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11	Metodika projektového cyklu OP VK projektů ve veřejné výzkumné instituci / Methodology of the Project Cycle of ECOP Projects in Public Research Institution Čepová, Michaela January 2014 (has links) This diploma thesis deals with the project cycle of projects funded by the European Union, especially the projects from Education for Competitiveness Operational Programme (ECOP). In the theoretical part, there is stated the distribution of structural funds, among which belongs also the ECOP projects, which are described in more details in separate chapter. The main part of the diploma thesis is the project cycle, which is at first described in the general as well as in the practical part, where there is proposed a specific project cycle focused not only on ECOP projects needs, but also considering the rules of a public research institution, where these projects are solved.
12	Nové výzvy pro ředitele středních škol v ČR a ve Francii - Projektový management ve sféře školství / New Challenges for Directors of secondary Schools in the Czech Republic and France - Project management in the sphere of education Vaňková, Pavla January 2014 (has links) This diploma thesis explores the issue of project activity which has become a new challenge for school directors in EU member states for the last few years. The projects not only contribute to the fulfillment of the tasks of the educational process, but also to the development of the school environment. The aim of this thesis is to compare the use of project possibilities within the research sample of directors of secondary schools in the Czech Republic and France. Theoretical background specifies the project and its cycle together with the strategy, tools and subsidy opportunities within the educational and regional policy of the European Union. The empirical part investigates the differences between the activity and success in the use of grant funds within the sample of directors of Czech and French schools and views on the form of international cooperation in the Comenius sub-program of lifelong learning.
13	Řízení projektů ve vybraném podniku / Project management in a selected company PIMPARA, Jan January 2016 (has links) The main objective of this diploma thesis is to evaluate the project management system in the specific organization and to suggest possible changes based on the concrete findings. The first part of this thesis is dedicated to the main theories describing the meaning of a project itself, project management, its development throughout the history and the basic ways and processes widely used in managing a project. The thesis also pays an attention to the legal standardization of project management along with the corresponding organizations describing and maintaining the project know-how. The second part describes the selected organization, its history and the scope of business. The section also provides an overview and analysis of the project management best practice undertaken by the mentioned company. The analysis examines related corporate documents, internal project guidelines and the processes supporting the project management in the company. In the final part of the thesis several suggestions of corrective actions are listed, based on the specific findings identified in the analysis.
14	Vzdělávání, věda a výzkum v dotačních nástrojích EU / Education, science and research in EU funding instruments Medková, Anna January 2009 (has links) Subject of this thesis are the issues concerning financial subsidies from the EU funding instruments. The thesis focuses on education, science and research, and briefly describes their current situation in the Czech Republic. The main possible instruments financing these areas are the Structural Funds and the Community Programs. In the second part, there is given detailed instructions on how to prepare an application for a grant. The instructions are more amenable to the Operational Programs administrated in the Czech Republic, but its principles and structure of the project cycle can be used for any project or application.
15	Zohlednění genderu v českých bilaterálních rozvojových projektech / Gender Mainstreaming in Bilateral Projects of the Czech Development Cooperation Lacinová, Radka January 2015 (has links) This work is based on the analysis of documents and conducted interviews with the aim to evaluate how and to what extent the Czech bilateral development projects reflect gender. It is crucial for an assessment how gender is reflected at the various stages of the project cycle. The research is framed by the twin-track approach according to which gender is mainstreamed and also projects focused on women's empowerment are carried out. To evaluate the research question the methodology proposed by Caroline Moser (2005) is used, which also evaluates the conceptual setting and institutional settings, making comprehensive analysis of gender issue possible. The paper examines two cases, namely projects under the auspices of the Czech Development Agency implemented in the period from 2010 to 2014 in the sector of water and sanitation in Ethiopia and in the health sector in Georgia. It was found through the research that gender is reflected formally in development projects. Formal consideration is a manifestation of the efforts of the Ministry of Foreign Affairs of the Czech Republic to reflect gender issues in the context of international development cooperation. However, there is still a lack of a systematic approach, under which there would be designed sufficient capacities, standardized procedures, clear...
16	Operační program vzdělávání pro konkurenceschopnost (strukturální fondy EU ve vzdělávání) / Education for Competitiveness Operational Programme (Structural Funds in Education) Kocurková, Pavlína January 2010 (has links) This diploma thesis is focused on the European Policy for economic and social cohesion, its goals and financial instruments. Four Structural Funds allow the European Union (EU) to grant financial assistance to resolve structural economic and social problems in the member states of the EU. The thesis concentrates on one of the Structural funds, namely the European Social Fund (ESF), the main financial instrument allowing the Union to realise the strategic objectives of its employment policy. The Human Resources and Emplyment Operational programme, the Prague -- Adaptability Operational Programme and the Education for Competitiveness Operational Programme are the Czech Operational programmes financed by the ESF. The last one is then closely described and attention is aimed mainly at the Priority Area 2.3 -- Developing human potential in research and development. The practical part of the work deals with the characteristics of the project cycle from the point of view of the Ministry of Education and with the analysis of projects applied in the Priority Area mentioned above.
17	Postup při zpracování a realizaci projektu v rámci Strukturálních fondů / The procedure of project preparation and realization within structure fund EU FOUŇOVÁ, Michaela January 2008 (has links) The main aim of this dissertation is to provide a practical guide for entrepreneurs in the field of structure funds EU, describing of necessary information, which are important in area of project preparation, administration, realization and finalization. This guide should contribute to easier orientation of applicants in the structure funds area, improve quality of submitted projects and in consequence increase amount of drawing from structure funds EU in the Czech Republic.
18	Příprava realizace administrativních objektů Palmovka Park / Preparation for the implementation of administrative buildings Palmovka Park Boucník, Jan January 2018 (has links) The diploma thesis deals with the preparation of the construction of Palmovka Open Park III administrative building. It contains a technological regulation for drilled piles, technological regulation for reinforced concrete monolithic constructions, broader transport routes, study of the implementation of the main technological stages, design of building machines and mechanisms, control and testing plan for drilling piles and reinforced concrete constructions, risk and measures, time and financial plan, calculation according to THU, drawing of site equipment, cycle, timetable, item budget, selected technological details.
19	Curriculum development for the master craftsman in the printing, newspaper and packaging industries Thomas, David Llewellyn, 1944- 01 1900 (has links) This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based. / Didactics / D.Ed. (Didactics) Accreditation of Prior Learning Application-Orientated Objective Benchmarking Best Practices Career paths Certification practices Content-Performance Matrix Competency profiling Career progression Curriculum Development Model Curriculum continuum Job competence Job/Function profiling Learning outcome Portfolio development Project cycle management Performance pyramid Qualification for position Qualification for purpose Quality assessment system Qualified worker standard Standards generating Systems didactics Transfer of learning Train the trainer Taxonomy of competencies Skills Knowledge and attributes Unit standards acid test 338.476862071068 Curriculum planning -- South Africa Printing industry -- South Africa
20	Curriculum development for the master craftsman in the printing, newspaper and packaging industries Thomas, David Llewellyn, 1944- 01 1900 (has links) This study centres on curriculum development for a master craftsman level in the Printing, Newspaper and Packaging Industries which is didactically sound and takes cognisance of the dynamic vocational education and training milieu in which it occurs. Curriculum and curriculum development is viewed from a systems perspective and incorporates the specific andragogic didactic needs of the learner target group as well as the unique needs of an industrial sector. Because the National Qualification Framework model advocates an outcomes-based approach to curriculum development this necessitated the identification of a suitable standards generating process to articulate the master craftsman unit standards into a qualification capable of being recognised by the National Qualification Framework. The nature and complexity of the underpinning knowledge, skills and competencies for the master craftsman level were quantified and qualified by means of skills and competency profiling and the development of a job outcome taxonomy of skills, knowledge and attributes which incorporated critical cross field and fundamental skills, and their underpinning knowledge requirements. Using aspects ofvarious vocational education and training models and empirical research course content was sourced, evaluated and developed into appropriate modules of learning that are congruent with the accepted competency based modular training system used in the Industries. Course maps that integrate theory and practice were developed with multi skilling milestones linked to learner certification. Evaluation of resources for the delivery of the Master Craftsman Programme was facilitated by means of a provider quality assessment and accreditation system. The interactive teaching-learning situation and the evaluation processes and procedures were developed to enhance the assessment of applied competencies in the world of work. A pilot study and unit standards generating activities are to be used as a means of implementing and institutionalising the master craftsman curriculum. The findings of this study revealed that by viewing the curriculum from a systems perspective and using a suitable curriculum development model a creative master craftsman curriculum development process could take place. The competency profiling technique and taxonomy of competencies, skills, knowledge and attributes enabled the curriculum process to be a top-down approach which is outcomes-based. / Didactics / D.Ed. (Didactics) Accreditation of Prior Learning Application-Orientated Objective Benchmarking Best Practices Career paths Certification practices Content-Performance Matrix Competency profiling Career progression Curriculum Development Model Curriculum continuum Job competence Job/Function profiling Learning outcome Portfolio development Project cycle management Performance pyramid Qualification for position Qualification for purpose Quality assessment system Qualified worker standard Standards generating Systems didactics Transfer of learning Train the trainer Taxonomy of competencies Skills Knowledge and attributes Unit standards acid test 338.476862071068 Curriculum planning -- South Africa Printing industry -- South Africa

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