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

Kód výsledku v 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>

Nalezeny alternativní kódy

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

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

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

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

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

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50701 - Cultural and economic geography

Projekt

<a href="/cs/project/GA15-25137S" target="_blank" >GA15-25137S: Nadnárodní trendy v kurikulu školního vzdělávání a jejich působení v národním vzdělávacím systému</a><br>

Návaznosti

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

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

Journal of Rural Studies

ISSN

0743-0167

e-ISSN

—

Svazek periodika

74

Číslo periodika v rámci svazku

Feb

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

14

Strana od-do

280-293

Kód UT WoS článku

000518492700026

EID výsledku v databázi Scopus

2-s2.0-85077315106