By E. Polyzoi
The cave in of communism and the adoption of parliamentary democracy resulted in quick and dramatic academic swap in nations previously below the regulate of the Soviet Union. Leaders of the affected nations said the necessity to enhance academic platforms throughout the rebuilding technique and embraced this change in a brief time period. This has supplied researchers with a special chance to enquire academic switch as a 'living laboratory'.In this e-book, 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 swap constructed by way of Michael Fullan for knowing large-scale academic reform* research of matters on the nationwide point the place the unique impetus for switch has occurredWith members from nations plagued by such alterations, this booklet presents an perception into the method of academic switch because of revolution instead of evolution.This e-book should be of serious curiosity to teachers and researchers of academic switch and people concerned with academic reform. it is going to additionally curiosity these taking a look at comparative schooling types and postgraduate scholars focussing their reports on problems with academic swap and reform.
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Extra info for Change Forces in Post-Communist Eastern Europe: Education in Transition
One of the earliest was the aforementioned Eureka group, part of the innovative school movement which provided seminars and training sessions for teachers in Russia and the former USSR since 1990. Several other organizations, such as the Centre for Cultural Policy and the new Association for Developmental Education were also active in providing educational training opportunities. These – as well as many other local and private entrepreneurs – organized workshops for teachers, to facilitate the sharing and exchange of ideas and to offer training in new pedagogical paradigms, alternative teaching techniques, and imported models of education (based primarily on Montessori and Waldorf philosophies).
46). This is precisely the type of relationship that is nurtured at Kovcheg School in Moscow. Access to information – minimal knowledge-sharing among regions and municipalities Fullan (2001) discusses ‘access to information’ in terms of teachers’ contact with innovative ideas, which is essential to the success of any change effort. In Russia, ‘access to information’ may also refer to data about the evolving education system, which government requires in order to monitor the effects of current policy and make informed decisions about future reform.
28 EDUCAT IONA L T R A NSFOR M AT ION I N RUS SI A ﬁscal responsibilities to regional educational authorities. , 2002), many of these programmes became victims of the economic crisis. g. , 2002). Knowledge-sharing, as it relates to innovative school programmes among regions and municipalities, is still limited – hindered by the rigidity of the current education system’s vertical administrative structure. In addition, although numerous international partnerships have developed between Western and Russian educational institutions, the impact of the West on the reforms taking shape in Russia remains unclear.