In my dissertation, I evaluated the work processes and goals of education program entitled Development of innovation between generations in rural areas through the inclusion of vulnerable groups, which was conducted in 2014 by the Oreli Institute. I was interested in the extent to which the goals of education program were achieved and what the work processes were. I researched how much new knowledge the participants gained, how this knowledge helped them in their further career, how many new job opportunities they got, whether they felt able to go on an independent entrepreneurial path, how much their social network expanded, if they felt enough support was offered and how satisfied they were with the methods used and with the implementation of said methods. Finally, I was also interested in improvements to what we should have done differently in the future. In the theoretical part, I defined the concept of vulnerable groups and focused on their position in society and the labor market. I presented four vulnerable groups, namely young people, the elderly, people with disabilities and the long-term unemployed. These four groups were also focused on in the education program. I have described discrimination and intersectional discrimination. In the third chapter, I focused on active employment policy, and gave examples of programs designed to help vulnerable groups. Since the education was related to the countryside, I also described the differences between the city and the countryside. In the last chapter of the theoretical work, I described the Oreli Institute and the education program itself. In the empirical part, I presented the obtained results. My research was qualitative and evaluative. It was performed on a non-random, convenience sample of ten people, participants in the education program. I found that the first goal of the training wasn't met as the participants did not connect with local entrepreneurs. The second goal was partially met, as the participants worked on concrete ideas, but only three of them opened their own company and thus upgraded the business idea and worked on it even after completing the education program. The third goal was also met because the participants prepared a business plan and acquired key knowledge for its realization. Four participants realized the business plan. The fourth goal, however, was only partially met. Support and assistance were provided to only a few participants and was lacking or poor at the end of the training. Regarding the satisfaction with the methods used, I found that the participants were satisfied. The dilemma was mainly in group work, which suited some, others wanted to work individually. The participants liked the presentations of the companies the most. They did not like the lack of park places, the duration of education and the lack of support for practical, group work. The implementation of the training itself would require more presentations of smaller companies, more support after the end of the training, management and monitoring of progress in the group work of training, more diverse knowledge in lectures and the final evaluation. In improving education, the proposal for more examples of good practice prevailed, but also for better support during and after education, more interactive lectures with new topics, greater emphasis on practical work, learning about how teams work and monitoring group progress. There was also a desire for activities that would help establish and maintain better relationships and connections.
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