This article addresses the challenges faced by pupils with a different mother tongue (hereafter referred to as 'foreign pupils') in the Czech educational system. It focuses on their preparation for the standardised entrance examination for four-year upper secondary schools, particularly in terms of language proficiency and teacher preparedness.The research is grounded in the implementation of the course, entitled 'Preparation for Entrance Exams to Secondary Schools', in the years 2024 and 2025. Additionally, it is informed by a meticulous linguistic analysis of examination materials in both the Czech language and mathematics.The findings unequivocally demonstrate that the requirements of these compulsory tests align with levels B2–C2 (as defined by the Common European Framework of Reference for Languages [CEFR]), which falls short of the level that can be attained by foreign students receiving maximum statutory support during their final school years. The discrepancy between the expected language proficiency and the possible language training received by foreign pupils has been shown to increase the risk of school failure.The analysis further demonstrates that a deficiency in teachers' preparedness in the domains of Czech as a second language and intercultural communication diminishes the efficacy of pupil support. The study proposes measures to address this mismatch, including the realistic setting of language goals, the adaptation of assessment materials, systematic teacher training, and the strengthening of cooperation between schools and counselling institutions.
The Women's Civic Work Union, as one of the most influential pro-government women's organizations in interwar Poland, conducted a wide-ranging educational and instructional campaign, primarily in the field of civic and social education. Its goal was to create a "new type of Polish female citizen." In its work, the Association employed both traditional and modern means, forms, and methods of educational influence. Among the effective forms of educational activity were various types of summer camps: military-recreational, vacation, education-recreational, hiking, and those organized in permanent facilities such as hostels and boarding houses. These camps were intended to serve as a unique socio-educational space with significant pedagogical value, effectively shaping the social, civic, and national attitudes deemed desirable by the Association. As part of the camp activities, a healthy and hygienic lifestyle was also promoted, providing women with opportunities for rest and recovery of both physical and mental health. Camps were organized in several attractive locations throughout Poland. Dozens of different types of camp centers were operated, involving a total of several thousand women.
This article addresses the challenges faced by pupils with a different mother tongue (hereafter referred to as f'oreign pupils)' in the Czech educational system. It focuses on their preparation for the standardised entrance examination for four-year upper secondary schools, particularly in terms of language proficiency and teacher preparedness. The research is grounded in the implementation of the course, entitled 'Preparation for Entrance Exams to Secondary Schools', in the years 2024 and 2025. Additionally, it is informed by a meticulous linguistic analysis of examination materials in both the Czech language and mathematics. The findings unequivocally demonstrate that the requirements of these compulsory tests align with levels B2-C2 (as defined by the Common European Framework of Reference for Languages [CEFR]), which falls short of the level that can be attained by foreign students receiving maximum statutory support during their final school years. The discrepancy between the expected language proficiency and the possible language training received by foreign pupils has been shown to increase the risk of school failure. The analysis further demonstrates that a deficiency in teachers' preparedness in the domains of Czech as a second language and intercultural communication diminishes the efficacy of pupil support. The study proposes measures to address this mismatch, including the realistic setting of language goals, the adaptation of assessment materials, systematic teacher training, and the strengthening of cooperation between schools and counselling institutions.
The primary objective of this study is to present the personality of Ferdinand Krch and the contribution of his pedagogical thinking to the contemporary, modern inclusive paradigm and pedagogy. With the help of qualitative research design and selected methods of historical research, not only historical facts, publications and archival materials will be presented, but also Krch's efforts and attempts to introduce new pedagogical ideas in education and training with elements of socio-cultural-educational attitude towards inclusion, ethical-humanistic dimension of education, filled with love, sincerity and beauty. It will also seek to highlight Krch's legacy and the ideas of our pedagogical predecessors, referred to as experimenters, who were an inspiration for modern pedagogy not only in our country but also worldwide.
This paper traces the historical development of perspectives on specific learning disabilities in the Czech Republic, from the earliest insights in antiquity to the contemporary inclusive trends in education. It captures the evolution from the medical model to the psychological approach and, more recently, to pedagogical interpretations. The paper highlights key figures, legislative milestones, and institutional changes that have influenced the approach to educating pupils with specific learning disabilities. Attention is also given to educational support systems, remedial care, and current challenges in the fields of diagnosis and education. The text demonstrates how societal views on these pupils have evolved and how the system of care has shifted towards individualization, respect, and interdisciplinary collaboration.
