@article {1123, title = {QUALITY ASSURANCE OF INFORMATICS EDUCATION WITHIN TERTIARY ECONOMY AND MANAGERIAL STUDY FIELDS}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {April/2018}, pages = {Continuous}, type = {Original article}, chapter = {250-278}, abstract = {One of the key issues of the EU educational policy is quality assurance. The presented research represents a contribution to solving the issue of quality assurance of informatics education on the tertiary level of education in economy and managerial study fields. Within the research current state of informatics education in selected economy and managerial study programmes was analysed based on students{\textquoteleft} views and opinions. Necessary research data were collected through questionnaire survey respondents, who were students of the relevant study programmes in the Slovak and Czech Republics. The paper presents in more detail results of the questionnaire part which was focused on finding out how the students evaluate informatics education incorporated in their pre-graduate education considering its relevance to their study and career profiles. Another task of the research was to find out whether the students{\textquoteleft} evaluations depend on their gender and study specializations, and also whether there are some differences in the evaluations done by the students of the same or at least similar study programmes studying either in Slovakia or in the Czech Republic. As the results showed, students of the economy and managerial study programmes do not connect their future career with the information technologies and they do not have ambitions to be employed in the IT area. But at the same time, they are aware of the fact that the knowledge and skills obtained within their informatics preparation are important for their everyday life and future career. On the other hand, they are not satisfied with the quality of the informatics subjects they are taught. So, to assure the quality of their pre-gradual preparation does not mean only to innovate curricula of the informatics preparation but also to deal with the issues of an efficient transfer of these curricula content to students.}, keywords = {career profiles, curricula innovation, evaluation of the education, informatics education, quality assurance, tertiary education}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.250}, url = {http://oaji.net/articles/2017/457-1524597729.pdf}, author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk and Martin B{\'\i}lek} } @article {1130, title = {SCHOOL AUTONOMY AND SCHOOL LEADERSHIP: CASE STUDY OF SCHOOL OPERATION IN SLOVAKIA}, journal = {Problems of Education in the 21st Century}, volume = {76}, year = {2018}, month = {June/2018}, pages = {Continuous}, type = {Original article}, chapter = {299-308}, abstract = {During as near as three decades after the political changes in Slovakia its system of education has undergone many reforms. As an integral part of them have been changes regarding school autonomy as it influences quality of education. To achieve an optimal model of autonomy offered to schools is very difficult, as appropriate level of autonomy is dependent on time and social conditions. To improve democratic participation of primary and secondary school leaders in Slovakia, a research aimed at assessment of the current state of the level of school autonomy was carried out. The research data were obtained from a questionnaire survey, the respondents of which were 93 headmasters and deputy headmasters. These school leaders assessed the power they (the schools) have in five fields, namely in the fields of school activity in the whole, school curricula matters, school financing and budgeting, staff recruitment, selection, employing and sacking, administrative and operational management. The assessment they give once with respect to the level in which to them given autonomy matches the tasks and problems they have to cope with, and the second time with respect to their opinion where the scope of the autonomy should be changed. Although the school leaders assessed the level of the powers they are given in a positive way, as average or broader, they still feel a need to have a broader scope of the powers and responsibilities, mainly in the field of financing and budgeting.}, keywords = {power extension, school autonomy, school deliberation, school leaders}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/18.76.299}, url = {http://oaji.net/articles/2017/457-1529089481.pdf}, author = {Alena Ha{\v s}kov{\'a} and Miriam Bitterov{\'a}} } @article {529, title = {EVALUATION OF THE CURRENT STATE IN TEACHING INFORMATICS AT UPPER SECONDARY LEVEL OF EDUCATION (ISCED3) IN THE SLOVAK REPUBLIC: CONCEPTUAL AND METHODICAL STARTING POINTS}, journal = {Problems of Education in the 21st Century}, volume = {28}, year = {2011}, month = {April/2011}, type = {Original article}, chapter = {131-142}, abstract = {When considering the quality of education, one of the most important screening values is the information about students{\textasciiacute} attitude towards the particular subject that on the one hand is determined by the character of the subject and on the other hand by many other aspects. This paper is based on the widely conceived international research oriented on the comparative evaluation of current state of teaching Informatics from the point of view of specific factors at the upper secondary level of education (ISCED 3) in the Slovak and Czech republics. Based on the comparison of positive experience and diagnosis of strengths and weaknesses in teaching Informatics and Programming its aim from the long-time perspective is to design various possibilities of quality and attraction increase of their teaching in the Slovak Republic. The authors focus on the specification of some factors that significantly influence quality of teaching Informatics from the students{\textasciiacute} point of view. They also present an analysis of the questionnaire items reliability used to create a quality tool for obtaining reliable data within the completed international research. }, keywords = {Cronbach{\textquoteright}s alpha coefficient, quality in education}, issn = {1822-7864}, url = {http://journals.indexcopernicus.com/abstract.php?icid=939906}, author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Michal Munk} } @article {644, title = {TEACHING INFORMATICS AT UPPER SECONDARY LEVEL OF EDUCATION (ISCED 3A) IN THE SLOVAK REPUBLIC: EVALUATION OF THE CURRENT STATE}, journal = {Problems of Education in the 21st Century}, volume = {37}, year = {2011}, month = {December/2011}, type = {Original article}, chapter = {119-128}, abstract = {A key aspect for evaluation of a school subject teaching, which is applied in the majority of EU countries, is filling the school curricula with the content subject mater, the extent of their connection with practice and its needs and impulses, compatibility and comparability in the European education area. The paper is based on a widely conceived international research oriented on the comparative evaluation of the current state of teaching the school subject informatics from the point of view of specific factors at the upper secondary level of education (ISCED 3A) in three EU countries - Slovak Republic, Czech Republic and Belgium. The authors describe statistical processing of the collected data and present quantitative and qualitative analyses of the obtained research results.}, keywords = {quality in education, school subject informatics}, issn = {1822-7864}, doi = {https://doi.org/10.33225/pec/11.37.119}, url = {https://oaji.net/articles/2014/457-1408436123.pdf}, author = {J{\'a}n Z{\'a}horec and Alena Ha{\v s}kov{\'a} and Adriana Nagyov{\'a}} }