Taiwan between the East and the West. Toward Democratisation in Education

The article sheds light on the modifications that have radically been changing the face of education since 1949 and depict Taiwan’s multi-level „balancing” between the East and the West, i.e. Taiwan’s policy toward China, orientation on economic growth, as well as progressing democratization processes that are reflected in educational policies. The article scrutinizes the processes that have been stimulating educational policies and have been of key importance to Taiwan’s development and success (not only economic, but also educational). Also, two key processes of democratization and Taiwanization, which have constituted the country’s goal, are isolated and analyzed, as well as the manner of educational changes and their intensity in three periods: authoritarian, transitional and contemporary.

This article deals with two subjects which form an inevitable part of the discussion on Czech basic schools. First, there is school development from the inside, individual and group learning and organizational development in schools. Second, there is the double task of Czech basic schools to provide pupils with primary and, subsequently, lower secondary education. The aim of the analysis is to compare evidence given by teachers at the primary and lower secondary levels of basic schools about processes which create the dimensions of a professional learning community. Analysis of the data obtained from this research, which was carried out in Czech basic schools, leads to the conclusion that despite a relatively large conformity in the adult actors’ perception of systematicity in handling the subjects of learning, this perception cannot be considered homogeneous.

This study seeks to find the influential factors of the roles of principals under SBM that impact on school improvement. Data from a representative sample of urban secondary schools were gathered through questionnaires from 127 principals and 694 teachers. This study discovered that some of the variables of the principals’ roles in school-based management had a significant impact on school improvement. Optimal school improvement may be achieved if the principals were to put more emphasis on strategic planning, supportive and comprehensive roles and less emphasis on shared decision-making. Therefore, supportive, strategic and comprehensive planning have been found the principals’ most effective roles under SBM. Shared decision-making has been found with no impact on school improvement though some school of thought considered it very effective. The findings of this study provide important information for policy makers, education managers, and especially for the principals and teachers concerned with the improvement and well-being of secondary schools under the school-based management system.