Examining the long-term education policies of the Visegrad 4 countries in the perspective of East Asian educational growth model = A Visegrádi 4 ország hosszú távú oktatáspolitikájának vizsgálata a kelet-ázsiai oktatási növekedési modell szemszögéből

Absztrakt (kivonat)

As one of the foundations of the modern state, education and educational development should be taken into consideration by policy makers when formulating general policy (Yan, 2019). The East Asian region is a prime example of growth, so research on the role of education can help the lagging European countries to catch up and provide accurate policy recommendations. The research is structured around three research questions. The first question is which educational component influences growth. This was necessary because the literature gives them ambiguous roles; therefore, it may be crucial to clarify this in later discussions. In order to better understand how education in East Asian and European countries differ, the second research question focuses specifically on this region. It asks what factors have contributed to East Asian success. The third study focuses on Poland, the Czech Republic, Slovakia, and Hungary, which are members of the Visegrad Group (V4). It investigates precisely which metrics in this area are falling behind and what advancements these nations can make. To collect the data, I carried out secondary data collection by country. In the analysis I used several databases (World Bank, Penn World Table, OECD, UNDP and DECS) and the country categorization system to create different dummy variables. The data was collected between 1996 and 2019 and used in 4 different sub-period to observe the time trend. Data were analyzed using panel regression with random effect specification. The result of the research is that growth in government per capita, tertiary pupil-teacher ratio, and PISA scores are positively influenced the growth. In contrast, increases in governmental budget % of GDP, secondary and tertiary enrollment rates, and secondary pupil-teacher ratio decrease GDP per capita. In East Asia the governmental budget per capita, all and secondary level budget % of the GDP, and the vocational training ratio is lower, while the pupil-teacher ratio at primary and secondary level, PISA scores are higher. The analysis shows that the V4 countries are lagging in several variables. The results suggest that Visegrad countries should focus on three variables: governmental budget per capita, pupil- teacher ratio at secondary level and PISA score.