Suchergebnisse

The results of students at different basic and secondary schools vary largely in the Czech Republic compared to other countries, and there is a strong connection between the results of students and family background. The Czech education system is also highly stratified, and student tracking begins at a young age. In this respect the most controversial element in the system are the multi-year gymnasia, the existence of which is nonetheless strongly supported by the public. This support is based on the conviction that multi-year gymnasia provide the most talented students with a good education, enable more rapid cognitive development for these students, and thus help cultivate Czech elites. This article sets out to verify whether multi-year gymnasia genuinely fulfi l the function associated with them. Hypotheses about the role of multi-year gymnasia are tested using data from the OECD PISA 2000 and OECD PISA 2006 surveys, the PISA-L longitudinal survey, and Higher Education Studies 2004 survey. The main analytic methods used are multi-level modelling and logistic regression.

Around the end of the 1970s, studies began to emerge that focused on people's satisfaction with their housing, especially among tenants in social housing (tenant surveys). Gradually, research on people's housing satisfaction acquired a much broader context & it began to be conducted on national samples of respondents. In the 1980s the theoretical foundations of this field of study were established, & thanks to the spread of multi-dimensional statistical methods the analysis of housing satisfaction became the subject of numerous research projects around the world. The aim of this article is to describe, as precisely as possible, & using multi-dimensional statistical methods & structure modelling, the process that produces housing satisfaction in the Czech Republic & to trace the main factors behind its variability. The article draws on data from the National Housing Attitudes survey conducted in 2001.

The paper analyses the Europeanisation of election manifestos of major relevant political parties in the Slovak Republic between 1994 and 2010. The changes are examined by means of the two-dimensional concept distinguishing the quantitative and qualitative dimensions of Europeanization; and Europeanisation in manifestos is interpreted as a result of European integration. The authors conclude that the process of the Europeanisation of political parties began a little later in Slovakia in comparison to some of the countries which became democratized slightly earlier (e.g. the Czech Republic). A different pace of democratization, experience with Mečiar's hybrid regime, and the multi-dimensional party system seem to be the main reasons for the "backwardness" of Slovak political parties' manifestoes.

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. Single- country analyses conducted to date on the Czech Republic have reached conflicting results both on the development of educational inequalities since the fall of socialism and on the weight of the factors behind those inequalities. Also, no international comparison has been conducted. Thus, the authors 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 authors used multi-dimensional statistical methods (logit models and a log-linear analysis) and the most recent available international data from the European Social Survey. The results revealed that out of all the countries studied it is in the Czech Republic that access to tertiary education is currently determined most by the cultural component of social background (the father's education). The country closest to the Czech Republic in this regard is Switzerland. The educational status of the family is also a crucial factor in educational reproduction in Sweden. Paradoxically, in the countries that historically and geographically are closest to the Czech Republic, namely, Poland and Germany, the crucial determinant in the transmission of educational status is the father's class.