USESEB060 Education Policy of Central European Countries

Faculty of Public Policies in Opava
Summer 2016
Extent and Intensity
1/1/0. 3 credit(s). Type of Completion: z (credit).
Teacher(s)
doc. PhDr. Juraj Kalnický, PhD., Prof. h.c. (lecturer)
doc. PhDr. Juraj Kalnický, PhD., Prof. h.c. (seminar tutor)
Guaranteed by
doc. PhDr. Juraj Kalnický, PhD., Prof. h.c.
Institute of Central European Studies – Faculty of Public Policies in Opava
Course Enrolment Limitations
The course is also offered to the students of the fields other than those the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The aim of the subject is to provide the students with relevant information from conceptual-theoretical basis of education policy of the European Community (EU / EC, UN / UNESCO, OECD, CE). The subject also includes applications within the EU countries in comparison with selected economically and culturally developed countries in the world. Students will learn basic categories, paradigms that will enhance the formation of their social, professionally specialized, diagnostically research, evaluation, policy-managing, self reflexive and intervention competencies, including skills of critical analysis of educational practice and preparation of continuous conceptual solution in the spirit of innovation trends strategies for lifelong learning (learning person, learning organization, learning society).
Syllabus
  • 1. Education policy as one of the policy instruments of the European Community; strategic objectives of education policy, the importance of the operational objectives of education policy.
    2. Basic categories of education policy; methodology of education policy - the system concept (Bertallanfy); paradigm of education policy; principles of education policy, recognition of completion of education, the maximal development potential of all individuals, changes of a traditional school, participation of social partners, improving teachers´ competences; increasing the efficiency of educational processes; principles in historical genesis and comparison;
    3. Conceptual framework of education policy - the basic requirements of quality, the main elements of the conceptual framework of education policy.
    4. Tools of education policy; typology of tools; regulatory tools; financial and material (production and investment) tools - positive and negative; informative, persuasive and educational tools; monitoring and evaluation tools; curricular tools.
    5. Education policy as a subject to examination at the level of genesis of European administration and legislation (EU / EC, UN / UNESCO, OECD, CE - European convention on recognition of diplomas - since 1953 - to the Lisbon Convention in 1997 [with the support of Luxembourg, Cardiff and Cologne process]; Treaty of Rome in 1957, the establishment of the ESF - to the Maastricht Treaty in 1992; the Bologna Process - Sorbonne Declaration in 1998, Bologna Declaration in 2010, Prague Summit 2001, Berlin Summit 2003, Bergen Summit 2005, London Summit 2007, Louvain-la-Neuve Summit 2009, and further.); International comparative studies PISA and TIMSS, TALIS;
    6. Education policy as a subject to examination at the level of genesis of administration and legislation of individual EU countries, at the level of implementation in their local areas (regions; wojewódstwa) and at the level of implementation in their municipalities.
    7. The executive European institutions active in European education policy - Council of the European Union (Education, Youth and Culture) - the main decision-making body of the EU; Directorate-General for Education and Culture of EC; EACEA - Education, Audiovisual and Culture Executive Agency; CEDEFOP - European Centre for the Development of Vocational Training; ETF - European Training Foundation; Committee on Culture and Education of the European Parliament; Eurydice - the information network for more effective exchange of information on current issues of education in the member countries.
    8. Stages of further development of the Lisbon Strategy after 1997: I. Adoption of strategic guidelines (2002); II. Revision of Strategy (2004); III. The new reference framework (2007) - [8 focus: LLL, modernizing schools, upgrading training, modernization of university education, core competencies, greater equity in education and training, employability, promoting efficiency in education and training];
    9. Concept and strategy of a lifelong learning - refocusing of lifelong education for lifelong learning (UNESCO Conference on VD - Elsinore 1947, Montreal in 1960, Tokyo in 1972, Paris in 1985, Hamburg in 1997, Belem in 2009); EU Memorandum on LLL in 2000; Strategy of LLL of EU Member States; extension of the concept of LLL from pedagogy, through andragogy to gerontagogy - impact of demographic development forecasts till 2050;
    10. Interrelation of modernization concept and increasing the efficiency of education, including vocational training and the concept of employability; supporting and developing educational and research community programmes and projects Phare, Leonardo da Vinci, Socrates, Erasmus, Comenius, Tempus, Ceepus, Copernicus, Grundtvig, Lingua, Minerva, Ispa, Sapard, Barrande, and Eureka etc.
    11. Competency concepts; European competency framework - core competencies for primary schools; competencies for secondary schools; competencies for unive
Literature
    required literature
  • KALOUS, J., VESELÝ, A. (eds.). Teorie a nástroje vzdělávací politiky. Praha: Karolinum, 2006. info
  • BRDEK, M., VYCHOVÁ, H. Evropská vzdělávací politika: programy, principy a cíle. Praha: ASPI, 2004. info
  • PRŮCHA, J. Vzdělávání a školství ve světě, základy mezinárodní komparace vzdělávacích systémů. Praha: Portál, 1999. info
    recommended literature
  • PRŮCHA, J. - VETEŠKA, J. Andragogický slovník. 294 s. Praha: Grada, 2012. ISBN 978-80-247-3960-1. info
  • KALNICKÝ, J. Učící se organizace - formulování rozvoje a realizace. In: HRM - řízení lidských zdrojů. Ostrava: Repronis, 2012. ISBN 978-80-7329-300-3. info
  • The Millennium Development Goals. New York: OSN, 2009. info
  • KALNICKÝ, J. Aktuálnost filozofie celoživotního učení. In: Systémová andragogika. Ostrava: PF OU, 2007. info
  • KALOUS, J., VESELÝ, A. (eds.). Vybrané problémy vzdělávací politiky. Praha: Karolinum, 2006. ISBN 80-246-1262-3. info
  • McGINN, N. a WELSH, T. Decentralization of Education: Whay, When, Chat and How? Paris: UNESCO - IIPP, 1999. info
  • NEZVALOVÁ, D. Vzdělávací systémy ve vyspělých zemích. Olomouc: UP, 1998. ISBN 80-7067-796-1. info
  • TAYLOR, S., RIZVI, F., LINGARD, B., HENRY, M. Educational Policy and the Politics of Change. London: Routledge, 1997. info
  • KALOUS, J. Teorie vzdělávací politiky. Praha: Ústav pro informace ve vzdělávání, 1997. info
Language of instruction
English
Further Comments
The course can also be completed outside the examination period.
The course is also listed under the following terms Summer 2017, Summer 2018, Summer 2019.
  • Enrolment Statistics (Summer 2016, recent)
  • Permalink: https://is.slu.cz/course/fvp/summer2016/USESEB060