Common Legacy, Different Paths: The Transformation of Educational Systems in the Czech Republic, Slovakia, Hungary and Poland

Autor/inn/en	Herbst, Mikolaj; Wojciuk, Anna
Titel	Common Legacy, Different Paths: The Transformation of Educational Systems in the Czech Republic, Slovakia, Hungary and Poland
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 1, S.118-132 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2016.1153410
Schlagwörter	Educational Change; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Institutional Autonomy; Accountability; Educational Finance; Comparative Analysis; Counties; Outcomes of Education; Administrative Organization; Educational Administration; National Standards; Quality Control; Statistical Analysis; Academic Achievement; Czech Republic; Slovakia; Hungary; Poland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Institutionelle Autonomie; Verantwortung; Bildungsfonds; Lernleistung; Schulerfolg; Bildungsverwaltung; Schuladministration; Schulverwaltung; Qualitätskontrolle; Statistische Analyse; Schulleistung; Tschechische Republik; Slowakei; Ungarn; Polen
Abstract	The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01