SCHOOL EDUCATION
LECTURE
Mgr. Oksana Stupak, Phd. DrS
2. School system
and functions.
MACRO LEVEL:
LEVEL OF EDUCATION POLICY
MESO LEVEL:
SCHOOL LEVEL
MICRO LEVEL:
LEVEL OF
TEACHING
How does the
education system
work?
How does the school
work?
How does learning and
teaching work?
The school system
It is an interconnected complex of schools and educational
institutions that provide formal education
It includes educational institutions of pre-primary, primary,
secondary and higher vocational education, special
education institutions and institutions providing services to
educational institutions - counselling facilities, school
libraries, accommodation facilities and language schools
It is broken down into types of schools, two classification
criteria: 1. age of learners 2. level of education
Průcha Jan a kol.Pedagogická encyklopedie
Read "Organisation of the
Educational System and
of its Structure",
compare it with the
educational system in
your country,
discuss in groups
Activity:
Structure of the education system in Czech Republic
Main features of the school system
Schools are managed within the public administration;
powers divided between central governing bodies, regions and
municipalities
State administration authority in education - Ministry of Education,
Youth and Sports:
- responsible for the state, concept and development of the education
system;
- distributes funds from the state budget;
- determines the qualifications and working conditions of teachers;
- determines the framework content of pre-school to secondary
education;
- approves the curricula of higher vocational schools.
Powers of regions - municipalities
REGIONS MUNICIPALITIES
establish secondary schools
establish conservatories
establish higher vocational schools
establish kindergartens
establish primary schools
provide compulsory schooling
Founder
Municipality - most kindergartens and
primary schools
Region
Private founder
Church
Ministry of Education, Youth and Sports
Other department - secondary schools
Higher education institutions - county,
private, entity, other department
basic schools
number of schools
number of teachers
number of pupils
average number of pupils
church
public
private
for 1 class for 1 teacher
share of
pupils by
type of
school
founder
newly admitted
from 1st year pupils in
their final
year
Data source: Ministry of Education, Youth and Sports
Data source: Ministry of Education, Youth and Sports
number of schools
number of teachers
number of pupils
church
public
private
share of
pupils by
type of
school
founder
pupils by type of education
girls guys total
with a VET certificate
with a Maturita examination
extension study
others
Differences in Systems
Specifics of school curricula, educational goals, and
content, time allocations for individual subjects
Teaching methods
Assessment
Qualifications required for teacher preparation
Relationships between schools and parents,
communities, employers, etc.
Průcha Jan a kol.Pedagogická encyklopedie
In groups, analyze the
websites of a state or
private, or chuch school.
Pay attention to the
educational environment,
curricula, strategies, and the
school's vision.
Activity:
SCHOOL FUNCTIONS
personalization socialization enculturation
EXAMPLE: A person learns
specific sounds of their native
language. They learn to
combine sounds into words,
to form words into "correct"
sentences. Implicitly, they
learn the rules of word
inflection and sentence
structure, morphology, and
syntax of the language. In
school, they must also
consciously use certain
important rules. Over time,
they should learn to
distinguish between good
and bad Czech language.
EXAMPLE: A person learns to use
language in accordance with social,
especially moral norms. They
recognize that certain words are
impolite and should not be used. A
child should not use profanity. They
learn to speak with a certain volume
in specific situations. They should
not shout in public places. The child
is expected to address people with
respect using a particular language;
they must speak differently to a
teacher than to a classmate. They
should speak differently in a circle
of friends than in formal public
occasions. There is, therefore, a
certain moral "code" for the use of
language.
The unique mission of
educational institutions is
fulfilled only when cultural
content and competencies,
including their
transformation into the
content of human
education, are placed at the
center of their focus, and
when their activities are
understood as working on
individuals, their knowledge,
skills, and actions (Fend
2006, p. 179).
Tomáš Janík, Ins;tut výzkumu
školního vzdělávání PdF MUNI
THANK YOU!
OKSANA STUPAK
248053@MAIL.MUNI.CZ