(CZ) Perspektivy a bariéry rozvoje vzdělání
(EN) Perspectives and barriers of the development of education

The development of education is determined by the way of life of the society-it determines the proportional co-relations of the culturation, professionalization, socialization and personalization funciton of the social system. To be able to judge new socialization conceptions, it is necessary to find the barriers and development occasions of its implementation.
The first development barrier of the education is the strategy of the extensive growth. Under the conditions of implemeriting this strategy the preparations of highly qualified labour is behindhand both after the aspirations of the social subjects and the needs of the social development. The strategy of an intensive development of the society requires the development of education in general, and the development of vocational education at the standard of the highly qualified work.
Another barrier of the educational development of the society are the nivelization tendencies joint to applying the class and political ascriptive principles when engaging the study and maniging working roles. The nivelization tendencies made themselves apparent in both rewarding and conceiving a man, and influenced also the educational process which had the minimal consideration for the differenciated learners’ dispositions. The strategy of an intensive development requires the individualization of the beat and the methods of education as well as the différenciation of the educational system, the care of the development of the talents and removing the syndrom of the school unsucessfulness.
The third barrier of the educational development became the centred and direct- ive way of management which deprived schools of their autonomy and made it impossible for them to reach the flexibility needed for a certain situation. The key for overcoming the byrocracy of the school system is the introduction of a differentiated life-long system of education which requires the restructuralization of especially secondary vocational and university studies; at the same time it is the most effective means of democratization of education.
The restructuralization of the system of the society requieres the transition from the forming of a predominantly conform type of a personality to the forming of a personality as an active, initiative and creative subject of the society development. The premise here is to make a free development of a man the leading goal of the system of the society.