Abstract This paper presents findings on the developments of PA education in 11 CEE countries and discusses various patterns based on the data on the historical background of PA education, forming thus the initial outcome of a more complex research carried out within the PAQUALITY project. The analysis is based around two main contextual factors: the role of imprinting (path-dependence) of the PA education in the framework of history and evolved PA ideologies, and the development of PA as discipline; and the role of institutional and HE legal factors on the current existence and status of PA education in the selected cluster of countries. The research question relates to the potential observation of differences in the development and current status of PA education in 11 CEE countries today. For this purpose, we utilize a co-variational international comparative case-study methodological approach, since this is a variable-centered approach, as it is acknowledged that a full-fledged theory might be absent in the framework of this specific investigation. The results indicate that we can argue in favor of the role of path-dependence in shaping PA education in CEE countries, where different starting points affected the outcomes in the content of current PA education. However, path-dependence is not to be taken as a sole factor corresponding to the development of the PA discipline in specific countries, as also more context-based factors and legal provisions do play the role. The outcome is that there is a lack of uniformity of PA education across CEE countries, where the country-specific context is the major factor in shaping the structure and content of programs, in some instances even creating new “sciences”. Although it would be expected to have some convergence in PA programs after almost three decades after the political and economic transformations started, we can even argue that PA education is more diverse now. This would give a specific role to the internalization and / or international accreditation in re-shaping and reversing the divergence processes in the future, but the anticipation for program consolidation might also be the factor that could have converging effects.

中文翻译：

---

中东欧国家的公共行政教育：在最近的十年中它是如何发展的？

摘要本文介绍了11个中欧和东欧国家体育教育发展的发现，并基于体育教育历史背景的数据讨论了各种模式，从而形成了在PAQUALITY项目中进行的更为复杂的研究的初步成果。该分析基于两个主要的背景因素：PA教育在历史和演化的PA意识形态框架内的烙印（路径依赖）作用，以及PA作为学科的发展；以及体制和高等教育法律因素在所选国家/地区中对PA教育的当前存在和地位的作用。该研究问题涉及对当今11个中欧和东欧国家PA教育发展和现状差异的潜在观察。以此目的，由于这是一个以变量为中心的方法，因此我们采用了协变国际比较案例研究的方法论方法，因为人们公认在此特定研究的框架内可能不存在完整的理论。结果表明，我们可以主张路径依赖在中东欧国家塑造PA教育中的作用，在这些国家，不同的起点影响了当前PA教育内容的成果。但是，路径依赖不应被视为与特定国家/地区PA学科发展相对应的唯一因素，因为更多基于上下文的因素和法律规定也可以发挥作用。结果是，在中欧和东欧国家之间，公共广播教育缺乏统一性，特定国家/地区的环境是影响计划结构和内容的主要因素，在某些情况下甚至可以创造新的“科学”。尽管在政治和经济转型开始后的近三十年中，人们预计PA计划会有所融合，但我们甚至可以说，PA的教育现在更加多样化。这将对内部化和/或国际认证在将来重塑和逆转分歧过程中发挥特定作用，但对计划合并的预期也可能是可能产生趋同影响的因素。我们甚至可以争辩说，PA教育现在更加多样化。这将对内部化和/或国际认证在将来重塑和逆转分歧过程中发挥特定作用，但对计划合并的预期也可能是可能产生趋同影响的因素。我们甚至可以争辩说，PA教育现在更加多样化。这将对内部化和/或国际认证在将来重塑和逆转分歧过程中发挥特定作用，但对计划合并的预期也可能是可能产生趋同影响的因素。