WHO IS INTERESTED IN EDUCATIONAL AND OCCUPATIONAL CAREER IN NATURAL SCIENCES, TECHNOLOGY AND ENGINEERING: SITUATION IN THE CZECH REPUBLIC WITHIN AN INTERNATIONAL COMPARISON

Research focus
The paper deals with an interest in educational and occupational career in natural sciences, technology or engineering. With reference to knowledge economy concept, I suppose that high-professionals in natural sciences, technology and engineering significantly contribute to development in science and innovations of a country. Therefore two groups with the highest potential to become high-professionals (OECD 2009) are of my focus – university students and 15-year old with university aspirations.
The aim of the paper is to analyze situation in the Czech Republic within an international context and to identify how different aspects affect aspirations and interest (Lie and Kjærnsli 2009; Mistler-Jackson and Songer 2000). It will then enable to discuss provisions that may support interest in educational and occupational career in natural sciences, technology and engineering.

Methodolgy and data
I work with the following research issue in my paper: There is a low level of attractiveness of natural sciences, technology and engineering fields of study in the Czech Republic.
As this situation is influenced by various aspects, I focus on just two aspects that are most relevant within the context of education policy – family background and school background (Baram-Tsabari and Yarden 2005; Hansen 1997; Simpson and Oliver 1990).

Findings
I did not found any significant effect of family background on interest in future study and/or career connected with natural sciences. Effect of attended secondary school, in particular effect of information on science careers students get at school, was found very strong. However, at the tertiary level, natural sciences, technology and engineering students, compared to students in other fields, recruit from rather lower socioeconomic backgrounds.
Based on my findings, my suggestions stress two issues – career guidance (OECD 2004) and study programme called lyceum as possible policy provisions with a high potential to support attractiveness of natural sciences, technology and engineering fields of study in the Czech Republic.


References
Baram-Tsabari, A., A. Yarden. 2005. „Characterizing children`s spontaneous interests in science and technology“. International Journal of Science Education 27 (7): 803-826.
Hansen, M.N. 1997. „Social and Economic Inequality in the Educational Career: Do the Effects of Social Background Characteristics Decline?“. European Sociological Review 13 (3): 305-321.
Lie, S., M. Kjærnsli. 2009. „Predictors for students´ choice of science careers“. [online]. Příspěvek přednesený na PISA Research Conference 2009. 15.9.2009. [cit. 2010-03-02] Dostupný z WWW: .
Mistler-Jackson, M., N.B. Songer. 2000. „Student Motivation and Internet Technology: Are Students Empowered to Learn Science?“ Journal of Research in Science Teaching 37 (5): 459-479.
OECD. 2009. Top of the Class: High Performers in Science in PISA 2006. Paris: OECD.
OECD. 2004. Career Guidance: A Handbook for Policy Makers. Paris: OECD.
Simpson, R.D., J.S. Oliver. 1990. „A Summary of Major Influences on Attitude Toward and Achievement in Science Among Adolescent Students“. Science Education 74 (1): 1-18.