Dimensions of centralization and decentralization in the rural educational landscape of post-socialist Czechia

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F20%3A10404161" target="_blank" >RIV/00216208:11410/20:10404161 - isvavai.cz</a>

Alternative codes found

RIV/44555601:13440/20:43895099 RIV/00216208:11310/20:10404161

Result on the web

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=OGSC2OmrtU" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=OGSC2OmrtU</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1016/j.jrurstud.2019.12.018" target="_blank" >10.1016/j.jrurstud.2019.12.018</a>

Result language

angličtina

Original language name

Dimensions of centralization and decentralization in the rural educational landscape of post-socialist Czechia

Original language description

The centralization process of the educational system has many dimensions. The aim of this paper is to discuss specifics of various dimensions of the centralization and decentralization in the rural educational landscape of post-socialist countries using the example of Czechia. Based on the concept of landscape structures, we recommend the categorization of educational landscape processes into three groups: 1) the centralization of educational function, 2) the centralization of curriculum development, and 3) the centralization of educational governance and organization. The research was based on the spatial analysis of main school characteristics and the research results were interpreted within the context of main principles of organization of the elementary education system as identified in educational sciences or as declared in policy and strategic documents. While school concentration and the closures of small schools in rural areas are still widely discussed issues in many countries, in Czechia this dimension of centralization was basically completed in the 1970s. Centralization, which affected primarily rural schools, stood for ideal power control over the organization of curriculum and over school governance in the period of state socialism. After 1989, reflecting the country&apos;s overall democratization, the previous method of educational organization was rejected and replaced with highly decentralized approaches to curriculum and the governance of schools. Not the state but municipality authorities became primarily responsible for operating schools. At the same time, schools entered an educational market competing for pupils, which was again disadvantageous for rural schools.

Czech name

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Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

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OECD FORD branch

50701 - Cultural and economic geography

Project

<a href="/en/project/GA15-25137S" target="_blank" >GA15-25137S: Transnational trends in school curricula and their influence in a national educational system</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

Journal of Rural Studies

ISSN

0743-0167

e-ISSN

—

Volume of the periodical

74

Issue of the periodical within the volume

Feb

Country of publishing house

GB - UNITED KINGDOM

Number of pages

14

Pages from-to

280-293

UT code for WoS article

000518492700026

EID of the result in the Scopus database

2-s2.0-85077315106