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1

When PISA does not matter? The case of the Czech Republic and Germany

100%
Greger D.
Human Affairs
|
2012
|
vol. 22
|
issue 1
31-42
EN
The present paper gives an overview of the reflections of and reactions to publishing the results of the first wave of the OECD study Programme for International Student Assessment (PISA) in the Czech Republic and in Germany. The choice of these two countries enables us to document how the same results could be perceived very differently in diverse country contexts and could lead to a different reaction from policy-makers. In spite of large reforms and numerous policy measures being adopted in Germany in reaction to the PISA results, compared with no response from policy-makers in the Czech Republic, it is argued, that in both countries policy-makers failed to tackle the major problem of their educational systems-its selective nature. In the final section we discuss various mis(uses) of PISA and its supranational and global character influencing local policies.
2

LOST IN TRANSLATION: EVER CHANGING AND COMPETING PURPOSES FOR NATIONAL EXAMINATIONS IN THE CZECH REPUBLIC

63%
Greger D., Kifer E.
Pedagogický časopis (Journal of Pedagogy)
|
2012
|
vol. 3
|
issue 1
43 – 81
EN
In reaction to central control of schooling by the Soviet Union, the Czech Republic countered with what some say was the most decentralized system in Europe. While the political move to democracy was extraordinarily successful, there were numerous governments between 1989 and the present. The combination of the decentralized control of schooling and lack of continuity in the political realm in regard to education lengthened substantially the amount of time it has taken to mount national assessments. Those assessments, 5th and 9th grade and a high school leaving examination, are now on track but not without political and technical barriers.
3

Teachers' Attitudes towards Early Tracking and Their Experiences with Pupils Transition to Selective "Multi-year gymnázia"

63%
Greger D., Holubová M.
Journal of Pedagogy
|
2010
|
vol. 1
|
issue 1
85-101
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