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This paper discusses the development of economic higher education in Czechoslovakia from 1945 to 1953, ie before the emergence of new economic universities with the same name: University of Economics (Vysoká škola ekonomická) in Prague and Bratislava. Its aim is to determine possible similarities and differences in economic education between the Czech lands and Slovakia. Although the paper embraces the issue comprehensively, the main focus is on the comparison of two of the most important colleges, the Commercial College in Prague and Slovak College of Commerce in Bratislava. It concludes and claims that despite the Czechoslovak uniform policy in tertiary education, there were undoubtedly some national differences. Essentially, they stemmed from different networks and the number of economic schools in the Czech lands and Slovakia and from different prior traditions. Overall, Slovaks endeavoured to continue with the preceding development more than Czechs. [ABSTRACT FROM PUBLISHER]

In nineteenth- and early twentieth-century Europe, the age of the governess coincided with the age of nationalism. This paper explores the connection between them in the specific context of intercultural education by foreign governesses. It argues that nationalism, with its focus on the identification and projection of a distinct national character, led to the stereotyping of European countries and, by extension, the stereotyping of foreign governesses. It further contends that the clichéd images of the English Miss, German Fräulein and French Mademoiselle, which were international, powerful and largely negative, had, on the whole, a detrimental effect on governesses and their working relationships with employers and pupils. It concludes that stereotyping along national lines adversely affected both visitor and host by promoting formulaic and prejudicial attitudes one to the other. [ABSTRACT FROM AUTHOR]

In this article, we offer a survey of histories of education in the region commonly known as 'Oceania', which broadly encompasses the subregions today known as Australia, New Zealand/Aotearoa, Melanesia, Micronesia and Polynesia. The first part of this article addresses 'the history of education in Oceania' as a topic of both interest and omission. In the second part of this article, we attend to the question of how Oceania was crucial to the formation of northern and western European systems of scientific knowledge. Overall, we propose that working with 'Oceania' as a frame of vision in the history of education has the potential not only to address some big gaps in the literature, but also to productively challenge some of our field's foundational narratives about progress, land, nations, system-building, and colonialism. [ABSTRACT FROM AUTHOR]

In the history of vocational education and training, apprentices seldom feature as actors. They are also rarely mentioned among those affected by economic conditions and political measures. Studies of England and Scotland have shown that, over a period of decades, there was a widespread apprentice movement during the twentieth century. So far, studies of German-speaking areas have barely registered this and have solely concentrated on apprentice protests in the 1960s and 1970s. The present article addresses this desideratum, investigating the form and content of how apprentices articulated their interests in Switzerland between 1880 and 1950. The main reason why Switzerland never experienced major sustained apprentice protests was because of its corporatist organisation of vocational education policy. This policy meant that there was no space available for independent forms of protest as charitable organisations, industrial and occupational associations, trade unions and state agencies assumed the task of articulating the interests of apprentices. [ABSTRACT FROM AUTHOR]

In 1924 the Carnegie Endowment for International Peace published a volume investigating the teaching of school history in former belligerent states in Europe. The project sought to reconcile former enemies through mutual understanding and educational exchange and reflected a widely held belief that although the military conflict had finished, its ideas still resounded and served to perpetuate antagonism. The CEIP project, conceived in the internationalist spirit, was itself derailed by nationalist enmity, a consequence of the Franco-Belgian occupation of the Ruhr in January 1923, demonstrating the limits of cultural reconciliation in the early 1920s, and the resultant volume showed that belligerent views of recent history were still being taught to schoolchildren in France and Germany in the early 1920s. [ABSTRACT FROM AUTHOR]

The radical reforms of Peter the Great of Russia (1672-1725) transformed the whole country. Among his educational reforms, the establishment in 1714 of the first public museum as a tool for public education had no precedents in Russian history. Its functions were formulated as 'teaching and enlarging knowledge of nature, dead and alive, and of artistic human creations'. It was opened for all classes of the public, regardless of their wealth or social position. Its name 'Kunstkamera' - a chamber of arts and curiosities - was coined in Europe as early as the Renaissance period, but free admission, a logically arranged display, guided tours and free access to the museum library made it more of a modern museum than a princely 'cabinet of curiosities'. Along with the Ashmolean and the British Museum, the Kunstkamera was one of the most important European educational and academic centres of the eighteenth century. [ABSTRACT FROM AUTHOR]