Název: Proměny bariér ke vzdělávání dospělých v České republice: 2005–2015
Variantní název:
- Changes in barriers to adult education in the Czech Republic: 2005-2015
Zdrojový dokument: Studia paedagogica. 2017, roč. 22, č. 3, s. [69]-89
Rozsah
[69]-89
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2017-3-5
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/137155
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Studie se zabývá bariérami ve vzdělávání dospělých v České republice. Přestože zdejší vzdělávací politika považuje odstraňování bariér k celoživotnímu učení za jeden ze svých hlavních cílů, na základě dat z empirického šetření ukazujeme, že je ve své snaze neúspěšná. Pro formulaci tohoto závěru vycházíme z výsledků dvou reprezentativních šetření bariér vzdělávání dospělých realizovaných v ČR v roce 2005 (n = 1240) a 2015 (n = 1038). Prostřednictvím statistického modelování pak na d atech z roku 2015 ukazujeme klíčové faktory ovlivňující výskyt tří typů bariér ke vzdělávání dospělých – situačních, institucionálních a dispozičních. Ve studii docházíme k závěru, že míra pociťovaných situačních bariér k celoživotnímu učení v ČR v poslední dekádě mírně narostla. Zároveň významně narostla i míra pociťovaných institucionálních bariér, které nově představují jednu z hlavních překážek k dalšímu vzdělávání.
The study deals with barriers to adult education in the Czech Republic. Although the national education policy considers elimination of barriers to life-long learning as one of its main goals, we show that it has been unsuccessful in its efforts. To formulate this conclusion, we draw on the results of two representative surveys of Czech adults from 2005 (n = 1240) and 2015 (n = 1038) that focused on educational barriers. Subsequently, we also identify key factors influencing the occurrence of three types of barriers to adult education — situational, institutional and dispositional — through statistical data modeling from 2015. Our findings suggest that the degree of perceived situational barriers to life-long learning in the Czech Republic has increased slightly during the last decade. At the same time, the level of perceived institutional barriers has increased significantly, making it one of the main barriers to life-long learning.
Reference
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[37] Lupač, P. (2015). Za hranice digitální propasti. Nerovnost v informační společnosti. Praha: SLON.
[38] MacLeod, F., & Lambe, P. (2007). Patterns and trends in part-time adult education participation in relation to UK nation, class, place of participation, gender, age and disability, 1998–2003. International Journal of Lifelong Education, 26(4), 399–418. | DOI 10.1080/02601370701417160
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[54] Rida-E-Fiza, S., Farooq, M., Mirza, F. I., Riaz, F., & Shamas-Ud-Din. (2015). Barriers in employee effective training and learning. Mediterranean Journal of Social Sciences, 6(3), 240–250.
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[56] Roy, K., Roberts, M., & Ershad, A. (Eds.). (2012). Education, human capital and development. New York: Nova Publishers.
[57] Rubenson, K. (1999). Supply of lifelong-learning opportunities. In A. Tuijnman & T. Schuller (Eds.), Lifelong learning policy and research: Proceedings of an international symposium (s. 109–120). London: Portland Press.
[58] Rubenson, K. (2006). The Nordic model of lifelong learning. Compare, 36(3), 327–341. | DOI 10.1080/03057920600872472
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