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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.

Text reflektuje úlohu vysokých škol ve společenských změnách, konkrétně v procesech transformace společnosti k udržitelnému rozvoji. Vychází z dokumentu Úmluva o vysokoškolském vzdělávání pro udržitelný rozvoj, který vznikl a byl představen u příležitosti konference Rio+20 v roce 2012 a který předkládá vizi celkové proměny univerzit související s celospolečenskými požadavky na udržitelné vzdělávání ‑ zahrnuje všechny aspekty života vysokoškolských institucí (výuku, správu, vzdělávací politiku). V tomto rámci autoři ukazují hlavní, v současné době probíhající změny ve vysokoškolském vzdělávání, a to v šesti okruzích, které zahrnují: hodnotové předpoklady akce, holistický přístup, změny v nakládání se znalostmi, důraz na procesy učení a na kompetence (jejichž význam mezi vzdělávacími cíli roste), a způsoby hodnocení kvality procesu a výsledku učení. Rekapitulují dopad těchto trendů v českém vzdělávacím prostředí i možnosti budoucího vývoje; ukazují, jak reálně probíhající změny souvisí s proměnou vědeckých paradigmat i vzdělávacích teorií. Navrhují popsat tento vývoj jako proměnu vzdělávacího žánru, tedy především s ohledem na to, jak jsou poznatky komunikovány, jak se proměňuje způsob jejich přenosu či sdílení ve vzdělávacím procesu. Ukazují, s jakými novými charakteristikami tohoto procesu bude postupně nutno počítat, a nabízejí možná budoucí výzkumná témata s tím související. ; This paper reflects on the role of universities in social changes, particularly in processes of societal transformation towards sustainable development. It is based on the document Peoples' Sustainability Treaty on Higher Education Towards Sustainable Development, produced for and introduced on the occasion of the Rio+20 Conference in 2012, which presents a vision for an overall transformation of universities related to the society-wide requirement for sustainable education involving every aspect of higher education institutions (curricula and teaching, campus operations, community engagement, cultural change). Within this framework, the authors demonstrate the main changes currently underway in higher education within six spheres that include: value-based preconditions for action, a holistic approach, knowledge management, an emphasis on learning processes and competencies (the importance of which is growing among education objectives), and methods of evaluating quality of learning process and learning outcomes . They recapitulate the impact of these trends within the Czech education environment and opportunities for future development; they show how real world changes in progress are related to the transformation of both scientific paradigms and education theories. They propose describing this development as a change of education genre, primarily with respect to how knowledge is communicated. They show what new processes in education will gradually have to be taken into account, and offer potential future research topics related to these.

In the article, issues relating to the sociopolitical measures aimed at increasing flexibility in managing the relationship between the spheres of work & family on the individual level of life strategies are examined within the framework of the gender theories of organization. The environment of management is described as a gender regime in which an organizational masculinity functions. This a priori establishes unequal conditions for the formation of women's career patterns. On the basis of a case study of the life strategies of women in managerial positions & other results drawn from research on the management environment from a gender perspective, the author identifies strategies employed toward women, who in the management environment are in the position of tokens, by the gender regime & its actors in the highest positions of the organizational hierarchy, & identifies the strategies that in connection with these conditions are created by women who desire to succeed in an environment set up in this way. The certain degree of flexibility that on the individual level can be achieved in the management environment is founded on a gender contract, which in the end continues to disadvantage women because it emerges in connection with the given structure of set rules of the environment. If flexibility is to be introduced as a nondiscriminatory mechanism, organizational masculinity as such must be called into question.

Looking at the security environment and the genesis of military education in Czechoslovakia and the successor states, they point to the harmfulness of the ideologisation of this education, underestimation, insufficient funding and the absence of theoretical teaching and practical training in schools of all levels. The basic mechanism of functioning of the security environment not only in the Czech Republic is a comprehensive connection of military education with the life of society, which is influenced by internal and external vertical and horizontal relationships, where there are a number of friction areas and significant security risks. The main players in security on the threshold of the new decade of the 21st century are facing new challenges and perspectives. © 2022 The Author.

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.

Článek se soustředí na důrazy na výchovu a vzdělávání obsažené v politických programech pěti největších stran první československé republiky. Vychází z oficiálních stranických dokumentů, jako byly volební programy, rezoluce schvalované na sjezdech nebo prohlášení významných představitelů strany. Ačkoliv nelze už ze samé podstaty dokumentů předpokládat, že všechny postuláty v politických prohlášeních skutečně měly vliv na vzdělávání, zachycují vývoj uvažování o výchově vzdělávání jako o součásti kulturní politiky. Přestože vybrané strany uvažovaly o výchově a vzdělávání velmi podobným způsobem a zabývaly se stejnými problémy, uplatňovaly nezřídka odlišné důrazy. Cílem příspěvku je popsat stranické koncepce vzdělávání ve vztahu k ideovým odlišnostem a širšímu kulturnímu i politickému kontextu. ; This paper focuses on educational goals that were emphasised in the political programs of five the largest political parties of the First Czechoslovak Republic. The article is based on official documents of political parties such as programs approved by party congresses and election programs or statements of prominent party representatives. The character of all those documents was influenced by the goal to form statements and inform party members or persuade possible voters. It means those documents are subjective and their content was not necessarily a political commitment. Therefore it cannot be assumed that all the postulates in the programs had a real influence on the education. On the contrary the documents depict the development of the considerations about education as a part of cultural policy. Political parties of the First Czechoslovak Republic were considering education in very similar way and in continuity with development before 1918. They were concerning about same issues especially in the social context but with different emphasises. This contribution aims to describe the party-specific concepts of education in relation to the ideological peculiarities of the individual parties and their cultural and political context.

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.

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.

The number of existing so called Eurofederalists groups and organizations advocating or, at least, having the Eurofederalist idea in their name, leads to a reflection about origins and sense of the existence of these groupings. It is a question if structures nominally advocating European federalism really assert in reality this idea. If the answer is yes, then it is interesting to examine which tools they use for that assertion. The article describes the way of arrangement of some of the Eurofederalist groups with focus on interest promotion description from the policy analysis methodology point of view. ; The number of existing so called Eurofederalists groups and organizations advocating or, at least, having the Eurofederalist idea in their name, leads to a reflection about origins and sense of the existence of these groupings. It is a question if structures nominally advocating European federalism really assert in reality this idea. If the answer is yes, then it is interesting to examine which tools they use for that assertion. The article describes the way of arrangement of some of the Eurofederalist groups with focus on interest promotion description from the policy analysis methodology point of view.

Analyzes the historical variation of secondary school tracking in formerly socialist Czechoslovakia, using multinomial logistic regression & focusing on the effects of family background on the odds of making the transition to vocational, technical, or academic secondary schools. I also test various hypotheses regarding trends in educational reproduction, socioeconomic inequality in access to secondary education, & the impact of political status of parents on access to secondary education. Educational expansion, unlike 'communist affirmative action,' dramatically reduced educational reproduction at the secondary level. Positive & negative discrimination on the basis of parental occupation, however, considerably diminished the advantage of higher status children in the transition to vocational & technical schools in the early 1950s & 1970s, but never affected access to academic secondary schools. The consequences of parental political status for their children's education display remarkable variation, which is unmistakably responsive to historical events. The multinomial transition model also reveals the cross-temporal dynamics of tracking in Czechoslovakia. The postwar expansion of the educational system brought about double benefits. While larger numbers of lower-class, rural, & female students enrolled in secondary schools, their higher enrollments were confined to vocational schools. Though a large number of higher status children were enrolled throughout the 1948-1989 period, their enrollments in vocational schools dropped as they began to fill positions in the growing technical & academic schools.