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The Education Systems of Europe

WOLFGANG HÖRNER ; HANS DÖBERT ; BOTHO VON KOPP ; WOLFGANG MITTER (eds.)

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Institución detectada Año de publicación Navegá Descargá Solicitá
No detectada 2007 SpringerLink

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Tipo de recurso:

libros

ISBN impreso

978-1-4020-4868-5

ISBN electrónico

978-1-4020-4874-6

Editor responsable

Springer Nature

País de edición

Reino Unido

Fecha de publicación

Información sobre derechos de publicación

© Springer 2007

Cobertura temática

Tabla de contenidos

Russian Federation

Gerlind Schmidt

In Russia the education system, and thus the school system, has been shaped by a recurrent tension rooted in the country’s history. Situated on the periphery of both Europe and Asia, the Tsarist Empire and later the Soviet Union had at their command a population and material resources that enabled them to establish themselves as a world power. The education system was one of the factors involved in the process of extending this power, and was employed to achieve this end. However, until the end of Tsarist rule, the modernization of the country lagged behind that of the progressive countries of the ‘West’. The example that these countries set, along with the use that Russia made of specialist workers from abroad, has a long tradition. Until the present day, Russia has been shaped by a tension, or rather an oscillation, between opening the country up to the wider world and sealing it off, between basing its course on ‘Western’ or global concepts and taking steps towards an independent and often dynamic modernization of its own. On the international stage, the development of the school system, in particular, gave cause for surprised admiration in the decade following the Revolution. In the sixties, after the sputnik shock, the Soviet education system was regarded as a central area for overtaking the West in the race between the two systems.

Pp. 646-668

San Marino

Wendelin Sroka

The Republic of San Marino (), situated in the Northern part of the Apennine peninsula and surrounded by Italy, has a population of around 28,000. With sixty-one square kilometres, it is the third smallest sovereign country in Europe, after Vatican City and Monaco. The state language of the republic is Italian, and politics, economy, culture, and everyday life are strongly interconnected with Italy. This is also true for the area of education, which, nevertheless, has its specific features. The legal basis of the public school system in San Marino is formed by a number of acts, passed by the Grand and General Council (). Among them are the Act on Basic Norms in Instruction () and the Act on Cycles of Instruction (), both passed in 1998. Compulsory schooling covers primary and secondary education, and lasts a minimum of ten years. Administrative responsibility for the school system rests with the State Office for Public Education, the University, Cultural Institutions, Information, and Research ().

Pp. 669-670

Serbia

Vera Spasenović; Emina Hebib; Aleksandra Petrović

From the middle of the twentieth century to the 1990s, the school system in Serbia developed relatively successfully. In a quantitative sense, the progress reached its peak in the period after World War II, when it functioned as part of the Yugoslav education system. This period was characterized by a struggle against illiteracy, the introduction of seven years of compulsory school education, and the establishment of vocational schools, which the rapid industrialization of the country demanded. During the 1960s, compulsory education was legally extended to eight years. Achievements in education were among the most important objectives during the socialist era. Many educational institutions were established, the number of professional teaching staff was high, and education was one of the priorities of the national budget. However, several problems with regard to the conception, organization, and functioning of the school system occurred. Curricula and programmes, for instance, were prescribed by the authorities; they had to be implemented rigorously. As a result, the variety of school programmes was narrowed. In addition, the system of educational assessment and continuous evaluation was not developed appropriately.

Pp. 671-687

Slovak Republic

Štefan Švec; Mária Hrabinská

The Slovak nation descends from tribes of Western Slavs who arrived in the territory of present-day Slovakia at the turn of the sixth century. In the period of the united state of Great Morava (830 to 908), the two missionary brothers, St. Cyril and St. Methodius, were invited to help in establishing an independent church province. They created the Glagolitic alphabet, translated the Bible into Old Church Slavonic, and disseminated culture. Schools on the territory of present-day Slovakia were first founded in the ninth century in cultural centres, as was the community of Nitra. In the schools, Old Slavonic () was the language of instruction. Great Morava disintegrated under the pressure of the East Frankish Empire and the invasion by Magyar tribes, which established the Hungarian state in the Danube area. The history of the Slovaks was thus intertwined with the history of the Hungarian Empire for the thousand years until 1918.

Pp. 688-706

Slovenia

Jože Mlakar

To understand today’s education system in Slovenia, it is necessary to explain the geographical, historical, and political situation of Slovenia. The country comprises 20,000 square-kilometres and has a population of two million. The capital is Ljubljana and the second largest town is Maribor. The Slovenian GDP amounts to 12,273 euros of which 5.6% is spent on education. The unemployment rate in the year 2004 was about 10%, and affected mostly unskilled or semi-skilled workers.

Pp. 707-722

Spain

María Jesús Martínez Usarralde

The cultural context has come to be reflected in the principles found in legal documents that serve as indicators, which preserve the direction of Spanish educational policy. Though preceded by several constitutional provisions (1812) and other educational plans and rules, the first global regulation to consolidate the Spanish education system was the Public Instruction Act of 1857 (). Its influence was such that there was no other general act regulating the Spanish education system until 1970. To summarize, Spanish education has moved through three significant stages since the second half of the nineteenth century: The First Republic (1873 to 1874) introduced the Institución Libre de Enseñanza (ILE), promoted by Giner de los Ríos, which was followed by the Modern School (Escuela Moderna) by Ferrer y Guardià (1901-1906); next, General Primo de Rivera’s coup d’etat in 1923 put an end to the reformist and innovative spirit of the Restoration; and, finally, the Second Republic, proclaimed in 1931, advanced the promotion of a general, free, and compulsory education, as well as the search for laicism and freedom of education.

Pp. 723-740

Sweden

Tobias Werler; Silwa Claesson

The economic and political developments in Sweden during the first sixty years of the twentieth century provide the foundation of the present educational system: industrialization and commercialization of the economy, the mechanization of farming, the rapid development of the telecommunications system, population growth and urbanization, transition of from a class-conscious society to a society determined by social factors, labour movement, the emancipation of women, democratization, and the construction of the welfare state. It is possible to characterize this time period by naming these few essential elements. The centrally organized Kingdom of Sweden can look back on a long period of national tradition. Gustav Vasa (1523-60) aided the country in gaining supremacy in the north, which lasted up to the nineteenth century. Finland was also a part of Sweden’s national territory (until 1809) in addition to its overseas colonies. Moreover, Sweden pursued a policy of union with Norway between 1814 and 1905. Due to the agrarian underdevelopment of vast parts of the country, about 1.1 million people emigrated to North America, mostly between 1840 and 1914. It was not until initial industrialization at the beginning of the twentieth century that this trend was halted. The positive economic development during the 1920s created the basis for the political and social projects of the folkhem (‘people’s home’). This is reflected in the subsequent welfare state. A very distinguishing characteristic of Sweden is its long state of peace, which has remained intact since 1814. During the two World Wars the country was not attacked. Sweden is also characterized by the ethical and religious influence of Protestantism: there is a strong sense of unity among the various social groups. An era of almost fifty years of social democratic government has, with few interruptions, strongly determined the country’s ideology, particularly in the area of education.

Pp. 741-757

Switzerland

Lucien Criblez

The basic structures of the Swiss education system came into being in the nineteenth century. Whereas the central ideas, developed from the body of thoughts of the French Revolution, were conceptualized during the Helvetic Republic of 1798-1803, they were only marginally put into practice at that time. It was only after 1830 that these ideas began to influence significantly the development of the education systems of the cantons: education for all, admission to higher education based on performance, abolition of class or birth privileges in the education system, as well as the orientation of the school along the lines of the scientific canon instead of religious- confessional dogma. The school systems of the seventeenth and eighteenth centuries, characterized by great contrasts between towns and rural areas and by a strong interweaving of State and Church authorities as well as by great differences based on social origin and gender of pupils, slowly became secular and were brought into a legal framework and organized at canton-level. It must be noted, though, that these developments showed many regional differences as well as differences in pace (Criblez et al. 1999). Expansion and differentiation of the system are the basic immanent development processes, which describe the long way of the ‘schooling’ of society, which, at the beginning of the twenty-first century, does not seem to be completed.

Pp. 758-782

TURKEY

Yasemin Karakaşoğlu

In the transition from the Ottoman Empire to the contemporary state of Turkey, the Turkish education system has undergone far-reaching developments. In contrast to other European countries, the Turkish education system was not secularized until the twentieth century. However, since the foundation of the Republic in 1923, Turkey, as the only country among those with a mainly Muslim population, has worked steadfastly to bring its education system up to Western standards.

Pp. 783-807

Ukraine

Wolfgang Hellwig; Janna Lipenkowa

Union republics on national education also applied to the Ukraine. These laws complied in essence with Marxist-Leninist ideology and were characterized by their centralized organization and their claim to a unifying function (middle school, structure, curricula, etc.). Following the Declaration of Independence of the Ukraine on 24 August 1991 by the Supreme Soviet in Kiev, the Declaration of Sovereignty, which had been formulated a year before, contained a ‘cultural development’ section aimed at the educational domain which stipulated that, from then onwards, the Ukraine would act independently on all issues concerning education, sciences, and the cultural and intellectual development of the Ukrainian nation, and that all nationalities living in the territory of the Republic were granted the right to freely exercise their national culture. The Act on Education of the Ukrainian Socialist Republic, issued in June 1991, laid down the future direction of education and its place in society. The period from 1991 to 1993, which represented the beginning of the reorganization of the education system, turned out to be a phase of struggle against the Soviet legacy, which nothing concrete or new could counter. The public was not presented with a change of direction in national educational policy until the spring of 1994, when the state education programme, passed by Parliament on 3 November 1993, was made accessible under the title: ‘Education () – The Ukraine in the Twenty-first Century’. The programme focuses on the three following sets of topics: Until the break-up of the Soviet Union in 1991, the laws of the USSR and of the

Pp. 808-825