Project Events & News

The institutional conditions of adapting to future challenges in the Romanian education system

The 4th country study of the EDUC project (Future Challenges to Education Systems in Central Eastern European Context) has been published by University of Bucharest researchers Lucian Ciolan, Simona Iftimescu, Mihaela Stingu.

Abstract

The institutional conditions of adapting to future challenges in the Polish education system

The 3rd country study of the EDUC project (Future Challenges to Education Systems in Central Eastern European Context) is available now by Maciej Jakubowski (University of Warsaw).

Abstract

Comparative overview of the capacity of the education systems of five Central Eastern European countries to adapt to changing gender roles

The next working paper of the EDUC project is again a comparative overview, this time the focus is on gender issues. The paper conceptualizes the characteristics of education systems and schools which are able to handle gender inequalities and assesses the state of the art of the educational systems in this respect in 5 CEE countries: Hungary, Poland, Romania, Serbia and Slovakia. Authored by Center for Policy Studies / Democracy Institute researcher Dorottya Redai.

Abstract

Comparative overview of the capacity of the education systems of the CEE countries to provide inclusive education for Roma pupils

The current working paper of the EDUC project is a comparative overview covering five CEE countries, investigating how the education systems can manage the differences among children, with an emphasis on the issue of providing inclusive education for Roma children. Authored by Center for Policy Studies / Democracy Institute researcher Agnes Kende.

Abstract

Blog: Intercultural Mediation for the School-to-Work Transition among the Roma youth in Spain

This blog post will highlight the relevance of intercultural mediation in some Roma young people’s school-to-work transition, in Spain. Such relevance, however in our view, does not justify the ethnocultural framing of the intervention. It is mediator’s mentoring role, her culturally responsive guidance and caring relationship that impact young people. While her mediating role – conflict prevention/resolution, communication facilitation – appears to benefit mostly local public administration.