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It outlines major trends for Central and Southeast Europe, reflects on policy alignment to distinct contexts, and proposes a conceptual framework for further comparative research.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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to assess educational performance profiles in Europe?","Question",{"text":63,"@type":64},"It evaluates participation, the quality of learning outcomes, and the equity of learning outcomes.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the three regional performance patterns identified in European education systems?",{"text":68,"@type":64},"The paper distinguishes compensative education systems in North and Northwest Europe, selective systems in Central Europe, and attritional systems in Southeast Europe.",{"name":70,"@type":61,"acceptedAnswer":71},"Why does the paper emphasize contextual comparisons rather than comparing countries directly with any reference?",{"text":72,"@type":64},"It argues that deeper contextual similarities and differences are needed because political and historical categories can limit the validity of international educational 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the contextual relevance of various educational policies through an analysis of three aspects of the performance profiles of European countries: participation, the quality of learning outcomes and the equity of learning outcomes. Comparative analysis of international student achievement assessment surveys and statistical data reveals three European performance patterns: the compensative education systems of North and Northwest Europe, the selective education systems of Central Europe and the attritional education systems of Southeast Europe. On the basis of the identified performance patterns, the paper provides a brief outline of major trends within the Central and Southeast European regions, shares reflections on the alignment of policies that fit the distinct context of the two regions and offers a conceptual framework for further comparative research.  \nKeywords: Central Europe, PISA, South Eastern Europe, Trends  \nThe historical regions of Europe  \nSince no education system can be good or bad in comparison to itself, the only reliable way to assess the actual performance of the education of a country is international comparison. However, it happens too often that we compare the outcomes of our system with those of other countries with rather limited relevance. The further we go for international references, the greater the contextual differences that may reduce the validity of comparisons. Therefore, digging deeper into the contextual similarities and differences requires determining the group of countries that may serve as the basis of valid comparisons. After the collapse of the Soviet Union, Eastern European communist systems and the former Yugoslavia, our approach to regional division within Europe remained very much determined by political categories. We often talked  \n– and still talk – about the former communist countries and the countries of the former Yugoslavia where the “common heritage” determines all aspects of life, as well as the latitude for any development. However, all sorts of economic and social changes make this approach more and more dubious; in most aspects, Estonia appears to be more similar to Sweden than to Russia, and Slovenia is more similar to Austria than to Serbia. Gradually, the “historical regions of Europe” that – as the Hungarian historian Jenő Szűcs demonstrated – developed their distinct characteristics through centuries of “structural changes” are reclaiming their explanatory power (Szűcs, 1983) .  \nObviously, explaining social processes on the basis of common communist heritage is not a promising exercise anymore. Bulgaria and Romania are adjusting to the rest ofthe Southeast European region. Also, as the northern excommunist countries are applying Northern European type of institutions and the differences between Austria, the Czech Republic and Hungary are fading, Central Europe is recovering its shape. The reaggregation of the Southeast and Central European regions is very much visible in countries where the “borders”of the two larger European regions represent internal regional differences, such as in Croatia and Romania. (This shift in approach raises an extremely exciting question for international comparative research of education: how strong are these social and cultural determinations and to what extent do they constrainthe latitude of public policies?) The question to be answered by the present paper is: are there regional patterns in education, too? If so, what are their major characteristics?  \nWhen the results of the 2000 PISA survey were published, the decline in the average performance of European countries along the North – Southeast axis was already visible. Ever since, in spite of sometimes even drastic positive or negative change in the performance of certain countries, the three regional performance groups have intractably survived: North and Nort","cbCaibGvFC2XSArF","https://ap.wps.com/l/cbCaibGvFC2XSArF","pdf",440656,"English","# Regional Educational Performance Patterns in Europe\n## The historical regions of Europe\n## The composition of educational performance profiles","[{\"question\":\"What three dimensions does the paper use to assess educational performance profiles in Europe?\",\"answer\":\"It evaluates participation, the quality of learning outcomes, and the equity of learning outcomes.\"},{\"question\":\"What are the three regional performance patterns identified in European education systems?\",\"answer\":\"The paper distinguishes compensative education systems in North and Northwest Europe, selective systems in Central Europe, and attritional systems in Southeast Europe.\"},{\"question\":\"Why does the paper emphasize contextual comparisons rather than comparing countries directly with any reference?\",\"answer\":\"It argues that deeper contextual similarities and differences are needed because political and historical categories can limit the validity of international educational comparisons.\"}]","Regional Educational Performance Patterns in Europe - Paper Overview | PDF",1792087835]