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Educational pathways and their role in occupational and class attainment in Czech society

100%
Smith M. L.
Sociologický časopis. Czech Sociological Review
|
2019
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vol. 55
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issue 6
853-878
EN
This article introduces a new approach to the study of the association between education and socio-economic outcomes in the Czech Republic: educational pathways, which are the primary channels of study involving at least two educational transitions with qualitatively different tracks. Based on Czech Household Panel Study data, I operationalise Czech educational pathways between secondary and tertiary education and examine the role of eight different educational paths on ESeC-derived social classes, contrasted by parental education, gender, and birth cohort. Based on the ordered logit model, I compute the predicted probability that specific educational pathways would lead to a specific class status. I find that the educational pathway approach yields distinct insights about the education-class link that would be masked had I studied only highest level of education attained. The educational pathway approach could, therefore, be a fruitful way to approach other areas of Czech social stratification research.
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Canonical Correlation for Analyzing the Relationship between Educational Attainment and Marriage of Indonesian Youths

100%
Mahmudah U., Rohayana A. D.
The New Educational Review
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2018
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vol. 52
178-191
EN
Youth plays a significant role for the future of a country in facing the rapid changes of time. This study examines the relationship between educational attainment and age of the first marriage of Indonesian youth. Data concerning Indonesian youth published by Statistics Indonesia in 2015 is used, which includes as many as 34 provinces of Indonesia. This study uses five age groups of first marriage as dependent variables (y). There are also five groups of educational attainment that are used as independent variables (x). Canonical correlation analysis is applied to analyze the strength of correlation between these two data matrices by using R program. Results provide five functions, which reveal that canonical correlations of these variables are 0.82, 0.60, 0.32, 0.16, and 0.01. Furthermore, the first and the second functions accommodate as much as 74.45% and 20.36% of the canonical relationship, respectively. Meanwhile, the rest is accommodated by the other three functions. The results also reveal that early marriage of Indonesian youth has a negative relationship with educational attainment.
3
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The Effects of Social Origin and Formal Education on First Job in the Process of Transformation to Market Capitalism: A Cohort Analysis of Data from the Polish Panel Survey

75%
Kopycka K.
Polish Sociological Review
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2017
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vol. 200
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issue 4
465-484
EN
This paper analyses trends in social mobility in Poland in the process of system transformation to market capitalism. Using data from the Polish Panel Survey POLPAN, it compares social origin effects on educational attainment and on occupational status of the first job as well as the impact of formal education on the latter. The analysis is performed over four cohorts that have entered the labor market: (1) between 1983 and 1989, (2) between 1990 and 1998, (3) between 1999 and 2006, and (4) between 2007 and 2013. With regard to the impact of social origin on attainment of tertiary education upon entry to the labor market and on the status of the first job the analyses show stable social origin effects across time. Furthermore, there is evidence of a rising polarization of the effect of educational level on occupational position in the first employment.
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Wykształcenie a problemy rynku pracy

63%
Szreder M.
Wiadomości Statystyczne. The Polish Statistician
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2018
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issue 7
25-36
PL
Celem artykułu jest sformułowanie odpowiedzi na pytanie, czy właściwe byłoby dążenie do zmniejszenia odsetka młodzieży, która decyduje się na zdobycie wykształcenia wyższego, zanim podejmie pracę zawodową. Narastający deficyt rąk do pracy w Polsce oraz podejmowane przez Ministerstwo Nauki i Szkolnictwa Wyższego (MNiSW) próby poprawy jakości kształcenia akademickiego poprzez odejście od kształcenia masowego sprawiają, że pytanie to stało się wyjątkowo aktualne. W badaniu wykorzystano dane za lata 2008—2017 zaczerpnięte z zasobów OECD, GUS i Centrum Badania Opinii Społecznej (CBOS). Wyniki przeprowadzonych analiz, uwzględniających wszystkie poziomy wykształcenia, wskazały, że osoby z wyższym wykształceniem, zarówno w Polsce jak i na świecie, charakteryzują się najwyższym wskaźnikiem aktywności zawodowej i najchętniej podejmują dokształcanie w wieku dorosłym. W Polsce od wielu lat absolwenci szkół wyższych są najmniej narażeni na bezrobocie. Biorąc pod uwagę także inne korzyści z wykształcenia — w wymiarze indywidualnym i społecznym — twierdzenie, że rozwojowi gospodarczemu lub społecznemu kraju sprzyjać będzie zmniejszenie odsetka młodzieży zdobywającej wyższe wykształcenie, nie znajduje uzasadnienia.
EN
The aim of the article is to answer the question whether it would be appropriate to reduce the percentage of young people who decide to complete the higher education before taking up employment. Increasing lack of employees in Poland and the attempts undertaken by the Ministry of Science and Higher Education in order to improve the quality of academic education by moving away from mass education, make this question extremely current. The research uses data for the years 2008—2017 taken from the resources of the OECD, Statistics Poland and the Public Opinion Research Center. The results of the conducted analyses, considering all levels of education, indicated that people who completed tertiary education, both in Poland and abroad, are characterised by the highest economic activity rate and are the most willing to take part in vocational programmes at an adult age. For many years, graduates of higher education institutions in Poland have been the least exposed to unemployment. Taking into account other benefits from education — in individual and social terms — the claim that the economic or social development of the country will be facilitated by the reduction of the percentage of young people obtaining higher education is not justified.
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Teze k literární struktuře takzvaně náboženskyvzdělavatelné

63%
Brückner W., Kvapil J.
Česká literatura (Czech Literature)
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2013
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vol. 61
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issue 6
910-918
6
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Feedback in language learning and teaching

63%
Komorowska H.
Glottodidactica
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2018
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vol. 45
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issue 2
185-199
EN
The text analyzes routes and ways of processing feedback as well as discusses the most important psychological, pedagogical and linguistic factors influencing the effectiveness of feedback in developing learner autonomy and determining its impact on cognitive and affective processes in the learner. It also sets out to assess the place of feedback in the evaluation of educational attainment and to identify ways of promoting so-called formative feedback, both on the school-level and in the language classroom. Implications for developing teacher autonomy via pre- and in-service teacher education are also sought
7
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Early Beginnings: From Extracurricular Activities to Adult Education

63%
Pieńkosz J., Piotrowska K.
Edukacja
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2023
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vol. 166
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issue 3
153-181
PL
W artykule przeanalizowano znaczenie intensywnego treningu w postaci uczestnictwa w zajęciach dodatkowych w okresie szkoły podstawowej, gimnazjum i szkoły średniej, dla podejmowania aktywności edukacyjnych w życiu dorosłym. W celu zgłębienia mechanizmu tego oddziaływania, wykorzystano teoretyczne podstawy modelu transferu. W tekście potwierdzono hipotezy, że uczestnictwo aktywnościach dodatkowych oddziałuje na kształtowanie poza kognitywnych kompetencji, które przyczyniają się do osiągnięcia wskaźników sukcesu, w postaci wyższego wykształcenia i wysokiej pozycji zawodowej, a następnie sprzyjają uczeniu się w dorosłości. Hipotezy sprawdzono i potwierdzono za pomocą modelu analizy strukturalnej (SEM) na podstawie danych z ogólnopolskiego badania sondażowego pn. “Uczenie się dorosłych Polaków”.
EN
This paper examines the significance of intensive training, manifested through participation in extracurricular activities during primary and secondary school, on the engagement in formal and nonformal educational activities in adulthood. To delve into the mechanism of this influence, the theoretical framework of the dualstep model was employed. We demonstrate that participation in these activities impacts non cognitive aspects, which contribute to the achievement of success markers (educational attainment and occupational position), subsequently fostering adult learning. The hypotheses were tested and confirmed using structural equation modeling (SEM) on data obtained from a nationwide random sample of the Polish adult population.
8
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Wolfgang Brückner a náboženskyvzdělavatelná literatura raného novověku

51%
Malura J.
Česká literatura (Czech Literature)
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2013
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vol. 61
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issue 6
901-909
9
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Muži na okraji: systémové znevýhodnění mladých mužů bez maturity?

51%
Šmídová I.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2008
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vol. 9
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issue 2
22-27
EN
The text examines school failure and the underachievement of boys in the light of the wider context of gendered, un/equal opportunities in the education system and process. Recent findings from international research reports are raised in a discussion to confirm or refute theories of the marginalization of boys and young men. Based on relevant Czech statistical data, the article contributes to opening up Czech sociological debate on gendered educational and life courses.
10
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Genderová revoluce: Nerovnoměrná a zastavená

51%
England P.
Gender, rovné příležitosti, výzkum (Gender, Equal Opportunities, Research)
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2011
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vol. 12
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issue 1
54-62
EN
In this article, the author describes sweeping changes in the gender system and ofers explanations for why change has been uneven. Because the devaluation of activities done by women has changed little, women have had strong incentive to enter male jobs, but men have had little incentive to take on female activities or jobs. he gender egalitarianism that gained traction was the notion that women should have access to upward mobility and to all areas of schooling and jobs. But persistent gender essentialism means that most people follow gender -typical paths except when upward mobility is impossible otherwise. Middle-class women entered managerial and professional jobs more than working -class women inte grated blue-collar jobs because the latter were able to move up while choosing a “female“ occupation; many mothers of middle-class women were already in the highest-status female occupations. he author also notes a number of gender-egalitarian trends that have stalled.
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JĘZYK A TOŻSAMOŚĆ. JĘZYK PIERWSZY, DRUGI I OBCY A SUKCESY I NIEPOWODZENIA SZKOLNE

51%
Komorowska H.
Neofilolog
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2017
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issue 49/1
7-24
EN
The article investigates relationships between national/ ethnic identity and languages used in the school context. The impact of imposed, attributed, regained and selected identities on first and second language proficiency is analyzed on numerous examples drawn from the areas of history, literature and culture. Approaches to bi-and monolingualism and bi-and monoculturalism are then presented with special emphasis on the role of stereotypes. Linguistic factors which influence success and failure are discussed vis-à-vis immigration and re-emigration. Attention is given to difficulties encountered by students using restricted L1 codes as well as to problems faced by pupils lacking proficiency in the language of schooling. Implications are sought for language education in the school system.
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