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This thesis explores the strategies compulsory school teachers employ to integrate Education for Sustainable Development (ESD) into their teaching practices in Sweden. Given the increasing importance of sustainability in education, this study investigates how ESD is incorporated into the curriculum and the challenges educators face. The research is framed within the Swedish education system context, which mandates ESD inclusion under the national curriculum guidelines. Using qualitative methods, including interviews with teachers and analysis of educational practices, the study identifies key factors that drive and hinder the effective integration of ESD. The findings reveal that while teachers are motivated by a solid commitment to sustainability, they often encounter obstacles such as a lack of resources, insufficient training, and the interdisciplinary nature of ESD, which contrasts with traditional mono-disciplinary teaching methods. The thesis contributes to the theoretical understanding of ESD by highlighting teachers’ resilience and adaptive strategies for overcoming these challenges. It also provides practical recommendations for enhancing ESD integration through improved teacher training, policy support, and curriculum development.

Annotation: Title of the thesis: Comparison of the school integration of immigrant children in France and in the Czech Republic Keywords: ENAF, FLS, CLA, CLIN, primo-arrivant, integration, inclusion, French education system, Czech education system, pupil - foreigners in secondary school Abstract: The thesis Comparison of the school integration of immigrant children in France and in the Czech Republic, with the aim of providing a comprehensive description and comparison of the integration of immigrant children into French and Czech schools. I would like to find new ways of managing the problem in the Czech Republic by comparing these two approaches to educational systems for pupils with special educational needs. The work is based on my own experience with this problem in Czech Republic and the reality in France, also draws on interviews with educators and practitioners and is supported by a separate survey which was conducted among teachers in the Czech Republic and France.

Title of the thesis: Problems of the teaching profession: teacher in France and in the Czech Republic Keywords: Teacher, teaching profession, status of the teacher, education system of the Czech Republic, education system of France Abstract: The dissertation occupies by the problems of the teaching profession. Despite big psychological and physical difficulty the profession is underestimated, prestige and salaries of teachers are low. One of the goals of the thesis is to show that the teaching profession isn't that easy as the public believes and to present its principal problems. The dissertation touches themes like prestige and authority of the teacher, teachers' health and stress at school or trainee teachers' problems. Theme of the teaching profession generally is completed by actual numbers and data reflecting status of the teacher and education system in the Czech Republic, in France and in other European countries. So another goal of the thesis is to compare these numbers and to find advantages and disadvantages of systems which influence status of the teacher and to outline possible ways to their improvement. We occupy for example by the present problems of European systems, financing of education, teachers' salaries or status of the teacher in the Czech Republic and in France. The...

The aim of this thesis is to determine whether students planning to také the high school-leaving examination from biology have a better understanding of evolution in comparison to those taking the examination from a different subject. The data were collected by means of a questionnaire having been completed at six Czech and seven Slovenian high schools over a period of two years. The thesis proved that students taking the school-leaving examination from biology have better knowledge of evolution. The thesis also maps the evolution association of high school students and makes a comparison between the quality of evolution literacy in the Czech Republic and in Slovenia.

A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study. The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study. The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment. The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014

A country’s education system is a vital component of the country’s success. Without an excellent education system, our social, economic and financial positioning becomes threatened. At the heart of our education system lie our educators. Good educators are the key to an excellent education system. The loss of educators to the education system is significantly more than the current influx of qualified educators into schools. A great concern is why the South African education system is losing such large quantities of qualified and experienced educators. The literature review of this study focused on the factors contributing to job (dis)satisfaction and how it impacts on educators. Various sources were used to complete the literature study. The empirical study was done by means of quantitative research by distributing questionnaires to participating schools in the Vaal Triangle District. The educators at each of these schools were asked to complete a questionnaire that focussed on the issues that may contribute to job (dis)satisfaction and were divided into different sub-sections. The results were analysed and interpreted and certain recommendations were made in terms of the direct results and conclusions raised by the empirical study. The primary objective of this study was to determine the level of job satisfaction among some educators in the Vaal Triangle schools. The researcher looked at various trends in the education system and collected data relating to the determinants of job (dis)satisfaction in the school environment. The study showed that educators within the study population were not satisfied with their working conditions and should these issues be addressed by Department of Education, it could lead to fewer educators leaving the education system to seek work elsewhere. / MBA, North-West University, Potchefstroom Campus, 2014

Approved for public release, distribution is unlimited / The United States Army is making changes in the Officer Education System for 2nd lieutenants to majors. These changes affect the size of Transient, Holdee and Student account (THS). The current Officer Basic Course changes to a two-phased system called Basic Officer Leadership Course (BOLC II and III). A twenty-week Captains' Career Course (CCC) replaces the current CCC and Combined Arms and Service Staff School (CAS3). Currently, Command and General Staff College (CGSC), where 50% of a year group attends resident CGSC, shifts to a two-phased approach with a Common Core Course and a Career Field Qualification Course. This thesis includes an Excel simulation model producing monthly predictions for six years for officers in THS account because of schooling. Assignments are Permanent Change of Station (PCS), Temporary Duty (TDY) Enroute, or TDY and Return. Therefore, if 30% of majors attend Officer Education System (OES) as a PCS or TDY Enroute, the THS account sees a man-year increase of between 166 and 552 personnel. For CCC, if 30% of captains attend CCC as PCS/TDY Enroute, THS shows a man-year decrease of between 1162 and 1171. When the new BOLC education system was simulated, the THS account showed a man-year increase of between 172 and 242 when compared to the current OBC. / Army Deputy Chief of Staff, G-1 / Major, United States Army

Approved for public release, distribution is unlimited / This thesis provides a critical analysis of the development of the military staff officer education and training system in Ukraine. The chronological scope of research includes a period from January 1992 to December 1998. The research examines the status of officer training after the collapse of the Soviet Union and the reasons for the creation of a national higher military school in Ukraine. The research also covers the evolution of ideas and opinions on Ukraine's creation of its modern system of officer personnel training from 1992-1998. This thesis traces the process of the creation of the national system of the officer personnel training and its influence on the organization of the Armed Forces of Ukraine. It examines the roles of influential bodies of State power and military authorities in solving the conceptual questions of reforming the system of higher military education. The author describes and provides his own interpretation of the events, facts and phenomena related to the creation of the officer personnel training system and its influence on the creation of the Armed Forces of Ukraine. / Major, Ukrainian Army

This thesis introduces a topic of current educational reform in Finland. The main goal is to describe a process of implementation of current curricula reform in Finland and evaluate a preparedness of teachers, students of teacher education and management of curricula to curricula reform. In theoretical part, we define "curriculum" and "curriculum reform", then we briefly introduce change management, reasons for successful or unsuccessful reform and specifics of finnish education system. The research part analyses the Finnish National Core Curriculum from 2004 and 2014 in detail. It also analyses interview with teachers, students of teacher education and management of reform. Based on research part of the thesis, we can say that teachers and students have been prepared in a field of knowledge, however they have not been prepared for implementing the ideas of reform into their everyday teaching. The management of reform has been prepared for implementation. Management includes teacher and other stakeholders into creating of the new curricula, the reform is communicated and finances for the reform are secured. Conclusion of the thesis summerize answers for research questions and brings recommendations for a further research.