ABSTRACT

One of the most often repeated goals in modern society is making education available to all on equal terms, regardless of social origin, culture or individual characteristics such as age, gender or the socio-economic status of an individual. However, in relation to gender inequality within learning environments, in the Czech Republic the traditional roles of men and women are still deeply inscribed. The results of the present study are primarily based on an Adult Education Survey which provides high quality data on the participation rates of the Czech population in formal and non-formal adult learning and education (ALE). Despite equal gender participation rates in ALE, the presented findings show that men participate more in job-related training and job-related purposes, while women manage domestic tasks, a situation which reflects the predominance of women in part-time employment, earning a lower monthly income and obtaining less work-related learning. This socio-economic profile influences not only women’s income but also affects their access to education and becomes the main barrier in the concrete form of family-related responsibilities and costs. Moreover, for women more personal-related learning has been shown to predominate as opposed to job-related education.

摘要

现代社会中最经常重复出现的目标之一是使所有人都能平等接受教育，而不论其社会出身，文化或个人特征，例如年龄，性别或个人的社会经济地位。但是，关于学习环境中的性别不平等，在捷克共和国，男女的传统角色仍然被深深铭记。本研究的结果主要基于成人教育调查，该调查提供了捷克人口参与正规和非正规成人学习与教育（ALE）的高质量数据。尽管ALE中的性别参与率是平等的，但研究结果表明，男性更多地参与与工作相关的培训和与工作相关的目的，而女性则负责家务劳动，这种情况反映出妇女在非全日制工作中占主导地位，月收入较低，与工作有关的学习较少。这种社会经济状况不仅影响妇女的收入，而且影响妇女的受教育机会，并成为与家庭有关的责任和费用的具体形式的主要障碍。此外，对于妇女而言，与工作相关的教育相对于个人而言，更多的与个人相关的学习已被证明是主要的。