EN 28
EN is not
offered in the formal system, it often takes place in non-formal contexts. However, the available data mostly refer to the formal education system
22
As demand for ELL continues to increase and languages move
higher up the political agenda, there is a need for comprehensive, sound quantitative and qualitative data to assess the current situation
and support institutional, pedagogical and preschool management choices for the future. A large amount of knowledge could be made available by encouraging dissemination and peer-learning activities and reviews. Reliable baseline data are also essential for the consistent measuring of policy outcomes and impacts and for effective planning for the future. Member States could benefit from a comparison of their ELL policies based on similar self-analysis templates and from advice on mapping and encouraging pre-service and in-service training.
Proven orientations for improving the knowledge base 18) Support and
encourage appropriate research, surveys and studies to obtain a comprehensive and comparable overview of the size and quality of ELL activities in all areas and encourage mapping of staff training. Eurydice,
Key Data on Teaching Languages at School in Europe, 2008, http://eacea.ec.europa.eu/education/eurydice/documents/key_data_series/095EN.pdf
