scholarly journals Language as an Element of Identity: Language of National Minorities in the Educational Systems of Belarus, the Czech Republic, Poland, and Ukraine

2020 ◽  
Vol 130 (4) ◽  
pp. 43-59
Author(s):  
Barbara Grabowska ◽  
◽  
Łukasz Kwadrans ◽  
Keyword(s):  
Czech Republic ◽  
Educational Systems ◽  
The Czech Republic ◽  
National Minorities

Immigration and Multicultural Citizenship in Europe: Insights from the Framework Convention for the Protection of National Minorities

2021 ◽  
pp. 1-31
Author(s):  
Timothy Jacob-Owens
Keyword(s):  
Czech Republic ◽  
Minority Rights ◽  
Cultural Groups ◽  
The Czech Republic ◽  
Conventional View ◽  
The United Kingdom ◽  
National Minorities ◽  
Central Pillar ◽  
Multicultural Citizenship ◽  
Scope Of Protection

Abstract Multicultural citizenship, a set of group-differentiated rights for minority cultural groups, is now a common feature of most domestic legal systems in Europe. The conventional view, widely reflected in practice, suggests that ‘strong’ rights of this sort should be restricted to so-called ‘historical’ minorities. However, the increasingly long-standing presence of distinct cultural groups of immigrant origin raises the question of whether, and to what extent, the latter should also be granted stronger forms of multicultural citizenship. This article addresses this question by reference to the Council of Europe’s Framework Convention for the Protection of National Minorities, a central pillar of the international minority rights regime in Europe. The article analyses the application of the treaty to immigrant-origin groups in the Czech Republic and the United Kingdom, showing that the scope of protection afforded to such groups is stronger than previously assumed, though less far-reaching as compared to their ‘historical’ counterparts.

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.

Museums and Their International Audiences

2017 ◽  
Vol 55 (2) ◽  
pp. 42-44
Author(s):  
Pavla Mikešová
Keyword(s):  
Czech Republic ◽  
Skills Training ◽  
National Museum ◽  
The Czech Republic ◽  
Non Profit ◽  
Intercultural Skills ◽  
National Minorities ◽  
History Of ◽  
Museum Staff

Abstract The National Museum, the Centre for Presenting Cultural Heritage in cooperation with the Náprstek Museum of Asian, African and American Cultures, held on the 24th and the 25th October 2017 a specialised seminar entitled “Museums and Their International Audiences” focusing on the work of the museum staff with foreigners who are living in the Czech Republic and foreign visitors. The seminar presented innovative projects from the environments of museums and galleries that present the culture and the history of foreigners and national minorities who are living in the Czech Republic, it dealt with the role of museums in the field of integration of foreigners and with possibilities of cooperation with the non-profit sector in this area. On the second day of the seminar a specific intercultural skills training was held.

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.

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