Abstract

In general, the existence and work of small schools with composite classes1 are often looked at ambiguously in education systems. It is therefore essential for them, what attitude takes the education policy towards them, whether they are rather supported or not. Each educational policy has to take account of many factors influencing the operation of each educational institution and reflect them in their standpoints and decisions. However, each of their levels, namely the national, regional and the local level, usually looks at the existence of small schools with composite classes differently. The dissertation thesis presents an analysis of the existing Czech educational policy towards small schools with composite classes. Four groups of factors influencing the existence of such small schools are analysed first. The factors are 1) educational, 2) demographic and geographical, 3) social and cultural, and 4) political and economic. The second, empirical part of the text analyses the Czech Republic’s educational policy towards small schools with composite classes at the three levels. The work follows these basic research questions: What is the existing Czech educational policy towards small schools with composite classes?, How different are the approaches of educational policy towards small schools with composite classes at each level (national, regional and local)?, and Which of the factors specified above are taken into account in relation to small schools with composite classes by the current educational policy at each level? Different methodological procedures have been used to analyse the educational policy at each level. The strategic document, legislation and evaluation document analysis at the national educational level, strategic document analysis and expert interview at the regional level, and the questionnaire survey among small school authorities and headmasters in the South Moravian Region at the local level. It turned out that in general, the topic of small schools with composite classes is marginal for the Czech educational policy. The policy is based on the premise that the child population is decreasing, which affects the economic demand of the elementary school network. Therefore, they try to force schools to rationalise their organisation through the existing financing system. The regional educational policy takes the same attitude but it is more sensitive to the fact that the school may affect the migration potential in rural settlements, and fulfil social and cultural functions as well. On the contrary, a positive attitude towards small schools can be seen at the local educational level on the part of school authorities, who often contribute financially to the operation of such schools. Municipalities see a part of local identity, civic amenity element and a migration “magnet” in the schools. They also value the fact that little children do not have to commute for school from the first form. There is a strong criticism from the local level towards the central policy, especially as regards the financing system and administrative load. Although no concept in respect of small schools with composite classes can be found in the Czech educational policy, it is obvious that they are counted on for the future in spite of the fact that their present proportion is not found too big. …víceméně