|
|
Drivers of Income Inequality in China
Chen, Xiao ; Kolář, Daniel (advisor) ; Semerák, Vilém (referee)
This thesis uses an empirical approach to examine the drivers of income inequality in China, assuming income inequality to be a linear function of logarithmic per capita income, the educational inequality as well as the percentage of population below secondary, completing secondary, and completing tertiary education. It suggests that growing income inequality is correlated to rising per capita income and educational inequality, utilizing a micro survey data set of 25 provinces from 2010 to 2016 with a one-year gap using the static fixed effects and random effects estimators, as well as a dynamic generalized method of moments estimator. In contrast, the percentage of population completing secondary education has a negative effect. The weighting factors ensure that the data set is representative, and robust and sensitivity tests are applied. The comparison of the EU and China's results shows the features of developed and emerging economies. Keywords Income inequality, Educational inequality, Educational completion, CFPS, Panel data, Weighting factor, Fixed effects, Random effects, GMM-DIFF, GMM-SYS Title Drivers of Income Inequality in China
|
|
|
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...
|
|
|
Universities' approach to educationally disadvantaged students
Hromada, Jan ; Mouralová, Magdalena (advisor) ; Kohoutek, Jan (referee)
The diploma thesis deals with educationally disadvantaged student at public universities in Czechia. Thesis presumes the existence of educational inequality in Czech educational system and the effect of disadvantages based on attained education level of student's parents. These inequalities hadn't significantly changed even after the massification of tertiary education sector. The population of educationally disadvantaged in the thesis is equivalent to first generation student population, meaning the families with unattained tertiary education level. The main objective is to find out designs of policies targeting this group and to explore perception of the population. To achieve the goal, the thesis is using social construction of target framework. In this way, designs of applied policies are analyzed and the social construction of the target population is defined. The thesis uses qualitative research methods, using thematic document analysis of annual reports and long-term plans of all public universities and then uses the academic senate reports and semi-structured interviews with universities' representatives with selection of cases regarding the first analysis findings. The results show that educationally disadvantaged population remains undefined and there is a general lack of relevant...
|
|
|
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.
|
|
|
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...
|
|
| |
|
| |
|
| |
guest ::
