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Znalostní ekonomika jako faktor ekonomické výkonnosti firem
Šulcová, Darina
Šulcová, Darina. Knowledge Economy as the Factor of Firm Economic Performance. Diploma thesis. Brno: Mendel University in Brno, 2018. The main aim of this diploma thesis is to find out if there is any relation between the Knowledge Economy and Economic Performance. Member states of the European Union are compared within each other in accessing the Knowledge Economy not only according to composite indicators, but also according to sub-indicators of the Knowledge Economy. This thesis focuses on the situation of the Czech Republic and how it accesses sub-indicators of the Knowledge Economy. Member states are then compared also according to their national, high-tech industry and firm Economic Performance. The analysis of the relation between the composite indicators or sub-indicators of the Knowledge Economy and national, high-tech industry or firm economic performance is the key part of this thesis. In the end, there is a summary of main findings and some recommendations are made for the Czech Republic to improve its Knowledge Economy situation.
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Education policy transfer: case study of Slovakia inspired by Finland
Gardošíková, Daša ; Skálová, Barbora (advisor) ; Vykoukal, Jiří (referee)
to the thesis Education policy transfer: case study of Slovakia inspired by Finland Abstract Bachelor Thesis Education policy transfer: case study of Slovakia inspired by Finland deals with the case study of the Slovak education system, whose planned reform is inspired by the generally positive perception of the Finnish model. The Slovak Ministry of Education expressed its decision to reform the Slovak education system based on the Finnish one-structure model in the National Education and Training Development Program. This decision can be defined as an attempt to voluntarily transfer education policies. The research is conducted on three levels. First of all, the thesis deals with the motivation of Slovakia to reform its system based on the Finnish model with an emphasis on the role of international rankings in education, especially PISA rankings. The focus of the thesis is a comparative analysis, which aims to thoroughly compare and describe six selected criteria (characteristics - geographical, historical, political; development of education systems, structure of education systems, financing of education, inclusion in education and the position of teachers) related to the transfer of education policy between Finland and Slovakia and their overall context. The thesis points out, in particular, the...
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Using Reading Strategies to Develop Reading Comprehension at
IBLOVÁ, Eva
The dissertation deals with the development of reading comprehension through reading strategies at elementary school. The theoretical part introduces the basic RWCT methods and other activation methods to use in Czech language and literature lessons. Another topic is the result of the Czech pupils in the international researches PISA and PIRLS. The research part deals with teachers' attitude to the reading strategies, their development and their attitude to using them in the school practice. The practical part is a set of worksheets for pupils that include reading strategies and therefore support the development of reading comprehension.
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Scientific literacy and its development by using learning tasks in Chemistry for ISCED 2 level
Distler, Petr ; Teplý, Pavel (advisor) ; Klečková, Marta (referee) ; Čtrnáctová, Hana (referee)
The objective of the dissertation was to assess the suitability of the scientific literacy development by using learning tasks in chemistry classes for ISCED 2. By comparing the learning tasks types in commercial workbooks and in the international assessment PISA, a significant difference in their structure was found out. Although the Czech Republic has undertaken to participate in the PISA project, Czech teachers have a different type of teaching tasks commonly available in their workbooks than the pupils afterwards solve in the PISA project. PISA's released and author's learning tasks were compiled into authentic workbooks. They were used in chemistry classes during the school year 2016/2017. Based on the pupils' results in the final assignments, all groups of grammar school pupils from experimental groups achieved better results in solving multicomponent learning tasks than the control group. However, the results of elementary schools pupils were significantly worse at final test scores than at initial ones, which was explained by the entire loss of their motivation to study. Pupils rated motivation to work with multicomponent tasks above average. They were fully aware of the importance and usefulness of solving multicomponent learning tasks, and, therefore, they solved them with proper...
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Pupils ' interpretation of graphic representations of statistical results
Krištof, Radim ; Vondrová, Naďa (advisor) ; Jančařík, Antonín (referee)
This thesis discusses the charts and their teaching. I study in it how graphs are introduced at Czech schools, ie how graphical outputs of statistical survey (graph types, their relevance, their description, etc.) are presented in textbooks. Then I analyze examples from international research TIMSS and PISA engaged in graphs depending on the success of results of Czech pupils. It turned out that pupils have no problem with reading values from graph, while their creation or solving nonstandard given exercises makes large difficulties to pupils. Last but not least I test the ability of students correctly but also critically interpret graphs, ie whether pupils can consider if graphs present actual data or are deliberately distorted and modified. For this purpose I create questionnaire where I test through three exercises pupils of graduation classes from grammar school and vocational school and pupils of study with vocational certificate. Results of graduates from both schools were comparable. Grammar school pupils succeeded especially in solving complicated or complex tasks, vocational school pupils got better results at solving tasks that require only orientation in graph and reading values. Pupils of vocational programs reached approximately half worse results. Powered by TCPDF (www.tcpdf.org)
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Czech System of Compulsory Education - PISA data analysis
Žďárská, Barbora ; Cahlík, Tomáš (advisor) ; Votápková, Jana (referee)
This thesis is aimed at the effect of the educational reform, carried out in 2004, on the performance of Czech students. Moreover, the thesis analyses the impact of factors such as for instance sex, economic and social status, nationality, age on the results of Czech schoolchildren. The thesis deals with the importance of education as an indicator of level of development of a state. For the purposes of the research about educational system the thesis uses data from a survey PISA (Programme for International Student Assessment). The PISA is the best-known international comparative survey for the evaluation of the standard of an educational system of a country. The theoretical part of the thesis gives information about the methodology used during the data collection. The thesis also describes a critical perspective on the assessment, which is considered a controversial topic nowadays. In order to measure the impact of the reform the empirical research works with a pooled cross section containing data from 2003, 2006, 2009 and 2012. According to the thesis inquiry performances of pupils are influenced by sex as well as by social and economic status. However, due to a lack of time periods, the analysis fails to measure the effectiveness of the educational reform. The thesis is concerned with themes such as an...
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Czech educational system in the international context
Kučera, Milan ; Cahlík, Tomáš (advisor) ; Břízová, Pavla (referee)
This bachelor thesis analyses the impact of chosen variables on results from PISA. The thesis describes the short existence of PISA, summarizes the results from PISA with aiming on aggregatable variables and also deals with critique of PISA. The thesis provides the insertion of the czech system of compulsory education in the international context of results and findings of PISA. Econometrics analysis based on panel data of 44 countries participating in PISA from years 2006, 2009 a 2012 were confirmed international autocorrelation in results of PISA, significantly positive impact of economic, social and cultural background and negative impact of the inequality in the distribution of wealth in society. For this purpose was used spatial autoregressive model using maximum likelihood estimation method. Powered by TCPDF (www.tcpdf.org)
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Digital Generation. Involvement of Information and Communication Technology in Educational Process
Vaňurová, Tereza ; Šafr, Jiří (advisor) ; Černý, Karel (referee)
Diploma thesis called "Digital Generation. Involvement of Information and Communication Technology in Educational Process" is focused on the role of computers in a life of adolescents. Information and Communication Technology (ICT) is evolving very fast and transform our everyday life. The aims of the thesis are (1) to explore the change of "digital generation" in Czech society in the beginning of 21 century, (2) to find out if there is a correlation between playing computer games and school results and (3) to identify which factors influence computer literacy. In order to achieve those aims, the comparative secondary analysis of international researches of pupils PISA 2003, 2012 and research focused on computer and information literacy - ICILS 2013were used. The results suggest that between 2003 and 2013 digital possession and using of ICT by fifteen year old pupils increased, so digital generation Y and Z were identified in Czech society. Playing of computer games remains domain of boys. Computer and information literacy increases with experience with computers, self- esteem of basic computer skills and with a higher society status of parents. Better results in the test also achieve girls and pupils of grammar school. Keywords Generation, Information and Communication Technology, Education,...
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Development of reading literacy in elementary school education (comparison between Norway and Czech Republic
Stolařová, Daniela ; Tomková, Anna (advisor) ; Rychlíková, Marie (referee)
The aim of the thesis is to compare current approaches to the development of reading skills at the primary school level in Czech Republic and Norway. In the thesis are staked out the terms of reading (čtenářství) and reading literacy. Further there is comparison of the PIRLS research results and marginally the PISA-reading literacy part results. The topic is implanted in the context of the school reform in Czech Republic and Norway. The thesis includes a brief characterization of Norwegian school system. The foundation of this thesis is that the current level of reading literacy in Norwegian schools is similar to the Czech ones. The thesis gives answers to questions: Which approaches uses the Norwegian and Czech school system to develop reading skills of the pupils. Do this approaches react on the reading skill's level of the pupils? Are these approaches functional? Is it possible to apply some of the Norwegian approaches in the Czech environment? There are used methods of analysis of the materials, observation and interviews in this work. The main conclusion of this thesis is that the biggest benefit of Norwegian school system is it's unity, orderliness and presence of vision which are the missing factors in Czech school system.
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Changes of the Literacy Concept
Lišková, Martina ; Kopecký, Martin (advisor) ; Dvořáková, Miroslava (referee)
This paper treats changes of the literacy concept. It presents five most important conceptual frameworks, such as literacy rate, functional literacy, Freirean framework, New literacy studies and literacies of information. Literacy can be defined as the ability to read and write, as a set of basic skills or as competencies. Because of OECD's influence, the functional literacy concept is the most powerful one. Literacy involves a continuum and is oriented mostly towards economical outputs. Influence of OECD is supported by the international surveys IALS, ALL, PIAAC, PISA and LAMP. The surveys TIMSS and PIRLS organized by IEA are influential as well. This paper summarizes the most important critical reviews to the OECD's methodology and to the interpretation of the results. It also comments current activities of OECD, UNESCO and European union. Based on the socio- cultural framework, it brings in several recommendations how states and organizations could approach literacy and its assessment. The paper relies on the documents of UNESCO, OECD, IEA, the World Bank, the European union and on the published works of foreign and local experts.
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