Evidence is considered on differences in access to education and in learning achievement within the countries of Central and Eastern Europe and the former Soviet Union. Analysis of the transition period focuses on the differences in access and achievement.
The fifth Regional Monitoring Report continues the Centre's pioneering work of emphasizing the social side of the transition in Central and Eastern Europe and the former Soviet Union, in particular the needs and rights of children. The Report presents detailed information on changes to educational systems and analysis of key issues relating to equity and rights in schooling. Trends are shown in enrolment, in the costs of schooling faced by families, and in the social support given by schools.
Children with disabilities and many others who experience difficulties in learning are often marginalized within or even excluded from school systems. This paper considers the situation in countries of Central and Eastern Europe, examining particular developments that have occurred in recent years.
How can EMU be expected to affect the children of Europe? Much of this paper is concerned with making the link between macroeconomic analysis and family welfare, a link which is important for all age groups, but particularly so for children.
This is the report on an inter-agency workshop convened by the Education Cluster of UNICEF New York. The meeting undertook a detailed analysis of three accepted strategies: parent education, community partnerships and linkages with programmes for vulnerable children.
The collapse of communism in East Germany took place alongside unification with its democratic neighbour, West Germany. This made the East German experience of the ‘transition’ - from the planned to the free-market economy - unique among that of the post-socialist states.
Educational rights for minority groups may be included in states' education systems and also enshrined intheir statutes. However, states' laws, their declarations and their educational systems are largely normative statements. For many minority groups, the key issue is whether educational practice actually recognises those legal obligations and aspirations and provides a full, effective and fulfiling education for their young people.