Current sociological approach to educational inequalities increasingly focuses on relative chances to educational transitions. Thus, the impact of structural contexts, establishing these chances, is completely eliminated. International comparison and the understanding of “mobility regimes” is facilitated, but mobility development as such remains on the margins of interpretational interest. However, periods of deep social changes give rise to more or less massive mobility movements, which give a realistic meaning to “mobility regimes”. In the Czech Republic (or Czechoslovakia), periods before 1948, between 1948 and 1989 and after 1989 can be justifiably expected to feature typical mobility trajectories and differing mobility patterns. The missing knowledge about the development of educational mobility prevents the understanding of why, despite the changing social situation, the measured relative inequalities in the long-term perspective in the Czech Republic remain stable. Without the knowledge of structural contexts, we will hardly understand inequalities in access to education. The mobility point of view actually means to go against the current relativising trend and to deal with specific local structural contexts.
Publikace vydané v rámci projektu (celkem 21, zobrazeno 1 - 10)
The aim of this work was to identify the trends in the influence of socio-economic, cultural and gender factors in the reproduction of educational inequality in access to tertiary education in the five chosen countries (CR, Switzerland, Sweden, Germany and Poland) between 1955 and 2002. We were eminently interested in seeing whether educational inequality has increased or decreased since 1989, which factor drives the trend and which of the other countries is closest to the Czech context.
This article traces the effect of socio-economic, cultural, and gender factors on the reproduction of educational inequalities in access to tertiary education in the Czech Republic, Switzerland, Germany, Poland, and Sweden. While this text follows up on previous analyses, the authors also pursue two new directions of inquiry: 1) an international comparison, and 2) an update of the development of inequalities in all the mentioned countries since 2002.
The article traces the effect of socio-economic, cultural, and gender factors on the reproduction of educational inequalities in access to tertiary education in the Czech Republic, Switzerland, Germany, Poland, and Sweden. The results revealed that the access to tertiary education is determined most by the cultural component of social background (the father’s education) in the Czech Republic. The country closest to the Czech Republic in this regard is Switzerland.
The article explains educational reproduction in the Czech Lands between 1906 and 2003 from the perspective of educational mobility. The analysis is based on observations of the intergenerational transmission of educational status in two educational transitions between three educational levels (lower secondary, upper secondary, and higher education).
This article provides a look at the main turning points in research on educational inequalities, both at the level of the field’s subject matter and its methodology. The text focuses on authors and concepts that in their time constituted a major innovation, significantly advancing analysis and knowledge in the field of research on educational inequalities. The authors define three basic periods, and for each one present two key concepts.
This article aims to compare development in tackling educational inequalities and attempt to evaluate their policies and reforms from the beginning of socialism to-date in the Czech Republic and Poland. A considerable difference in the number of higher education institutions emerged in both countries. We show the negative impact of this development on educational inequalities and the social consequences of the enormous increase in student and private universities numbers.
The text gives information about the research visits within “Access to Research Infrastructures Programme“, in the European Centre for Analysis in the Social Sciences (ECASS) at University of Essex in Great Britain. The research visits are supported by European Community and they are devoted to the work with data files which are not being worked with in the Czech Republic and are accessible only at University of Essex.
The text gives information about the international conference “Expected and Unexpected Consequences of the Educational Expansion“, organised between 8th and 13th July 2007 by dr. Andreas Hadjar and prof. Rolf Becker from Abteilung Bildungssoziologie at Universität Bern in collaboration with Centro Stefano Franscini and Swiss State Secretariat for Education and Research.
Zpráva pojednává o prvním ročníku mezinárodní letní školy věnované longitudinálnímu empirickému výzkumu v oblasti vzdělávání, která se konala ve dnech 24. až 28. 7. 2006 na německé Otto-Friedrich-Universität v Bambergu. Tento ročník byl zaměřen na předškolní a primární stupeň vzdělávání a byl organizován v rámci longitudinálního projektu BiKS (Vzdělávací procesy, rozvoj kompetencí a selekce v předškolním a mladším školním věku), který řeší tým psychologů, sociologů a dalších odborníků.