No description available.

The diploma thesis focuses on the employee education and development in selected Prague libraries. The aim of this diploma thesis is to identify the current state of further education of employees of selected libraries in Prague. Analyse approach of education and development of these workers in library facilities and their offers. Analyse how the offer of educational activities differs from the usual state and in times of crisis. Compare differences in the way employees are educated in selected libraries in Prague. Based on the findings of the survey, analyse the differences in the way employees are educated in selected libraries and suggest possible improvements and recommendations. The work is divided into theoretical and practical part. The theoretical part of the thesis describes the starting points of the topic such as education and training organizations, development and management of employees, employee training, strategic concept of employee education, strategic documents, human resources management, human resource management models, etc. The diploma thesis contains methodology for research. The practical part of the work analyses the objects of the survey, identifies areas of education and development of staff in selected libraries in Prague. It compares the differences in the way of...

No description available.

The diploma thesis deals with the issue of Global Development Education and the process of the implementation of National Strategy for Global Development Education in Czech primary schools. In 2011, the National Strategy for Global Development Education came into force, thereby Czech Republic adopted the principles and objectives of Global Development Education. Goals that are defined in the document are supposed to be implemented in the next five years. However, as the thesis shows the implementation is a complex process that depends on a wide range of aspects. The author has attempted to identify factors that influence the success of the implementation process. In addition, the thesis tried to answer the question of whether the implementation of the goals of the strategy thrive or fail, and explain why this is happening. With the use of ongoing evaluation practical recommendations to improve the process of implementation of the National Strategy for Global Development Education was proposed. It was pointed out that the causes of imperfect implementation can be as unfavorable socio-economic conditions, as well as poorly defined policy objectives, lack of systemic support from the Ministry of Education, Youth and Sports, the lack of cooperation between the actors involved or inadequate use of...

Diploma thesis deals with the evaluation of results in global development education. It describes bases and content of global development education and its expected results. It compares quantitative and qualitative methods of measuring results considering their ability to measure real contribution of the evaluated activity. It highlights the need to demonstrate the validity and reliability of a measurement. It explains the role of values, criteria and indicators in the evaluation. Furthermore, the thesis deals with the measurement of contribution specifically in the area of global development education. It provides an overview of measurements made in global development education according to their validity. It also offers a list of quality criteria used in global development education. The research part of the thesis presents the results of an investigation which aimed to determine how selected Czech organizations dealing with global development education evaluate the results of their activities. It tries to determine what facilitates the evaluation of results and what represents a barrier to it. It results from a qualitative analysis of interviews and written materials provided by the organizations.

The purpose of this study is to contribute with knowledge of preschool teachers’ perceptions of music and aesthetic learning processes in relation to the Swedish National Agency for Education’s reformulation of the preschool curriculum 2018. By using a phenomenographic methodology and qualitative interviews, the study has been conducted with six preschool teachers from different preschools in one municipality where the ambition has been to get a variety of different perceptions. The result of the study shows that the preschool teachers’ perceptions of giving the children the conditions in music that are given in the curriculum, vary widely. A preschool teacher describes how the music gets an embodied or emotionally intrinsic value. In the case of aesthetic learning processes in teaching, preschool teachers proved to have good perception of what aesthetic is, the perception of learning process was however varied. The preschool teachers considered in general that they lacked materiel to deepen the music education, some also considered that they needed additional knowledge in music and aesthetic learning processes. The reformulation of the aesthetic objective in Lpfö 18 showed that half of the preschool teachers considered it clearer and that it is placing a higher demand on them, while the others experienced the rewording as less demanding. The result of the study shows that the Swedish National Agency for Education’s formulation can be interpreted in different ways. One conclusion from the study is that the Nation Agency for Education has not been sufficiently clear about the reformulation of music and learning processes in Lpfö 18. Another conclusion is that the preschool teachers who have some form of musical education have a greater understanding and awareness of what the music does with the child. Also, how preschool teachers can teach by using different didactical forms of music for learning and how children can experience the music’s own magic world. / Syftet med studien är att bidra med kunskap om förskollärares uppfattningar av musik och estetiska lärprocesser i förhållande till Skolverkets omformulering av förskolans läroplan 2018. Genom att använda en fenomenografisk metodansats och kvalitativa intervjuer har studien genomförts med ett urval av sex förskollärare från olika förskolor i en kommun, där strävan har varit att få en variation av olika uppfattningar. Resultatet av undersökningen visar att förskollärarnas uppfattningar av att ge barnen de förutsättningar i musik som läroplanen lyfter, varierar mycket. En förskollärare beskriver hur musiken får ett förkroppsligat eller känslomässigt intrinsikalt värde. I fråga om estetiska lärprocesser i undervisningen visade sig förskollärarna ha goda uppfattningar om vad estetik är, uppfattningen av lärprocess var dock splittrad. Förskollärarna ansåg överlag att de saknade materiel för att fördjupa musikundervisningen, några ansåg även att de var i behov av kunskapsutveckling inom musik och estetiska lärprocesser. Omformuleringen gällande det estetiska målet i Lpfö 18 visade att hälften av förskollärarna ansåg att det blev tydligare och ställer ett högre krav på dem, medan de andra upplevde omformuleringen som mindre kravfull. Resultatet visar därmed att Skolverkets formulering kan tolkas på olika sätt. En slutsats från studien är att Skolverket inte varit tillräckligt tydliga med omformuleringen av musik och estetiska lärprocesser i Lpfö 18. En annan slutsats är att de förskollärare som har någon form av musikalisk utbildning har en större förståelse och medvetenhet av vad musiken gör med barnet. Även hur förskollärare kan undervisa didaktiskt i musikens olika lärandeformer och hur barnen kan få uppleva musikens egna magiska värld.

Syftet med detta examensarbete är att undersöka förskollärares uppfattningar om omsorg om andra som ett demokratiskt värde som barnen ska utveckla. För att granska detta så har jag intervjuat fem stycken förskollärare från två olika förskolor. Jag analyserade min data med en fenomenografisk metodansats. Jag gjorde också en teoretisk analys utifrån mitt resultat med hjälp av utvecklingspedagogiken. Resultatet visar att förskollärare uppfattar att omsorg om andra innefattar empati, respekt och att vara omtänksam genom att hjälpa varandra. Det är också på detta sätt som förskollärarna beskriver att omsorg om andra gestaltas. Förskollärarna nämner framförallt tre strategier i sitt arbete för att barnen ska utveckla kunskap om omsorg om andra. Det första är att skapa trygghet, det andra att hjälpa barnen till reflektion. Det tredje innefattar förskollärarnas eget reflektions, dokumentations och utvärderingsarbete. / The aim of this study is to investigate preschool teachers' perceptions of caring for others as a democratic value that children should develop. To find out this, I have interviewed five preschool teachers from two different preschools. I analyzed my data with a phenomenographic method approach. I also did a theoretical analysis based on my results using the development pedagogy. The result shows that preschool teachers perceive that caring for others involves empathy, respect and being caring by helping each other. It is also in this way that the preschool teachers describe that care about others forms. The preschool teachers mainly mention three strategies in their work for the children to develop knowledge about caring for others. The first is to create security, the second to help the children to reflect. The third includes preschool teachers' own reflection, documentation and evaluation work.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International aid education (IAE) projects and cross-cultural volunteer teaching. The study uses literature on anti-colonial theories, Indigenous knowledges and culturally relevant teaching (CRT) as a conceptual framework to understanding IVTs perceptions of and approaches towards cross-cultural teaching and its relationship with Indigenous students’ lived experiences. Onsite observations and interviews with international volunteer teachers’ (IVTs) and discussions with local teachers and volunteer program director are used in a cross-comparative analysis, which examines how their teaching was sensitive to and reflective of these Indigenous peoples’ ways of knowing and learning. The findings show that the three IVTs varied greatly in their understanding and enactment of CRT. The thesis concludes by exploring the implications of IAE and sets out recommendations for creating more culturally relevant education for Indigenous students.

The main aims of the current study are five fold (1) to develop a valid scale for measuring beliefs about education for sustainable development, (2) to adapt the values on sustainable development scale to the context of Turkey, (3) to explore elementary teachers&rsquo / familiarity with and understanding of sustainable development, (4) to determine the elementary teachers&rsquo / values on sustainable development, (5) to investigate their beliefs about education for sustainable development. In addition, the barriers elementary teachers have perceived regarding education for sustainable development, teaching strategies they have used in education for sustainable development and the possible relationship between barriers they have perceived and their beliefs about education for sustainable development was examined. The data of this study obtained from 211 elementary teachers who enrolled in the Green Pack and the Eco-Schools projects via direct administration and web-survey data collection methods in May to September 2012. The results revealed that Turkish elementary teachers lack of sufficient understandings of sustainable development. On the other hand, elementary teachers have favorable beliefs about education for sustainable development and favorable values on sustainable development. In addition, lack of the knowledge about sustainable development and lack of the knowledge about teaching sustainable development were relatively common barriers for these elementary teachers. Lastly, negative correlation between elementary teachers&rsquo / beliefs about education for sustainable development and barriers they have perceived was found.