No abstract

Příspěvek v úvodní části shrnuje vývoj konceptu celoživotního učení, který je založen na formování a rozvíjení (klíčových) kompetencí. Tento přístup, prosazující se nyní nejen v České republice jako určující prvek kurikulární reformy, má delší tradici a opodstatnění v profesním vzdělávání dospělých a uplatňuje se v rozvoji lidských zdrojů. Příspěvek je proto dále věnován představení výsledků několika výzkumných šetření provedených právě v této oblasti a věnovaných požadavkům na kompetence manažerů a možnostem učení v inovativních pracovních organizacích v České republice. Konkrétně se jedná o výstupy z analýzy inzerce nabídky pracovních míst pro manažery a odborné specialisty a výzkumného šetření provedeného technikou ohniskových skupin a částečně strukturovaných rozhovorů s manažery firemního vzdělávání, jehož cílem bylo zjistit stav a predikovaný vývoj v oblasti vzdělávání a učení pracovníků.

The article is based on long-term knowledge and partial researches of the authors focused on reflection of students and teachers and on various teaching methods used for activation of university students mostly in the fields of study focused on management and personnel management. The aim of the paper is to reflect the competences of the university teacher necessary for the realization of various forms of teaching, their comparison with students' opinions and attitudes and to reflect on changes in attitudes to teaching lectures, seminars and exercises so as .Using a questionnaire survey and controlled interviews at the Faculty of Education, Charles University, School Management Centre (since 2018 Department of Andragogy and Education Management), a sample of 325 students in combined study. data were continuously collected in 2015-2018 full-time students. Nowadays it is necessary with the generation change of students, with informatisation and digitization, the influence of society 4.0 to change the way of teaching to suit the attitudes and thinking of the current generation of students and to enable the transfer of knowledge and skills and their fixation. The main approaches are the activation method of teaching, linked to the group, respectively. teamwork. The relevance of the findings is tied to the study of differentiation between full-time and full-time students in relation to the age cohort.

Educational organisations constitute a specific and internally heterogeneous group of work organisations. They differ from other types of organisations by the subject of their activity and hence by the mission of their existence and also by the requirements on managers not only in the domain of people management, but also as regards managers' roles and competencies. This study deals first with the definition of a strategic approach to work with people in this type of organisations, including an overview of selected models of human resource management. It then demonstrates on them what are the preconditions for incorporation of personnel work into the system of organisation management and how can personnel work be carried out in a systematic and strategic manner. It follows with a summary of basic facts on educational organisations in the Czech Republic, including specific requirements on continuous education for managers of these organisations. This education should eliminate deficits in capabilities of educational managers and enable them to cope efficiently with their roles. Finally, it presents results of an empirical survey among managers of educational organisations in the Czech Republic who studied the subject of educational management at the Faculty of Education of the Charles University (Prague) in the period 2014-2016.

No abstract