The world faces several crises in the last years. There have been more active conflicts presently than at any time since 1945. More than 82 million refugees must live away from their homes. The ...Covid-19 pandemic has led to a dramatic loss of human life worldwide and caused economic and social disruption, whose further consequences related to human health and further aspects of well-being can be only estimated so far. Many countries are fighting climate change for a long time and this “fight” has been disrupted by unprecedented energy crises that changes our energy goals from day to day. We are surrounded by uncertainty and worries about the future which rises of populist forces even in the democratic part of the world. So, there is no doubt that we are living through challenging times. There are many strategies for coping with these challenges, one of them is acceptance. It allows us to see reality in the present moment and to move forward. But still, there will likely be many options to choose. We believe that science education is (can become) a means for explaining possibilities and our chances. At least in some of the above crises. And sustainable development indicators with good narratives can be effective educational and information tools bringing evidence about changes in the society and environment (Janoušková et al., 2022).
This study revisits the question of whether the effect of education on occupational position declines in affluent societies. Based on the European Social Survey datasets 2002–2016 we investigate, ...first, to what extent this relationship really declines. Second, we examine the effect of education and occupational position in cross-national settings, which have their own history and specific labor-market organization. Third, we test the hypothesis that the connection between education and occupational position for women has been stronger as compared to men. Using log-linear models we find scarce support for the prediction of a long-term decline in the market value of educational levels. As regards country-specific settings, the study shows that education had a higher impact on occupational position in Eastern and Mediterranean countries and especially appeared to have a lower impact in countries with liberal regimes. Our analyses demonstrate a consistently higher effect of education on occupational position among women.
Absolventi středních škol mívají od začátku studia na vysoké škole různá očekávání, např. možnost osamostatnit se, najít si nové přátele, detailněji se připravit na své budoucí povolání. Jedná se pro ...ně o nový začátek, ve kterém jsou již dospělí a odpovědní za své vzdělávání, ale zároveň často ne zcela nezávislí na rodičích, minimálně po finanční stránce. Se začátkem studia mívají však také i obavy, jak celý proces zvládnou a zda jsou vhodní pro studium na vysoké škole, a z toho, co je čeká.
The article discusses issues concerning sensitive topics in diverse social research, primarily connected with sensitive field research. The authors first analyse issues concerning sensitive topics ...and then move on to discuss examples of socially sensitive research in difficult research-related situations and areas. They also focus on the complex situation of a social researcher conducting research in sensitive, socially, culturally and politically diverse contexts, including in the context of education.
The article critically engages in teaching intercultural education in Poland—a country that is to a great extent homogenous in ethnic or religious terms. It starts with a brief overview of the ...complicated nature of intercultural education, followed by a case study of how intercultural education is studied and researched in Poland in a top academic journal dedicated to intercultural education. Quantitative content analysis shows that intercultural education is generally approached and unrelated to the local Polish context. The only exception is the borderland type of intercultural education. This leads to a conclusion that teaching intercultural education without a context—i.e. real-life experiences—proves to be a challenge in monocultural schools.
Due to the progressive aging process of modern societies, the issue of preparation for old age has become extremely important. In terms of representatives of geragogy (pedagogy of old age), the most ...important form of preparation for old age is education for old age. The article reviews the concept of Polish educators in the field of “learning old age”, and also formulates a proposal for gerontological education, covering all age groups.
This research carried out on teachers to present their perceptions related to patience. “Patience is similar/like……, because…” question and demographical variables questions was asked to them with a ...form. The data gained at the end of research was evaluated with content analysis. The metaphors mentioned by the participants regarding the value of patience were categorized according to their common characteristics. As a result of the study, 59 different metaphors about the value of patience were produced by the sample. These metaphors were examined according to common qualities and classified in 6 different categories. These 6 different categories are in that way: ‘endurance’, ‘coping’, ‘refuge’, ‘meaning’, ‘hope’, ‘balance’. It was attained that there were 24 metaphors for ‘endurance’, 18 for ‘sanctuary’, 13 for ‘disposition’, 8 for ‘explanation’, 8 for ‘hope’ and 4 for ‘balance’ in the category in relation to patience. It was recorded that participants used medicine, struggle, tree, fasting, ripening of the fruit and hope as a metaphor.
We examine changes in higher education (HE) participation in the four major Nordic countries—Denmark, Norway, Finland, and Sweden—from 1985 to 2010, a period characterized by widespread expansion of ...HE. We set up a methodological framework suitable for making country comparisons, and we profit from having unique administrative data in all four countries. We ask (i) whether HE expansion in the Nordic countries has been followed by a similar closing of the social gap in HE participation, and (ii) whether privileged groups have been able to maintain their advantage in HE participation. The results did not reveal similar trends in decrease in HE inequality despite expansion in all four countries. While Finland and Norway display the most substantial drop in overall HE inequality, the decrease in Denmark is more modest; Sweden shows no signs of decreasing inequality as HE expands. In short, expansion does not seem to be a universal remedy for narrowing the social gap in HE participation in the Nordic countries. Examining upper tertiary education by field of study, we find great disparities in selectivity, but we also find that the vast majority of fields have moved towards more equalization. However, prestigious professional university programmes such as law and medicine continue to favour more socially privileged children, albeit the social gap is narrowed substantially in Finland and Norway. These two countries also display the most substantial decrease in overall HE inequality.
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