Pulling the Strings: Party Group Coordinators in the European Parliament

Since its post-Lisbon increase in (legislative and non-legislative) powers, the European Parliament (EP) is more relevant than ever in the geographically diversified multilevel system of the EU. Party group coordinators occupy a crucial position in collective decision-making within the EP. However, knowledge about these pivotal actors is absent. This raises the question as to who these party group coordinators are, what they do, and what indeed makes a good coordinator. A new data set shows that in 2012, more than one-fifth of coordinators of the three largest and most influential groups are German, with British and Spanish coordinators ranking a distant second before Romanians. Among coordinators from NMS, only one-eighth were newcomers.

Special Education and the Risk of Becoming Less Educated in Germany and the United States. CES Germany & Europe Working Papers, No. 05.1, 13 December, 2004

Over the twentieth century, a growing group of students has been transferred into considerably expanded special education systems. These programs serve children with diagnosed impairments and disabilities and students with a variety of learning difficulties. Children and youth “with special educational needs” constitute a heterogeneous group with social, ethnic, linguistic, and physical disadvantages. An increasingly large percentage of those students at risk of leaving school without credentials participate in special education, a highly legitimated low status (and stigmatizing) school form. While most countries commit themselves to school integration or inclusive education to replace segregated schools and separate classes, cross-national and regional comparisons of special education’s diverse student bodies show considerable disparities in their (1) rates of classification, (2) provided learning opportunities, and (3) educational attainments. Analyzing special education demographics and organizational structures indicates which children and youth are most likely to grow up less educated and how educational systems distribute educational success and failure. Findings from a German-American comparison show that which students bear the greatest risk of becoming less educated depends largely on definitions of “special educational needs” and the institutionalization of special education systems.