This thesis is a comparative study, which compare two selected countries, Finland and the Czech Republic in the organization of basic education. The benchmark of equity has been chosen as a comparative criterion. This criterion was further divided into single indicators. The key indicator in this respect was the selectivity of educational systems. For this reason, the thesis presents especially the form and the extent of differentiation of students by each level of basic education in both chosen counties and try to find the number of children who are educated in them. The results of comparative analysis showed that five educational programs with different degree of quality exist in the Czech Republic, while there are only two types of schools in Finland. Finland has used the differentiation of pupils in schools, even in clases in much smaller scale in comparison with the Czech Republic. In Finland, there are no classes with extended teaching of some subjects. The next difference between selected countries is about the age when the students start to be selectived. The students are not differentionated before 16-years in Finland. On the other hand, students of the Czech Republic are divaded in various educational programs after completion of primary school, that means in 11-years. Only 4 % of...

Joseph F. Merrill served as Church Commissioner of Education from 1928 to 1933, an era critical in the development of Latter-day Saint Education. During his tenure as commissioner several key developments occurred in Church education, among them the closing of most of the remaining Church academies, transfer of nearly all of Church junior colleges to State control, rapid expansion of the Church seminary system, and establishment of the first LDS Institutes of Religion. Merrill also initiated new efforts to encourage LDS educators to seek graduate-level education outside of Utah, and to bring religious scholarship to the teachers of the Church. In addition, during this time attempts were made by forces outside the Church to seriously curtail the continuation of the seminary program, if not to eliminate it entirely. Merrill's efforts were crucial in ensuring the survival and ultimate acceptance of this form of religious education. This study is intended to answer the following research questions: 1. What were the contributions of Joseph F. Merrill as Church Commissioner of Education? 2. How can the lessons from Merrill's administration be applied to the challenges facing Church education today? The first chapter of this thesis is intended to provide the necessary historical back to understand the events which took place during the Merrill tenure. Particular attention is paid to the work of Merrill's predecessor, Adam S. Bennion. Chapter two provides the historical background to understand Merrill's background before he was called as commissioner. The “Beginning of Institute" chapter explores the creation of the Latter-day Saint Institutes of religion. Next, the “Continuing the Transformation of Church Education" explores the decision to close or attempt to transfer to state control the junior colleges owned by the Church during this time. With the transfer of most of the Church colleges underway by the early 1930s, Church education found itself dependent on the work of seminaries and institutes. “The Released Time Seminary Crisis of 1930-31" chapter details the effects made by the report of the state high school inspector, I. L. Williamson, on seminary and Merrill's work to defend the legality of the seminary system. Next, “Joseph F. Merrill and Religious Educators" will document Merrill's dealings with the teachers who served under him as commissioner. Attention is devoted here to the effects of the Depression on Church education, as well as an account of the LDS educational venture with the University of Chicago Divinity school in the 1930s. Finally, the “Conclusions" chapter explains Merrill's departure from the office to serve as president of the European Mission. This chapter will also offer summary answers to the major research questions, and suggestions for future study The overall intent of this study is to shed light on the contributions of Joseph F. Merrill to Latter-day Saint education. It is not intended as a full biographical work, but simply focuses on his service as commissioner, with occasional ventures into other periods as necessary. It is hoped the reader will emerge with a greater understanding of this important era in Church history, as well as an improved vision of the divine hand guiding the fate of the Church.

This thesis focuses on the area of preschool education in the Central Region in connection with the application of the Long-term Plan on Education (DZ) of the Ministry and of the region. Special attention is paid to the context and development of the current problem, which is longer-term unmet demand for placement in kindergarten in some parts of the region. The aim of this paper is to describe the demographic and socioeconomic specifics of the investigated region and their development over the last decade as an environment for pre- school education. The theoretical part of this work presents a comparison of DZ of Ministry of Education from 2015 to 2020 with its corresponding draft document of the Central Bohemian Region (2016). It brings the discussion of selected chapters of the Strategic Plan of the Ministry of Education and Training of the Central Region in the European pre-school education. It outlines the evaluation of success by DZ the Central Region in the past in the light of statistical data. The focal point of the research section consists of interpretations of statistical data on the number of received / missed children in preschool education over the past five years and their relation to the Long-term Plan for Education Ministry, respectively. Central Bohemia. The final part presents...

The theme of my thesis is the patriotic pedagogue Josef Věnceslav Soukup (1819-1882) whose life was full of feverish activity in the educational system. Moreover he was a prolific author of textbooks (one of his famous is The Technological Natural History) and musical works - we can mention his Wreath of fine songs which includes the song Wayfarer that is known for today. In music he paid attention to carols and Christmas songs and plays as well (the most famous is The Young Shephers of Bethlehem). J. V. Soukup excelled in almost every field, not only in pedagogy and music but also in drawing (he even taught Mikoláš Aleš, the well-known Czech painter), chemistry, technology and cultivation of plants. Moreover he contributed to many pedagogical magazines. The beginnins of his teacher's career were not easy, he strained for an appropriate position and during that time he had hardly anything to eat. He gave private lessons for food and played in pubs with the band of musicians to earn some money. However, as really hardworking and diligent student he got stipendium and thus he had not have any financial problems since that time. He knew K. S. Amerling (a great pedagogue who participated in the efforts of a higher girls' education) whose lectures he attended and was influenced by his philosophy. Josef Věnceslav...

L'administration des structures du système éducatif camerounais en l’occurrence les établissements publics d’enseignement secondaire général obéit, dans son fonctionnement, à la logique bureaucratique. Elle correspond dans son organisation à une forme pyramidale propre à un État centralisé où tout est régenté par le sommet. Le pouvoir discrétionnaire y joue un rôle indéniable dans le choix des responsables. Malgré les évolutions que connait le pays, le pilotage des lycées et C.E.S. reste indissociable de cette approche managériale. Pourtant, son obsolescence semble prononcée à cause de l’option d’une structuration politique décentralisée. En effet, si la décentralisation et ses adjuvants requièrent des citoyens professionnels, ils revendiquent aussi des responsables aux compétences avérées. Nous suggérons, à propos des chefs d’établissement susmentionnés, le passage de la fonction à la profession. La professionnalisation qui est le présupposé de cet itinéraire ne saurait s’identifier à une simple prescription institutionnelle fondée sur une normalisation des pratiques du fait d’un référentiel de compétences. La conduite de ce travail de recherche a nécessité le recours aux outils méthodologiques essentiellement qualitatifs ainsi qu’aux sociologies de l’action et de la construction. La première, dans la dimension que défend Michel Crozier, nous offre les éléments d’analyse mais aussi des méthodes et des concepts favorisant la compréhension des jeux d’acteurs. La seconde, dans une perspective d’évolution de la fonction, grâce aux travaux de Richard Wittorski, vise l’implication de tous les acteurs notamment ceux jouissant des « compétences incorporées » pour une émergence des savoirs réels de la profession. Cette recherche a établi les différents gains qu’un tel processus peut procurer à toute la communauté éducative. / The management of schools in Cameroon’s educational system, notably government schools in the general secondary education, follows the bureaucratic logic pertaining to its functioning. This system is organized as a pyramid typical of that of a centralized system of governance which is a top-to-bottom approach. Discretional power plays an undeniable role in the appointment of officials. Despite the country’s evolution, the running of lycées and colleges remains intertwined to this management approach. And yet, its obsolete nature is glaring given the choice of a decentralized political structure. In fact, if the process of decentralization and all its accessories demand professional citizens, they also aspire to officials with established competences. In the case of these aforementioned school directors, we suggest a move from a position to a profession. Professionalization which is a prerequisite for this career path could not be limited to a mere institutional prescription based on the normalization of practises given a competences framework of reference. This research work required the use of mainly qualitative methodological tools as well as sociological action and construction tools. The first of them, in the dimension backed by Michel Crozier, provided us with analytical components as well as methods and concepts which will enhance the understanding of actors’ roles. The second one which is in line with an evolution in the position and gets its grounds from Richard Wittorski’s publications did target the involvement of all actors, especially those benefiting from ‘incorporated competences’. This study has portrayed the various benefits that such a process can bring to the entire educational community.

The aim of the thesis is to compare the educational systems of two European states with different state institutions, history and current political-historical situation. The work will be of comparative character and will be based mainly on the work with the studied literature. The work will use both Czech and Spanish literature. The main benchmarking tool will be the International Standard Classification of Education at ISCED 2011. In the practical part, this classification will be applied to both education systems, and at the end of each level of education there will be comparisons. The result will be a simultaneous evaluation and comparison of the education system of the Kingdom of Spain and the Czech Republic. KEYWORDS: ISCED (International Standard Classification of Education by UNESCO), education system, early childhood education, primary, lower secondary, upper secondary, post-secondary non-tertiary education, short cycle of tertiary education, bachelor or other equivalent, master or other equivalent).

(FR) Depuis l’établissement de l’État grec moderne au XIXe siècle, son système éducatif véhicule un discours scolaire imprégné de la religion orthodoxe. Participation au cours de religion, fêtes religieuses et prière matinale dans le milieu scolaire en sont quelques exemples significatifs. Mais, que s’est-il passé depuis que la Grèce a adhéré à la Communauté européenne en 1981 et qu’elle est désormais obligée de se conformer aux règles européennes en matière de liberté de religion ?Parvient-elle à répondre au défi de l’européanisation qui stipule la formation de citoyens européens à travers un discours laïcisé promouvant le respect du pluralisme et de l’altérité ?Cette thèse de doctorat traite de ce défi, dit laïcité, et des moyens que le système éducatif grec utilise pour intégrer le concept dans son discours scolaire. Elle se base sur les grandes composantes de la laïcité :a. les valeurs fondamentales de la liberté et de l’égalité indépendamment de la religion et/ou d’autres convictions personnelles, b. la raison dans le cadre d’un régime démocratique et c. la distinction et l’autonomie simultanée de l’État et des religions. Le but est, d’abord, d’analyser le contenu des manuels scolaires de religion, d’histoire et d’éducation civique de l’enseignement primaire et secondaire au cours des trente-sept dernières années et, ensuite, de constater les transformations éventuelles dans la façon dont la laïcité est présentée.L’analyse des données montre que le discours véhiculé ne présente ni une grande évolution ni un changement total par rapport à celui du début des années 1980. Les trois matières favorisent de manière sélective certaines des composantes de la laïcité, cependant leur caractère ethnoculturel et nationaliste reste fort présent. / (EN) Since the establishment of the modern Greek state in the XIXth century, its educational system conveys a school discourse imbued with the orthodox religion. Participation in religion classes, religious celebrations and morning prayer in school are some significant examples. But what happened when Greece joined the European Community in 1981 and is now obliged to comply with EU rules on freedom of religion? Does it manage to meet the challenge of Europeanization which stipulates the formation of European citizens through a secular discourse about respect for pluralism and otherness?The present doctoral dissertation deals with this challenge, known as laïcité, and the means that the Greek education system uses to integrate the concept into its school discourse. It is based on the major components of laïcité: a. the fundamental values of freedom and equality regardless of religion and/or other personal beliefs, b. the reason in a democratic regime and c. the simultaneous distinction and autonomy of state and religions. The first aim is to analyze the content of religious, history and civic education school textbooks of primary and secondary education during the last thirty-seven years and then, to observe the possible transformations in the way laïcité is presented.The data analysis shows that the conveyed discourse presents neither a great evolution nor a total change compared to that one of the early 1980s. The three courses selectively favor some of the components of laïcité, yet their ethnocultural and nationalist character remain shighly present. / Doctorat en Sciences psychologiques et de l'éducation / info:eu-repo/semantics/nonPublished

Die Arbeit untersucht die kulturellen Bestimmungsfaktoren des Bildungserwerbs von Zuwandererschülern im Vergleich zu Schülern aus nichtgewanderten Familien. Genauer handelt es sich bei den untersuchten Migrantengruppen um ex-sowjetische (Spät-)Aussiedler in Deutschland und ex-sowjetisch jüdische Zuwanderer in Israel, die nach dem Zusammenbruch des Sowjetregimes ausgewandert sind. Den Ausgangspunkt der Arbeit bildet die Frage, ob sich Bildungsdisparitäten zwischen Migranten und Einheimischen sowie innerhalb einer Migrantengruppe auf Differenzen in den kulturellen Orientierungen der Zuwandererfamilien und auf die damit verbundenen kulturspezifischen Fertigkeiten der Schüler zurückführen lassen. Die bisherige soziologische Bildungsforschung klammert kulturelle Aspekte bei der Erklärung von Unterschieden im Bildungserwerb zwischen Schülern mit und ohne Migrationshintergrund weitestgehend aus. Die Arbeit versucht auf theoretischer Ebene, die kulturelle Dimension ethnischer Bildungsungleichheiten zu erfassen. Zur systema-tischen Erschließung der kulturellen Dimension migrantenspezifischer Ungleichheiten im Bildungssystem werden im Theoriekapitel drei Theoriestränge – integrations- bzw. assimilationstheoretische Ansätze, der Kultureller Kapitalansatz, der Ressourcen-Investitionsansatz – miteinander verknüpft und daraus Hypothesen abgeleitet. Die aufgestellten Annahmen werden mit den Daten des Immigrants’ Children in the Educational System of Germany and Israel-Projekts (BMBF-Förderung, Laufzeit: 2006-2010) bei ex-sowjetischen Zuwanderern in Deutschland und in Israel empirisch überprüft. Die Arbeit liefert Befunde, wie die intergenerationale Übertragung kultureller und kulturspezifischer Fertigkeiten in Migrantenfamilien im Vergleich zu einheimischen Familien verläuft und welche Bedeutung der Kultur des Herkunftslandes im Vergleich zu der des Aufnahmelandes beim Bildungserwerb von Migranten zukommt. Zusätzlich stellt die Arbeit die konträren Argumente der assimilationstheoretischen Ansätze gegenüber und fragt nach der empirischen Gültigkeit der theoretischen Ansätze.

This dissertation explores the reconfiguration of religion in modern global society with a focus on Koreans’ use of the category of religion. Using textual and structural analysis, this study examines how the notion of religion is structurally and semantically contextualized in the public sphere of modern Korea. I scrutinize the operation of the differentiated communication systems that produces a variety of discourses and imaginaries on religion and religions in modern Korea. Rather than narrowly define religion in terms of the consequence of religious or scientific projects, this dissertation shows the process in which the evolving societal systems such as politics, law, education, and mass media determine and re-determine what counts as religion in the emergence of a globalized Korea. I argue that, ever since the Western notion of religion was introduced to East Asia in the eighteenth and nineteenth centuries, religion was, unlike in China and Japan, constructed as a positive social component in Korea, because it was considered to be instrumental in maintaining Korean identity and modernizing the Korean nation in the new global context. In twentieth century Korea, the conception of religion was manifest in the representation of the so-called world religions such as Buddhism and Christianity, which were largely re-imagined as resisting colonialism and communism as well as contributing to the integration and democratization of the nation-state. The phenomenal clout and growth of Korea’s mainstream religions can be traced to an established twofold understanding that religion is distinctive, normal, and versatile, while indigenous traditions and new religious groups are abnormal, regressive, and even harmful. I have found that, since the late 1980s, a negative re-formation of religion has been widespread in the public sphere of South Korea, with a growing concern that religion may harbor a parochial attitude against the nation’s new strategies of development. Religion has been increasingly signified as antisocial, conflictual, and sectarian in newly globalized South Korea, because structuralized religious power, in particular that of Protestantism, gets in the way of autonomous evolvement of the secular societal institutions. As such, I conclude by suggesting that the definition of religion was multiply appropriated by the differences in local particularization in contemporary global society. Insofar as religion is regarded as incompatible with the changed location of the national society in the new global society, the semantics assigned to what is called religion continues to be degraded in contemporary South Korea.

The aim of this thesis is to describe the conception of English language teaching at high schools in Spain. In the theoretical part the Spanish educational system is presented. It focuses on secondary level education, English teaching and the target competencies. The practical part collects and evaluates the results of my research of teaching English at two different public high schools that I have gained by my own observation and interviews with Spanish teachers. The research is primarily focused on the teaching methods and techniques, the assessment of pupils and the student´s approach to learning English. Next to the results of research there is my own critical analysis.