Content of 1/2011:

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HIRSCHI, A. 2011. Příčiny neuváženého kariérového rozhodování v rané adolescenci [Antecedents of Foreclosure in Young Adolescents’ Career Decision-Making]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 1, pp. 6–21.
DOI: http://dx.doi.org/10.11118/lifele201101016

Abstract: Antecedents of Foreclosure in Young Adolescents’ Career Decision-Making. To explore the future occupational abilities of young people represents one of the major tasks in adolescent career development. The lack of experience in preferences is considered by young people particularly troublesome. This longitudinal study explored the causes of rash career decisions-making, i.e. the tendency to precipitous career choices without prior exploration of all available opportunitiepp. The study involved 334 Swiss students in the eighth claspp. The results show, that the rash career decisions are predetermined by social-cognitive variables of generalized self-efficacy (GSE), impartial belief in personal abilities, perceived barriers and vocational interest variables of interest profile differentiation, consistency, and elevation. The rash career decision in adolescents, in comparison with interest in profile differentiation, consistency, and elevation, is predicted of males due to less GSE and detached view. The initial developmental status was the strongest single predictor of later statupp. The study is concluded by implications for consulting practice.

Key words: career development, career consultancy, career decision-making, rash decision, early adolescence

 

Empirical study
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ĎURIŠOVÁ, L. 2011. Založit profesní vzdělávání na znalostech nebo zkušenostech? [Vocational Education Based on Knowledge or Experience?]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 1, pp. 22–32.
DOI: http://dx.doi.org/10.11118/lifele2011010122

Abstract: Vocational Education Based on Knowledge or Experience? The development of vocational education will depend on whether it provides future-oriented competenciepp. That means desired competencies of the knowledge society. At present the vocational education includes two different viewpp. One is based on implicit knowledge, the other on explicit knowledge. Implicit knowledge is understood as the knowledge based on experience. Explicit knowledge represents systematic and theoretical knowledge. Although implicit and explicit knowledge have been identified for the first time in the fifties of the last century, both of these forms were already established as essential parts of a business education in the Bata company in Zlín in the twenties to forties of the last century. The thesis aims to characterize these two forms of knowledge in relation to vocational education and to answer the following research questions: What competencies will provide graduates with vocational education based only on explicit knowledge? What competencies will provide vocational education based solely on implicit knowledge? Document analysis and field research obtained facts and information about these issues are compared with the concept of vocational education in the Bata´s shoe company in the twenties to forties of the last century. Methods conform to the historical method of working with archive documents and literature.

Key words: competence, vocational education, implicit knowledge, explicit knowledge, Baťa´s educational system

 

Theoretical study
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KRYSTOŇ, M. 2011. Záujmové vzdelávanie v kontexte neformálneho vzdelávania [Leisure Education in Context of Informal Education]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 1, pp. 33–43.
DOI: http://dx.doi.org/10.11118/lifele2011010133

Abstract: Leisure Education in Context of Informal Education. The concept of lifelong and lifewide learning creates a space for different types of educational activitiepp. In consequences of social changes and life style, we put more importance to learning activities of informal character besides formal learning. One of the informal learning typical forms is the leisure education. The thesis analyses historical bases, system characters and specific character types of leisure education.

Key words: lifelong learning, lifewide learning, informal learning, leisure education

 

Theoretical study
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KRÁTKÁ, J. 2011. Fikční postavy a jejich místo v celoživotním informálním učení [Fictional Characters and Their Place in Lifelong Informal Learning]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 1, pp. 44–63.
DOI: http://dx.doi.org/10.11118/lifele2011010144

Abstract: Fictional Characters and Their Place in Lifelong Informal Learning. Audiovisual fictional stories are usually watched for the purpose of relaxation, fun or sharing experiences with characters and learning from the social situationpp. Our research objectives result from the need to identify the fictional characters, the viewers usually identify with. This study presents results of the research carried out within a group of more than two thousand Czech and Slovak Film Database userpp. A typology of fictional characters was created in accordance with qualities, the viewer identify with, based on the research result.

Key words: experiential learning, informal learning, lifelong learning, fictional character, film, TV series, identification

 

Empirical study
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STEHLÍKOVÁ, J. 2011. Komparace využití 360° zpětné vazby při hodnocení vzdělávání zaměstnanců a manažerů v ČR a v anglicky mluvících zemích [Comparison of Using 360-degree Feedback in Evaluating on Education of Employees and Managers in the Czech Republic and English Speaking Countries]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 1, pp. 64–76.
DOI: http://dx.doi.org/10.11118/lifele2011010164

Abstract: Comparison of Using 360-degree Feedback in Evaluating on Education of Employees and Managers in the Czech Republic and English Speaking Countriepp. The thesis focuses on using a managerial instrument of 360-degree feedback while evaluating on managerial development. The main aim is to compare the use of this instrument in the Czech republic and in English speaking countries, which are home countries (especially USA) of 360-degree feedback. The thesis has also compared the frequency of using the method in English speaking countries and the main advantages and disadvantages, which are attributed to this instrument in the Czech Republic and in the USA, and other differenciepp. The branches, where 360-degree feedback is used, are also described in this article. The specifics of each country are described on an example for each country. The main outcome is identification of main resasons for 360-degree feedback being used more or less frequently in the Czech Republic than in English speaking countries.

Key words: 360-degree feedback, company education, managerial development, evaluation, self-assessment, the Czech Republic, English speaking countries

 

Theoretical study
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HATÁR, C. 2011. Geragogika – tretí pilier výchovovedy [Geragogy – the Third Pillar of Education Science]. Lifelong Learning – celoživotní vzdělávání, vol. 1, no. 1, pp. 77–91.
DOI: http://dx.doi.org/10.11118/lifele2011010177

Abstract: Geragogy – the Third Pillar of Education Science. The present scientific study, mostly of theoretical and methodological nature, is intended to penetrate into the near past (and present) of geragogy as a discipline and analyze briefly the process of creating the constitution and methodology in the area of Europe (with emphasis on the Czech and Slovak and German provenance). Emphasis is also placed on theoretical and methodological basis of the current geragogy, covering the subject of investigation, content, objectives and tasks, science-systemic geragogy anchor being a methodological and methodical basis of senior education in various spheres of their individual and social life.

Key words: senior education, geragogy, scientific discipline, subject, content, objectives and tasks of geragogy,  geragogy position in the system of scientific disciplines

 

Theoretical study
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Book Reviews

SIROTOVÁ, M. Vyučovacie metódy v práci vysokoškolského učiteľa. Trnava: Univerzita sv. Cyrila a Metoda, 2010 (T. Zaťková)
VETEŠKA, J. Kompetence ve vzdělávání dospělých: pedagogické, andragogické a sociální aspekty. Praha: UJAK, 2010 (M. Šauerová)
POKORNÁ, V. Vývojové poruchy učení v dětství a dospělosti. Praha: Portál, 2010 (D. Janderková)
BEDRNOVÁ, E., NOVÝ, I., et al. Psychologie a sociologie řízení. Praha: Management Press, 2009 (V. Jankových)

 

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Reports

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