http://hdl.handle.net/10563/1001725 Wed, 08 Apr 2026 18:49:20 GMT 2026-04-08T18:49:20Z http://hdl.handle.net/10563/1009947 Approaching limits of participation? Trends in demand for non-formal education in the Czech Republic Kalenda, Jan; Kočvarová, Ilona The paper deals with the long-term participation of adults in non-formal education (NFE). It is based on the thesis that although the average participation in the NFE has increased in the past two decades, this has not taken place across the board. In countries where participation in the NFE reached 45-60% of adults as early as in year 2000, participation tends to stagnate or decline rather than continue to grow. Based on these findings, we believe that the development of adult participation in the NFE suggests that the saturation threshold has been reached. The aim of the study is to discuss whether, in the case of available empirical data on the participation of adults in NFE in the Czech Republic, a tendency towards the saturation threshold reaching can be observed. For this purpose, the paper uses secondary data from the CZ 2005 and AES 2007, 2011 and 2016 surveys. Based on a descriptive analysis of data in the form of time series, we have found that with the increase in NFE participation, the adult demand for further participation in education and training has substantially decreased. It has fallen significantly in those who have not previously had experience with NFE, and especially in those who had participated before. As a result, the saturation of adult participation in NFE has increased significantly and demand for it has decreased. (C) 2019 Published by Future Academy www.FutureAcademy.org.UK Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/10563/1009947 2019-01-01T00:00:00Z http://hdl.handle.net/10563/1009935 Upbringing and education of pre-school and young school-aged children by older foster parents Plisková, Barbora The problem of older foster parents raising pre-school and young school-aged children is a very underestimated phenomenon in the Czech environment but also abroad. For the purpose and the aim of the study only caregivers who were over 45 and had experienced aging changes and illnesses were identified as older caregivers. When foster caregivers take responsibility for childcare, they must be prepared for many challenges in the area of parenthood and new roles that might be very stressful and demanding, but also very satisfactory for them. The aim of the research was to find out and understand the perception of "parenthood" by foster parents and to map their experience in a wider context with an emphasis on their wellbeing and their own upbringing. The first partial objective was to find out how foster parents perceive the "parenthood" of fostering children aged from 5 to 8 years. The second partial goal was to find out how the physical and mental conditions might affect the ability to take care of children in the context of fulfilling the basic educational goals according to the foster parents' opinion. Quantitative research method was used; the source of data was interviews with foster parents from pre-defined families based on specified criteria. As a result, foster parents can experience ambivalent and negative feelings in fulfilling new roles that may reflect on their wellbeing and health. On the other hand, own aging changes and diseases can make the situation more difficult and have an impact on the relationship and communication in the education and upbringing of fostering children, but also in communication with school and other institutions. The mapping of the situation and the basic issues is important for the formation of support for these families, in all dimensions - primarily educational, psychological, social, and health. Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/10563/1009935 2018-01-01T00:00:00Z http://hdl.handle.net/10563/1009934 Content transfer from preschool teachers to preschool children in teaching natural science Wiegerová, Adriana; Koflerová, Anna Science education is increasingly important in preschool programs, and research shows that it fosters the development of children's scientific thinking, at the preschool level, natural science allows each child to perceive the meaning of concepts, to observe relationships, and to discover new ways to understand his surroundings, understand the cycle in nature, and how people, nature and society interact with each other [1]. Teachers of preschools can choose several ways to pass science education to children. The present study is aimed at capturing the essence of the content transfer in natural science education by preschool teachers. The transfer is based on the influence of a previously learned form of behavior on the acquisition and handling of another form of behavior. Teachers should proceed from children's individual skills, knowledge and experiences that are used in new situations to develop new skills. The quantitatively oriented research methods were content analysis and observation. The subject of the analysis was school educational programs of selected preschools. Content analysis has become a source for the emergence of categories that have become the basis for subsequent observation of the real work of teachers in given preschools. This was primarily about the topic chosen by the teacher for her work with children, the methods, the organizational form, the activities and the questions that she considered during the activity. The research sample includes 5 teachers with secondary and tertiary education and with different lengths of practice. Observations were conducted in preschool classes attended by children aged between 2 and 7 years. The data obtained was coded and categorized. The research results consist of the models of content transfer in science education, which reflects the moments when the activities directed by the teacher are focused on the given area of education. The models show whether and how teachers only pass the information to children, or activate them and ask them questions. The findings show that teachers are aware of the importance of a constructivist approach, but they do not sufficiently use the elements of science education and they are not always able to motivate children appropriately. Mon, 01 Jan 2018 00:00:00 GMT http://hdl.handle.net/10563/1009934 2018-01-01T00:00:00Z http://hdl.handle.net/10563/1009895 Drug prevention and other socio-pathological phenomena in elementary school Božik, Roman Schools must imperatively react to constant and rapid developments in all spheres of social life, thus placing ever higher demands on them. Schools are one of the crucial actors in education and socialisation, but can also be a place where a pupil first encounters element of social pathology such as drug consumption, bullying, criminality, physical and mental abuse etc. According to Matougek & Kroftova, pupils from dysfunctional families, not doing well at school, with a high potential for aggression, who are unable to submit to the rules of school behaviour and create their own value preferences are at higher risk of failure. For this reason, school plays an important role in the process of prevention of socio-pathological phenomena. As far as preventing drug addiction in children and youth is concerned, it is necessary to create and identify internally with positive social standards which might form certain barriers in individuals at risk of pathological behaviour. Children must be given space to discover themselves, their moral qualities, their insufficiencies, and above all to shape their own self-respect. And it is the very environment of the school which provides space for meeting these needs, as well as being a space where each prevention programme can be expertly planned and carried out. (C) 2019 Published by Future Academy www.FutureAcademy.org .UK Tue, 01 Jan 2019 00:00:00 GMT http://hdl.handle.net/10563/1009895 2019-01-01T00:00:00Z