This diploma thesis examines the impact and consequences of the implementation of deferred tuition in the Czech Republic on an quality and a system of financing of universities. The aim is to determine the real impact of tuition fees on improving the quality of university education and make recommendations for an implementation or a rejection of this form of financial participation. The first part of my thesis contains theoretical views on education and its role in the modern economy, it defines the term "education" as a kind of an economic good and describes the current system of university education in the Czech Republic. The empirical research will be comparing the current situation of university education system in the Czech Republic with the situation in the EU and OECD countries. The analysis will be based on statistical data on the number of people with university education, the volume of investment into this kind of education, the ratio of public and private funding system, the number of students enrolling on universities, total expenditures per student, applying of university student and other labor market indicators. Based on this comparison,the strengths and the weaknesses of the Czech university education will be established and its trend in the last 5 years. Within the scope of a planned introduction of direct financial participation of university students, the principle of deferred tuition will be considered as a potential tool not only to increase private funding in the system, but also to achieve a better standards of university education. The possible effects of the introduction of tuition fees in the country will be estimated based on the experience with the implementation of this system abroad (UK and Australia) and meta-analysis of expert opinion on financing university education system. The conclusion of the thesis includes a summary of the extent to which the inflow of private funds into the system changes the strengths and weaknesses of the university education in the Czech Republic and making recommendations for its implementation.

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The diploma thesis deals with educationally disadvantaged student at public universities in Czechia. Thesis presumes the existence of educational inequality in Czech educational system and the effect of disadvantages based on attained education level of student's parents. These inequalities hadn't significantly changed even after the massification of tertiary education sector. The population of educationally disadvantaged in the thesis is equivalent to first generation student population, meaning the families with unattained tertiary education level. The main objective is to find out designs of policies targeting this group and to explore perception of the population. To achieve the goal, the thesis is using social construction of target framework. In this way, designs of applied policies are analyzed and the social construction of the target population is defined. The thesis uses qualitative research methods, using thematic document analysis of annual reports and long-term plans of all public universities and then uses the academic senate reports and semi-structured interviews with universities' representatives with selection of cases regarding the first analysis findings. The results show that educationally disadvantaged population remains undefined and there is a general lack of relevant...

Barbora Votavová ISS FSV UK Diploma thesis abstract University career without a degree - drop-out phenomenon in the context of university education massification The thesis focuses on the phenomenon of not finishing university in the context of masification of tertiary education and changign character of labour market. Unlike educational reproduction and mobility, that is often studied in Czech context, only a couple of texts focus on the phenomenon of not finishing. This text therefore tries to open this topic by analyzing experiences and narration of those who leave university before getting a degree. Based on interviews with drop-outs, it searches for the specific aspects of their educational trajectories. It attempts to reconstruct the meanings that they ascribe various parts, moments and characteristics of their own educational trajectories. The thesis searches answers to basic questions about the significance and meaning of education, trajectories and aspects influencing the specific shape of the trajectory and identify areas that are relevant for the drop-out topic. Original data are analyzed in the broader context in which the trajectories take place - the context of dynamic and changing labour market and changing character of universities, and interpreted in the context of existing drop-out...

Problem solving at the crossroads between chemistry and mathematics presents significant challenges for students at all levels of education. This licentiate thesis aims to enhance our understanding of such problem solving, with a focus on how university students approach problems in the context of chemical kinetics. The thesis is based on two papers. The video data analysed in these papers were collected from problem-solving sessions where second-year chemistry students worked in pairs to solve tasks centred around a key concept in chemical kinetics. The first paper aimed to develop a framework suitable for analysing problem solving at the interface of chemistry and mathematics. Deductive and inductive analysis of the collected video data resulted in the extended mathematical modelling cycle (MMC). This empirically derived framework offers a fine-grained picture of the processes and resources at play during problem solving in chemical kinetics, suggesting that students: (1) engage in a range of (sub)processes beyond those typically outlined in the classical MMC; and (2) employ extra-mathematical resources (EMRs) in all stages of the MMC. The EMRs can be divided into chemical and other resources. While chemical resources are essential in translating chemical information into mathematical relationships, they also play a crucial role during mathematical work, offering guidance to the mathematical operations. The purpose of the second paper was to further characterise the nature and roles of other resources. Findings suggest that other resources can be divided into: implicit models of results, explicit examples from experience, and superficial procedural resources. Analysing their roles in problem solving revealed that implicit models primarily influence students’ ideas of where they are going, while explicit examples and superficial procedural resources provide a basis of strategies for how to get there.

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Summaries in Afrikaans and English / Die noodsaaklikheip om produktiwiteit en kwaliteit in hoer onderwys te verbeter, het aanleiding gegee tot die relatief nuwe totale kwaliteitbestuur (TQM)-beweging by tersiere onderriginstellings soos universiteite en technikons. Die integrering van die totale kwaliteitverwante konsepte van strategiese TOM -intensie, eksterne omgewingsfaktore, bestuur se reaksie, kwaliteitstelseleffektiwiteit en deurlopende verbetering in 'n model, dui die gekombineerde gevolge van genoemde konsepte op die institusionele verbetering van technikons en • universiteite aan. Die belangrikste veranderlikes (binne bogenoemde dimensies van die model) wat vir institusionele verbetering by onderskeidelik universiteite en technikons verantwoordelik is, toon ooreenstemming - universiteite en technikons verskil egter ten opsigte van ander minder belangrike veranderlikes. Die funksionering van die model is soos volg: Die bestuur (akademies en administratief) van die tersiere onderriginstelling identifiseer en erken, onderhewig aan aspekte soos leierskap, kennis, ervaring, en aanvaarding, sekere eksterne omgewingsfaktore wat verband hou met die klientebehoeftes (ekstern en intern) en institusionele verbetering. Gegewe genoemde beperkings en faktore besluit bestuur op die (suboptimale) strategiese TQM-intensie om aan klientebehoeftes te voldoen. Die strategiese TQM-intensie sal nou saam met bestuur se reaksie (deur die toepassing van die TQM-beginsels en -filosofie) wat die effektiwiteit van die kwaliteitstelsel bepaal, bepaal op watter kwaliteitvlak die instelling sal opereer. Die kwaliteitstelsel bestaan uit die bestuur-, tegniese. en sosiale stelsel, en is weer eens I aan deurlopende verbetering onderhewig. (Die bestuurstelsel dien as integreerder van die ander twee stelsels.) Die eindresultaat van die toepassing van die TQMfilosofie en -beginsels is institusionele verbetering. Verder kan die model en die resultate van hierdie studie deur universiteite en technikons gebruik word by die verbetering/implementering van hulle eie, unieke totale kwaliteitimplementeringsmodel(le) - 'n uitgebreide implementeringsmodel is vir die rede voorgehou. Laastens kan die (verkorte) meetinstrumente wat vir universiteite en technikons onderskeidelik bepaal is, gebruik word om die sukses met die implementering van TQM by 'n individuele instelling te meet. / The necessity to improve productivity and quality in higher education has resulted in the relatively new movement of Total Qua~ity Management(TQM) at tertiary institutions such as universities and technikons. The integration of the total quality-related concepts of_ strategic TQM intent, external environmental factors, reaction of management, effectiveness of the quality system and continuous improvement in a model, can be used to indicate their combined results on the institutional improvement of technikons and universities. The most important variables (within the above-mentioned dimensions of the model) responsible for institutional improvement at universities and technikons respectively, correspond - however, universities and technikons differ regarding the less important variables. The functioning of the model is. as follows: The management (academic and administrative) of the tertiary educational institution identifies and recognises, subject to aspects such as leadership, knowledge, experience and acceptance, certain external environmental factors which are related to the client's requirements (external and internal) and institutional improvement. Given the above restrictions and factors, management decides on the (sub-optimal) strategic TQM intent to satisfy client requirements. The strategic TOM intent together with the reaction of the management (by the application of the TOM principles and philosophy) which determines the effectiveness of the quality system, will determine on which quality level the institution will operate. The quality system comprises the management, technical and social system, and is again subject to continuous improvement. (The management system serves as an integrator of the other two systems). The end result of the application of the TOM philosophy and principles is institutional improvement. The model and results of the study can further be used by universities and technikons for the improvement\implementation of their own, unique, total quality implementation model(s) - for this reason an extended implementation model was presented. Lastly, the (abridged) measuring instruments established for universities and technikons respectively, can be used to measure the success with the implementation of TQM at an individual institution. / Business Management / D.B.L.

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).