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Peter Scott 《Higher Education in Europe》2002,27(1-2):137-152
Attempting to generalize about the reform of higher education in Central and Eastern Europe since the end of communism is made complicated by the difficulty in identifying clear terms of reference and points of comparison. The area and the higher education systems concerned are far from being homogeneous, for the homogeneity imposed by communism and Soviet domination did not last. When comparing Central and Eastern European higher education systems with those of the West, one is confronted with Western higher education systems that are quite heterogeneous and themselves also going through change. The routes to transition in higher education in Central and Eastern Europe are as diverse as the given systems and countries. The two standard categorizations of Central and Eastern European higher education, exceptionalism and underdevelopment, are inaccurate. Rather, Central and Eastern European higher education should be viewed as fitting into a wider effort to reorient the whole of European higher education towards the knowledge society. In this venture, Central and Eastern European higher education may possess some advantages that are not as prevalent further West. 相似文献
3.
Sonja Steier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(6):553-573
THE WAY TO EUROPE: EDUCATION REFORM IN CENTRAL AND EASTERN EUROPE – Since embarking for the European Union in 1989, the countries of Central and Eastern Europe have been reorganising and restructuring their educational systems. In doing so, they have not only departed from the Soviet-style education model, but also recognised that education constitutes a key issue in competition. Despite some economic problems, the education reforms in these countries have been regarded as part of a major effort at integrating themselves into the European sphere of knowledge. Many of the efforts and measures in education policy envisaged and carried out since the systemic change occurred have led not only to revitalizing national educational heritages, but also to the independent adoption of other European and international trends and topics in educational discourse. Thereby, these states have proved to be considerably more innovative and flexible than the “older” members of the EU. The prospect of being taken up into the EU has probably helped accelerate the entire process. The present study focuses on some key overarching developments in the educational landscape of states in Central and Eastern Europe, even as it is apparent that these are proceeding along different paths at different speeds. 相似文献
4.
Sonja Steier 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,3(2):553-573
THE WAY TO EUROPE: EDUCATION REFORM IN CENTRAL AND EASTERN EUROPE – Since embarking for the European Union in 1989, the countries
of Central and Eastern Europe have been reorganising and restructuring their educational systems. In doing so, they have not
only departed from the Soviet-style education model, but also recognised that education constitutes a key issue in competition.
Despite some economic problems, the education reforms in these countries have been regarded as part of a major effort at integrating
themselves into the European sphere of knowledge. Many of the efforts and measures in education policy envisaged and carried
out since the systemic change occurred have led not only to revitalizing national educational heritages, but also to the independent
adoption of other European and international trends and topics in educational discourse. Thereby, these states have proved
to be considerably more innovative and flexible than the “older” members of the EU. The prospect of being taken up into the
EU has probably helped accelerate the entire process. The present study focuses on some key overarching developments in the
educational landscape of states in Central and Eastern Europe, even as it is apparent that these are proceeding along different
paths at different speeds. 相似文献
5.
贺蕊玲 《聊城师范学院学报》2010,(4):29-34
在中东欧国家的“共产主义后继党”中,除捷摩共未执过政外,其它均作为各自国内左翼力量的主体,与其他政治势力轮流执政,在有的国家实现了两度执政或连续执政。“共产主义后继党”已成为中东欧各国主流政治生活的有机部分,对中东欧各国政治、经济和社会的转型与发展产生了重要影响。 相似文献
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Maja Jankowska 《Compare》2011,41(6):801-818
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. 相似文献
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20世纪80年代末,在前苏东大地上,政治转型拉开了私立高等教育兴起的序幕。本文选取了五个具有代表意义的国家——俄罗斯、匈牙利、波兰、捷克、罗马尼亚,对前苏东国家的私立高等教育作一概述。不平衡发展是前苏东国家私立高等教育的显著特点,但在科类结构、层次结构、地区结构以及师资结构上,后起的私立高等教育大同小异。就发展前景而言,前苏东国家私立高等教育都面临着来自公立高等教育的挤压和人口减少的危机,而政府决策是制约私立高等教育发展的另一个重要因素。 相似文献
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Mariá Hrabinská 《Higher Education in Europe》2000,25(3):387-394
This article discusses the pros and cons of transnational higher education offerings from the vantage point of a small Central European country, the Slovak Republic, and with special reference to franchising. Transnational higher education offerings are definitely needed, not only in the Slovak Republic, but in the other countries of Central and Eastern Europe as well, existing national higher education systems and institutions not being sufficiently developed to cope with increasing enrolment pressures. But there need to be adequate safeguards against fraudulent offerings, debased standards, and other such problems. The implantation of two franchised campuses of City University, Bellevue, Washington (USA) is cited as a very positive example of a foreign higher education institution that has been able to successfully integrate itself into the fabric of Slovak higher education by faithfully complying with all Slovak higher education regulations and offering high-quality course programmes. 相似文献
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论欧洲法院与成员国法院的关系及其发展 总被引：3，自引：0，他引：3
曾令良 《广西师范大学学报(哲学社会科学版)》2003,39(3):7-12
初步裁决权是欧洲法院诸项管辖权中最具有特色和最重要的一种。欧洲法院通过行使初步裁决权，先后确立了欧盟法的直接效力和欧盟法优先于成员国等基本原则；澄清了成员国法院在初步裁决程序中的权利和义务；明确了欧洲法院自身在其中的地位与作用。在欧盟即将不断扩大的趋势下，如何继续通过初步裁决程序维护欧洲法院与各成员国的合作关系，将是欧盟司法改革面临的一个新课题。 相似文献
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郝承敦 《赣南师范学院学报》2000,(4):84-88
在第二次世界大战期间 ,苏联政府以民族关系为纽带 ,旨在建立斯拉夫民族的反德统一战线 ,以配合苏德战场的军事斗争 ;争取斯拉夫国家支持 ,与英国争夺巴尔干地区 ;利用斯拉夫运动 ,将东欧变为苏联的势力范围 ;利用斯拉夫人之间的跨界民族问题 ,兼并东欧国家的领土。 相似文献
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Gábor Halász 《European Journal of Education》2015,50(3):350-371
This article evaluates the outcomes of the efforts of Central and Eastern European (CEE) countries to make their education systems more effective in enhancing broader social and economic goals. It focuses on those 11 Central and Eastern European countries which became members of the EU in 2004 or following this date. First, it presents a short analysis of how educational goals were connected with the broader goals of social and economic progress before and during the first phase of the transition period after the collapse of Communism. It then analyses the impact of the accession of these countries to the EU, including the impact of some European mechanisms that have contributed to the strengthening of linkages between education and social-economic progress. The third part of the article attempts to evaluate the outcomes of the relevant national education reforms, development programmes and policies, most of them generated by these mechanisms, in the light of a number of selected indicators. A key conclusion of the article is that the adoption of the lifelong learning approach of the EU has been a major engine to strengthen the role of education in social and economic development in the CEE region, but most countries still need further efforts to translate this approach into coherent and effective national policies and to implement them so that they produce relevant and significant outcomes. 相似文献
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《信阳师范学院学报(哲学社会科学版)》2019,(2):42-47
通过引力模型分析中国与"一带一路"沿路国家贸易潜力,得出以下结论:中国与东盟属于潜力扩展型和巨大型;与西方部分发达国家、东亚、南亚、西亚、中东欧和非洲相关国家和地区属于潜力扩展型;与独联体和中亚属于潜力再造型和扩展型。根据贸易潜力指数分析结果,提出了以下政策建议:一是提升与"一带一路"沿线国家基础设施互联互通水平;二是要打造更多贸易促进平台;三是与有意愿的国家(地区)探讨自由贸易区的建设;四是要创新贸易投资合作方式;五是持续推进贸易投资便利化。 相似文献
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Michael Dobbins 《比较教育学》2011,47(2):223-245
This article examines the differential development of higher education governance in two Central and Eastern European countries since 1989. In current discourse, the market‐oriented model of higher education governance has established itself as an anchor point towards which systems are gradually converging. At the same time international organisations, in particular the EU and OECD, are promoting the use of market‐oriented instruments to meet the demands of massification, the knowledge society and the transforming role of the state. As a result, Romania has shrugged off its historical pattern of state‐centred governance and control and rapidly converged on the market‐oriented model. The Czech Republic, however, has resisted trends towards marketisation and clung to its historically anchored model. The analysis aims to offer theoretical explanations based on historical institutionalism and organisational isomorphism for the divergent development of these two countries despite similar internal and external conditions and their tight integration into the Bologna Process. 相似文献
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GEOFF CHIVERS 《European Journal of Engineering Education》1986,11(3):247-255
Although Western European countries are behind Eastern European countries in regard to the numbers of women studying and working in technical fields, the past decade has seen the development of a wide range of special projects aimed at changing this situation. The paper reviews a wide range of intervention strategies which have been developed and introduced to deal with identified barriers to girls’ or women's involvement with technology in Western Europe. There has been increasing recognition of the need to try to increase the interaction of young girls with technology. At the same time older women are being seen as a fruitful source of potentially self-confident recruits to technical training. The issue of sexism in education and training institutions and in the work place is being faced, and more is being done to help women engineers and scientists cope with the dual roles of working technologists and family carers 相似文献
15.
李兴 《北京师范大学学报(社会科学版)》2010,(3)
国家民族主义和国际主义均有自身独特的结构和层次,看似矛盾,但均涉及到国际关系中的国家利益和国际地位。无论是以国家民族主义,还是以国际主义为视角来分析冷战时期的苏联与东欧关系,都很容易失之于片面。在冷战时期的苏联与东欧关系中,国家民族主义恒常存在并且起作用,表现为苏联的大国主义、大党主义和东欧的民族主义、实用主义。同时,国际主义因素像空气一样,似乎是看不见、摸不着的,但又是客观存在的,并且具有存在的合理性,也有可圈可点之处。两者并存竞争、复杂互动。只有把国家民族主义和国际主义结合起来综合分析,才能得出相对真实、可靠,从而比较正确的结论。 相似文献
16.
《International Journal of Educational Development》2004,24(5):559-571
Development of education policy in Central and Eastern Europe is a specific type of educational transformations. Though almost all the countries in the region began their reforms from a similar starting point—the Soviet-type education system—eventually they moved towards different educational models. As a result of the full EU membership of the eight post-communist Central and Eastern European countries, one may recently observe a certain convergence of reform patterns, determined by the development of the common EU education policy. Lithuania is a typical example of educational transformations in the region. The article highlights the development of education policy in Lithuania from a highly inspirational and spontaneous transformations in early 1990s to more pragmatic and economically grounded reforms in late 1990s and early 2000s. Further integration into the EU evoke new systemic changes in Lithuanian education. 相似文献
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林鲁卿 《首都师范大学学报(社会科学版)》1996,(5)
美国为重新武装西德，并把它拉入北大西洋公约组织，炮制了西方九国《巴黎协定》。该“协定”使西德获得主权，以一个与英、法平等地位的大国重新出现在欧洲政治舞台上，成为美国在西欧的重要盟国。以美国为盟主，以西德为主要力量的西方军事集团最终建立起来，苏联鉴于欧洲的新局势，建立了华沙条约组织，形成欧洲两大军事集体团对峙的格局。 相似文献
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Carmel Cefai Paul Downes Valeria Cavioni 《European Journal of Psychology of Education - EJPE》2016,31(2):255-274
Over the past decades, there has been a substantial increase in post-secondary education participation in most Organisation for Economic Co-operation and Development (OECD) and European Union countries. This increase, however, does not necessarily reflect a parallel equitable growth in post-secondary education, and early school leaving is still an issue of concern in particular regions and countries across the world. This paper presents a study on increasing participation in post-secondary education in Malta, the country with the one of the highest proportions of early school leaving in the European Union. The study was carried out in a region with one of the highest rates of early school leaving in the country, making use of a phenomenological approach as well as a resilient systems perspective to early school leaving. On the basis of students’ narratives, the study identifies a number of risk and protective factors in early school leaving and makes various suggestions on how to build more resilient systems to facilitate access to post-secondary education, particularly for students coming from low socio-economic, excluded backgrounds. 相似文献
19.
欧盟东扩与结构基金的再分配 总被引：2，自引：0，他引：2
范军 《华东师范大学学报(哲学社会科学版)》2001,33(3):31-37,42
欧盟东扩是欧洲一体化的重要组成部分。东扩是一个耗资巨大的工程。欧盟东扩后，地区差距和聚合问题将更加突出。在现有欧盟地区政策不变的情况下，加入欧盟的所有中东欧国家都将处于结构基金中的目标1地位，逻辑上也将接受聚合基金的援助。结构基金的再分配将使欧盟成员国之间的利益协调和平衡变得更加困难。 相似文献
20.
绿党在欧洲一体化中的地位与作用 总被引：5，自引：0，他引：5
绿党是近 30年在西欧兴起的一支新的政治力量。它自一诞生就参加了欧洲议会选举 ,并最终成长为欧洲议会中第三大政治力量。绿党在经济、社会、安全、外交等各项政策上提出了一系列与其他政党不同的主张 ,对欧洲一体化建设产生了明显的影响。进入 2 0世纪 90年代后半期 ,绿党在欧盟 5个国家加入了联合政府 ,并渗透到欧盟委员会、部长会议等重要决策机构当中 ,对欧盟决策的影响越来越大 相似文献