Educational policies in Central and Eastern Europe: legacies of state socialism, modernization aspirations and challenges of semi-peripheral contexts

Gawlicz, Katarzyna; Starnawski, Marcin

doi:10.1177/1478210318777415

Cited by 16 publications

(6 citation statements)

References 19 publications

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“…Expanding the analysis to, for example, Central Eastern Europe would allow us to study how educational policies of PRRPs are influenced by (a recent history of) state-initiated indoctrination within this sector (Gawlicz and Starnawski 2018) and governments led by PRRPs. Expanding beyond Europe might be helpful to disentangle the effects of the different ideological features such as populism and nativism on education policies.…”

Section: Discussionmentioning

confidence: 99%

We don’t need no education? Education policies of Western European populist radical right parties

Berg

Jungblut

Jupskås

2023

West European Politics

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Populist radical right parties (PRRPs) have become more mainstream, increasing their relevance in European politics. While a lot is already known about them, there are still gaps in our knowledge. This paper addresses one such gap by studying Western European PRRPs' positions on education policy. It focuses on the salience of education in election manifestos, substantive positions that parties hold, and in how far these positions reflect their core ideology. Constructing a novel framework based on core ideologies and three dimensions of education policies, including an often-neglected content dimension, the paper presents results from a qualitative content analysis of 15 manifestos. The results show that education policy is relevant for PRRPs, albeit to varying degrees, and that their policies are informed by their core ideologies. The findings have important implications for understanding education policy dynamics in liberal democracies as PRRPs fundamentally challenge normative foundations of Western European education systems.

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Section: Discussionmentioning

confidence: 99%

We don’t need no education? Education policies of Western European populist radical right parties

Berg

Jungblut

Jupskås

2023

West European Politics

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“…The Polish educational system witnessed two large-scale reforms in the last two decades [17] (see [18] for a comparative discussion of educational reforms in Central and Eastern Europe) and two other, less-pronounced reforms: curriculum and evaluation reform in 2007, and early education reform introduced in 2014 [19]. The first of the large-scale reforms, conducted in 1999, shortened primary education from eight to six grades and introduced a new type of school: a 3-year middle (or lower-secondary) school.…”

Section: The Polish Educational Systemmentioning

confidence: 99%

Who Supports Polish Educational Reforms? Exploring Actors’ and Observers’ Attitudes

Karwowski

Milerski

2021

Education Sciences

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This investigation is based on eight extensive empirical studies (total N = 12,294) supplemented by automated analysis of online data, to examine attitudes toward educational reforms introduced in Poland in 2017. We explore the attitudes within groups categorized as actors (people directly affected by the reform, namely students and parents) and observers (the general population). The Attitudes Toward Educational Reform Scale (ATERS) was developed and validated. ATERS psychometric properties were examined using item response theory and confirmatory factor analyses, while the differences between groups were summarized meta-analytically. Consistently with expectations, we observed that the overall attitude toward the reform was negative, and the strength of this negative attitude increased along with being more directly affected by the changes introduced by it. While the general population held a relatively neutral attitude toward the reform, the attitude was clearly negative among parents and students. We discuss reasons and consequences of these findings.

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“…The relevance of considering the issue of development of educational systems is argued by the topics of scientific works, dedicated to the consideration of the destructive impact of the global pandemic on the world's education systems (Martinez, 2020); realities and prospects for further development of education systems worldwide (Hansen, Young, 2019), the impact of strategic educational management on the development of educational systems as a holistic complex (Waslander, Hooge, Theisens, Cissy, 2018); social and professional designing of the further development of the educational system taking into account the demands of modern vocational education (Szerletics, Rodak, 2017;Dudka, Gurzhii, Kartashova, Sorochan, Spitsyna, 2020); level of development of the educational system in different countries (Mineo, 2020;Ralhan, 2020;Rodberg, 2019;Sonnemann, 2019;Rehmat, 2020;Osmond-Johnson, Campbell , 2018;Ustun, Eryilmaz, 2018); efficiency of the impact of Eastern European membership in the EU on educational systems in general (Bergbauer, 2019); modernization aspirations of modern educational policies in Central and Eastern Europe (Gawlicz, Starnawski, 2018); the level of development of higher education in Western and Eastern Europe on a comparative basis (Mysíková, Večerník, 2019;Kvitka et al, 2019); interdependence of productivity of development of educational system and the quality of teaching of English (Griffith, 2019;Bodnar, Mirkovich, Koval, 2019); the level of coherence of higher education indicators in Central and Eastern Europe (Panić, Lozanov-Crvenković, 2019;Guglielmi, 2019).…”

Section: Literature Reviewmentioning

confidence: 99%

Educational systems of Eastern European countries as a subject of international comparative research

Дудка

Chumak

Lytvynenko

et al. 2020

revtee

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The article analyzes the level of development of educational systems in Eastern European countries by using empirical data from international comparative studies. The tools of comparative analysis are used to group the studied publications, which directly or indirectly consider an educational system at the level of different countries and regions of the world. The newest western approaches to the issue of educational systems are represented. The unsurpassed value of multi-object international comparative research in the study of educational systems of the world enabling the analysis of the phenomenon at the interdisciplinary level is emphasized. The author's definition of “international comparative research” is formulated based on modern scientific studies, which is interpreted as a special type of research, which purpose is to conduct multilevel analysis to compare macro-objects, based on subjective empirical data. Emphasis is done on the lack of a unified terminological apparatus of the studied issue in modern science, which indicates the availability of the following definitive plurality: “comparative studies”, “international issues”, “cross-cultural studies”, and “international comparative studies”. The analysis of the level of development of educational systems of Eastern European countries is based on a comparison of official statistical materials of the World Bank. The processed statistical materials are correlated with the results of descriptive statistics during the testing of statistical hypotheses. Subject analysis of educational systems in Eastern Europe is based on a comparison of empirical data on three criteria – international educational projects, the highest educational results (“S.A.B.E.R”), and the amount of external funding for the educational branch.

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Educational policies in Central and Eastern Europe: legacies of state socialism, modernization aspirations and challenges of semi-peripheral contexts

Cited by 16 publications

References 19 publications

We don’t need no education? Education policies of Western European populist radical right parties

We don’t need no education? Education policies of Western European populist radical right parties

Who Supports Polish Educational Reforms? Exploring Actors’ and Observers’ Attitudes

Educational systems of Eastern European countries as a subject of international comparative research

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