One can point out at least four main characteristics of the educational change in Eastern Europe: 1) depolarization of education (i.e., the end of the “communist” ideological control of the system); 2) breaking down of the state monopoly in education by allowing private and denominational schools to be established; 3) increased choices in schooling options; and 4) decentralization in the management and administration of the education system (in particular, the emergence of school autonomy) (Cerych, 1997). Remarkable progress has been made in reforming areas such as curriculum, textbooks, and pedagogy: previously dominant political and ideological references were deleted from course content and textbooks; curricula have been updated; a private textbook industry has emerged vigorously; and significant changes were made in teacher training and evaluation practices. Other areas are fraught with many difficulties and are, accordingly, more difficult to improve. They include: rationalizing the number of institutions, establishing coherent education legislation, redistributing educational property, and redefining local finance and administrative control (Heyneman, 1995, p. 25).
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