THE CURRICULUM REFORM IN EDUCATION AFTER 1989 IN THE CZECH AND SLOVAK REPUBLIC
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F22%3A63550438" target="_blank" >RIV/70883521:28150/22:63550438 - isvavai.cz</a>
Výsledek na webu
<a href="https://lll21.petrsu.ru/journal/content_list_en.php?id=97108" target="_blank" >https://lll21.petrsu.ru/journal/content_list_en.php?id=97108</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.15393/j5.art.2022.7628" target="_blank" >10.15393/j5.art.2022.7628</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
THE CURRICULUM REFORM IN EDUCATION AFTER 1989 IN THE CZECH AND SLOVAK REPUBLIC
Popis výsledku v původním jazyce
The paper offers a historical-analytical perspective on the development of primary curricular documents that have historically and geographically influenced the transformation of educational systems in two neighbouring countries, the Czech Republic and the Slovak Republic. The authors’ ambition is to critically describe and evaluate the curriculum development in both countries through analysis and subsequent comparison. The research data were collected based on Bereday’s comparative analysis model, which is carried out in four successive steps. From the data, it is evident that in the initial phase of the transformation of educational systems, both states have strived to define the goals and contents of education for the future. The effort is also evident in the conceptual grasp of educational systems. There are some similarities in the curriculum reform efforts. Still, the implementation of the curriculum reform and the two-level curriculum model and its subsequent development is different.
Název v anglickém jazyce
THE CURRICULUM REFORM IN EDUCATION AFTER 1989 IN THE CZECH AND SLOVAK REPUBLIC
Popis výsledku anglicky
The paper offers a historical-analytical perspective on the development of primary curricular documents that have historically and geographically influenced the transformation of educational systems in two neighbouring countries, the Czech Republic and the Slovak Republic. The authors’ ambition is to critically describe and evaluate the curriculum development in both countries through analysis and subsequent comparison. The research data were collected based on Bereday’s comparative analysis model, which is carried out in four successive steps. From the data, it is evident that in the initial phase of the transformation of educational systems, both states have strived to define the goals and contents of education for the future. The effort is also evident in the conceptual grasp of educational systems. There are some similarities in the curriculum reform efforts. Still, the implementation of the curriculum reform and the two-level curriculum model and its subsequent development is different.
Klasifikace
Druh
J<sub>ost</sub> - Ostatní články v recenzovaných periodicích
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
—
Návaznosti
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Ostatní
Rok uplatnění
2022
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
LIFELONG EDUCATION: the XXI century
ISSN
2308-7234
e-ISSN
2308-7234
Svazek periodika
38
Číslo periodika v rámci svazku
2
Stát vydavatele periodika
RU - Ruská federace
Počet stran výsledku
14
Strana od-do
"Nestránkováno"
Kód UT WoS článku
—
EID výsledku v databázi Scopus
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