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European education. Analyzes and parallels
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Publisher: Editura Universitară
Author: Vladimir-Aurelian Enachescu
Edition: I
Pages: 190
Publisher year: 2024
ISBN: 978-606-28-1858-6
DOI: 10.5682/9786062818586
Product Code:
9786062818586
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This paper is an analysis of all educational systems in Europe, taking into account both their historical and organizational framework. In the preamble, the specific particularities of the European educational systems from a managerial perspective, the positive elements offered by the inclusive education for students with SEN, as well as the way of managing the educational systems are invoked. Later, the analysis made at the level of each state highlights the specific particularities, the models of good practices but also their common vision.
In addition to the direct benefits given by correct information on educational systems, this work brings together specific educational models and approaches to further open a horizon to potential development-oriented educational policies.
The book addresses both professionals in the field and beneficiaries of the educational system, being an open window for all those who want to explore and even experience different educational systems.
In addition to the direct benefits given by correct information on educational systems, this work brings together specific educational models and approaches to further open a horizon to potential development-oriented educational policies.
The book addresses both professionals in the field and beneficiaries of the educational system, being an open window for all those who want to explore and even experience different educational systems.
-
European education. Analyzes and parallels
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VLADIMIR--AURELIAN ENACHESCU
INTRODUCTION / 7
CHAPTER 1
ANALYSIS OF EUROPEAN EDUCATIONAL SYSTEMS FROM A MANAGERIAL PERSPECTIVE / 9
1.1 Comparison between successful models / 9
1.1.1. Comparative analysis of three successful models / 11
1.2.1. The Finnish model / 11
1.2.2. The British model / 12
1.2.3. The Belgian model / 14
1.2. The tendency to standardize the management of European educational systems / 16
CHAPTER 2
INCLUSIVE EDUCATION OF PEOPLE WITH SEN
(an analysis of the European and national framework regarding the education of people with disabilities, European and national policies and strategies) / 17
2.1. European international legislative framework / 20
2.2. National legislative framework / 24
CHAPTER 3
MANAGEMENT STRUCTURE OF THE EDUCATIONAL SYSTEM / 33
3.1. The way in which the management of the school organization is organized / 34
3.2. Elements of institutional management / 38
CHAPTER 4
ANALYSIS OF EUROPEAN EDUCATIONAL SYSTEMS / 40
4.1. The educational system in Austria / 40
4.2. The educational system in Belgium, the Flemish community / 50
4.3. The structure of the educational system in Bulgaria / 59
4.4. Analysis of the educational system in the Czech Republic / 70
4.5. The structure of the educational system in Cyprus / 73
4.6. Analysis of the educational system in Croatia / 75
4.7. Analysis of the educational system in Denmark / 80
4.8. Analysis of the educational system in Estonia / 84
4.9. The educational system in Finland / 88
4.10. The educational system in France / 93
4.11. The educational system in Germany / 94
4.12. The education system in Greece / 100
4.13. The education system in Ireland / 104
4.14. The educational system in Italy / 108
4.15. The educational system of Latvia / 111
4.16. Analysis of the educational system in Lithuania / 116
4.17. Analysis of the education system in Luxembourg / 120
4.18. Analysis of the education system in Malta / 126
4.19. The education system in Great Britain / 130
4.20. The educational system in the Netherlands / 141
4.21. The educational system in Poland / 150
4.22. The educational system in Portugal / 153
4.23. Analysis of the educational system in Romania / 157
4.24. Analysis of the educational system in the Slovak Republic / 162
4.25. The educational system in the Republic of Slovenia / 167
4.26. Analysis of the educational system in Spain / 176
4.27. Analysis of the educational system in Sweden / 181
4.28. Analysis of the Hungarian educational system / 185
CHAPTER 1
ANALYSIS OF EUROPEAN EDUCATIONAL SYSTEMS FROM A MANAGERIAL PERSPECTIVE / 9
1.1 Comparison between successful models / 9
1.1.1. Comparative analysis of three successful models / 11
1.2.1. The Finnish model / 11
1.2.2. The British model / 12
1.2.3. The Belgian model / 14
1.2. The tendency to standardize the management of European educational systems / 16
CHAPTER 2
INCLUSIVE EDUCATION OF PEOPLE WITH SEN
(an analysis of the European and national framework regarding the education of people with disabilities, European and national policies and strategies) / 17
2.1. European international legislative framework / 20
2.2. National legislative framework / 24
CHAPTER 3
MANAGEMENT STRUCTURE OF THE EDUCATIONAL SYSTEM / 33
3.1. The way in which the management of the school organization is organized / 34
3.2. Elements of institutional management / 38
CHAPTER 4
ANALYSIS OF EUROPEAN EDUCATIONAL SYSTEMS / 40
4.1. The educational system in Austria / 40
4.2. The educational system in Belgium, the Flemish community / 50
4.3. The structure of the educational system in Bulgaria / 59
4.4. Analysis of the educational system in the Czech Republic / 70
4.5. The structure of the educational system in Cyprus / 73
4.6. Analysis of the educational system in Croatia / 75
4.7. Analysis of the educational system in Denmark / 80
4.8. Analysis of the educational system in Estonia / 84
4.9. The educational system in Finland / 88
4.10. The educational system in France / 93
4.11. The educational system in Germany / 94
4.12. The education system in Greece / 100
4.13. The education system in Ireland / 104
4.14. The educational system in Italy / 108
4.15. The educational system of Latvia / 111
4.16. Analysis of the educational system in Lithuania / 116
4.17. Analysis of the education system in Luxembourg / 120
4.18. Analysis of the education system in Malta / 126
4.19. The education system in Great Britain / 130
4.20. The educational system in the Netherlands / 141
4.21. The educational system in Poland / 150
4.22. The educational system in Portugal / 153
4.23. Analysis of the educational system in Romania / 157
4.24. Analysis of the educational system in the Slovak Republic / 162
4.25. The educational system in the Republic of Slovenia / 167
4.26. Analysis of the educational system in Spain / 176
4.27. Analysis of the educational system in Sweden / 181
4.28. Analysis of the Hungarian educational system / 185
The present work brings together the analysis of the educational systems in Europe to provide an overview to specialists in this field, aspirants, but also to all those who want to know better the educational phenomenon at the level of our continent.
The elements that analyze and delimit the conceptual framework of the management and organization of the educational system can be found in the first chapters of the work, precisely in the direction of a correct foundation.
Education itself is a concern for society, being the main engine of both personal and community development. This development takes place in an obvious symbiosis, society cannot develop without education, just as education cannot develop independently in relation to social development.
The frequent reforms that the educational system has undergone are aimed at a better adaptation to current needs and a projection of the future, but the results are not always what was expected. The changes or attempts to adapt to the restrictions given by the COVID 19 pandemic changed the paradigm in which we knew the educational process. The response mechanism proved the resilience and adaptability of educational systems to online mediated activity. Technology, however present in education, has become an essential tool for carrying out the education process.
We believe that the present work offers a concrete horizon of the knowledge of the European educational phenomenon and constitutes a foundation for the advancement of potential educational policies, as well as the sharing of good practices.
The complexity of the educational phenomenon, as well as the cultural elements specific to each community constitute an adaptive element for the various challenges that society may face in the coming years. The transition from one stage to another, we know, is done gradually and in a controlled manner. This is also not the case in crisis situations, where the response and reaction time must be extremely short. Crises can beget crises, they can spread, and their consequences can be found in increasingly different areas. The clear vision of education, effective communication, as well as the training of teaching staff, through the development of complex skills from technological to psychological and social, are prerequisites for educational success.
The elements that analyze and delimit the conceptual framework of the management and organization of the educational system can be found in the first chapters of the work, precisely in the direction of a correct foundation.
Education itself is a concern for society, being the main engine of both personal and community development. This development takes place in an obvious symbiosis, society cannot develop without education, just as education cannot develop independently in relation to social development.
The frequent reforms that the educational system has undergone are aimed at a better adaptation to current needs and a projection of the future, but the results are not always what was expected. The changes or attempts to adapt to the restrictions given by the COVID 19 pandemic changed the paradigm in which we knew the educational process. The response mechanism proved the resilience and adaptability of educational systems to online mediated activity. Technology, however present in education, has become an essential tool for carrying out the education process.
We believe that the present work offers a concrete horizon of the knowledge of the European educational phenomenon and constitutes a foundation for the advancement of potential educational policies, as well as the sharing of good practices.
The complexity of the educational phenomenon, as well as the cultural elements specific to each community constitute an adaptive element for the various challenges that society may face in the coming years. The transition from one stage to another, we know, is done gradually and in a controlled manner. This is also not the case in crisis situations, where the response and reaction time must be extremely short. Crises can beget crises, they can spread, and their consequences can be found in increasingly different areas. The clear vision of education, effective communication, as well as the training of teaching staff, through the development of complex skills from technological to psychological and social, are prerequisites for educational success.
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