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Equal Opportunities for Education - in the Tertiary Education (Universities)
Maňourová, Tereza ; Tomeš, Igor (advisor) ; Šámalová, Kateřina (referee)
Education plays an increasingly important role in achieving success in life and the social ladder, because every individual should have the same opportunity to study regardless of their origin, social characteristics, educational family history or other ascriptive factors. This thesis deals with an access to higher education for those who come from low-income families or families where a higher education has no family history. It describes and analyzes the current access to tertiary education in the Czech Republic in the context of the equalization of opportunities of students from families with no tradition of higher education or lower socio- economic status. The theoretical part presents information about the issue of access to higher education. It explains the concepts which are often mentioned in this thesis, describes the historical development of the right to education and the path to the right of equal access to tertiary education in a modern society. The following describes the sociological theories on educational inequality and they are applied to the specific factors influencing equity of access to tertiary education. Finally, it outlines the current development in the Czech Republic. The practical part describes the support system for the largest university in the Czech Republic. This...
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Educational reproduction and cultural capital . A qualitative study
Vojtíšková, Kateřina ; Šanderová, Jadwiga (advisor) ; Kreidl, Martin (referee) ; Kučera, Miloslav (referee)
Schools, Families and Inequality. Choice of Secondary Education in Contemporary Czech Society The dissertation work is concerned with the choice of secondary education in families, the influence of family and school on the choice of pupils born in the 1st half of 90s. A special importance of this phase is in that high schools in the Czech Republic are highly differentiated so the choice belongs to the crucial points of the school carrier. The type of the studied high school significantly influences learning aspirations and chances of the graduates to be accepted to further education, structures the field of possibilities in the life way of young people. The analysis is based on data obtained from two qualitative studies: 1. Focus groups with mothers of children in the ninth year of the compulsory education: students of (selective) multi-year grammar schools; pupils from basic schools (the main education stream); 2. Case studies carried out in two Prague schools focused on two classes in the eight and ninth year (2008-2010). The aim of both the studies was to map subjective perspectives of the participating actors - parents, pupils and teachers, to show different interests, attributed meanings, values in upbringing, education, abilities to distinguish types of high schools due to prospects of the new...
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Factors determining educational aspirations in the Czech Republic after 1989
Mamulová, Tereza ; Kopecký, Martin (advisor) ; Dvořáková, Miroslava (referee)
5 Abstract In the bachelor thesis are described factors, which take part in forming of educational aspirations after 1989. Forming factors of educational aspirations are identified in the context of changes, which were in the Czech society during the last 25 years. The opening chapters are focused on historical context of forming educational aspirations. Factors are examined on the three levels: structural, individual and contextual. Forming factors are studied by available researches from the Czech republic and the point of view of their forming is enriched by knowledge from foreign researches. The thesis contains discussion about findings and the search of available studies, which contribute to aknowledgement of forming factors of educational aspirations. Keywords: Educational aspirations, educational inequalities, cultural capital, transformation, access to tertiary education, social mobility
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DECISION MAKING PROCESS OF STUDENTS'CHOICE OF APPRENTICESHIP AS A TYPE OF EDUCATIONAL PATHWAY
Chvátalová, Monika ; Šanderová, Jadwiga (advisor) ; Gorčíková, Magdaléna (referee)
This bachelor thesis is focused on decision making process of students from working-class families' choice of apprenticeship as a type of educational pathway. The theory part outlines the main problems connected with the contemporary Czech apprenticeship, and then places the issue of choice of apprenticeship into the context of the reproduction of educational inequalities and introduces main theoretical approaches to the study of educational inequalities and their reproduction. On the basis of research based on qualitative method of understanding interviews then shows that apprenticeship are perceived by students from working-class families as an advantageous, compared to other educational pathways completely equivalent, and therefore in many ways rational choice. Students from working-class families consider the apprenticeships of secondary vocational schools as a mediator which would enable them to pursue a specifically defined profession, while their main advantage is seen in their practical focus.
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The organization of primary and lower secondary education in Europe: Comparative analysis of the Czech Republic and Finland in terms of equity.
Paulová, Kristýna ; Kalous, Jaroslav (advisor) ; Mouralová, Magdalena (referee)
This thesis is a comparative study, which compare two selected countries, Finland and the Czech Republic in the organization of basic education. The benchmark of equity has been chosen as a comparative criterion. This criterion was further divided into single indicators. The key indicator in this respect was the selectivity of educational systems. For this reason, the thesis presents especially the form and the extent of differentiation of students by each level of basic education in both chosen counties and try to find the number of children who are educated in them. The results of comparative analysis showed that five educational programs with different degree of quality exist in the Czech Republic, while there are only two types of schools in Finland. Finland has used the differentiation of pupils in schools, even in clases in much smaller scale in comparison with the Czech Republic. In Finland, there are no classes with extended teaching of some subjects. The next difference between selected countries is about the age when the students start to be selectived. The students are not differentionated before 16-years in Finland. On the other hand, students of the Czech Republic are divaded in various educational programs after completion of primary school, that means in 11-years. Only 4 % of...
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Social Differentiation in Czech Education
Bartušek, Aleš ; Voříšková, Iva (advisor) ; Papánek, Jiří (referee)
Cílem této diplomové práce je uvést do problematiky vzdělanostních nerovností, prezentovat v současné době nejvýznamnější mezinárodní projekt v oblasti měření výsledků vzdělávání (PISA) a především přiblížit nejmodernější trendy měření výsledků vzdělávání, na jejichž principech je celý projekt vybudován. Hlavním cílem pak je pokusit se na základě aktuálních výsledků posledního výzkumu PISA 2003 identifikovat vzdělanostní nerovnosti, zdroje jejich reprodukce a vysvětlit princip jejich fungování v České republice. První část práce (kapitoly 1-2) se věnuje obecnému úvodu do vzdělanostních nerovností. Vysvětluje pojetí spravedlnosti ve vzdělávání a zasazuje vzdělanostní nerovnosti do sociologického kontextu. Jsou zde nastíněny nejdůležitější přístupy, teorie a koncepce vysvětlující vzdělanostní nerovnosti a detailněji je popsán sociálně-psychologický model sociální stratifikace. Dále jsou zde základní informace o českém vzdělávacím systému a mezinárodní komparace se zeměmi OECD. Druhá část práce (kapitoly 3-4) přibližuje mezinárodní projekt PISA, na jehož nejnovějších datech jsou postaveny prováděné analýzy. Kapitola 3 představuje projekt jako celek a seznamuje s jeho cíly, metodami, koncepcí, prezentací jeho výsledků a se vzorkem testovaných žáků. Kapitola 4 se věnuje teorii měření výsledků vzdělávání a popisuje řešení některých problémů v jednotlivých fázích výzkumu. Závěrečná část práce (kapitoly 5-7) vychází z reálných dat výzkumu. Kapitola 5 prezentuje základní výsledky výzkumu PISA za rok 2003 v oblasti matematické, čtenářské a přírodovědné gramotnosti a kapitola 6 provádí analýzy jednotlivých veličin a vztahů mezi nimi za účelem určení vlivu socioekonomického zázemí žáků na jejich výsledky ve škole, identifikace rozdílů mezi různě organizovanými vzdělávacími systémy a především zodpovězení otázek týkajících se separace žáků do různých typů škol. Kapitola 7 je pak zaměřena na analýzu výsledků českých žáků. Na základě rozdílů mezi jednotlivými typy škol vypovídá o selektivitě českého vzdělávacího systému a zkoumá faktory formující aspirace žáků na terciární vzdělávání.
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