Suchergebnisse

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 paper provides an exploratory analysis of regional dynamics among 264 NUTS2 EU-27 regions over the period 1992-2006. Seven different regional indicators are analyzed including wages, household expenditures, retail sales, investments, productivity, GDP, & GDP adjusted for international purchasing power differences. Several aspects of regional dynamics are studied such as convergence, polarization, role of international component, overall mobility, & individual mobility of Czech regions. Different methods are employed including some traditional techniques such as Gini coefficient, Theil decomposition, or kernel density estimates but also more innovative measures based on the pair-wise comparisons of regions. The results suggest strong regional convergence in relative ratios hand in hand with increasing absolute gaps among European regions. The analysis also indicates a significant bipolarity in the investigated distributions & a major role of international component in the process of European regional development. From the Czech regions, only Praha & Stredni Cechy recorded some upward mobility in the European regional rank distributions, while the relative positions of all other units deteriorated. Adapted from the source document.

The objective of this article is to contribute to the analysis of the factors that influence the educational aspirations of boys & girls in the Czech Republic & vertical inequality in the Czech education system. Drawing on Mateju & Strakova's monograph Unequal Chances in Education, the authors enhance the discussion with a look at the gender aspect of choices of educational trajectory. The authors review existing theories to present the main arguments from research on educational aspirations by gender. They point out the ambiguity of studies to date on the effect of gender in the education system, as they have often arrived at contradictory findings. The authors look at the theories in which the differences in educational aspirations are related to gender & the theoretical & empirical arguments that reject gender as a category for distinguishing educational aspirations. The authors summarize the research to date on gender segregation in the education system, & then offer their own conclusions, based on a secondary analysis of data from the PISA-L in 2003. Their results reveal, in conformity with the analysis by Mateju & Strakova, that while according to these analyses gender does not have an effect on differences in the educational aspirations of boys & girls, it does have an effect on some aspects of the resulting segregation of the education system & thus on a student's choice of secondary school.