Common legacy, different paths: the transformation of educational systems in the Czech Republic, Slovakia, Hungary and Poland

2016 ◽  
Vol 47 (1) ◽  
pp. 118-132 ◽  
Author(s):  
Mikołaj Herbst ◽  
Anna Wojciuk
Keyword(s):  
Czech Republic ◽  
Educational Systems ◽  
The Czech Republic

FOREIGN LANGUAGE COMPETENCE OF THE CITIZENS OF POLAND AND CZECH REPUBLIC WITHIN THE CONTEXT OF CURRENT ALL-EUROPEAN LINGUISTIC

2018 ◽  
Vol 3 ◽  
pp. 512-523
Author(s):  
Yevhen Gromov ◽  
Alla Kolomiiets ◽  
Natalia Lazarenko ◽  
Olesia Zhovnych ◽  
Liliia Biretska
Keyword(s):  
Czech Republic ◽  
Foreign Language ◽  
Educational Institutions ◽  
Educational Systems ◽  
Language Competence ◽  
The Czech Republic ◽  
The Past ◽  
The Social ◽  
High Level ◽  
Economic Nature

The comparative analysis of the foreign language competence among the citizens of Poland and Czech Republic has been accomplished. The received findings were compared with current observations of all-European linguistic tendencies. Having analysed various statistics the authors succeeded in assembling the social portrait of an average multilingual European. The authors have also considered the fact that over the past years the official percentage of multilingual citizens, both in Poland and the Czech Republic, has significantly decreased due to intensive emigration processes. In the authors’ opinion, this problem is mostly of the socio-economic nature and demonstrates rather not the weakness of educational systems, but the ability of educational institutions of both countries to prepare competitive specialists who are able (due to the high level of foreign language competence) to find decent job in the labour-market of the United Europe. It has also been stated that since the foreign language competence has become a professional and cultural prerequisite for creation of the unified globalized Europe, and multilingualism has become a part of the European identity, the future specialists’ foreign language training in Ukraine should be conducted precisely taking into account the prospects of European integration.

When PISA does not matter? The case of the Czech Republic and Germany

Human Affairs ◽  
2012 ◽  
Vol 22 (1) ◽  
Author(s):  
David Greger
Keyword(s):  
Czech Republic ◽  
International Student ◽  
Final Section ◽  
Student Assessment ◽  
Educational Systems ◽  
Policy Makers ◽  
The Czech Republic ◽  
International Student Assessment ◽  
Study Programme ◽  
Policy Measures

AbstractThe present paper gives an overview of the reflections of and reactions to publishing the results of the first wave of the OECD study Programme for International Student Assessment (PISA) in the Czech Republic and in Germany. The choice of these two countries enables us to document how the same results could be perceived very differently in diverse country contexts and could lead to a different reaction from policy-makers. In spite of large reforms and numerous policy measures being adopted in Germany in reaction to the PISA results, compared with no response from policy-makers in the Czech Republic, it is argued, that in both countries policy-makers failed to tackle the major problem of their educational systems—its selective nature. In the final section we discuss various mis(uses) of PISA and its supranational and global character influencing local policies.

The Comparative Historical Analysis of Education Systems in the Czech Republic and Kazakhstan (1990–2000)

2019 ◽  
Vol 11 (2) ◽  
pp. 24-46
Author(s):  
Jaroslav Vaculík
Keyword(s):  
Czech Republic ◽  
Historical Analysis ◽  
Educational Reforms ◽  
Practical Implementation ◽  
Educational Systems ◽  
Structural Factors ◽  
Education Systems ◽  
The Czech Republic ◽  
Executive Authority ◽  
Comparative Historical Analysis

The objective of the article is to examine patterns of similarities and differences across educational reforms in the Czech Republic and Kazakhstan in post-socialist context. The study conducted a comparative-historical analysis of the development of education systems in Kazakhstan and the Czech Republic in the 1990s when there was a transition of these countries from the socialist to the capitalist regime. The comparative historical analysis of the educational reforms of these two countries identified a number of similar patterns and considerable differences in the development of their education systems due to many contextual and structural factors and historical prerequisites. The comparative analysis demonstrated that both in the educational systems of the Czech Republic and Kazakhstan democratization, humanization and differentiation were taken as main principles of the reforms, but these processes developed in different levels and directions. As a result, it was stated that both the Czech Republic and Kazakhstan intended to democratize educational systems in the post-socialist context. While the Czech Republic tended to decentralize and diversify the school system, delegating the practical implementation of educational policies to various organizations and lobbying groups, however, Kazakhstan maintains a highly centralized system from top to bottom, which leaves little administrative, financial, managerial, executive authority for the low structures of the state apparatus and the public, which limits the system to strict planning and standards.

scholarly journals The History of the Development of Education in the Czech Republic and Kazakhstan (1990-1999): A Comparative Historical Analysis

2020 ◽  
Vol 131 (2) ◽  
pp. 22-35
Author(s):  
Y. Vatsulik ◽  
◽  
A.B. Satanov ◽  
Keyword(s):  
Czech Republic ◽  
Historical Analysis ◽  
Educational Reforms ◽  
Practical Implementation ◽  
Educational Systems ◽  
Structural Factors ◽  
Education Systems ◽  
The Czech Republic ◽  
Executive Authority ◽  
Comparative Historical Analysis

The objective of the article is to examine patterns of similarities and differences across educational reforms in the Czech Republic and Kazakhstan in post-socialist context. The study conducted a comparativehistorical analysis of the development of education systems in Kazakhstan and the Czech Republic in the 1990s when there was a transition of these countries from the socialist to the capitalist regime. The comparative historical analysis of the educational reforms of these two countries identified a number of similar patterns and considerable differences in the development of their education systems due to many contextual and structural factors and historical prerequisites. The comparative analysis demonstrated that both in the educational systems of the Czech Republic and Kazakhstan democratization, humanization and differentiation were taken as main principles of the reforms, but these processes developed in the different level and directions. As a result, it was stated that both the Czech Republic and Kazakhstan intended to democratize educational systems in post-socialist context. While the Czech Republic tended to decentralize and diversify the school system, delegating the practical implementation of educational policies to various organizations and lobbying groups, however, Kazakhstan maintains a highly centralized system from top to bottom, which leaves little administrative, financial, managerial, executive authority for the low structures of the state apparatus and the public, which limits the system to strict planning and standards.

scholarly journals Przełamywanie systemowej izolacji...: środkowosłowiańskie dydaktyki literatury i języków ojczystych

2020 ◽  
Vol 11 (315) ◽  
pp. 10-26
Author(s):  
Marek Pieniążek
Keyword(s):  
Czech Republic ◽  
Mother Tongue ◽  
National Curriculum ◽  
Educational Systems ◽  
Economic Community ◽  
The Czech Republic ◽  
Mother Tongue Education ◽  
History Of ◽  
The Common ◽  
National Languages

This paper focuses on policy of mother tongue education in Slavonic countries like the Czech Republic, Serbia, Slovakia and Poland. The presented article covers mainly issues concerning language policy in the context of teaching of national languages. The comparison shows that the common history of Slavs and socio-geographical factors don’t play important role in planning of the L1 Slavonic educational systems. The analysis reveals also the lack of interdependence between the Slavonic national curriculum. That is why the author proposes new direction in comparative studies to include the mother tongue education in the process of building the regional, cultural and economic community of the Slavs.

Social variation in size at birth and preterm delivery in the Czech Republic and Sweden, 1989-91

1998 ◽  
Vol 12 (1) ◽  
pp. 7-24 ◽  
Author(s):  
Koupilova ◽  
Vagero ◽  
Leon ◽  
Pikhart ◽  
Prikazsky ◽  
...  
Keyword(s):  
Czech Republic ◽  
Preterm Delivery ◽  
The Czech Republic ◽  
Social Variation ◽  
Size At Birth

On Geropsychology in the Czech Republic

GeroPsych ◽  
2012 ◽  
Vol 25 (3) ◽  
pp. 161-166
Author(s):  
Hana Stepankova ◽  
Eva Jarolimova ◽  
Eva Dragomirecka ◽  
Irena Sobotkova ◽  
Lenka Sulova ◽  
...  
Keyword(s):  
Czech Republic ◽  
Clinical Practice ◽  
Old Age ◽  
Cognitive Rehabilitation ◽  
The Czech Republic ◽  
Rehabilitation Research

This work provides an overview of psychology of aging and old age in the Czech Republic. Historical roots as well as recent activities are listed including clinical practice, cognitive rehabilitation, research, and the teaching of geropsychology.

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