This diploma thesis is focused on aspects of education at Waldorf schools. It deals marginally with some general aspects of Waldorf pedagogy, on the other hand, the Waldorf school teaching plan, especially in chemistry teaching context is described and discussed in detail. Educational approaches and procedures at Czech Waldorf schools (especially Prague schools) are described and discussed, based on a personal experience. The second part of the thesis is focused on evaluation of key competences through the Waldorf portfolio work. Many inspirations to chemistry teaching on Waldorf schools (and common schools) are included, which are mostly verified in my praxis. Appendix includes examples of students portfolio works and methodical commentaries to chemistry teaching at Waldorf schools of secondary level.

The diploma thesis will deal with options of the use of Masaryk's heritage in Social studies. It focuses both on didactics and the insight of his heritage. Moreover, educational aims will be considered as well as key competences from the Framework Education Programme for Grammar schools.

My diploma thesis deals with key competences, on whose further development should focus not only managers, but primarily universities offering managerial education. The aim was to find out what competences might be required in practice from the graduates of managerial fields of studies on chosen middle management positions, then to compare the established requirements with the content of the curriculum stipulated for Bachelor's Study Programme at the Faculty of Management of the University of Economics, and finally to elaborate a summary of recommendations suitable for the optimal harmonization of this programme with the requirements of established practice.

The diploma thesis deals with teaching students of the lower secondary school about the topics of the local region and the migration of the population. The diploma thesis characterizes four specific methods and forms for teaching the local region from the point of view of migration. The methods are based on cross-subject relations and key competences of the students. Afterwards, the thesis is evaluated the process and the fulfilment of the objectives of the application of two teaching topics in geography lessons at the lower secondary school Vodňany in March 2019. Activation methods such as work with the map, walking in the vicinity, field lessons, etc. are often used for teaching the local region. One of the goals was also student´s active approach to geography lessons in creating their own learning activities. Part of the thesis is also an analysis of the results of a questionnaire survey focused on teaching the local region and migration from the perspective of teachers of geography and the knowledge of students about these topics. The results are favourable for the purpose of the thesis. Teachers link the topics of the local region and migration, it demonstrates that the proposed learning activities can use in the practice. Students have shown relatively good knowledge of the local region and during learning activities were able to use knowledge. In the introduction of the thesis is elaborated the theoretical part of the thesis, which is related to the themes of geography didactics, interdisciplinary relations, FEP BE, key competences, forms and methods of teaching.

La plupart des acteurs économiques, politiques et sociaux s’accordent à considérer l’enjeu du développement de la formation et du renforcement des compétences clés de chacun, comme un facteur déterminant pour l’avenir de notre société, fondée sur la connaissance. Partant de ce constat, l’apport des compétences clés en termes d’employabilité durable et de sécurisation des parcours professionnels des salariés a été l’objet de notre recherche. Cela nous a conduits à la formulation et aux tests de trois hypothèses qui ont permis d’identifier les définitions des compétences qu’en donnent les principaux acteurs de notre champ de recherche, de proposer un cadre de référence en matière de compétences clés, de considérer l’organisation globale dans laquelle se réalisent ces apprentissages et de mesurer leur valeur ajoutée pour l’employabilité durable. Notre réflexion repose à la fois sur ce que la littérature a produit au sujet des compétences et sur les constats issus des investigations exploratoires menées auprès d’un corpus de salariés. D'un point de vue théorique, nous avons pu constater que les compétences clés sont devenues naturellement un facteur essentiel, notamment en raison de leur caractère transversal. L’analyse statistique des résultats, apportent des éléments de réponse quant à l’influence du management des compétences clés sur l’employabilité des individus et la sécurisation de leur parcours professionnel dans la durée. / Most of the economic, political and social actors agree on saying that the development of training and the skill acquisitions are key factors in shaping the future of our society, based on knowledge. The topic of our research based on the finding that the provision of the key skills in terms of employability is a guarantee for employees to secure their career management. This led us to three hypotheses that allowed us to identify the definitions of competencies given by the main actors in our field of research, to propose a competency framework, to consider the overall organization in which these learning takes place and to measure their added value for sustainable employability.Our reflection is based both on what the publication have produced about the competences and on the findings from the researches made with a among corpus of employees. From a theoretical point of view, we note that key competences have naturally become a determining factor, mainly because of their transversal nature. The statistical analysis of the results, show that the influence of the way you handle key competences on the employability of individuals and the securing of their professional career over time.

The diploma thesis suggests methods and forms of geography teaching in the second stage of the primary school aimed at the theme of quality of life. The themes of the suggested subject matters are the influence of the environment on quality of life of people, difference in quality of life in rural and urban areas, comprehension of the concept of quality of life and quality of life of the elderly. The concept of quality of life is situated into the context of the Framework Education Programme for Basic Education and the chosen curriculum of Základní Škola pod Svatou Horou in Příbram. Didactic evaluation of the given topic in chosen textbooks of geography for the second stage of primary schools is a part of the thesis. The theoretical concept based on expertise literature is connected with themes of Didactics, cross-curricular approaches, key competences, methods and forms of teaching. The research surveying pupil's problem-solving competence focused on the topic of quality of life is realized among 28 pupils and 11 teachers by way of questionnaire survey.

The diploma thesis deals with topics in the teaching of geography of religion at the 2nd grade of elementary school. The aim of the thesis is to create own educational material focused on the geography of religion, which will develop pupils in the key competences resulting from interdisciplinary relationships. The theoretical part is devoted to the classification of teaching methods and their characteristics. Futher, the issue of geography of religion is placed in the context of RVP ZV and monitored at selected schools. From the point of view of the given topic, attention is also paid to the didactical evaluation of geography textbooks for the 2nd level of primary schools with the current MŠMT clause. At the end of the thesis there is a proposal of own teaching material in the form of various activities that will interestingly approach pupils to the given topic.

The diploma thesis seeks answers to the questions how Czech teachers in Prague understand the key competencies defined in the basic program documents (especially in general educational programs), what idea they have of their development in Czech language and literature educational field, how they relate to the application in the planning, preparation and realization of education (including preparation and implementation of the teaching of individual sub-contents). The selected methods are: detailed study of program documents and relevant didactic studies; structured interviews with teachers of Czech language of selected Grammar schools in Prague; the study of schools educational programs with which the interviewed teachers work in lessons. The text is divided into a theoretical and practical part. In the first part there are presented elementary theoretical terms based on the professional literature. In the second part there is listed the methodology of the research and its results. The outcome is the fact that the competence approach of teaching was only partly implemented among the teachers of Czech language and literature. Teachers consider the development of key competencies only as one of the components of a complex process of teaching and learning. The main weaknesses of the current situation are...

This work treats about before/after shool clubs educational programmes key competences classification and work out. In its theoretical part, the work aims at before/after school club´s characterization, role, function and its objectives´ definition. There is marginally before/after school club documentation mentioned as well. In more details, it pays attention to school eductaional programme that is worked out by before/after shool club. The work points out connection of before/after school club´s educational programme with elemntary school´s educational programme. There are highlited several attitudes to incorporation of key competences into the document ? is it obligation, or not? Different ways of key competences development in before/after school club are introduced here as well. The field part is aimed at particular processing of key competences in before/after school clubs´ school educational programmes in the whole Czech Republic. The documents were clasified into several groups according to their classification profundity and according to their key competences´elaboration. Further, the work is aimed only at the third group, exploring the key competences´ content, style and porcessing extent. The shortcomings in connection between particular activities and developed competences are in this work pointed out as well.

The aim of this diploma thesis is to find out how much are students feeling prepared for future teacher´s profession in conditions of teaching and major-subject competencies. Questionnaires, which were used to do the survey, were filled in by students of the Faculty of Education, University of South Bohemia in Ceske Budejovice and then teachers, who are already engaged in this profession for several years. This work compares the level of proficiency of pedagogical and major-subject competencies. Furthermore the acquisition of competencies for the undergraduate students is compared with students completing their master degree in following programme and finally how men and women are feeling to be prepared. By the teachers I focused on the reached level of competence straight after finishing their studies followed by the level of competence after a few years of practical teaching. Teachers were questioned about what might help students with their acquirement of teaching skills.