Philosophy of education in post-Soviet societies of Eastern Europe: Poland, Lithuania and Slovenia

Godoń, Rafał; Jucevičienė, Palmira; Kodelja, Zdenko

doi:10.1080/0305006042000284547

Cited by 22 publications

(7 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The education reform of eastern European countries in the 1950s is another example that represents the educational transplantation by an external force. After World War II, the eastern European countries were established the communist system began under the Soviet Union (Godoń, Jucevičienė, & Kodelja, 2004). The Soviet Union educational system was transplanted to the eastern European countries and exhibited new communist characteristics under the influence of the Soviet Union.…”

Section: The External Forcementioning

confidence: 99%

Origins and Effects of Education System Transplantation: A Literature Review

Yuewei¹

2021

WJER

View full text Add to dashboard Cite

This article reviews the literature on educational transplantation, which discussed three related issues: what is the definition of educational system transplantation, what are the typical models of educational system transplantation and what are the effects of educational system transplantation associated with exporting and receiving countries. The literature suggests that educational system transplantation expands the choices for education reforms and promotes the internal regime innovation for the receiving countries. Empirical cases reflect the educational system transplantation encountered the issues on cultural adaptability and compatibility among different education regimes and highly relied on the cultural context differences and suitable power operations.

show abstract

Section: The External Forcementioning

confidence: 99%

Origins and Effects of Education System Transplantation: A Literature Review

Yuewei¹

2021

WJER

View full text Add to dashboard Cite

show abstract

“…The teachers and university lecturers, as well as the challenges they faced in the light of Lithuania's educational reforms, were also in the research focus (Rutkienė & Ponomarenko, 2019). Lithuania has often been the subject of comparative studies, in particular the education system (Godoń et al, 2004), the impact of gender on educational attainments (Katus et al, 2007), as well as the representation of gender parity in higher education (Friedhoff et al, 2019), and cooperation with countries in the field of higher education (Ewert, 2012).…”

Section: ключові слова: вища освіта модернізація системи вищої освітmentioning

confidence: 99%

“…The careful control is exercised over the funds of the business sector investment in the higher education institutions. The Lithuanian universities regularly report on the use of funds to the organizations that have allocated financial resources for training specialists (Godoń, Jucevičienė & Kodelja, 2004).…”

Section: ключові слова: вища освіта модернізація системи вищої освітmentioning

confidence: 99%

Areas of the Modernization of the Lithuanian Higher Education System: A Case for Ukraine

Kholіavko

Medina

Goshylyk

2020

Порівняльно-Педагогічні Студії

View full text Add to dashboard Cite

The article presents the experience of the Republic of Lithuania in modernizing higher education. The method of document analysis was used, in particular, data from the European statistics, national statistics departments, and the State statistics service of Ukraine. The application of the method of generalization and comparison made it possible to compare the transformations of higher education systems in Lithuania and Ukraine. A number of problems typical for both countries that led to the introduction of a set of measures to improve the quality of educational services were found. They are the following: insufficient compliance with the requirements of employers, bureaucratization, mainly theoretical training, low competitiveness of graduates of higher education institutions in the labor market, slow introduction of modern information and communication technologies, outflow of young people to study in other countries of the European Union, and insufficient funding. The correlation between the introduction of effective mechanisms for monitoring higher education and the growth of the quality of educational services is demonstrated using the example of the Republic of Lithuania. It was found that the combination of two levels of monitoring-internal self-assessment and external expert quality assessment-gives the best result.

show abstract

“…Therefore, this article concentrates on students from the central European post-communistic countries, which share certain characteristics and educational approaches, especially Poland, Slovakia, Hungary and post-Soviet Union countries, including Russia (for discussion of communist education and commonalities of the systems, see Roberts 2001;Godoń, Jucevičienė and Kodelja 2004) with an accent placed on Poland, which is my home country.…”

Section: Introduction: Central and East European Countries (Cee)mentioning

confidence: 99%

A reflection on adaptability, achievement motivation and success of Central and Eastern European students in one English university

Jankowska

2011

Compare: A Journal of Comparative and International Education

View full text Add to dashboard Cite

This article reflects on and discusses Central and Eastern European (CEE) learners' adaptability and achievement in one English post-1992 university. There appears to be a scarcity of studies of values, beliefs, attitudes and needs as well as achievement (and factors contributing to it) between CEE and other learners. Since the expansion of the European Union, CEE students' presence in British higher education has become more pronounced. CEE learners are treated as home students (for the purpose of fees) and yet they come from a distinctively different socio-historical background and pedagogic tradition -tradition (as explained further in the article) that is, to a certain extent, common in CEE countries as a result of the sovietisation of education systems within post communistic countries of Central and Eastern Europe. In the British higher education sector there is a move in curriculum delivery towards more personalised learning, which underlines that effective teaching and learning starts with understanding the individual student. Therefore, it is important that universities with a high proportion of EU students attempt to understand where CEE students come from and what their aspirations might be. This article provides some insights into CEE learners' values, attitudes and motivations to learn and looks for possible reasons for their success.

show abstract

Philosophy of education in post-Soviet societies of Eastern Europe: Poland, Lithuania and Slovenia

Cited by 22 publications

References 4 publications

Origins and Effects of Education System Transplantation: A Literature Review

Origins and Effects of Education System Transplantation: A Literature Review

Areas of the Modernization of the Lithuanian Higher Education System: A Case for Ukraine

A reflection on adaptability, achievement motivation and success of Central and Eastern European students in one English university

Contact Info

Product

Resources

About