Motivace a bariéry ve vzdělávání dospělých v České republice

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14230%2F08%3A00025442" target="_blank" >RIV/00216224:14230/08:00025442 - isvavai.cz</a>

Výsledek na webu

—

DOI - Digital Object Identifier

—

Jazyk výsledku

angličtina

Název v původním jazyce

Motivations and barriers in adult education in the Czech republic.

Popis výsledku v původním jazyce

A mere 9 per cent of Czech adults enter formal education and approximately one third of the population participate in nonformal education. A survey undertaken in the Czech Republic in spring 2005 found out which internal and external barriers individualshave to adult education. We found several types of psychological barriers to formal education, and especially the perception towards the Czech labour market should be emphasized. The Czechs tend to perceive their education as an unimportant factor for their participation in the labour market. They think that It does not matter whether you improve your education or not, your working position (and your employment) is going to be the same anyway. Other barriers are important with respect to personal development and, more generally, to social and civic involvement. They amount to preference for the traditional model of education, contentedness with his or her knowledge and skills, little interest in self development through education and n

Název v anglickém jazyce

Motivations and barriers in adult education in the Czech republic.

Popis výsledku anglicky

A mere 9 per cent of Czech adults enter formal education and approximately one third of the population participate in nonformal education. A survey undertaken in the Czech Republic in spring 2005 found out which internal and external barriers individualshave to adult education. We found several types of psychological barriers to formal education, and especially the perception towards the Czech labour market should be emphasized. The Czechs tend to perceive their education as an unimportant factor for their participation in the labour market. They think that It does not matter whether you improve your education or not, your working position (and your employment) is going to be the same anyway. Other barriers are important with respect to personal development and, more generally, to social and civic involvement. They amount to preference for the traditional model of education, contentedness with his or her knowledge and skills, little interest in self development through education and n

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

—

Projekt

<a href="/cs/project/1J017%2F04-DP2" target="_blank" >1J017/04-DP2: Vzdělávání dospělých v různých fázích životního cyklu: priority, příležitosti a možnosti rozvoje</a><br>

Návaznosti

Z - Vyzkumny zamer (s odkazem do CEZ)

Rok uplatnění

2008

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

LLinE-Lifelong Learning in Europe

ISSN

1239-6826

e-ISSN

—

Svazek periodika

13

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

FI - Finská republika

Počet stran výsledku

10

Strana od-do

—

Kód UT WoS článku

—

EID výsledku v databázi Scopus

—