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1

Computer use and creativity

100%
Rimler J.
Kozgazdasagi Szemle (Economic Review)
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2005
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vol. 52
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issue 12
991-1009
EN
An attempt was made to explore the connections between creativity and computer use using in-depth interviews. A sample of people in various occupations were asked how and why they used the computer at work, how they had learnt to use it, how use of this new technology had changed their work, and what their general views were on the spread of computers. Analysis of the interviews led to the conclusion that the scope offered by the new technology is being exploited more fully by those in more creative jobs, but the method of computer use depends not only creative opportunities in the work but on the character of the occupation. There is an example of this in the difference between artists and technicians. The former may be more creative traditionally, but the character of their work means they have less use for computers than the less artistic technicians, for whom using the latest technology is essential..
2

PŘÍKLADY A PRAVIDLA PŘI OSVOJOVÁNÍ DOVEDNOSTI

100%
Beran O.
Organon F. medzinárodný časopis pre analytickú filozofiu
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2015
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vol. 22
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issue 1
90 - 108
EN
Wittgenstein describes the process of mastering a rule (adopting a skill) as implanting mechanically a number of specific examples (steps) after which one “know how to go on”. Such a two-step concept of learning (e.g. in Cavell) can be understood as the sequence of i) propedeutics limited in time and ii) the subsequent skill to extrapolate the rule in unlimited number of cases (Chomsky’s account of rule). The relationship between the “propedeutics of examples” and the mastered skill is, however, more complex. The author will refer here to the Wittgensteinian ethics (e.g., Winch) emphasizing the individual’s repeated work (reflection) on specific examples which never ends. He will also point to the empirical evidence (Ingold, in particular) that in the processes of learning an essential role is played by memorizing and copying of given (specific) models, where attention and observation is necessary. A competence is then a physical implantation and individual mastering of such a limited technique, rather than an ability to extrapolate and innovate foremost.
3
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CONCEPTUALIZING LOW-SKILL: A NEW APPROACH

88%
Kureková L., Haita C., Beblavý M.
Sociológia (Sociology)
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2013
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vol. 45
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issue 3
247 – 266
EN
This study reviews conceptual and empirical literature studying low-skilled and proposes more comprehensive and dynamic conceptualization of low-skill. Our work is based on analysing the sources of being and of becoming low-skilled by reviewing structural processes underlying changes in labour markets and their varied impact on the individuals of the different characteristics. We suggest a broader conceptualization of low-skill which surpasses the dominant qualification-based approach and measurement of low-skill by the attained level of education. In addition to the typically included low-educated, our typology includes categories of workers who might be formally well-educated, experienced and trained but have been drawn into low-skill as an outcome of structural forces or institutional barriers. A broader conceptualization and measurement of low-skill can better reveal the variety of its causes and in turn allow designing better suited policies for the economic and social integration.
4
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NÁVRATNOST TERCIÁRNÍHO VZDĚLÁVÁNÍ V RŮSTU KOMPETENCÍ A PLATU: MEZINÁRODNÍ SROVNÁNÍ

88%
Anýžová P.
Sociológia (Sociology)
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2017
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vol. 49
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issue 1
5 – 36
EN
This paper is pursuing two main objectives. Firstly, it maps the impact of higher education on shaping literacy and numeracy cognitive competencies. Secondly, it compares the financial returns to tertiary bachelor and master education and cognitive skills acquired at this level of education among 17 countries participating in the international survey of adult skills PIAAC (2011 – 2012). Particular emphasis is placed on assessing the returns to various fields of study. For the purpose of international comparison, structural modelling was applied. The results confirm that, conditional on age and gender, the contributions of the university degree to literacy and numeracy skills are greater in countries with high innovation potential (e.g. Finland, Japan) than in countries with low innovation potential (e.g. Russia, Slovakia). As expected, countries with a high innovation potential exhibit lower financial returns both at the level of bachelor studies (9-20 % salary increase) and master's degree studies (20-35 %). In contrast, in countries with a lower innovation potential the returns to bachelor studies fluctuates under the same conditions between 25-40 % of salary increase and master degree studies around 30-50 %. The increase of cognitive skills across the European countries is very similar, ranging around 10 % (conditional on education), providing that the increase in the numeracy competencies affects the wage conditions slightly more favourably than the increase in reading skills. Another important finding is that in countries with lower innovation potential, controlling for measured competencies, the returns to humanities and social-science disciplines often exceed (by around 8 %) the returns to technical subjects while in countries with the highest innovation potentials returns to technical fields is around 17 % higher than returns to humanities and social sciences. In the future it can be expected that in transitive countries, hand in hand with the economic development, the financial returns to university degree fields of study may change significantly.
5

NOVÉ ZRUČNOSTI A PRACOVNÉ MIESTA NA TRHU PRÁCE V SLOVENSKEJ REPUBLIKE

75%
Kvetan V., Szovics P.
Ekonomický časopis (Journal of Economics)
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2011
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vol. 59
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issue 1
29 – 43
EN
The European Commission reacted on the recent labour market developments in Member Countries with the communication New Skills for New Jobs (NSNJ). One of the main themes of this communication is that the highly qualified labour force is the precondition of development of competitive and sustainable economy. To meet these objectives there is an eminent necessity to invest to the right skills and to effective anticipation of future trends in skill needs. The study Skills Supply and Demand in Europe developed by European Centre for the Development of Vocational Training (Cedefop) is one of the important contributions to the future labour market trends anticipation. The authors of this article are describing the modelling approaches and results of this study enriched by the results for the Slovak Republic.
6
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ROLE LIDSKÉHO KAPITÁLU V ÚSPĚCHU NA TRHU PRÁCE: SROVNÁNÍ ŠESTI EVROPSKÝCH ZEMÍ PARTICIPUJÍCÍCH NA PROJEKTU PIAAC

75%
Matějů P., Anýžová P.
Sociológia (Sociology)
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2015
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vol. 47
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issue 1
31 – 65
EN
The main objective of the paper is to examine the role of measured competencies in the labour market outcomes in two groups of European nations (the Czech Republic, Slovakia and Poland on the one hand, and Denmark, the Netherlands and Belgium on the other) that differ not only in their long term historical development, but also in their current orientation toward innovations, labour market flexibility, the openness of tertiary education and gender equality. The results of structural modelling based on data from the PIAAC (adult competencies) project of the OECD provide strong evidence for the hypothesis that the direct positive effect of competencies on labour market outcomes (namely on wages) are stronger in innovation-oriented countries, while the transitive (Central European) countries exhibit a stronger tendency towards factors typical for a “credential society” (characterised by the stronger role of formal education and larger wage gender gaps).
7
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SOCIALIZATION INTO GENDER AS A FACTOR OF MARGINALIZATION AND DIFFERENTIATION OF EDUCATIONAL POSSIBLITIES (Socjalizacja w plec kulturowa jako czynnik róznicowania mozliwosci edukacyjnych i marginalizacji)

51%
Kluczynska U.
Rocznik Lubuski
|
2008
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vol. 34
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issue 1
133-151
EN
Nowadays the concept of gender is analysed more often and more widely. Studies on gender touch upon various aspects which have previously been neglected or trifled. Gender is decoded in relation to as well as through many relationships and phenomena including education. It can be suggested that school reduces gender to its biological aspect or, to be more precise, does not go beyond biological differentiation trifling the social description of differences. Femininity and masculinity in our culture are perceived and defined by a dichotomic division. During their lives individuals realise that this gender binarism is a major feature diversifying people, neglecting other more important factors (e.g., habitus). This category of division makes individuals go through the process of socialisation in a specific way dependent on their gender. During this process an individual is socialized into a given gender; moreover, gender stereotypes become reinforced. School is an institution strengthening gender stereotypes (mainly in a hidden curriculum). This is due mainly to expectations towards abilities and skills connected with gender - girls are expected to be conscientious, to have humanistic abilities and a high level of verbalization. Boys, in turn, are expected to have predispositions to the sciences. Such expectations result in the marginalization of girls/women in subjects, skills and occupations defined as masculine. This phenomenon is a result of two factors: firstly, the mechanism of the internalization of expectations and the diminishing of abilities performed by the girls themselves, and, secondly, the attitude of teachers, who influence and shape their students' educational choices via their expectations and by using gender stereotypes connected with skills and abilities.
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