By E. Polyzoi
The cave in of communism and the adoption of parliamentary democracy resulted in speedy and dramatic academic switch in international locations previously below the regulate of the Soviet Union. Leaders of the affected nations said the necessity to improve academic structures throughout the rebuilding procedure and embraced this modification in a brief time period. This has supplied researchers with a distinct chance to enquire academic swap as a 'living laboratory'.In this ebook, the authors discover the advanced nature of switch in 5 former communist international locations: Russia, the Czech Republic, Hungary, Romania and East Germany. The authors consider:* academic switch as a technique instead of as a occasion* A comparability of such adjustments opposed to a version for tutorial switch constructed by means of Michael Fullan for knowing large-scale academic reform* research of concerns on the nationwide point the place the unique impetus for swap has occurredWith members from international locations plagued by such alterations, this ebook offers an perception into the method of academic switch because of revolution instead of evolution.This booklet can be of significant curiosity to lecturers and researchers of academic switch and people concerned with academic reform. it's going to additionally curiosity these comparative schooling types and postgraduate scholars focussing their reports on problems with academic switch and reform.
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Additional resources for Change Forces in Post-Communist Eastern Europe: Education in Transition
As Bîrzea (1994) notes in his analysis of the transition of post-Soviet nations from a totalitarian to an open and democratic system, one of the easiest ways to ﬁll the vacuum not yet ﬁlled by new self-regulating mechanisms is to look to the past, to seek out old securities in the face of an uncertain future. However, as Anweiler (1992) cautions, ‘The emerging new systems of education in the postcommunist societies cannot simply start their reconstruction at the status-quo ante, before the communist regime came to power.
Paradoxically, a policy originally designed to promote educational equity through increased choice and regional differentiation helped to create its opposite (OECD, 1998, p. 79). In Russia, decentralization was initiated, but local capacity was not sufﬁciently developed to take advantage of the new government’s proposal. e. gymnasia and lycées)11 and those which have entered into partnerships with foreign schools and professional associations (OECD, 1998, p. 54). Currently, many of these schools are directed either by members of Dneprov’s original reform group or by independent innovative thinkers.
Educational consultants/ entrepreneurs were anxious about the lack of federal and regional support for truly new educational approaches and fearful of a return to a centralized system. Central bureaucrats were infuriated by the increasing educational autonomy of the regions, and apprehensive about the potential impact that regional diversity might have on higher education (Kerr, 1998). Initially, the Commission responsible for drafting the new reform proposal expressed a desire to reafﬁrm 17 E L E O U S SA P O LY Z O I A N D E D UA R D D N E P ROV the principles articulated in the original work of the VNIK-SHKOLA under Dneprov’s leadership.