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BETWEEN RETROSPECT AND EXPECTATION: TRENDS AND DIMENSIONS OF EDUCATION IN EAST CENTRAL EUROPE

BETWEEN RETROSPECT AND EXPECTATION: TRENDS AND DIMENSIONS OF EDUCATION IN EAST CENTRAL EUROPE. By Wolfgang Mitter German Institute for International Educational Research (DIPF) Frankfurt am Main. Retrospect The Place of Education in Transformation Processes

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BETWEEN RETROSPECT AND EXPECTATION: TRENDS AND DIMENSIONS OF EDUCATION IN EAST CENTRAL EUROPE

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  1. BETWEEN RETROSPECT AND EXPECTATION: TRENDS AND DIMENSIONS OF EDUCATION IN EAST CENTRAL EUROPE By Wolfgang Mitter German Institute for International Educational Research (DIPF) Frankfurt am Main

  2. Retrospect • The Place of Education in Transformation Processes • Criteria of Educational Transformation • The Four-Level Pattern of Change • Concluding Remarks: Quo Vadis, East Central Europe?

  3. Anthony Pagden (2002): „Europeans are, I suspect, unusual in sharing in this way a sense that it might be possible to belong to something larger than the family, the tribe, the community, or the nation, yet smaller and more culturally specific than ‚humanity‘…“ Pagden, A. (2002). „Europe: Conceptualising a Continent“, pp. 33-54; In: Pagden, A. (ed.): The Idea of Europe. Cambridge: Cambridge University Press, pp. 33-54.

  4. Criteria of Educational Transformation • Decentralisation and Deregulation of Governance • Finance of Education, Tendencies of Privatisation • Structural Reforms • Curricular Reforms • Evaluations and Examinations

  5. Reorganising the Lower Secondary Level: Three Arrangements • Nine-year comprehensive schools for the majority of pupils in the Czech Republic, Hungary and Slovakia. • Separation from the five-year primary school and organisation in form of three-year gymnasiums as one of the main components of the school reform of 1998 in Poland. • Revival of the traditional ‚long‘ gymnasiums (not to be confused with the ‚new‘ gymnasiums in Poland) in form of eight-year or six-year institutions within the lower (and, consequently, upper) level of secondary education: ca. 30 p.c. in Slovakia, ca. 25 p.c. in Hungary, ca. 10 p.c. in the Czech Republic.

  6. The Four-Level Pattern of Change • National Level • European Level • Global Level • Level of Modernisation

  7. Piotr Sztompka (2004): „People craft themselves, rather than receiving themselves ready-made. Transnational, continental, or even global identities appear as new additional options, but do not necessarily eliminate other identities or orientations linked to regions, nation, ethics, religion, occupation, gender, sexual preferences, life styles, consumer communities, fashion-communities, leisure communities, etc. Multiple identities imply the enrichment of bonds, social networks and opportunities of experience and expression.“ Sztompka, P. (2004): „From East Europeans to Europeans: Shifting collective Identities and symbolic Boundaries in New Europe“, in European Review, 12, 4, pp. 394.

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