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Regionální rozdíly ve vnímání mezinárodní migrace studenty středních škol a jejich podmiňující faktory

100%
Hasman J., Divínová P.
Sociologický časopis. Czech Sociological Review
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2020
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vol. 56
|
issue 1
57-83
EN
In recent years Czech public discourse has been highlighting the belief that there are profound and ever-deepening cleavages within Czech society that also have a significant geographic dimension. One of the issues on which public opinion differs greatly in different regions is the perception of migrants and migration in general. The aim of this paper is therefore to evaluate the extent to which this perception indeed differs across regions, and what factors can explain the variation. For this purpose, a questionnaire survey was fielded among secondary-school students in three Czech cities, which proved the existence of significant regional differences in attitudes towards migration. However, these differences greatly depend on how the attitudes are measured – by far the most pronounced differences are found in the attitudes towards the refugees and immigrant groups associated with the recent wave of refugees, attitudes towards whom were three times more negative among students in the Zlín region than among students in Prague. These differences can only partly be explained by the different characteristics of the regions and students. By contrast, friendly contact with foreign nationals seems to be the most vital explanatory variable. The article also presents a model that illustrates the possible process by which individual factors may shape students’ attitudes towards migration.
2
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Mám základní vzdělání. Příčiny a důsledky předčasných odchodů ze studia a ze vzdělávání

100%
Hloušková L.
Studia paedagogica
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2014
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issue 2
11-38
EN
Early school leaving has a number of negative effects on a person’s life as well as on society, and the gravity of these effects has led to monitoring of and focused research interest on dropout rates as an important indicator of the quality of education systems. In the Czech Republic, the rate of early school leaving has been traditionally low, but dropout actors have had limited opportunities to present their points of view. The aim of this text is to introduce the views of dropouts from upper secondary education, examine the causes and effects of their early school leaving, and unravel the proverbial conundrum of causes and effects of early school leaving using a qualitative research method. The basic relationship between individual types of causes (poor choices, involuntary leaving, and disengagement) and the direct short-term to mid-term effects upon a person’s life result from the educational aspirations of the actors themselves.
3
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Upper Secondary Vocational Education as an Educational Path into the Security Industry – a Swedish Case

100%
Wyszynska Johansson M.
Security Dimensions: International & National Studies
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2016
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vol. 19(19)
55-74
EN
Training to become a security guard (pracownik ochrony fizycznej) is now available to young people in Sweden as part of their upper secondary vocational education. This means a training package (TP) by the security industry moving into a school system. The research questions are, firstly how the TP is re-fitted in terms of curriculum, secondly, how the students interact with learning opportunities the TP offers. Focus group interviews and classroom observations were used as a method with two small groups of students. From the students’ perspective, the TP has fused seamlessly with their regular education, enriching each other. Through the TP the students also experienced a syllabus design with a strong alignment between learning goals, activities and an assessment.
4

Qualitative and Quantitative Changes of Upper Secondary Education in Poland

75%
Hnatiuk M.
Comparative Professional Pedagogy
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2016
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vol. 6
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issue 2
74-80
EN
The article presents the Polish educational system, its constituent part - upper secondary education, in particular. Describing the qualitative changes in the upper secondary schools (secondary schools of the second extent) the author singles out one significant document that has changed the direction of education, created the conditions for change of the educational management system and introduced the economic rules in educational activities. It also shows the structure of upper secondary education, which was formed in the final stage of the educational reforms. The peculiarities of the qualitative changes have been indicated. The previous system of assessing students’ knowledge was preserved; however, an external evaluation of the students’ achievements was introduced. The introduction of the external exams and assessments has enabled a fair comparison of the level of skills that the student has achieved to the skills that are required by the syllabus. Therefore, it is believed that the changes introduced have become one of the pillars of the reform of the educational system in Poland. The quantitative changes have been introduced along with the qualitative ones. Quantitative changes were compared in the period 2000-2015 and juxtaposed with the year 1990. On the basis of the gathered statistical data a trend was set (downward or upward) in Polish upper secondary education.
5
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Dropout in post-socialist countries of Central Europe (the Visegrad Group)

45%
Gal P.
Youth in Central and Eastern Europe
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2020
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vol. 6
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issue 11
70-80
PL
Przedwczesne kończenie nauki jest problemem we wszystkich systemach edukacji. W 2010 roku Komisja Europejska przedstawiła strategię „Europa 2020”, która zawiera listę środków mających na celu zmniejszenie odsetka uczniów przedwcześnie kończących edukację w krajach UE. Celem artykułu jest analiza problemu przerywania nauki w szkołach średnich (ISCED 3) w systemach edukacji czterech postkomunistycznych państw Europy Środkowej (Czechy, Węgry, Polska i Słowacja). We wstępie artykułu opisuję i porównuję systemy edukacyjne tych krajów oraz ważne zmiany, jakie zaszły w polityce edukacyjnej po wejściu tych państw do UE. Z analizy danych Eurostatu wynika, że pomimo spadku średniego wskaźnika przedwczesnego kończenia nauki w krajach UE z 13,8% do 10,2% w latach 2010–2019 w Czechach, na Węgrzech i na Słowacji te wskaźniki rosną. Prowadzone analizy pozwalają na identyfikację mechanizmów odpowiedzialnych za powstanie odpadu szkolnego w badanych państwach.
EN
Early school leaving (dropout) is a problem in all education systems. In 2010 the European Commission launched the Europe 2020 strategy which included a list of measures to reduce school dropout rates in the EU countries. The aim of this paper is to analyze the issue of dropout in upper secondary education (ISCED 3) in the education systems of 4 post-socialist Central European states (Czech Republic, Hungary, Poland and Slovakia). Firstly, the paper describes and compares the education systems of these countries and the important changes of their education policies made after entering the EU. The analysis of Eurostat data shows that despite the decline of the average early school leaving rate in the EU countries from 13.8% to 10.2% between 2010 and 2019, the Czech Republic, Hungary and Slovakia are among the four member states whose dropout rates are rising. Through an overview of research studies, this paper then identifies the dominant topics and “weak spots” related to early school leaving in these countries.
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