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Journal articles on the topic 'Education – Europe, Eastern'

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Published: 10 March 2023

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1

Georgeoff, John. "Eastern Europe." Comparative Education Review 34, no. 2 (May 1990): 285–87. http://dx.doi.org/10.1086/446940.

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2

Darvas, Peter. "Eastern Europe." Comparative Education Review 35, no. 2 (May 1991): 395–96. http://dx.doi.org/10.1086/447042.

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3

Kuebart, Friedrich. "Eastern Europe." Comparative Education Review 36, no. 2 (May 1992): 270–71. http://dx.doi.org/10.1086/447123.

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4

Gargiulo, Richard M., and Stephen B. Graves. "Lessons from eastern europe." Day Care & Early Education 21, no. 1 (September 1993): 36–37. http://dx.doi.org/10.1007/bf02430448.

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5

Mivšek, Polona, Martina Baškova, and Radka Wilhelmova. "Midwifery education in Central-Eastern Europe." Midwifery 33 (February 2016): 43–45. http://dx.doi.org/10.1016/j.midw.2015.10.016.

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6

Horváth, Attila, and Ottó Mihály. "Globalization of education and Eastern Europe." Prospects 20, no. 2 (June 1990): 145–54. http://dx.doi.org/10.1007/bf02196316.

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7

Štrajn, Darko. "Education in Eastern Europe and Eurasia." International Review of Education 61, no. 2 (March 6, 2015): 253–56. http://dx.doi.org/10.1007/s11159-015-9477-x.

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8

Shafer, Susanne M. "Rebuilding Higher Education in Eastern Europe." European Education 28, no. 1 (April 1996): 3–5. http://dx.doi.org/10.2753/eue1056-493428013.

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9

Randall, David. "UNIVERSITY MANAGEMENT IN EASTERN EUROPE∗." Higher Education in Europe 18, no. 1 (January 1993): 71–77. http://dx.doi.org/10.1080/0379772930180112.

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10

Kulić, Radivoje. "Obrazovanje odraslih u tranziciji u centralnoj i istočnoj Evropi." Obrazovanje odraslih/Adult Education 9, no. 2 2009 (2009): 61–73. http://dx.doi.org/10.53617/issn2744-2047.2009.9.2.61.

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The author considers and questions the influence of certain structural changes Central and Eastern Europe on education, or adult education in those countries. Due to certain, but often inevitable controversy, pointed out in new literature, the effort is made to clarify notions of ''transition'' and '' Central and Eastern Europe''. Throughout the paper transpires an idea that transition and education are parallel and simultaneous processes that compound each other while a certain emphasis is put on possible influence of adult education on the development of human potentials and competitiveness in modern economy.
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11

Curtis, Audrey. "The Kindergarten of Eastern Europe." Early Years 12, no. 2 (March 1992): 51–54. http://dx.doi.org/10.1080/0957514920120213.

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12

Hall, Lyle C. "International Chemical Education, 5: Chemical Education in Eastern Europe." Journal of Chemical Education 71, no. 1 (January 1994): 35. http://dx.doi.org/10.1021/ed071p35.

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13

Stein, Jonathan. "Central and Eastern Europe Civic Education Project." PS: Political Science & Politics 24, no. 04 (December 1991): 798. http://dx.doi.org/10.1017/s1049096500052318.

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14

Kysllka, Marcella L. "Challenges of Working in Eastern Europe." Educational Forum 63, no. 3 (September 30, 1999): 255–58. http://dx.doi.org/10.1080/00131729908984425.

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15

Slowinski, Joseph. "SOCRATES Invades Central Europe." education policy analysis archives 6 (April 27, 1998): 9. http://dx.doi.org/10.14507/epaa.v6n9.1998.

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The objective of this article is to explore the current reality faced by higher education students in Central and Eastern Europe and to draw out the implications of this current reality for policy makers in the future. In the article, I explore the influence of transnational corporations' training programs on education as it currently pertains to Central and Eastern European higher education and employment. In addition, multinational corporate entities exercise influence on European Union policy through the role of lobby organizations and activities. I explore the influence of these practices on education with an emphasis on the emerging importance of Western language skills. In addition, I focus on the European Union and its efforts to expand into Central and Eastern Europe in order to provide a focal point for analysis.
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16

Birzea, Cesar. "Back to Europe and the second transition in Central Eastern Europe." ORBIS SCHOLAE 2, no. 2 (February 23, 2018): 105–13. http://dx.doi.org/10.14712/23363177.2018.238.

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17

McNulty, Nancy G., and Alexander Katkov. "Management education in Eastern Europe: 'fore and after." Academy of Management Perspectives 6, no. 4 (November 1992): 78–87. http://dx.doi.org/10.5465/ame.1992.4274492.

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18

Čakrt, Michal. "Management education in Eastern Europe: Toward mutual understanding." Academy of Management Perspectives 7, no. 4 (November 1993): 63–68. http://dx.doi.org/10.5465/ame.1993.9503103214.

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19

Sirinyok-Dolgaryova, Katerina. "Professional Journalism Education in Eastern Europe: Ukrainian Experience." Current Issues of Mass Communication, no. 20 (2016): 23–36. http://dx.doi.org/10.17721/2312-5160.2016.20.23-36.

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Ukraine’s civic revolutions of the last decade were supposed to bring democratization. Highly expected were improvements in media industry and journalism education that is still experiencing follow-ups of the Soviet theory-based teaching model rather than adherence to the internationally accepted best practices. The reforms have been introduced recently with adopting of new Law of Higher Education, but they meet problems and obstacles as social humanitarian crisis is in high gear in Ukraine. The objective of this study is to analyze how Ukrainian journalism education faces demands of the time and prepares students to successful careers. For this reason, the survey method was used. An online survey was conducted considering graduates of leading journalism schools, faculties and institutes of the country regarding how they evaluate the role of practical trainings during the course of higher education. The study findings prove its main hypothesis that professional journalists value practice the most. Internships are among their priorities during studying at universities. The survey results showed that graduates connect high number of practical trainings with their professional growth. Respondents generally expressed the idea that journalism schools should model professional journalism environment as much as possible by providing students with as many practical disciplines and journalism internships as available. Positive correlation between a number of internships and successful job search among students-journalists has been discovered. The study concluded that Ukraine’s journalism education has to be transformed in accordance to market-driven media industry of the country. Both the survey and the analytical research of this study have shown that Ukrainian journalism education still has obstacles to overcome. Among them, there are quite theorized academic process, highly bureaucratized and corrupted education atmosphere, financial and conceptual crisis of journalism and professional education in Ukraine.
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20

Bridgford, Jeff, Michal Košt'al, Dušan Martinek, Yuliya Simeonova, and Janusz Zabiega. "Trade union education in Central and Eastern Europe." Transfer: European Review of Labour and Research 6, no. 3 (August 2000): 486–97. http://dx.doi.org/10.1177/102425890000600311.

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The changes in Central and Eastern Europe that were set in motion at the end of the 1980s threw up a variety of challenges for trade union organisations and placed new demands on their officers and representatives, which in turn produced a range of new training needs. This article intends to start a process - gaining a better understanding of trade union education provision in Central and Eastern Europe. Evidence from four case studies - KNSB (Bulgaria), ČMKOS (Czech Republic), KOZ SR (Slovak Republic) and NSZZ Solidarność (Poland)- shows that trade union organisations have continued to consider education as an integral part of their development strategy, and have established structures for the aggregation of training needs and for the delivery of training within their organisations. In the absence of systematic funding from the state or of agreements with employers' organisations, trade unions carry the financial burden themselves, on occasions with support from western trade union organisations and European or international organisations. The pattern of trade union education provision is generally structured so as to ensure a 'stepped' pathway for the learner, and emphasis is placed, unsurprisingly, on capacity-building. The twin-track approach undertaken by ETUCO provides a response to certain specific needs articulated by CEEC trade unions and also enables a limited number of CEEC trade union officers and representatives to participate in pan-European trade union education activities. However further resources will be needed to increase the number of training activities to the level required to respond adequately to the training needs of ETUC-affiliated organisations in the CEECs.
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21

Lidstone, John. "Geographical and Environmental Education in South-eastern Europe." International Research in Geographical and Environmental Education 13, no. 1 (May 15, 2004): 55. http://dx.doi.org/10.1080/10382040408668792.

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22

Bennett, Dag R. "The stalled revolution: Business education in Eastern Europe." Business Horizons 39, no. 1 (January 1996): 23–29. http://dx.doi.org/10.1016/s0007-6813(96)90079-8.

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23

Svejnar, Jan. "Economics Ph.D. Education in Central and Eastern Europe." Comparative Economic Studies 42, no. 2 (July 2000): 37–50. http://dx.doi.org/10.1057/ces.2000.7.

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24

Brzek, Antonin, and Slavomil Hubalek. "Homosexuals in Eastern Europe:." Journal of Homosexuality 15, no. 1-2 (May 21, 1988): 153–62. http://dx.doi.org/10.1300/j082v15n01_11.

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25

Hudabiunigg, Ingrid. "The Otherness of Eastern Europe." Journal of Multilingual and Multicultural Development 25, no. 5-6 (September 15, 2004): 369–88. http://dx.doi.org/10.1080/01434630408668913.

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26

Simakhova, Anastasiia O., Artem E. Artyukhov, and Halina A. Shmarlouskaya. "Problematic issues of digitalization of education in Eastern Europe." CTE Workshop Proceedings 9 (March 21, 2022): 1–15. http://dx.doi.org/10.55056/cte.64.

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Digital technology permeates all aspects of life. During the pandemic, all countries in the world began to use distance learning methods through the use of digital platforms, classes, labs. Digitalization avoided the collapse of the educational system. The aim of the article is to analyze the processes of digitization of education in Eastern Europe. To achieve the goal of the article, the following tasks were set: to study the theoretical basis of the digitization of education, to analyze the trends in the digitization of education in Eastern Europe, to develop recommendations for improving the digitization of education. The article analyzed the ranks of the Network Readiness Index and the Global Digital Readiness Index in terms of the technological readiness of higher education institutions and students for distance education. The article offers a case study of the Ukrainian university for the implementation of an e-learning environment. The authors grouped countries from Eastern Europe according to their potential for digitizing education. For these groups of countries, the authors identified specific criteria. SWOT an analysis of the digitization of education was conducted for the countries of Eastern Europe.
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27

Christophe, Barbara. "De-Orientalizing the Western Gaze on Eastern Europe." Journal of Educational Media, Memory, and Society 13, no. 1 (March 1, 2021): 136–62. http://dx.doi.org/10.3167/jemms.2021.130107.

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Comparing narratives of the Soviet occupation in 1940 in current textbooks by two leading Lithuanian publishing houses, I claim that Lithuanian textbooks offer diverging accounts, which mirror to a large extent the opposing mnemonic frames supported by two rival political camps. I also show that the same textbooks tame those differences by transcending the politically charged frames they have chosen in the first place, presenting, for example, the USSR as both villain and victim of the war. Considering the relevance of these findings for our understanding of dynamics of remembering in general and in the Lithuanian culture of memory in particular, I point out that embracing the political inherent in all acts of recalling the past does not necessarily lead to politicized, i.e. narrow-minded memories, and I reflect on what these mnemonic practices mean for reevaluating the traditional role of Eastern Europe as the backward other of Western Europe.
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28

Ryan∗, Liam. "PROLEGOMENA TO ACCREDITATION IN CENTRAL AND EASTERN EUROPE." Higher Education in Europe 18, no. 3 (January 1993): 81–90. http://dx.doi.org/10.1080/0379772930180310.

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29

Novozhilov, Yuri V. "University–Industry Cooperation in Eastern Europe." Industry and Higher Education 4, no. 3 (September 1990): 163–69. http://dx.doi.org/10.1177/095042229000400303.

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This special focus from the USSR looks at the future of higher education–industry collaboration since perestroika and sets it in the context of reforms aimed at developing the national economy and mastering progress. The first article examines university–industry cooperation in science and technology in Eastern Europe, with particular reference to the USSR. It discusses how different kinds of collaboration are organized, supervised and assessed, analyses the problems that have to be addressed, and looks beyond perestroika to consider the possibilities for East–West cooperation.
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30

Mysíková, Martina, and Jiří Večerník. "Returns to Tertiary Education in Western and Eastern Europe." Prague Economic Papers 28, no. 1 (February 1, 2019): 30–48. http://dx.doi.org/10.18267/j.pep.686.

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31

ILISKO, Dzintra. "Towards a More Inclusive Religions Education in Eastern Europe." Journal of the European Society of Women in Theological Research 12 (January 1, 2004): 169–79. http://dx.doi.org/10.2143/eswtr.12.0.583258.

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32

MONTABORD, D., P. SANS, and A. LEBLOND. "Improving veterinary education in Eastern Europe and Central Asia." Revue Scientifique et Technique de l'OIE 2017, no. 2 (January 1, 2017): 58–59. http://dx.doi.org/10.20506/bull.2017.2.2643.

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33

Evans, Fred J., and Nancy J. Birch. "Business Education and Change in Russia and Eastern Europe." Journal of Education for Business 70, no. 3 (February 1995): 166–71. http://dx.doi.org/10.1080/08832323.1995.10117745.

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34

Csaki, Csaba. "Agricultural higher education in transforming Central and Eastern Europe." Agricultural Economics 21, no. 2 (October 1999): 109–20. http://dx.doi.org/10.1111/j.1574-0862.1999.tb00587.x.

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35

Lee, Sang M., and Silvana Trimi. "Developing Business Education Infrastructure in Eastern Europe: Albanian Experience." International Journal of Public Administration 27, no. 11-12 (October 2004): 869–81. http://dx.doi.org/10.1081/pad-200037353.

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36

Csaki, C. "Agricultural higher education in transforming Central and Eastern Europe." Agricultural Economics 21, no. 2 (October 1999): 109–20. http://dx.doi.org/10.1016/s0169-5150(99)00024-9.

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37

Zachariev, Zacharie. "Recent Developments in Education in Central and Eastern Europe." European Education 31, no. 3 (October 1999): 25–39. http://dx.doi.org/10.2753/eue1056-4934310325.

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38

Halász, Gábor. "Education and Social Transformation in Central and Eastern Europe." European Journal of Education 50, no. 3 (July 20, 2015): 350–71. http://dx.doi.org/10.1111/ejed.12130.

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39

Skilbeck, Malcolm, and Ian Whitman. "OECD and education links with Central and Eastern Europe." International Review of Education 38, no. 6 (November 1992): 696–700. http://dx.doi.org/10.1007/bf01101957.

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40

Neave, Guy. "Policy-making: perspectives from Eastern Europe." Higher Education Policy 14, no. 3 (September 2001): 197–99. http://dx.doi.org/10.1016/s0952-8733(01)00020-4.

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41

Gilstrap, Donald. "Developments in Central and Eastern Europe." Community & Junior College Libraries 9, no. 4 (December 29, 2000): 5–11. http://dx.doi.org/10.1300/j107v09n04_02.

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42

Beaton, Barbara, Sue Davidsen, and Linda TerHaar. "Eastern Europe: A directory and Sourcebook." Journal of Academic Librarianship 19, no. 1 (March 1993): 56. http://dx.doi.org/10.1016/0099-1333(93)90819-q.

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43

Sidorov, Dmitrii. "Visualizing the Former Cold War "Other"." Journal of Educational Media, Memory, and Society 1, no. 1 (March 1, 2009): 39–58. http://dx.doi.org/10.3167/jemms.2009.010104.

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This article discusses contemporary western representations of the former Cold War geopolitical "other," Eastern Europe, conveyed by illustrations in contemporary American world regional geography textbooks. I would like to explore certain geopolitical biases in the pictures' general messages, such as tendencies to highlight the transitional, problematic, and marginal at the expense of the essential and centripetal characteristics and landscapes. Images of Eastern Europe tend to marginalize it from the rest of Europe by minimizing visual references to its physical landscape and its role in European history; overemphasizing local problems connotes the need for the supranational assistance of the expanding European Union. Overall, this article attempts to reveal various Cold War legacies and "marginalizing" tendencies in visual representations of Eastern Europe, thus contributing to the visual and popular cultural turns in geography and geopolitical studies.
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44

Kallen, Denis. "Western Europe and the Reconstruction of Higher Education in Central and Eastern Europe." Higher Education Policy 6, no. 3 (September 1993): 22–27. http://dx.doi.org/10.1057/hep.1993.36.

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45

Mazur, I. P., S. S. Yessembayeva, and O. V. Shevchenko. "Cooperation of dentists from Eastern Europe." Oral and General Health 2, no. 1 (April 26, 2021): 7–16. http://dx.doi.org/10.22141/ogh.2.1.2021.227060.

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The article presents the historical aspects of cooperation between dentists in Eastern Europe over the past thirty years. The formation of scientific dental schools, the ways of organizing dental care, the development of professional education had their national characteristics in the countries of Eastern Europe. The International Dental Association “Commonwealth” played a key role in the formation of the interaction of professional communities of Eastern Europe with the World Dental Federation (FDI) and the development of recommendations for the creation and implementation of programs for the primary prevention of dental diseases, taking into account the European indicators of dental health. The main jointly held dental congresses, meetings, and prospects of interstate interaction of dentists from Eastern Europe are presented.
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46

Oesterreich, Detlef. "Civic Education in Eastern Europe: Results from the IEA Civic-Education Project." Political Crossroads 13, no. 1 (January 1, 2006): 45–60. http://dx.doi.org/10.7459/pc/13.1.04.

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47

Antonowicz, Dominik, Jan Kohoutek, Rómulo Pinheiro, and Myroslava Hladchenko. "The roads of ‘excellence’ in Central and Eastern Europe." European Educational Research Journal 16, no. 5 (June 14, 2017): 547–67. http://dx.doi.org/10.1177/1474904116683186.

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The aim of the article is to explore the impact of excellence as a powerful policy idea in the context of recent and contemporary developments in three selected Central and Eastern European countries, namely, the Czech Republic, Poland and Ukraine. More specifically, we explore how excellence as a ‘global script’ was translated by policy makers into local contexts with institutionalized practices. It shows that the translation of the idea of excellence involved the rise of a series of novel policy measures such as long-term strategic funding and the establishment of various pertinent schemes (e.g. flagship universities, centres of excellence). By doing so, the analysis – which is comparative by nature – focuses on exploring major differences and similarities in the conceptualization and implementation of the idea of excellence in the three local contexts of science.
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48

Slowinski, Joseph. "Implementing an Educational Internet in Central and Eastern Europe." Educational Forum 63, no. 3 (September 30, 1999): 204–8. http://dx.doi.org/10.1080/00131729908984419.

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49

Messmann, Stefan, and Leland Conley Barrows. "Central Europe-South Eastern Europe: Inter-regional Relations in Education, Science, Culture, and Communication." Higher Education in Europe 26, no. 2 (October 2001): 153–64. http://dx.doi.org/10.1080/03797720120082552.

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50

Proteasa, Viorel, Liviu Andreescu, and Adrian Curaj. "Differentiation and academic control over policy in Central and Eastern Europe: The case of Romania." European Educational Research Journal 16, no. 5 (April 19, 2017): 605–25. http://dx.doi.org/10.1177/1474904117703227.

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This article adds a political perspective to the phenomenon of higher education de-differentiation, by building on Gary Rhoades’ neo-institutionalist account. Diversity is operationalized on a hallmark dimension for Central and Eastern Europe: the public–private divide. Higher education is conceived of as a structured organizational field and its institutionalization in Central and Eastern Europe is surveyed in a comparative approach, focusing on the institutions governing the competition for (tuition paying) students and the normative images of higher education (accreditation, quality assurance, classifications and rankings). Critical junctures are identified in regard to the structuration and re-structuration of higher education in Romania, and the agency of the ministers is traced in relation to their academic background. The article builds on evidence from studies of system-level diversity or differentiation in higher education, the structuration of higher education as an organizational field, and the more recent empirical accounts on the impact of the agency of academics in policy formulation in Central and Eastern Europe (especially those in office as ministers of education).
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