Hlavní směry rozvoje ekonomických fakult zemědělských univerzit v České republice

Abstract

Clovek na trhu prace stravi zhruba 40 let a musi se prizpusobovat stale novym zmenam. Kvuli praci je treba vzdelavat se cely zivot. Celozivotnfmu vzdelavani by se mely venovat vsechny resorty. Na tuto tezi musi reagovat resort zemedelstvi v uzke spolupraci se subjekty, ktere vzdelavani poskytuji - se zemedelskymi vysokymi skolami. Rigor6zni prace je koncipovana do dvou zakladnich oblasti. Prvni tvorf teoreticka vychodiska pro oblast druhou jejiz podstatou je setreni zamerene na proces realizace celozivotniho vzdelavani na vybranych institucich. Cil prace vychazi ze tri zakladnich fenomenu: )r poukazat na spojitost ve vyvoji odvetvi zemedelstvi a zemedelskeho vysokeho skolstvi, )r vymezit ceske zemedelske univerzity jako soucast ceske vzdelavaci soustavy, )r zamefit se na zkoumani vztahu ekonomicky orientovanych zemedelskych vysokych skol k procesum celozivotniho vzdelavani. Vlastni uvod do problematiky je koncipovan v kapitole vyvoj ceskeho venkova zemedelstvi po roce 1989, ve ktere jsou zahrnuty zmeny zemedelstvi v transformacnim obdobi a perspektivy ceskeho venkova. Pedagogicke aspekty specifik vysokoskolske pedagogiky jako subjektu realizujiciho celozivotni vzdelavani popisuje kapitola zamerena na edukacni procesy v kontextu celozivotniho vzdelavani. Je zde sledovan rozvoj vysokoskolske pedagogiky, jsou...

On average, every person spends approximately 40 years in the labour market and all this time he/she must be prepared to adapt to constant changes. All branches of the educational system should pay attention to the issue of lifelong learning. The field of agriculture is no exception to this rule. This PhDr thesis is divided into two major parts. The first one comprises theoretical starting points for the second part, which focuses on the process of the realisation of lifelong learning in selected institutions. The aims of the thesis deal with the following three issues: to show the link between the development of the agricultural sector and agricultural universities to clarify the position of Czech agricultural universities within the framework of the Czech educational system to concentrate on exploring the relationship of economy-oriented agricultural universities and faculties to the processes of lifelong learning. An introduction to the topic is provided in the chapter on the development of the Czech republic and agriculture since 1989, which covers the changes in agriculture in the period of transformation, as well as the prospects of the Czech lands. Pedagogical aspects of special characteristics of university-level pedagogy as part of the realisation of lifelong learning are described in the chapter...