A vast number of studies conducted by the OECD and World Bank has well-documented that those countries reforming their educational systems and eliminating a variety of socio-economic barriers causing inequal access to education are today world leaders in competitiveness and economic growth. Yet, the Czech Republic still maintains its leading position in unequal access to higher education among the OECD countries. We suspect that one of the underlying causes of educational inequality is not only the socio-economic background of students, but also outdated structure of educational system, it’s low degree of openness and permeability. Therefore, the primary purpose of this project is to identify main causes of unequal access to higher education in the Czech Republic. Using already existing sets of longitudinal data, a number follow-up surveys will be carried out to examine two relevant cohorts: students finishing compulsory school attendance in 2003 (a panel of respondents assembled for the PISA 2003 project) and first-year university students (VS 2003/4). The analysis of these data, supplemented with a comparative analyses of the OECD data, will unveil the underlying causes of educational inequalities and mechanisms of their reproduction. The project will conclude with an extensive monograph and suggestions of possible educational reforms pertaining to the solution of the problem of educational inequalities; inequalities which in the long run represent far-reaching negative social as well as economic consequences (i.e., loss of human resources and competitiveness) for the Czech Republic.
Publikace vydané v rámci projektu (celkem 20, zobrazeno 11 - 20)
The text is the second reaction to a continuing discussion with Rudolf Pomazal about a book “Czech Higher Education at the Crossroads” (Institute of Sociology, 2005). It shows that R. Pomazal hasn´t a clear concept or only a vision about the problem of the direction of the future development of the Czech higher education.
The editorial shows the amount of themes represented in this monothematic number of Socioweb, devoted to Sociology of Education. It indicates how heterogeneous can the work on this theme be in one small research team. In the same time it shows what do members of the team produce lately.
The text constitutes an excurse among different definitions of the term “education” in various dictionaries. It tries to find not only sociological definitions in the encyclopedias, which are accessible to the Czech audience.
Text shrnuje obsah monografie „České vysoké školství na křižovatce“. Ta ukazuje, do jaké míry existují v České republice podmínky pro přechod od výdajového modelu financování vysokého školství k investičnímu modelu, resp. jaké povahy jsou bariéry, které tomuto přechodu brání. Autorský tým se pokusil o propojení diskuse probíhající na poli ekonomické teorie s analýzou vývoje pokusů o reformu financování českého vysokého školství v kontextu jeho celkové proměny po r. 1989.
This article analyzes changes in the determination of Czech educational aspirations from 1989 to 2003, on the basis of social origin, ability, gender and other factors. The empirical research is based on a comparison of Czech data from the "Rodina ’89" and the 2003 PISA-L surveys. The article hypothesizes that social origin had a stronger direct impact on educational aspirations in 1989, while in 2003 it had a much stronger indirect influence.
This article proposes a new conceptual framework based on social mechanisms and the multileveled nature of the stratification process. The authors argue that the identification of social mechanisms should be a core aspect of sociological explanation. They apply their conceptual framework to stratification research, where the authors observe that the micro-to-macro linkage is one of the least explored, but also one of the most promising, areas of future research.
The paper addresses the changes in the role of social background in the formation of educational aspirations of adolescents during the social transformation in the Czech Republic. Using the data from surveys carried out in 1989 a 2003, the authors test the hypothesis that in 1989 the social origin had a strong direct effect on aspirations, while in 2003 its effect was primarily indirect. However, the overall effect remained very strong.
The aim of the paper is to assess the effect of education system stratification, its vocational specificity and permeability on the formation of educational aspirations in OECD countries participating in PISA 2003. Particular emphasis is placed on the role of ability, gender, and socioeconomic background
The article overviewed the international conference of the ISA association (International Sociological Association) International - RC28 Spring Meeting "Social Inequality and Mobility in the Process of Social Transformation," co-organized by the Institute of Sociology, ASCR, v.vand the Faculty of Social Studies of Masaryk University in Brno, May 24-27 2007
An extended book review that overviews the arguments, data and analysis of the book Nerovné šance na vzdělaní (Unequal Chances in Education), edited by Petr Mateju and Jana Strakova.