Dimensions of centralization and decentralization in the rural educational landscape of post-socialist Czechia

Kučerová, Silvie; Dvořák, Dominik; Meyer, Petr; Bartůněk, Martin

doi:10.1016/j.jrurstud.2019.12.018

Cited by 20 publications

(20 citation statements)

References 34 publications

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“…At the same time, the experience of appealing to public opinion could contribute to the sectoral reforms of Ukraine's neighbors. In particular, Kučerová et al (2020) divided two significant periods of the Czech Republic's life into state socialism and post-socialist transformation (1990 until today). In terms of the example of educational sectoral reform, the authors studied the approval of decentralization processes in the post-socialist transformation period.…”

Section: Discussionmentioning

confidence: 99%

Peculiarities of Ukrainians’ Approval of Decentralization Reform

Dmytryshyn

Yakubiv

et al. 2021

Administrative Sciences

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Every countrywide reform can always have specific opponents and fans as the changes make people leave their comfort zone. As an example, we have chosen a Ukrainian decentralization reform. Although this local self-government reform can be considered the most successful in our country, the attitude of Ukrainians to the changes has not always been unambiguous. Using taxonomic analysis, the paper calculates the integrated indicator of public approval of decentralization reform in Ukraine based on sociological research for 2015–2020. We have described the features of conducting surveys in different periods and identified the reasons for the emergence of such an attitude to the reform. We have also calculated the weights of the impact of each primary indicator on the integrated indicator, which helped us identify the weaknesses and strengths of the reform in public opinion Furthermore, the analysis allowed us to reveal and substantiate a set of problems in implementing decentralization reform in Ukraine, and the causes and solutions were worked out for each problem. Finally, we have made a generalized algorithm for the application of the experience of public opinion analysis in planning and carrying out reforms.

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Section: Discussionmentioning

confidence: 99%

Peculiarities of Ukrainians’ Approval of Decentralization Reform

Dmytryshyn

Yakubiv

et al. 2021

Administrative Sciences

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“…Scandinavia), less profitable peripheral rural schools were threatened with closure (Kvalsund, 2009). In the other states -both in the geopolitical West and East -the trend of closing small elementary schools continued as a result of the 1970s "modernization" of educational systems and concentration of educational functions in larger settlement units (Kučerová, Dvořák, Meyer & Bartůněk, 2020;Meusburger, 2015;Ribchester & Edwards, 1998). However, the problems caused by operating public schools on market principles were most evident in urban space.…”

Section: Codifying the Geography Of Educationmentioning

confidence: 99%

“…Interestingly, although social inequalities that relate to spatial injustices in educational provision have been a key concern in the geo graphy of education elsewhere, in Eastern Europe these issues are mostly incorporated into sociology (Kovács, 2012;Nekorjak, Souralová & Vomastková, 2011). Nevertheless, the boundaries between disciplines are becoming more blurred as firstly the educational sciences (Trnková, Knotová & Chaloupková, 2010), and subsequently geography, have crossed traditional research boundaries to produce more complex interpretations of processes and mechanisms shaping the educational landscape (Kučerová, Dvořák, Meyer & Bartůněk, 2020).…”

Section: Dispersing Geographical Thoughtmentioning

confidence: 99%

The institutionalization of the geography of education: An international perspective

Kučerová

Holloway

Jahnke

2020

Journal of Pedagogy

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The geography of education is a young field of research. This article makes two innovative contributions to knowledge about the evolution of this body of work. First, it presents a three-fold history of the field, delineating distinct phases in its development. Second, it draws out both linkages across, and disparities between, geographies of education in different language traditions. The analysis includes longer established German-language, Francophone and Anglophone oeuvres, as well as more recent Eastern European and international research. In combination, this attention to the temporality and spatiality of geographical debate about education provides a unique introduction to the field.

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“…Centralization acts oppressively in the educational world (Andreou and Papakonstantinou, 1994) and in the school administration as they turn it into an executive body depriving it of creativity and removing the right to design the future of the school unit. Centralization does not take into account the social and economic conditions in the geographical area of the school (Kučerová et al, 2020). Centralization of education has been more widely used in previous decades mainly by countries characterized by low levels of human capital (Cappelli and Vasta, 2019).…”

Section: The Consequences Of Centralismmentioning

confidence: 99%

The Operational Framework of the Greek Educational System as an Obstacle to the Implementation of Sustainable School

Kougias¹,

Efstathopoulos²

2020

Front. Educ.

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The introduction of sustainability education into the educational reality in recent decades to raise student's awareness of environmental, social and cultural issues has gradually led to a change in the perception of school as an organization at all levels of its function. The traditional approach of school is receding and the concept of sustainable school is emerging, transforming school into a factor of change of attitudes and behaviors, into a major lever of transforming society toward sustainability, leading to the revision of leadership and organization views. In Greece, sustainable school is a utopian image in an ideal society. The efforts made are fragmented and incomplete, as the narrow legal framework which is determined by the state. A number of practices are strictly followed on issues that cover the whole spectrum of the educational process, such as the appointment of school principals, teacher placements, teaching instructions, funding and financial management of the school unit, limiting the margin of the school administration to achieve a sustainable use of the available resources in order to continuously develop and improve school as an educational organization. The Greek educational system, through the uniformity of laws in all its fields, inhibits the implementation of sustainable school by lifting cobblestones and obstacles that this article attempts to illuminate.

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Dimensions of centralization and decentralization in the rural educational landscape of post-socialist Czechia

Cited by 20 publications

References 34 publications

Peculiarities of Ukrainians’ Approval of Decentralization Reform

Peculiarities of Ukrainians’ Approval of Decentralization Reform

The institutionalization of the geography of education: An international perspective

The Operational Framework of the Greek Educational System as an Obstacle to the Implementation of Sustainable School

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