Suchergebnisse

The present study investigates the major problems and challenges faced by the Romanian educational system during the last years of Nicolae Ceauşescu's regime. My main focus is on the so-called "polytechnic" education as a mean to reform and improve the system, and the debates it generated starting with the late 1970s. Consequently, the paper also examines the evolution of the debate and the top-down and bottom-up projects and initiatives to reform the educational system during the first decade following the collapse of the communist regime in Romania in December 1989. The aim is to present the clashing visions of different actors over the idea of reform and the urge to implement it, nonetheless to reveal the long term deadlock generated by this situation within the Romanian educational system.

In the article the author tackles a contemporary issue that is important for institutional strengthening of the Republic of Moldova. Developing a mechanism for efficient interaction of institutions of state power with political parties, ruling ones and in opposition, with the groups of interests, especially those institutional and associative, represents a strategic objective for the Republic of Moldova. Assessing institutions with "rules of the game", the contemporary political science updates the significance of the Constitution for organisation and good unfolding of the political process, for ensuring stability and at the same time dynamism of the socio-political system. The conclusions of the investigation of complex issues like dynamic political processes, functionality of political institutions in conditions of instability / political crisis, contain an educational, instructive message, important for the political actors of the Moldovan society.

This article aims to follow up the institutionalization process of the primary education in the rural areas of Bessarabia (today Republic of Moldova), during the inter-war period (1918-1940), from the perspective of the application of the corporal punishment in the public schools. The application of the corporal punishment also interacted with certain matters related to the everyday process of the primary education in the villages, such as the teachers' relationships with the local community, the school attendance, or the internal group dynamics within the pedagogical collectives in the rural schools. The corporal punishment was codified and became increasingly scarce in the inter-war years, correspondingly with the change of the attitudes both of the teachers and the pupils' parents towards the primary school.