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The main objective of this work is to identify similarities and differences of the curricular reform in the Czech Republic and the Slovak Republic in terms of legal constitution, conduct and attitudes of the educational staff. As a research method uses a combination of qualitative and quantitative research, textual analysis of documents (legal norms, conceptual and strategic documents) and the questionnaire (opinions and attitudes of teachers). Respondents for the survey were selected by stratified selection to include leading educators and ordinary teachers, primary and secondary schools in both countries. The comparison showed that the process of curriculum reform in both countries are very similar, although the Slovak conducted with less delay. Framework educational programs in the Czech Republic and public education programs to Slovak consistently beyond the compulsory education through learning objectives, competencies, learning outcomes and course content. Content, but among them there are also differences. Quantitative research has demonstrated a lower level of acceptance of reforms in the Slovak Republic in comparison, which is related to a lower degree of familiarity of teachers in the country. Intensity of methodological, material and financial is similar in both countries. Respondents in both...

For the fifth year running, personal and social education (PSE) has been a part of primary school curriculum in the Czech Republic. This study examines how this cross-curricular subject is dealt with in six different primary schools. The theoretical part describes the history of PSE, its objectives, methods of implementation, principles, its position in primary school curriculum and its relationship to other cross-curricular subjects. The research part contains a study of the school curriculum of six primary schools from the point-of-view of PSE, an analysis of questionaires for observer of educational units working with PSE objectives and an analysis of self-examining questionaires for the teachers of these units.

Nowadays, the extensive transformation of the whole school system is taking place in our society. School curriculum is introduced into all primary schools since September 2007. This diploma thesis is focused on accumulated experience of primary schools with the creation of school curriculum and the first practical experience with its implementation The first part of this thesis is devoted to the history of Czech education reforms, defines the basic terminology, discusses the different parts of general educational program and describes the creation of school curriculum. Another part is devoted to the research where we compare the experience of some primary schools with the creation and the implementation of school curriculum. In this case, it is used the method of questionnares and observation. The research is mainly focused on the problems of its own making and implementation.

The topic of this dissertation reflects the current situation in Czech educational system after the new educational act has been passed in 2005. It clarifies the concepts of educational reforms and school curriculum documents. It also explains new terms, mainly the key competence and profile topics and their position in school educational programmes it focuses on environmental education. It presents the conclusions of a research of this profile topic in practice of elementary schools of south bohemia region. It sums up the experience of a pilot school and its establishment {--} the ecology education centre.