Search results

Comparative education is deeply embedded in the Czech education tradition. Its development has primarily joined with the effort to improve national education. In every period the state of the field was interdependent with the social situation and political orientation of the country. A revival in the 1990s was challenged by a social and political shift. Now comparative education is a constituted field developing with increasing relevance for educational policy and practice. By descriptions, explorations and interpretations, comparative education helps to understand the substance of the world of education in its diversities and similarities. However, there are some weak points. Comparative education is taught at universities, but it is not a degree specialization. Comparative research is performed in various institutional frameworks primarily designated for other purposes. Contributions to the international community are limited by the Czech language of the most produced publications. To steer activities, to develop the theoretical and methodological discourse, to encourage young scholars to participate in comparative research, and to be more visible internationally are challenges for the future development of Czech comparative education.

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.

The aim of this essay is to contribute to the international discussion on the consequences of the pandemic in education. This essay focuses on the case of school education (ISCED 1–3) in the Czech Republic, where a complete, long-term, nationwide school closure was implemented. Schools faced an unprecedented situation and rapidly changing teaching practices. First, the Czech context is briefly introduced with a description of the year-long anti-pandemic measures. A critical reflection of school experiences during the pandemic follows, mainly focused on the roles and activities of main actors, teachers, parents, and students in distance education. Changes in the forms, methods, and contents of teaching and learning are reflected, as is the role of governmental policy toward schools. Further economic consequences and impacts of the anti-pandemic measures on the health of the Czech school population are pointed out. Following a review of the main shifts in schooling, the concluding considerations discuss challenges for the future and possible inspiration from on-line education for the further development of school education. The essay is based on data from monitoring and thematic reports, national surveys, public discussions, and continuous observations made by the author during the course of the pandemic.