The dissertation thesis is aimed at actual topic of the international labour migration and working foreigners in the Czech Republic during the period of the global economical crisis of 2008 and 2012. It is an empirical research that comes out from the qualitative and quantitative study of the topic. The subject of the research were working foreigners. We differ foreigners in the position of employees and businessmen as well as foreigners from the European Economic Area and Switzerland and so called third countries. In the work we also focus on the statistical data both from their availability and interpretation point of view and also from the volume of flows of international labour migration and the stock of working foreigners in the Czech Republic. Selected indicators were also used to study spatial distribution of working foreigners in the Czech Republic including its factors from political, social, economic, geographic, demographic or cultural areas. The study was carried out by applying qualitative and quantitative correlation and regression analyses. In this respect we focused also on the discussion of the relevancy of statistical data from areas specified above that may help to clarify the structure of the spatial distribution of working foreigners. The dissertation thesis includes the first attempt...

International teacher migration has emerged as one of the key policy challenges confronting many countries, particularly in Southern Africa, with Botswana, South Africa and Zambia experiencing variable degrees of the cross-border movement of teachers. The aim of this research was to develop a strategy for managing teacher migration in Southern Africa, and balancing the right of individual teachers to migrate internationally, while protecting the integrity of vulnerable education systems and their human resources. The research comprised a literature review and an empirical study based on a mixed-methods research design combining the quantitative and qualitative research approaches. The literature study examined international teacher migration, including its main concepts, theories, causes and effects, while the empirical study assessed the statistical scope of teacher migration in Southern Africa (Botswana, South Africa and Zambia), its causes, effects, and management. A self-administered questionnaire was used to gather quantitative data from education officials, school principals and migrant teachers, while personal in-depth interviews were used to elicit complementary qualitative data from some experts on migration, education officials, teacher union leaders, school principals and migrant teachers. The results of the study revealed that teacher migration statistics and data were generally patchy and incomplete in Southern Africa; that international teacher migration in the region was driven by three main causes related to economic, political and salary conditions; and that teacher migration had both positive and negative effects on the education systems of Southern African countries, migrant teachers and their families. The findings further revealed that improving the management of teacher migration in Southern Africa required a systematic and coordinated approach involving sending and receiving countries, with reference to a common policy and legal framework supported by comprehensive teacher migration data. In this regard, and based on the identification of key principles and guidelines for teacher migration management, a model is proposed for the viable management of teacher migration in the Southern African region. / Educational Leadership and Management / D. Ed. (Education Management)

International teacher migration has emerged as one of the key policy challenges confronting many countries, particularly in Southern Africa, with Botswana, South Africa and Zambia experiencing variable degrees of the cross-border movement of teachers. The aim of this research was to develop a strategy for managing teacher migration in Southern Africa, and balancing the right of individual teachers to migrate internationally, while protecting the integrity of vulnerable education systems and their human resources. The research comprised a literature review and an empirical study based on a mixed-methods research design combining the quantitative and qualitative research approaches. The literature study examined international teacher migration, including its main concepts, theories, causes and effects, while the empirical study assessed the statistical scope of teacher migration in Southern Africa (Botswana, South Africa and Zambia), its causes, effects, and management. A self-administered questionnaire was used to gather quantitative data from education officials, school principals and migrant teachers, while personal in-depth interviews were used to elicit complementary qualitative data from some experts on migration, education officials, teacher union leaders, school principals and migrant teachers. The results of the study revealed that teacher migration statistics and data were generally patchy and incomplete in Southern Africa; that international teacher migration in the region was driven by three main causes related to economic, political and salary conditions; and that teacher migration had both positive and negative effects on the education systems of Southern African countries, migrant teachers and their families. The findings further revealed that improving the management of teacher migration in Southern Africa required a systematic and coordinated approach involving sending and receiving countries, with reference to a common policy and legal framework supported by comprehensive teacher migration data. In this regard, and based on the identification of key principles and guidelines for teacher migration management, a model is proposed for the viable management of teacher migration in the Southern African region. / Educational Leadership and Management / D. Ed. (Education Management)