context, there is scope for collaboration and cooperation in the development of value added  measurement mechanisms which are sensitive to varying school and pupil circumstances. 3. Further development of curricula and teaching/learning methodologies A learner-centred approach to education and training implies that programmes in all institutions  are relevant, both in terms of content and methodology, to students' social and cultural contexts.  Further developments in the following areas should be promoted and encouraged so as to seek to  maximize the success rate of pupils: - provision of opportunities within the curricular framework to suit the full spectrum of interest,  needs and abilities of pupils, - using a range of methods of teaching and learning, - strengthening technical, vocational and communications orientation, - encourage multi-skilling and acquisition of key qualifications including improving the teaching  and learning of languages, - providing, where necessary, for diversified forms of assessment which take account of the needs  of all students, and, - strenghtening the basic skills of literacy, numeracy and communications. 4. Home/school/community links A supportive home and community environment, especially for children needing support and for those  from foreign backgrounds is an important factor in promoting success at school, achieving high  retention rates and improving participation in higher education. Efforts to develop schemes for  links between home, school and the wider community, therefore, form a key element in any strategy  to promote success at school. They should, accordingly, be promoted and encouraged. Some of the  principal elements of such schemes are: - encouraging teachers and other staff to promote closer links with parents and local communities,  including the world of work, - action with parents in response to their identified needs and including their appropriate  involvement in the work of the school, - particular attention to the difficulties of transition between the different levels of school, - encouraging third-level colleges to develop links with schools in order to promote greater  participation at third level by students from groups that have traditionally been  under-represented, - fostering links between educational and training institutions and the world of work. 5. Resourcing In order to provide pupils with the support they require, it is important that resources are  targeted at schools in a strategic and cost-effective manner. This is particularly the case for  schools in which a significant number of pupils need support whether for family or other reasons. 6. Staff development and teacher education It is important to continue to develop well-planned and resourced in-career development programmes  for principal or head teachers, specialists, middle management and for full school staffs as part  of a process of whole school development. Such programmes could deal, inter alia, with team  development, self-evaluation and quality and effectiveness review, communication, partnership and  group work skills and the ability to adapt to curricular change, and different methods of  teaching. Where initial education and training for teachers does not include structured induction experience  it should be complemented by such experience as well as by appropriate access to suitable in-career  development opportunities throughout their professional careers. C. Returning to learning Despite an intensive concentration on preventive strategies to combat leaving school with no or  inadequate certificates of qualification, it is clear that there will continue to be a number of  young people who have left school with inadequate knowledge and skills. This group needs access and  special encouragement to take up further education and training opportunities. What is important is  not the institutional arrangements and structures which provide such services, but rather that they  are provided and that they operate, where possible, within national certification and  qualifications frameworks. There is need for increased attention to this area in order to help to  alleviate unemployment. D. Certification and accreditation of learning The importance of this matter is emphasized in the Council conclusions on a strategy for lifelong  learning. There is an increasing realization of the need to provide a ladder of opportunity which  can offer equitable alternative routes and re-entry points for those who either did not  successfully complete mainstream education or who are now in the workplace and need to enhance  their knowledge and skills. Increased part-time and distance learning options together with course  modularization and the need for certification and accreditation of prior learning and experiential  work-based learning are some of the issues which challenge certification and accreditation systems  to provide a new flexibility and variety in line with emerging needs.