Search results

Building on the first cross-national study that had demystified various assumptions about the worldwide use of shadow education two decades ago, we analyze data from the 2012 Programme for International Student Assessment to examine the cross-national pattern of the use of shadow education by families in 64 nations and use improved statistical estimation methods. Focusing on fee-paying out-of-school classes, we find a continued, and likely an intensified pattern of the cross-national use of shadow education in the contemporary world. Approximately about one-third of all 15-year-old students from 64 countries/economies across the world use this form of shadow education. Students of higher socioeconomic status, females, and students in urban areas and general programs are more likely to use fee-paying services, while families and students turn to these services to address academic deficiencies in general. In addition, students from poorer countries more extensively rely on shadow education than students from wealthier countries after controlling for other variables. Students in South-Eastern and Eastern Asian countries are more likely to pursue shadow education than their counterparts in many other regions. Implications of these findings for theories of education and society as well as for educational policy in relation to shadow education are discussed.

The authors of this chapter focus on the development of comparative education in 10 countries of Eastern and Central Europe. A historical approach is applied to the study of the main characteristics of comparative education. The first part of the chapter is devoted to the origin of comparative education studies in this region from the fifteenth to seventeenth centuries till the end of the nineteenth century. The second part of the chapter examines the process of establishment of comparative education as a science and the appearance of the first lecture courses on comparative education in some countries of this region from the beginning of the twentieth century till the end of World War II. The third part presents the state of comparative education during the years of socialism – from the end of World War II to the fall of the Berlin Wall. The fourth part surveys the modern development of comparative education in Eastern and Central Europe from the beginning of democratic changes in 1989 to the present day. While presenting comparative education in each historical period, the authors first show the most prominent comparativists, then emphasize on comparative education as a university discipline, and finally synthesize the main characteristics of the development of comparative education during the period of view. The chapter concludes with some generalizations on the four periods.

This chapter prepares expatriates and businesses to live and work in Central Europe. It draws on intercultural relations, international relations, Central and Eastern European studies, interviews with people who are from or living in the region and the American author's experiences as an international student and expat in Kraków, Poland. It begins by introducing the concept of culture and cautioning that Central European culture is not monolithic but contains variety and layers. Second, it explains that the boundaries of Central Europe are hard to define and warns that the labels Central and Eastern European may carry significant meaning for locals. Third, it argues that history is essential to understanding contemporary life in the region and outlines major trends and patterns that remain relevant. It also suggests ways that outsiders can make sense of the relationship between the past and present, with advice on how to talk to locals and a list of questions they can use to integrate and advance their learning. Fourth, it uses Hofstede Insights' (n.d.) model to explore three key dimensions of Central European culture, including indulgence, power distance and uncertainty avoidance. It also presents additional cultural tips from locals and expats for how outsiders can adapt when they move to the region. It concludes by noting that although expats and businesses may find certain elements of Central European culture challenging, they will also likely find their time here moving and memorable.

The essays in this book are a study on how globalization, as one of the main driving forces in economics, international relations, and cultures, has affected politics in post-communist Central and Eastern Europe. With the contributors paying particular attention to the changing nature of the interactions between various types of domestic institutions and international structures, this book attempts to interpret the process of economic, political, and cultural change in post-Cold War Central and Eastern Europe as it transformed from a relatively isolated corner of the world into a globally interconnected community with a European identity, based on democratic values and liberal markets. While Central and Eastern Europe entered and engaged so clearly, deeply, and rapidly in the multiple channels of globalization, there is a lacunae of reflections on this notable change, and only a few, often very specialized scholarly texts provide an account of how this region fared during this profound and multidimensional transformation. The analyses in this volume bridge this gap in a methodologically novel manner by combining the time-tested area-studies focus of various case-study countries and policies with the cross-disciplinary interpretations of the new theories of globalization.

This paper analyses expansion strategies of international hotel operators in Eastern Central Europe (ECE) in relation to the changes in tourism supply and demand in ECE. Potential market sectors for the ECE region are explored, with the most promising for Eastern Central Europe being an emphasis on green or nature tourism, cultural tourism, the tourist business market and, finally the rejuvenation of the traditional spas and medicinal tourism of the region. Two groups of International hotel companies are identified. The majority group who are pursuing a follow-the-customer approach for the international business client in Prague, Budapest or Warsaw, and the smaller group who have expressed interest in supplying the budget and mid markets in secondary and tertiary locations.

This study employs Stein Rokkan's methodological approach to analyse state formation in the Greater Middle East. It develops a conceptual framework distinguishing colonial, populist and democratic pacts, suitable for analysis of state formation and nation-building through to the present period. The framework relies on historical institutionalism. The methodology, however, is Rokkan's. The initial conceptual analysis also specifies differences between European and the Middle Eastern state formation processes. It is followed by a brief and selective discussion of historical preconditions. Next, the method of plotting singular cases into conceptual-typological maps is applied to 20 cases in the Greater Middle East (including Afghanistan, Iran and Turkey). For reasons of space, the empirical analysis is limited to the colonial period (1870s to the end of World War 1). Three typologies are combined into one conceptual-typological map of this period. The vertical left-hand axis provides a composite typology that clarifies cultural-territorial preconditions. The horizontal axis specifies transformations of the region's agrarian class structures since the mid-19th century reforms. The right-hand vertical axis provides a four-layered typology of processes of external intervention. A final section presents selected comparative case reconstructions. To the authors' knowledge, this is the first time such a Rokkan-style conceptual-typological map has been constructed for a non-European region.