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Numerous Czech studies have been conducted on how the education system reproduces inequalities. While most of them have dealt with the reproduction of class inequalities, relatively few have focused on the reproduction of gender inequalities. In this article, the authors apply a conceptual understanding of the category of gender to research on education, an approach that avoids both universalising the category of woman, as well as the opposite extreme of individualisation. We claim that female students, even though they differ among themselves in various social and personal ways, are serialised as women by institutions in the education system. They are expected to perform differently, with different motivations, their performance is valued differently and they are expected to follow different professions than male students. The paper focuses in detail on the gendered nature of educational institutions, both in terms of the gender segregation of fi elds and levels of study, as well as in terms of the importance of the interaction that occurs during the processes of teaching and ascribing value and significance to the performance of male and female students. The authors argue that education, generally expected to function as a social ladder and a route to better-paid jobs in the labour market, serves men and women in segregated ways.

The article reveals the problematic aspects of the transformation processes of education into a commodity. Education is understood as a social practice and as a social institution. Carrying out a systematic analysis of these processes, the author demonstrates both systemic social, societal threats and (often underestimated) "pitfalls" generated by these processes, as well as possible limitations and even limits of their actualization and deployment. This analysis and demonstration is carried out in the technique of theoretical sociological expertise. The problem of sociology's partial disregard for the commodification of education and the probable prospects and problems arising from this are analyzed. It is emphasized that the uncritical perception of the processes of commodification of education by sociology, especially on the periphery of global neoliberal capitalism, is in itself a threat to education, in particular in the form of a change in the very nature of education as a phenomenon, its evolution from a phenomenon, first of all, a sociocultural phenomenon into a phenomenon primarily economic. Various arguments are given and analyzed in relation to the processes of commodification of education, each of which is named in the article by the name of a sociologist whose analysis is closest to the argument put forward. "Five big" arguments and "seven small" ones are formulated. In their presentation the "dark sides" of the processes of commodification and neoliberalization of education are analyzed in detail. Attention is focused on the analysis of how education is involved in interaction with other social institutions and phenomena, as well as on what effects and post-effects can be generated as a result of education commodification processes. It is emphasized that in this context, the most important plot is the connection between education as a phenomenon and freedom as a social construct – at the micro level, as well as with the social order – at the macro level. A number of conclusions are formulated about such a property of education as autonomy, about its socio-cultural characteristics and about the threats of the market.

The article offers an analysis of the main trends in the development of historical education as an important component of the educational process in the higher school of Ukraine at the beginning of the 21st century. The problematic issues of transformation in the sphere of teaching of historical disciplines at the present stage are determined. Separately, the specific characteristics of teaching «History of Ukraine» in technical universities are examined. The authors consider the modernization of learning process in the institutions of higher education of Ukraine as a dialectic issue containing certain risks for humanities' component of bachelors' and masters' preparation. Important stages of this process were the events of 2009, 2014 and 2015. They demonstrated the fundamental divergence of views on the ways of higher schools' reforming in Ukraine of the most part of humanities' academic community on the one hand, and state bureaucracy on the other. The public debate on the role of historical disciplines in the preparation of modern graduates of higher schools of Ukraine revealed a number of pedagogical, didactical and methodological
problems. Foremost among these was recognized the challenge of distinguishing between secondary and higher school courses of «History of Ukraine». The subject of intense discussion is the mechanism for the enforcement of the problem and dialogical methods to the teaching process of the institutions of higher education. In the end, the conclusion was made according the aspiration of the senior management of the Ministry of Education and Science of Ukraine to cut back as short as possible schedule of hours for humanities in the institutions of higher education (especially in the technical and military universities) can have serious social and political consequences. Ignoring the importance of the discipline «History of Ukraine» in developing of the technical students' and cadets' world view in the conditions of the «hybrid war» could become an essential precondition for defeat the informational war by Ukraine. Authors are emphasizing on attention that among the political elite of Ukraine dominate technocratic understanding of term «information security». As a result, historical disciplines are turning into outsiders of educational process thus making it more difficult to consolidate Ukrainian society in the period of the serious military-political crisis.

The article shows the effectiveness of informal education assistance as a method of young specialist`s anxiety overcoming study. The sample consisted of 150 people between the ages of 21 and 49, divided into three groups. The first group included 44 people, short-term students, the second group (60 people) – middle-term students, and the third group (46 people) – long-term informal education assistance courses. We used Spilberger-Khanin`s anxiety test to define the level of personal and situational anxiety. To define professional difficulties, we used a half-structured interview and self-report.
Short-term educational programs students have a low level of personal anxiety and middle-level situational anxiety, which changed slightly after the educational program (the difference is insignificant). The members of this group, as usual, have about 2 years of work experience and apply for academic help on specific professional issues.
Middle-term educational programs participants mostly do not have work experience are somewhat confused about their professional specialization (for example: «I want to work with children or with adults, I do not know», «I want certain instruments, but I am not sure if I need them»), do not see the point of an in-depth study that or another theme. At the beginning of the course, they have a high level of personal and situational anxiety. They try to get the basics for the future work, quite quickly overcome the confusion, in studying situational anxiety of this group decreased with a significant difference (p < 0.05).
Examined members of long-term educational programs have a middle level of individual and situational anxiety at the beginning. They try to understand many professional issues and feel tension and confusion. Situational anxiety in this group decreased with a significant difference (p < 0.05) in the process of studying. Members of this group feel the necessity to set goals and to plan their professional activity (for example: «I do not know where to start», «I do not understand why we need to do this», «I need consistency in work»), that is why they choose programs with a significant substance and content.
The proposed system of educational assistance is based on the problem-oriented approach. We have identified the lack of beginner's practical skills, tools, and professional activity techniques as the main problem that leads to difficulties during a professional crisis. We suppose that overcoming this deficit affects changes in specialists' activity quality and their psycho-emotional condition.
Our study results suggest that the proposed program of informal education has a positive effect on overcoming anxiety during the professional development crisis.

The article presents the results of an empirical study of the relationship between character and socio-psychological adaptation of the individual to university education. Concepts analyzed: character, adaptation, socio-psychological adaptation to learning, adolescence. Diagnostic research methods were used (Oldham-Morris questionnaire to determine personality types and Rogers-Diamond research methods to determine socio-psychological adaptation of personality); methods of mathematical statistics. In the field of psychological and pedagogical research, the problem of adaptation of students is one of the priorities, as it is located at the junction of different fields of knowledge that are crucial in the modern conditions of higher education. The purpose of the study: to identify the relationship between personality types and socio-psychological adaptation in students. The conducted empirical research allows to draw the following conclusions: in general, the subjects had a high level of adaptation, self-acceptance, acceptance of others, emotional comfort, internality, which indicates good social adaptability; the average level of desire for domination, which allows them to have self-esteem, not to be constantly subordinate to others, but also does not lead to authoritarianism, dictatorship. Among the personality types of the most popular is the "Honest" type, also common are "Dramatic" and "Active".

The article examines the opinion of international experts on the impact of the COVID-19 pandemic on the transformation of the higher education sector. Analyzed the data presented in publications that were posted on the international news resource University World News from 1st of March to 15th of October 2020 in the "coronavirus crises" section. It is noted that the most discussed topic is the strategy for the future development of higher education (26% of the analyzed texts were devoted to strategic issues). Attention is focused on the fact that the pandemic revealed that the concept of direct learning is not adapted to crisis situations like the COVID-19 pandemic (despite its undoubted advantages) when teachers and students do not have the opportunity to communicate directly in the classroom. It is emphasized that, despite the variability of experts' opinions on the future for the development of higher education in a global context there are significantly fewer negative assessments than could be expected: 33% of experts positively assess the changes in higher education initiated by the pandemic, suggest considering the pandemic crisis as a catalyst that accelerates solving existing problems, in particular the need to form a new vision of the strategic development of the education sector taking into account the future advantages of distance and online forms of education. The topic of financing turned out to be the most painful. Most experts negatively assess the prospects associated with a significant decrease in public funding without which it is difficult for universities to survive not only in the crisis conditions of the pandemic but also in the post-covid future. Insufficient funding has led to the reduction amount of teachers which will subsequently harm the entire system of higher education because it is the teachers who must fill the courses built in the format of augmented learning with content, develop an appropriate pedagogical design and accompany students in the educational process.

The article provides an overview of the main theoretical approaches to research on educational choices and anticipated labour-market opportunities from a gender perspective. It then presents the results of three quantitative analyses of secondary data. The objective is to help facilitate a complex understanding of the mechanisms of the reproduction of gendered social
structures. The genderedness of the social institutions in the education system and the labour market in relation to the socialising trends in the family is described in three parts: 1) gender segregation in employment in the context of segregation in education – the author shows that the horizontal dimension of these social institutions plays a more signifi cant role than the vertical dimension; 2) the factors that condition girls' and boys' educational aspirations and choice of schools – the author demonstrates how secondary school choices are gendered (though the analysis did not reveal the differences between the factors that infl uence girls' and boys' aspirations); 3) the factors that condition parents' educational and class aspirations for their sons and daughters – the author uncovers several aspects of the socialising effect of the reproduction of the two traditional career trajectories based on gender. In conclusion, the article answers the question of how structurally gendered expectations cohere with individual career trajectories, and based on the three analyses formulates questions for further research and offers a revised theoretical conceptualisation of gender as an analytical category.

The aim of this article is to explain educational reproduction in the Czech Lands between 1906 and 2003 from the perspective of educational mobility. Mobility trends in the intergenerational transmission of educational status identified in an analysis are presented in the context of findings on odds ratios in education and in a historical context. The analysis is based on observations of the intergenerational transmission of educational status, i.e. educational mobility, in two educational transitions between three educational levels (lower secondary, upper secondary, and higher education). Mobility tables and their log-linear analysis are used to help explain what mobility processes shape the educational inequalities that have proved stable over the long term and also odds ratios between the main levels of education. The article helps fill in the gap in knowledge about the long-term development of the educational structure in the historical Czech Lands and Czechoslovakia and provides information about typical mobility trajectories and varying mobility patterns in periods before 1948, between 1948 and 1989, and after 1989. An understanding of these structural contexts helps clarify what occurred in the past and what is occurring now in the area of unequal access to education and to explain one of the main findings from the analysis – that in Czech society the transmission of a family's educational status from one generation to the next continuously follows the same patterns.

The study evaluates the potential impact of alternative models of university entrance exams – a model based on field-specific knowledge and a model relying on general aptitude tests – in the context of the Czech education system since 1998, a system that can be described as highly stratified and suffering from a notable excess of demand for higher education over supply. Using the dataset Sonda Maturant 1998, the authors show that entrance exams based on general aptitude tests may outperform the field-specific knowledge model in terms of providing access to talented students from a lower socioeconomic background. The simulations show that under the general aptitude regime the relative chances of an applicant with a university-educated father are only one-quarter higher than the relative chances of a student with a less educated father, compared to more than a one-third difference in the case of the regime emphasising field-specific knowledge. For mother's education, the respective odds ratios differ by the even larger margin of 28 percentage points.

This article considers the position of sociology in a nonsociological context, that is, the Czech Agricultural U in Prague. The substance of the paper is a consideration of the role of sociology in relation to rural issues, including their practical dimension as relates to rural development. The background of the paper is constituted by both discussions in the Czech lands & abroad, which address the role & position of sociology & its relation to the lay public, & the question of how (& also if) it is possible to cope with the skepticism of lay people (a skepticism that the authors have experienced in the exercise of their professional activities) in relation to the findings & information provided by sociology. The authors suggest that the possibility exists of presenting non-trivial findings & information for lay people. Sociologists have at their disposal many instruments for mapping the actions & ideas of specific people when investigating such issues. If the results of sociological research are embedded within specific practical measures addressing rural issues, then the chance for social acceptance increases & the project is more likely to be sustainable. In such a situation, sociology is both related to concrete practices & circumstances (the doubts of lay persons about its meaninglessness disappear), yet it also retains its academic discourse, as a part of sociology, as a science. As a reflection of the latter, the article demonstrates the interconnections between general sociology & rural sociology, because of the centrality of the countryside & agriculture in contemporary society.

This article focuses on the connection between fi nancial aid systems in higher education and the development of inequalities in access to higher education. Although the student financial aid system is just one of a number of factors that infl uence a person's chances of studying in higher education, its role in a person's decision to pursue higher education may be of fundamental significance for those with lower socio-economic status. Therefore, the authors of this article focus on the effect of the fi nancial conditions of study on the chances that individuals from families with low socio-economic status have obtained higher education. The analysis looks at developments in the Czech Republic and the Netherlands, because Czech and Dutch student financial aid systems have been evolving in very different directions over the last two decades, while their secondary school systems continue to share very similar features. The analysis reveals that student financial aid based primarily on direct financial support (as in the Netherlands) was accompanied by a decline in inequalities in access to education, even though students had to pay tuition, while a system of financial aid primarily involving indirect support (as in the Czech Republic) applied over the same period did not inhibit increasing inequalities, despite the fact that during the period under observation students were not required to pay tuition.