Autor práce: Bc. Tomáš Kolomazník Název práce: Bariéry dalšího vzdělávání nezaměstnaných z hlediska věku ohrožených na trhu práce Abstract The thesis "Barriers to continuing education of the unemployed in the age groups endangered in the labor market" examines the barriers to continuing education in unemployed groups of age 15-25 and 50-64 in the Czech Republic, both of which are often referred to as disadvantaged in the labor market. These age groups are characterized by a low rate of participation in continuing education, while having very specific needs and problems. The aim of this work is to identify the most frequent barriers in the education of the above-mentioned groups, to find out the differences between them and to explore their sociodemographic predictors. For the statistical analysis, data from the Kooperace research conducted by the Fund of Further Education was used. The first chapter defines the concepts of adult education, disadvantaged groups in labor market and introduces different concepts of barriers to education. Furthermore, the most important surveys of adult education in the Czech Republic are presented. In the methodological chapter, seven barrier dimensions have been examined, such as lack of self- confidence, insufficient relevance of adult education supply, lack of time, low...

Non-profit organization must work on creating of its strategy, visions and goals to be able to develop in the accordance with the period trends. To realize the planned activities this organization is necessary to have the adapted business plan that is used to evaluate business activities from the point of view of this viability and real operation. It is possible to say that the business plan with its all principles helps the organization to succeed in the dynamically developing society full of the opportunities and consequently connected risks with them. The goal of this work is to show the founding of the social enterprise in the sphere of services using the particular business plan and the importance of applying this tool in the scope of strategic development of the organization. Keywords: nonprofit organizations, strategic planning, business plan, social enterprise, disadvantaged persons on the labor market

ANOTATION This work deals with factors which contribute to social inclusion in education. Research is aimed at one of the basic schools, which has been selected according to the previously set criteria. In the theoretical part the most important concepts linked to social education have been discussed with respect to research question. The vital factors I focus on are school culture, which may consists of the right environment, norms and values or forms of communication and cooperation with the partners of the school, who I consider to be mainly the parents. Further on, I focus on the practices which the school sets to establish relations with the NGOs which provide assistance in order to support social inclusion at schools. With respect to the objectives of this thesis qualitative strategy has been selected. The research pattern was formed from three types of actors who have been somehow connected to school. The data collection was carried out via in-depth interviews with the actors chosen based on the snowball method. Each group has been then analysed separately with the aim to create the most important categories. In the final part the most vital discoveries from analysis are compared in order to draw inferences with connection to the research questions. Key words: social inclusion in education,...

[pt] Dados do Ibope e do Indicador de Analfabetismo Funcional (Inaf) de 2012 revelam que, no Brasil, existem aproximadamente 14 milhões de analfabetos absolutos e um pouco mais de 35 milhões de analfabetos funcionais. Segundo estatísticas, o Brasil é o terceiro país do mundo em tempo gasto na internet, sendo mais da metade em mídias sociais. Nesse contexto, as atividades diárias se direcionam a comunicações baseadas em texto, e a falta de capacidade de leitura e escrita torna-se obstáculo ainda mais significativo para os adultos que apresentam nenhum ou baixos níveis de letramento. Dessa forma, esta pesquisa procurou responder à seguinte indagação: como se configura a experiência de uso e consumo das redes sociais e comunicadores instantâneos por indivíduos com baixo letramento? Para tal, realizou-se um estudo qualitativo exploratório, baseado em entrevistas pessoais com 22 adultos com Ensino Fundamental incompleto. Por meio dos resultados obtidos, foi possível perceber a estigmatização sofrida por esses indivíduos devido às suas limitações, assim como as estratégias de combate adotadas por eles, como a preferência por postagem de fotos e mensagens de voz. Pode-se sugerir que as novas formas de comunicação instantânea promovem uma certa liberdade para se cometer erros de gramática ou de pontuação que, muitas vezes, são atribuídos ao corretor automático dos dispositivos móveis. Outra evidência do baixo letramento é a preguiça de ler e escrever nas redes e nos comunicadores; o que os usuários chamam de textos grandes são, na verdade, considerados curtos segundo estudiosos de analfabetismo funcional no Brasil. / [en] Data from IBOPE and INAF 2012 reveals that, in Brazil, there are approximately 14 million full illiterate adults and a little more than 35 million functional illiterate individuals. According to statistics, Brazil is the third country in the world where users spend the most time online, which more than half of this time is spent on social media. Within this framework, as more daily functions move toward text-based electronic communication, reading literacy becomes even more important for adults who are illiterate or for those with low-literacy levels. Therefore, this research sought out to answer the following question: What kind of experience low-literacy individuals have with the social media and instant messengers usage and consumption? To this end, a qualitative exploratory study was created based on individual interviews with 22 adults with incomplete elementary education. Among the results, it was possible to notice the stigmatization suffered by these individuals due to their reading limitations as well as to some of their strategies to overcome the issue, such as sending audio instead of written messages or posting photos instead of texts on social media. It can be suggested that the new forms of instant communication promote freedom to make mistakes in grammar or punctuation that are often attributed to auto correctors of mobile devices. Another evidence of low-literacy is the laziness to read and write on social media and communicators - what users believe to be big reading are actually considered short reading according to specialists on Functional Illiteracy in Brazil.

<p>Socioeconomic inequality unduly impacts the pathways of socioeconomically disadvantaged students (SDS) in engineering. Past and present scholarship suggests that inequitable access to physical and interpersonal resources inhibits K-16+ students' ability to engage in Science, Technology, Engineering, and Mathematics (STEM) meaningfully. This lack of access negatively impacts SDS' pursuit of, and success in, engineering. Thus far, quantitative studies seeking to understand SDS' trajectories to and through engineering have used income as a proxy for socioeconomic disadvantage. However, such measures are not theoretically positioned to accurately depict or account for the complex sociological processes that lead to, or result from, socioeconomic inequality. Furthermore, such measures do not account for parallel inequalities such as racism, sexism, and classism that exist, influence, and are influenced by it. Therefore, the purpose of this work was to 1) develop a more sociologically accurate measure of socioeconomic inequality, 2) to use that measure to identify the impacts of such inequality on SDS' pathways to and through engineering, and finally, 3) to explore the narrative experiences of SDS when accounting for a more accurate depiction. Using a Critical Realist Feminist approach to structural equation modeling, restricted data from the National Center for Education Statistics’ Educational Longitudinal Study of 2002 (ELS:2002) as well as other supplemental data were used to construct and test a more complex and representative measure of socioeconomic disadvantage, the Model of Socioeconomic Inequality (Study 1). Study 2 used this model to examine how aspects predicting important engineering student outcomes. Neighborhood location and conditions, level of Parent Educational Involvement, and availability of Household Educational Resources negatively impact SDS' opportunities to engage and succeed in engineering and college more broadly. Furthermore, the model suggested that such interactions are uniquely mediated by the intersectional inequalities experienced by SDS and their families. Finally, a rich narrative of one student, Samantha, is included to better understand the lived experiences of SDS amongst their pathways to and through engineering. Samantha was a Queer Asian American female SDS graduating from Computer Science Engineering who has low scores on Parent Educational Involvement and Household Educational Resources. Samantha's narrative shows the important role that the factors identified in the Model of Socioeconomic Inequality had in her experiences. Specifically, Samantha had little access to Parent Educational Involvement and Household Educational Resources from her parents. Rather, these forms of support came from what she referred to as her ``chosen family,'' a group of professors, co-workers, friends, and others who viewed and supported her identity authentically and provided her physical resources when she needed them. Access to this group and the resources they provided supported Samantha's belonging and her ability to succeed in engineering. However, Samantha's narrative also uncovered findings not included in the Model of Socioeconomic Inequality. Specifically, Samantha's narrative suggested she had experienced significant, long-term traumas that were both related and unrelated to her socioeconomic experiences. These traumas negatively impacted Samantha's feelings of belonging and caused her to question her place in engineering, but they were partially mitigated by the support of her chosen family. This three-study dissertation challenges current engineering education thinking regarding the knowledge and study of socioeconomics, trauma, and Intersectionality more broadly. It also challenges engineering education researchers and practitioners to question the current methods of how they support SDS in a multitude of spaces.</p>

The purpose of this study was to investigate what different relevant professionals are experiencing regarding parental responsibility and commitment in their contact with juveniles and their parents. Our main focus was socially disadvantaged families. We also wanted to investigate the professionals' opinions on principal parental responsibility since the Swedish political party Moderaterna recently suggested the sum of joint and several liability should be raised in order to motivate parents to take responsibility and hinder their juveniles from committing criminal acts. A qualitative study was implemented and included six interviews. The informants are all employed in different fields of work in Malmö town in which they meet children and their parents, foremost in troublesome situations. Our empirical data were compared to and analysed with previous research data such as peer reviewed studies and scientific articles. This was carried out in combination with two theoretical perspectives relevant to the purpose of our study and its questions at issue. Most of the previous research indicates that juvenile delinquency is mainly contributed by structural problems and that different ways of punishing parents for the acts of their children seldomly increases the likelihood of decreased offending. On the contrary it seems to impair the situation of the affected families even more. The result of our empirical data showed that most of our informants did not regard parental commitment or responsibility as an issue or that the parents they meet lack these kinds of characteristics. Furthermore the overall opinion on a raised sum of joint and several liability was that it would serve no good since the main persuasion of the informants was that structural problems and lack of tools to control and monitor juveniles were the key issues.

Social entrepreneurship is an innovative solution to increasing social problems related to unemployment and its inseparable social impact, such as social exclusion of persons that are disadvantaged in terms of labour market access. In spite of the fact that the law of the Czech Republic lacks a legal framework of social entrepreneurship (the term of social enterprise as such is not legally based nor defined), there are many local activists who make effort to change this state of inequality, using social enterprises as a means of generating new workplaces for people handicapped in terms of entering an open labour market. The main practical goal of the thesis I hereby present is to help those social entrepreneurs with creating more sustainable organisation structure of their businesses. The first part of my thesis is dedicated to explaining basic concepts and charting a theoretical framework of the research. In the second part I focus on the results of empirical research regarding social enterprise operation. The results may serve as practical advice on organisation structure optimisation in the field of gastronomy. Keywords Social enterprise, subjects of national economy, social economy, persons disadvantaged in terms of labour market access, organisation structure.

Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES) / High-performance sport is characterised by the effective amalgamation and synergy of elements, including financial and managerial support, coaching, sport sciences and sports medicine support, talent identification and athlete pathways, training facilities and equipment, and competitions. Universities have increasingly become hubs for high-performance sports services, used by students and non-students alike. According to Dr Ralph Richards, a senior research consultant for Sport Australia, most university students are in their late teens to early 20s, which is also a critical demographic for elite sports performance. Universities can and do have a substantial impact on the sports sector, particularly in supporting and developing elite student-athletes through quality facilities and infrastructure, supportive programming, competitive opportunities, and sports bursaries or scholarships. In recent years, the high-performance sport has firmly established itself as a modern industry at some top- performing South African Universities. Since the Varsity Cup and Varsity Sport’s inception, South African Institutions have invested more in developing the sport to win competitions. However, many institutions, especially Historically Disadvantaged Institutions, do not establish athletic performance pathways. The study aimed to create guidelines for the best high-performance sport management practices and analysed successful international and local systems. The Spliss Model (a theoretical model of 9 pillars of sport policy factors influencing international success) provided the theoretical framework for this study. This study used a purely qualitative approach informed by an extensive literature review. This was followed by face-to-face semi-structured interviews with the high-performance sports directors and directors of sport at Universities and sports organisations in South Africa who currently have high-performance sports units. The data were transcribed verbatim and analysed through the lens of the SPLSS model. A thematic analysis was conducted to identify the best practices for high-performance sport at Historically Disadvantaged Institutions. The key findings showed that the best practices for high-performance sports systems included proper governance, appropriate funding, training facilities, quality coaching, sport science support services, academic support services and opportunities to compete. Ethics considerations were observed where the anonymity of the participants was upheld by way of using pseudonyms after permission from them were obtained. Permission to conduct the study was obtained from the University of the Western Cape Humanities and Social Sciences Research Ethics Committee.

The purpose of this study was to determine if there was a significant difference between the standardized reading and math test scores of 4th grade students in Title I schools and those in Non-Title I schools, following the implementation of the No Child Left Behind (NCLB) Act of 2001. This study focused on the following subcategories: male and female students, economically disadvantaged students, and students with disabilities. The results of the study were discussed within the framework of Bandura's social learning theory, Maslow's hierarchy of needs theory, and Vygotsky's zone of proximal development. This study utilized a retrospective comparative design to gather, analyze, and interpret existing school data on student assessments of reading and math scores of 4th grade students from 86 Title I and 87 Non-Title I elementary schools in 7 Southeastern Virginia school divisions. The data were collected from the 2014 Virginia Standards of Learning assessment test scores. An ANOVA indicated significant differences in standardized reading and math test scores between students in Title I and Non-Title I schools. Non-Title I schools performed higher than Title I schools in the content area of reading in all three subcategories. Non-Title I schools performed higher than Title I schools in the content area of math in all three subcategories. This study contributes to social change by providing a better understanding of the academic differences among students based on their school setting as a result of the implementation of NCLB. The results of this study could motivate school policy makers to reevaluate current educational practices and funding allocations to improve student achievement in Title I schools.

The cross-scientific field of Equine Assisted Interventions (EAI) for human health, education and wellbeing is wide, varied, and rapidly growing with an expressed need of increased knowledge. Interventions involving horses are used to address a variety of difficulties and suggested as an alternative option for children and youth in need of support, who for different reasons do not or cannot benefit from traditional therapeutic or educational contexts or settings. Research thus far has mainly investigated outcomes while systematic knowledge about processes and characteristics of these interventions is still lacking. The purpose of the study was to increase knowledge and understanding of EAI for children and youth by exploring key factors and interaction in a Therapeutic Horsemanship groundwork program for disadvantaged Young People. The research was of an exploratory nature, with qualitative research methods and an ethnographic approach where data was collected through a field study based on participant observation and semi-structured interviews. Data was analysed by Reflexive Thematic Analysis. Results show that the interaction can be understood as a triad consisting of child, practitioner(s) and horse. Key factors in the intervention can be understood through eight interrelated themes, divided into Framework Themes and Content Themes. The Framework Themes are Concept, Environment and Activity. The Content Themes are Safe Spaces, Communication is Key, Positive Perceptions, Helping Horses and Learning for Life. These themes interrelate, enabling and affecting the intervention and interaction in the triad. To understand processes in the intervention, findings were interpreted through Experiential Learning Theory and the Biophilia Hypothesis. Results show the significance of the whole concept and the equine environment, and that learning can be identified throughout the intervention. Through interaction, cooperation and training with the horse, the Young Person learns, acquires and develops awareness, competences and skills which can eventually be transferred to their everyday life, thus providing increased social competence and ability to handle difficulties. The intervention can be summarised as being child-centred, horse-focused and action-based. Findings suggest a significance of working exclusively with rescue horses,and that EAI based on groundwork activities can offer a novel and positive experiential learning experience for young people. Findings further suggest that the experiential learning process in EAI may be directable to address various issues, and that EAI/groundwork therefore could be a suitable option for children and youth for whom more traditional or conventional settings for education or therapy are not an option. / Det tvärvetenskapliga fältet hästunderstödda insatser (HUI) för mänsklig hälsa, lärande och välbefinnande är snabbt växande med ett behov av ökad kunskap. Tidigare forskning har huvudsakligen rört eventuella effekter och resultat, medan det saknas systematiserad kunskap om såväl processer som insatsernas karaktär. Studiens syfte var att öka kunskapen om hästunderstödda insatser genom att utforska nyckelfaktorer och interaktion i ett program baserat på markarbete med häst för utsatta barn och ungdomar. Studien var av utforskande karaktär, med en kvalitativ forskningsmetod och ett etnografiskt angreppssätt där datainsamling skedde genom en fältstudie baserad på deltagande observation och semistrukturerade intervjuer. Data analyserades genom Reflexiv Tematisk Analys. Resultaten visar att interaktionen kan förstås som en triad bestående av barn, praktiker och häst. Nyckelfaktorer i interventionen kan förstås genom åtta teman fördelade på två grupper; Ramverksteman: Concept, Environment och Activity, samt Innehållsteman: Safe Spaces, Communication is Key, Positive Perceptions,Helping Horses och Learning for Life. Dessa teman samverkar, möjliggör och påverkar insatsen och interaktionen i triaden. För att förstå processer i insatsen tolkades resultaten genom Experiential Learning Theory och The Biophilia Hypothesis. Resultaten visar en signifikans av hästens miljö, samt att upplevelsebaserat lärande kan identifieras genom hela insatsen, vilken kan sammanfattas som barncentrerad, hästfokuserad och aktivitetsbaserad. Resultaten visar vidare en signifikans av att arbeta uteslutande med hästar som omhändertagits eller omplacerats på grund av tex vanvård, samt att lärande kan identifieras genom hela insatsen och förefaller kunna riktas/anpassas efter olika behov och syften. Hästunderstödda insatser i form av markarbete kan ses som en lämplig metod att erbjuda upplevelsebaserat lärande, och upplevas som en ny och positiv erfarenhet för utsatta barn och ungdomar för vilka mer traditionella insatser inte är ett alternativ. Genom interaktion och samarbete med hästen lär sig, förvärvar och utvecklar barnet/ungdomen medvetande, kunskap och kompetenser vilka kan överföras till deras dagliga liv och leda till bland annat ökad social kompetens och förmåga att hantera svårigheter.