The objective of this article is the regional differentiation of rural space in Czechia, which is defined as the territory of rural municipalities of up to 3,000 inhabitants. The ultimate determination of particular types of rural space is realized at the level of authorized municipal authorities. Current socioeconomic characteristics of rural municipalities in Czechia are compiled and used for analysis. These characteristics were selected on the basis of their potential to represent important socioeconomic phenomena, processes and factors that are typical for the Czech countryside and that influence the development of rural municipalities. Four statistically significant components are identified through the statistical analysis of the indicated data at the level of authorized municipal authorities, namely: size, growth, human potential and housing. Different combinations of these components enable us to define eight main types of rural space, in terms of potential for development. This provides evidence to confirm our affirmation that rural space in Czechia is not homogenous. The results of the statistical analyses conducted also show that the basic differentiation of the Czech countryside is determined by the geographical location of particular areas.
The geography of education is a young field of research. This article makes two innovative contributions to knowledge about the evolution of this body of work. First, it presents a three-fold history of the field, delineating distinct phases in its development. Second, it draws out both linkages across, and disparities between, geographies of education in different language traditions. The analysis includes longer established German-language, Francophone and Anglophone oeuvres, as well as more recent Eastern European and international research. In combination, this attention to the temporality and spatiality of geographical debate about education provides a unique introduction to the field.
Equality in access to education is a basic right of every citizen of the Czech Republic. However, this principle exhibits not only a social aspect but also a spatial, geographical dimension. The absence or closure of elementary school can be a spatial expression of unequal access to elementary education and a part of the process of peripherization of certain area. The consequences of such development are often most intensive in less densely populated rural areas. Thus in the article the changes in spatial distribution of elementary schools in Czechia between 1961 and 2004 are analyzed with special focus on rural areas. These changes are not only characterized but their possible outcomes and impacts on the functioning on local communities in rural space are being discussed as well.
Key words: elementary school network, rural space, spatial polarization, municipalities, CzechiaSouhrn: Rovnost přístupu ke vzdělávání je základním právem každého občana České republiky. Nicméně tento princip má nejen společenský, ale také prostorový, geografický rozměr. Absence základní školy nebo její uzavření může být prostorovým vyjádřením nerovnoměrného přístupu k základnímu vzdělávání a součástí procesu periferizace určitého území. Dopad takového vývoje je zpravidla nejvíce pociťován v méně zalidněných venkovských oblastech. V článku se proto analyzují změny v rozmístění základních škol v Česku v období 1961 až 2004 s důrazem na venkovské oblasti. Tyto změny jsou nejen charakterizovány, ale je diskutován i jejich možný dopad na fungování lokálních komunit na venkově.
Most of the literature on student between-track mobility or school choice examines decision making in comprehensive systems or in tracked general education schools. In this article we present data on inter-school mobility (transfers) of upper secondary students in a differentiated educational system with academic, professional and vocational tiers and with a complex scheme of programmes and qualifications. This study is based on administrative microdata from the Czech school register merged with databases containing geographical information. We performed an explorative analysis of 4,533 events of school change with focus on the spatial aspects of VET student transfers. The preliminary results confirm the usefulness of this approach in studying the role school distance plays in programme and school choice.
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