(CZ) Některé determinanty úvah o koncepci odborného školství
(EN) Some determinants for reasoning about vocational schools

Odborné školství je souhrnný název pro několik set oborů přípravy, které se realizují ve středních odborných učilištích a ve středních odborných školách. Jeho polyfunkčnost a vnitřní mnohotvárnost jsou příčinou toho, že úvahy o koncepci odborného školství se musí nejprve dotknout obecných otázek týkajících se funkcí odborného školství, cílů vzdělávání, vztahů mezi primární a následnou profesionalizací, strukturace odborného školství a odpovědností různých sociálních subjektů za fungování odborného školství. Teprve po vyjasnění těchto otázek — jejichž smysl a obsah se v článku podrobněji charakterizuje — se lze zabývat záležitostmi oborů přípravy na povolání.

Vocational schools form a set of several hundreds of branches of preparation which differ both in their goals and contents and in the ways of education. The inner différenciation of vocational schools claims at aiming the reasoning about their conception of professional preparation firstablayt general questions of vocational schools, and only after their elumination at problems of their individual branches. In particular the following belong to such questions: Should vocational schools be established exclusively for those who want to prepare there for the performance of a profession by the means of the vocational education-or also for other groups of the youth? At the time present also those who just want to acquire the entire secondary education which enables them to enroll at a university or a college, and those who only cover their duly of the obligatory school attendance are being educated here. Should the vocational school cover besides its function of professional preparation also the function of socialization or the function of cultivating young people? Are these functions of education equally significant at schools vocational? What should be the result of the pupils’professional education? What are the consequences of the conception of the vocational school as a life-long process for the vocational school as such? Is it purposeful to delimit the responsibility of those schools and institutions according to the socially economic signs of the professions? In what way will the conception of vocational schools and their functioning be influenced by the fact that the rage of social subjects who are interested in the results of professional education is changing?