Abstract
When reporting on the priority educational policies (PEPs) at the current stage of development of the Czech Republic (CR), it must be taken into account that this is a country which, since November 1989, underwent a transition from a totalitarian political system, and centrally planned, state- owned economy to democratic governance respecting human rights, the restoration of private ownership and a market economy. The implicit or explicit comparison of PEPs before and after 1989 is widely used in this report, in many cases contrasting these two periods. We are aware of the fact that such contrasting of periods requires a high level of simplification; on the other hand it enables the various international readers lacking indepth knowledge of the Czech national context to better understand the main trends and characteristics of the development of PEPs in our country.
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© 2012 David Greger,Markéta Levínská and Irena Smetáčková
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Greger, D., Levínská, M., Smetáčková, I. (2012). Priority Education Policies in the Czech Republic: Redesigning Equity Policies in the Post-Communist Transformation. In: Demeuse, M., Frandji, D., Greger, D., Rochex, JY. (eds) Educational Policies and Inequalities in Europe. Palgrave Macmillan, London. https://doi.org/10.1057/9780230358652_7
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