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Přechod mezi střední a vysokou školou a role různých modelů přijímacích řízení

100%
Konečný T., Basl J., Mysliveček J.
Sociologický časopis. Czech Sociological Review
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2010
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vol. 46
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issue 1
43–72
EN
The study evaluates the potential impact of alternative models of university entrance exams – a model based on field-specific knowledge and a model relying on general aptitude tests – in the context of the Czech education system since 1998, a system that can be described as highly stratified and suffering from a notable excess of demand for higher education over supply. Using the dataset Sonda Maturant 1998, the authors show that entrance exams based on general aptitude tests may outperform the field-specific knowledge model in terms of providing access to talented students from a lower socioeconomic background. The simulations show that under the general aptitude regime the relative chances of an applicant with a university-educated father are only one-quarter higher than the relative chances of a student with a less educated father, compared to more than a one-third difference in the case of the regime emphasising field-specific knowledge. For mother’s education, the respective odds ratios differ by the even larger margin of 28 percentage points.
2
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Access to Higher Education: the Adult Learners' Perspective

88%
Duda E.
Journal of Modern Science
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2021
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issue 2/47/2021
61-76
EN
Issues concerning access to higher education are seen diefrently in various European education systems. In some of them, the paths leading to the desired college or universi can be wide, in others dicfiult to reach or very bumpy. Learners of schools for adults represent a particular group vulnerable to dicfiulties in accessing higher education. F these learners, the accomplishment of the entrance examination requirements is not alw equally achievable as for youth schools students. iThs paper presents the comparison of various approaches to the issue of access to higher education for adult learners in Europ countries. In particular, it indicates two systems of learners' skills evaluation, similar i of organization but opposite in obtained results. eTh rfist one is Finnish and the second one Polish Matriculation Examination system, regarded as the Entrance Exams to universi level education. Both systems are presented from the perspective of learners of schools adults, mostly young people who have dropeed out of the youth system. eTh analyses take into account secondary data from examination sessions 2015-2018, provided by the Polish Central Examination Board and the Finnish Matriculation Examination Board. eTh main goal of this paper is to indicate the dicfiulties faced by learners of upper secondary schoo for adults, especially in Poland. eTh dicfiulties causing that door to higher education are closed in front of these learners.
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Hudebně talentovaní dospívající a přijímací řízení

75%
Mareš J., Tichý V.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2015
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vol. 25
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issue 3
372–393
EN
The aim of the review paper is to describe the issues connected to identifying musical talents and to entrance exams for university programmes specialized in music. The first part introduces the terms giftedness and talent and their relationship. The second part deals with musical giftedness, musical talent, and musical skills. In the third part we analyse the entrance exams to three university programmes specialized in music in the Czech Republic (Academy of Performing Arts in Prague, Janáček Academy of Music and Performing Arts in Brno, and Faculty of Fine Arts at the University of Ostrava). The paper draws attention to the problems arising fromthe fact that the entrance exams are evaluated by a committee and suggests possible solutions. The fourth part focuses in detail on the advantages and disadvantages of accelerating the development of musically talented students, i.e. instances when students are accepted to university without having passed their secondary school leaving examinations, and supports them with data. The authors then conclude that should the entrance exams ful.
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