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Welfare state in developing countries: Case study of Botswana, Ghana and India
Šanc, Filip ; Novotný, Josef (advisor) ; Matoušek, Roman (referee)
This diploma thesis explores the emergence of the welfare state in developing countries, in particular shown on the example of Botswana, Ghana and India. The inquiry is focused on the period beginning in 1990, when the neoliberal paradigm was dominating, untill 2010. The recent years are in token of the shift from the neoliberalism to the post-neoliberalism characterized by a number of concepts, which are taking into account. The common feature of these concepts is the diversion from the narrow focus on GDP, as the only indicator of the growth, to the social dimension of the development. This shift is also being distinguished as a transition from the basic-needs concept to the rights-based approach. Therefore, the thesis explores, if these shifts are remarkable in the analyzed countries, eventually, if there are any divergences as compared to the theoretical concepts. To achieve this goal, a broader analysis of the welfare state was used, which involves social, health and education policy. Based on this analysis, the diploma thesis tries to classify the analyzed countries into the welfare state typology; eventually, in case such classification is impossible, it describes the weaknesses of this welfare state the typology. Powered by TCPDF (www.tcpdf.org)
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Current Modern Didactic Means used in Management of schools and Education
Ladrová, Iva ; Svoboda, Petr (advisor) ; Trojan, Václav (referee)
The topic of the importance of modern didactic tools in the current conditions of pedagogical practice is considered as contemporary and often discussed. The thesis deals with the question whether the application of modern technology can streamline the work of teachers, including school management and also whether it can become one of the criteria for raising the level of education and organization development. The thesis gives an insight into the ability of school management and other education participants to accept, but also induce changes and innovations in education. It also concerns the issue of schools' open-minded thinking and providing lifelong learning to local community. The thesis attempts to find a mutual relationship between effective application of modern technology, collaboration and the impact on results of entire work. The thesis deals with the use of ICT across different types of schools. The survey should also verify the impact of didactic tools on the quality and results of education by type of school, especially those who participated in the project of Ústi nad Labem Region called Community School (elementary, secondary, special), including feedback. The output of the thesis is summarization, interpretation and completion of the data obtained.
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Towards implementing the instruments of Bologna process in the area of recognition of foreign diplomas in the Czech Republic
Peterková, Michaela ; Vlk, Aleš (advisor) ; Kohoutek, Jan (referee)
This study perceives the implementation stage of a policy cycle as an area, which may influence whether the policy has the intended effects. The author focuses on the implementation of the instruments of the Bologna Process in the field of foreign diploma recognition in the Czech Republic and asks, what can one learn about the implementation of a policy in general from studying this specific policy area? To answer this questions the study develops a conceptual and research framework, based on which the author presents propositions as tentative answers to the research questions. The conceptual and research framework is then used to analyze the sources of data, which include a questionnaire survey, analysis of documents and semi- structured interviews. Based on these the author presents recommendations for the implementation of the instruments of the Bologna Process in the area of foreign diploma recognition in the Czech Republic. At the end of the study, the shortcomings and benefits of the application of the conceptual and research framework are evaluated. The main contribution of this study therefore lies in producing recommendations and evaluations in the specific area of foreign diploma recognition in the Czech Republic and also by testing a practical application of a conceptual and research...
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Indicators and benchmarks as a tool of the EU education policy
Hulík, Vladimír ; Veselý, Arnošt (advisor) ; Kalous, Jaroslav (referee)
Vladimír Hulík: Indikátory a benchmarky jako nástroj vzdělávací politiky EU 2 Abstract This Diploma Thesis focuses on the issue of indicators and benchmarks in the European education policy. Theoretical concepts linked with these questions are introduced in the first part - the theory of europeanization, open method of coordination, theory of benchmarking (especially focused on the public sector) and politics of indicators as a critical eye in this field. In the second part, the historical development of the European education policy is described and the growth of its importance during the last 20 years. Three iniciatives of the European education policy are identified in which the indicators and benchmarking methods are used. The last part aims to study mutual relations among indicators (for which the benchmarks are set) through the use of the correlation matrix (Pearson's correlation).
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Current Issues of Finnish Education: Equity in Education
Boušková, Marcela ; Kasíková, Hana (advisor) ; Janebová, Eva (referee)
This thesis deals with the issue of equal educational opportunities in Finland. Both, Czech and foreign sources as well as my own research data were used for the purpose of this study. The main objectives are to find the answers to the questions of how the idea of equal opportunities in education is carried out at different stages of the Finnish educational system, what is the role of comprehensive school, which specific tools are used for addressing the equity issues systematically or what is the opinion of our experts on the possible inspiration from the Finnish educational model in the Czech conditions. Using the comparison of results of the PISA assessment programme I am trying to reveal the positive and negative effects of two different types of primary schools - comprehensive in Finland and selective in the Czech Republic - mainly focusing on the field of distribution of equal educational opportunities.
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Specific and general human capital in an endogenous growth model
Vourvachaki, E. ; Jerbashian, Vahagn ; Slobodyan, Sergey
In this paper, we define specific (general) human capital in terms of the occupations whose use is spread in a limited (wide) set of industries. We analyze the growth impact of an economy’s composition of specific and general human capital, in a model where education and R&D are costly and complementary activities. The model suggests that a declining share of specific human capital, as observed in the Czech Republic, can be associated with a lower rate of long run growth. We also discuss optimal educational policies in the presence of market frictions.
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Long-Term Contributions of Training Programmes
Fárová, Petra ; Krbová, Jana (advisor) ; Nový, Jan (referee)
The aim of the thesis is to evaluate long-term contributions of selected training programmes focusing on the adaptability and competitiveness of human resources. Contributions will be analyzed in two training programmes of city Pelhřimov, which are supported by European Social Fund, specifically by the Operational Programme Education for Competitiveness. Long-term contributions of educational programmes are primarily individual - for the learners, but also societal - for employers and the entire state.
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Implementation of EU´s Education policy in the Czech Republic
Poláčková, Veronika ; Němcová, Ingeborg (advisor) ; Kašpar, Václav (referee)
Thesis describes development and current state of European Union's Education policy. It focuses mainly on Erasmus programme and its implementation in the Czech Republic on example for five universities in Prague. First part describes history of Education policy from EU's establishment to formation of strategy Europe 2020 and it pays attention to authorities and institutions that influence education in the EU. Second chapter introduces Lifelong Learning Programme and other community programmes supporting education. Moreover it deals with operational programmes in the Czech Republic. Third, last one, part focuses on Erasmus programme, its practical use in the Czech Republic, and specifically on five selected universities in the capital city.
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