A comparative analysis of quality of holistic education for pre-primary and primary education in Europe: A comparative review

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F23%3A10481096" target="_blank" >RIV/00216208:11410/23:10481096 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=E-Hge3yeW5" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=E-Hge3yeW5</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.5861/ijrse.2022.373" target="_blank" >10.5861/ijrse.2022.373</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A comparative analysis of quality of holistic education for pre-primary and primary education in Europe: A comparative review

Popis výsledku v původním jazyce

The present study tries to compare the quality of holistic education for Pre-primary and Primary Education in Europe in terms of four indicators on the quality of school education are selected in this study. These indicators include Education Systems (Schooling System, Home Education, Curriculum, and Education Expenditure per Student), Resources and Structures (Education and Training of Teachers, and Participation in Pre-primary Education), Monitoring of School Education (Evaluation and Parent Participation), as well as Attainment (Reading, Science, Mathematics, and ICT). It needs to be noted that this study explains the educational context in Europe and Czech in each indicator. According to European Commission (2000) the selection criteria of these indicators is by the working committee of national experts give a full series of information, which draws a picture of quality in European schools. Based on the commission reports, the presentation of these indicators help countries to look outwards rather than inwards in order to examine their performance in comparison with other countries. Besides, Europe includes a mixture of different cultures and histories, form a union, have common problems and follow many common goals. Based on reports of OECD (2019), systematically comparing education indicators across countries give information regarding the state of education to policy makers, educators, students, parents and the public.

Název v anglickém jazyce

A comparative analysis of quality of holistic education for pre-primary and primary education in Europe: A comparative review

Popis výsledku anglicky

The present study tries to compare the quality of holistic education for Pre-primary and Primary Education in Europe in terms of four indicators on the quality of school education are selected in this study. These indicators include Education Systems (Schooling System, Home Education, Curriculum, and Education Expenditure per Student), Resources and Structures (Education and Training of Teachers, and Participation in Pre-primary Education), Monitoring of School Education (Evaluation and Parent Participation), as well as Attainment (Reading, Science, Mathematics, and ICT). It needs to be noted that this study explains the educational context in Europe and Czech in each indicator. According to European Commission (2000) the selection criteria of these indicators is by the working committee of national experts give a full series of information, which draws a picture of quality in European schools. Based on the commission reports, the presentation of these indicators help countries to look outwards rather than inwards in order to examine their performance in comparison with other countries. Besides, Europe includes a mixture of different cultures and histories, form a union, have common problems and follow many common goals. Based on reports of OECD (2019), systematically comparing education indicators across countries give information regarding the state of education to policy makers, educators, students, parents and the public.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

S - Specificky vyzkum na vysokych skolach<br>I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název periodika

International Journal of Research Studies in Education

ISSN

2243-7703

e-ISSN

2243-7711

Svazek periodika

12

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

PH - Filipínská republika

Počet stran výsledku

9

Strana od-do

31-39

Kód UT WoS článku

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EID výsledku v databázi Scopus

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