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Czech-Republic:Administration and Governance at Central and/or Regional Level

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Overview Czech Republic

Contents

Czech-Republic:Political, Social and Economic Background and Trends

Czech-Republic:Historical Development

Czech-Republic:Main Executive and Legislative Bodies

Czech-Republic:Population: Demographic Situation, Languages and Religions

Czech-Republic:Political and Economic Situation

Czech-Republic:Organisation and Governance

Czech-Republic:Fundamental Principles and National Policies

Czech-Republic:Lifelong Learning Strategy

Czech-Republic:Organisation of the Education System and of its Structure

Czech-Republic:Organisation of Private Education

Czech-Republic:National Qualifications Framework

Czech-Republic:Administration and Governance at Central and/or Regional Level

Czech-Republic:Administration and Governance at Local and/or Institutional Level

Czech-Republic:Statistics on Organisation and Governance

Czech-Republic:Funding in Education

Czech-Republic:Early Childhood and School Education Funding

Czech-Republic:Higher Education Funding

Czech-Republic:Adult Education and Training Funding

Czech-Republic:Early Childhood Education and Care

Czech-Republic:Organisation of Programmes for Children under 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children under 2-3 years

Czech-Republic:Assessment in Programmes for Children under 2-3 years

Czech-Republic:Organisation of Programmes for Children over 2-3 years

Czech-Republic:Teaching and Learning in Programmes for Children over 2-3 years

Czech-Republic:Assessment in Programmes for Children over 2-3 years

Czech-Republic:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Czech-Republic:Single Structure Education (Integrated Primary and Lower Secondary Education)

Czech-Republic:Organisation of Single Structure Education

Czech-Republic:Teaching and Learning in Single Structure Education

Czech-Republic:Assessment in Single Structure Education

Czech-Republic:Organisational Variations and Alternative Structures in Single Structure Education

Czech-Republic:Upper Secondary and Post-Secondary Non-Tertiary Education

Czech-Republic:Organisation of Upper Secondary Education

Czech-Republic:Teaching and Learning in Upper Secondary Education

Czech-Republic:Assessment in Upper Secondary Education

Czech-Republic:Organisation of Conservatoires (Arts Education)

Czech-Republic:Teaching and Learning in Conservatoires (Arts Education)

Czech-Republic:Assessment in Conservatoires (Arts Education)

Czech-Republic:Organisation of Follow-up and Shortened Study

Czech-Republic:Teaching and Learning in Follow-up and Shortened Study

Czech-Republic:Assessment in Follow-up and Shortened Study

Czech-Republic:Higher Education

Czech-Republic:Types of Higher Education Institutions

Czech-Republic:First Cycle Programmes

Czech-Republic:Bachelor

Czech-Republic:Short-Cycle Higher Education

Czech-Republic:Second Cycle Programmes

Czech-Republic:Programmes outside the Bachelor and Master Structure

Czech-Republic:Third Cycle (PhD) Programmes

Czech-Republic:Adult Education and Training

Czech-Republic:Distribution of Responsibilities

Czech-Republic:Developments and Current Policy Priorities

Czech-Republic:Main Providers

Czech-Republic:Main Types of Provision

Czech-Republic:Validation of Non-formal and Informal Learning

Czech-Republic:Teachers and Education Staff

Czech-Republic:Initial Education for Teachers Working in Early Childhood and School Education

Czech-Republic:Conditions of Service for Teachers Working in Early Childhood and School Education

Czech-Republic:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Czech-Republic:Initial Education for Academic Staff in Higher Education

Czech-Republic:Conditions of Service for Academic Staff Working in Higher Education

Czech-Republic:Continuing Professional Development for Academic Staff Working in Higher Education

Czech-Republic:Initial Education for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Czech-Republic:Management and Other Education Staff

Czech-Republic:Management Staff for Early Childhood and School Education

Czech-Republic:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Czech-Republic:Education Staff Responsible for Guidance in Early Childhood and School Education

Czech-Republic:Other Education Staff or Staff Working with Schools

Czech-Republic:Management Staff for Higher Education

Czech-Republic:Other Education Staff or Staff Working in Higher Education

Czech-Republic:Management Staff Working in Adult Education and Training

Czech-Republic:Other Education Staff or Staff Working in Adult Education and Training

Czech-Republic:Quality Assurance

Czech-Republic:Quality Assurance in Early Childhood and School Education

Czech-Republic:Quality Assurance in Higher Education

Czech-Republic:Quality Assurance in Adult Education and Training

Czech-Republic:Educational Support and Guidance

Czech-Republic:Special Education Needs Provision within Mainstream Education

Czech-Republic:Separate Special Education Needs Provision in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Early Childhood and School Education

Czech-Republic:Guidance and Counselling in Early Childhood and School Education

Czech-Republic:Support Measures for Learners in Higher Education

Czech-Republic:Guidance and Counselling in Higher Education

Czech-Republic:Support Measures for Learners in Adult Education and Training

Czech-Republic:Guidance and Counselling in a Lifelong Learning Approach

Czech-Republic:Mobility and Internationalisation

Czech-Republic:Mobility in Early Childhood and School Education

Czech-Republic:Mobility in Higher Education

Czech-Republic:Mobility in Adult Education and Training

Czech-Republic:Other Dimensions of Internationalisation in Early Childhood and School Education

Czech-Republic:Other Dimensions of Internationalisation in Higher Education

Czech-Republic:Other Dimensions of Internationalisation in Adult Education and Training

Czech-Republic:Bilateral Agreements and Worldwide Cooperation

Czech-Republic:Ongoing Reforms and Policy Developments

Czech-Republic:National Reforms in Early Childhood Education and Care

Czech-Republic:National Reforms in School Education

Czech-Republic:National Reforms in Vocational Education and Training and Adult Learning

Czech-Republic:National Reforms in Higher Education

Czech-Republic:National Reforms related to Transversal Skills and Employability

Czech-Republic:European Perspective

Czech-Republic:Legislation

Czech-Republic:Institutions

Czech-Republic:Bibliography

Czech-Republic:Glossary

Public administration in education is highly decentralised; different levels of administration and the schools have a high degree of autonomy.

The State Administration of Education is carried out:

  • at central level by the Ministry of Education, Youth and Sports, or in specified cases by other central government bodies – the Ministry of the Interior, Ministry of Defence etc. – in the case of schools and school facilities founded by them and by the Czech School Inspectorate
  • regional authorities at a regional level
  • municipal authorities of municipalities with extended responsibilities at a local level
  • heads of schools and school facilities at institutional level

In the case of higher education institutions (vysoké školy), the administration body is represented by the Ministry of Education. Apart from the areas mentioned in its title, the Ministry of Education also has science within its purview. State schools are, except for the Ministry of Education, also administered by their founders – the Ministry of Defence and the Ministry of the Interior.


Self-government in education is performed by school councils (školská rada), municipalities and regions. Higher education institutions are self-governing institutions.


The Ministry of Education (central level) as well as regional and municipal authorities (regional and local level) participate in funding of education, mainly in the area of so-called direct educational costs (resources for salaries and wages, textbooks – partly, teaching aids and school supplies, in-service training of educational staff). The organising bodies of schools and schools facilities over investment and running costs (except for denominational schools; their running costs are covered by the Ministry of Education, Youth and Sports).

Except for private higher education institutions (unless they have the status of a public benefit corporation), the funds for activities of schools are allocated from public resources, either directly from the state budget (e.g. denominational schools of schools established by the MEYS) or indirectly through regional authorities. Investment funds are provided primarily by organising bodies of schools (founders). For public higher education institutions, other sources (study-related fees, income from property, etc.) are essential as well. More information can be found in the Chapter 3 Funding of Education.



Legislation and Bibliography:

Act on the Establishment of Ministries and Other Bodies of the Administration

Act on Municipalities

Act on Regions

Education act

Higher Education Act



State Administration at Central Level

The Ministry of Education, Youth and Sports is responsible for state administration in education to the extent defined by the school acts and for the state, concept and development of the education system. This means that it is authorised to define state educational policy and the strategy for the development of education and the education system. It is also responsible for the concept of education content and necessary conditions for its realisation, financing of education and labour relations. Its responsibilities also include lifelong learning, policy for science, research and development including international co-operation in this area, and issues concerning scientific degrees, children and young people as well as physical education and sport. Responsibilities towards regional education is set by the Education Act, Act on Education Staff, Act on the Recognition of Professional Qualifications, responsibilities towards higher education are set by the Higher Education Act.

The Ministry of Education prepares legislation relating to administrative and educational activities.

In the area of funding, the Ministry of Education is responsible for state funding policy in education. In view of the high decentralisation of administration and high level of institutional autonomy, financial instruments represent a significant element of administration of the education system.

Responsibilities of the Ministry of Education towards the education under the Education Act (so called regional education) are described in details in the section on Preprimary to Secondary education, also included is relevant information on conservatoires and tertiary professional schools. Responsibilities in the scope of higher education are presented in section on Higher Education Institutions.



The Organisational Structure of the Ministry of Education, Youth and Sports

The Ministry of Education, Youth and Sports is divided into offices directly managed by the Minister and seven groups run by deputy ministers.

Offices directly managed by the Minister:

  • Minister’s cabinet – it includes e.g. cabinet of the Minister (spokesmen, secretary, ombudsman) or a secretariat of the Accreditation Commission
  • State secretary – responsible for personal and state services and archives

Groups run by deputy ministers:

  • I. Group of Economy – it cares e.g. for  finance management of education chapter (chapter 333 of the state budget) or financing of regional education and directly managed institutions.
  • II. Group of Education – it covers the part of education structure which is administered at the regional level, thus regions and municipalities. It comprises divisions concentrating on the concept of development of  the education system  with the exception of higher education, management of the School Register,  education content (educational programmes and standards) of schools from nursery to higher professional, special , institutional and preventive education and further adult and educational staff education 
  • III. Group of Higher Education, Science and Research – it focuses on higher education, its funding and research and development including financial support, research policy and international cooperation.
  • IV. Group of Operational Programmes – it coordinates and administers the EU Operational Programmes, it means the OP Education for Competitiveness, OP Research and Development for Innovation and new OP Research, Development and Education.
  • V. Group of Sports, Physical Education and Youth – it is composed of the division of youth (in-formal and interest education and social questions) and the division of sports (school, club, state representation).
  • VI. Group of Legislation and Strategy – it deals with education and other legislation, law and administration (incl. executive services for the Ministry of Education), calls for tenders, strategic and European matters, international relations (including matters of compatriots), statistical surveys and data collections, preparation of analyses and information strategies.
  • VIII. Group of Property – it cares for administration of the office, control, supervision and audit in the public administration and public procurement.

The practical operation of many administrative tasks has been transferred to regional bodies – the regional authority.



Institutions Set up by the Ministry of Education, Youth and Sports

The Ministry of Education sets up various other institutions to perform its functions. These include special purpose professional establishments, which are usually led by the Deputy Minister responsible for the relevant area. They have the form of subsidies organisation, or public research institution or organisational unit of the state. The most important of these are the following:

  • The National Institute for Education, Education Counselling Centre and Centre for Continuing Education of Teachers (Národní ústav pro vzdělávání, školské poradenské zařízení a zařízení pro další vzdělávání pedagogických pracovníků) which was established in 2011 by the merge of the National Institute of Technical and Vocational Education, the Research Institute of Education and the Educational and Psychological Counselling Institute. The Institute deals with general and vocational education, both initial and further (lifelong) education. The main areas of activity are summarised in the following points:
  1. creation of framework educational programs and assistance to schools in creating their own school educational programs (SEPs) including implementation of SEPs into education;
  2. support the education of children and pupils from socially disadvantaged and culturally different background, children and students with disabilities and disadvantaged and education of exceptionally gifted pupils;
  3. the issue of obtaining qualifications on both the Czech national and European levels, the National Europass Centre;
  4. monitoring employability of graduates in the labour market;
  5. providing general information on schools and education courses to public;
  6. the issue of further education and operating of the National Qualifications Framework;
  7. pedagogical-psychological, educational and career counselling and primary prevention of risk behaviour among youth;
  8. preparation and implementation of in-service training of teachers. 
  • The National Institute for Further Education (Národní institut pro další vzdělávání), which is the centre for in-service teacher training. Since 2014, former National Institute of Children and Youth (Národní institut dětí a mládeže) have been incorporated, focusing on the leisure time activities of children and young people and on training people to work in this area.
  • The Centre for Evaluation of Educational Achievement (Centrum pro zjišťování výsledků vzdělávání – CERMAT), which prepares evaluation instruments for the maturitní zkouška, tests for applicants for entering the study fileds of secondary schools completed with the maturitní zkouška and supports pupil evaluation at the základní škola.
  • The Centre for International Cooperation in Education (Dům zahraniční spolupráce), whose role is to organise educational, study and other relations with foreign countries. Since October 2011 the Centre has also operated the Czech Eurydice Unit. Since 2013 the Centre cares also for activities of the Czech National Agency Youth (before part of the National Institute of Children and Youth).
  • National Pedagogical Museum and Library of J.A.Comenius.
  • Czech School Inspectorate (Česká školní inspekce – the administrative authority with nation-wide power, organisational unit of the state) prepares concept aims of inspection activity and system of evaluation of the education system; it carries out inspection activities at schools and school facilities according to the Education Act, not at higher education institutions (for more see the section on External evaluation of schools and school facilities in the Chapter 11 Quality Assurance in Education).
  • The Centre for Higher Education Studies (Centrum pro studium vysokého školství), which prepares studies on policy and strategy for the development of higher education, and which is involved in the system of distance education (National Centre for Distance Education). The Centre for the Recognition of Higher Education Qualifications (ENIC/NARIC) was part of it, since 2014 this activity has been carried out by the Ministry of Education, Youth and Sports.
  • Fulbright Commission that was established on the agreement between the governments of the CR and USA with the aim to support mutual understanding through educational, scientific and cultural exchanges on the basis of scholarships and  guidance and information services.
  • Pedagogical Centre for Polish Minority Schools in Český Těšín, established for assuring needs of schools with Polish teaching language in the Czech Republic, is based on identity and specificity of the Euroregion Těšínské Slezsko – Śląsk Cieszyński focusing on further development of education staff of the region (see also the section Minorities in the Chapter 12 on Educational Support and Guidance).
  • National Technical Library, Czech Antidoping Committee, Higher Education Sport Centre of the MEYS.

Until 2012 one directly managed organisation of the Ministry of Education was also the Institute for Information on Education (Ústav pro informace ve vzdělávání) was closed down on 31 January 2012. Its tasks, obligations, administration and development of the schools’ information system and participation in international information structures (the projects of OECD – INES and PISA, IEA – TIMSS and the Eurydice network) were undertaken step by step by the Ministry of Education, the Czech School Inspectorate and the Centre for Information Services. The National Library of Education, which was also the part of the Institute, was merged with the Pedagogical Museum of J. A. Comenius in Prague in 2011.

Other important organizations in the field of education are e.g.:

  • National Training Fund (Národní vzdělávací fond, o.p.s. – non-profit organization) – its aim is to promote the development and restructuring of human resources in accordance with the requirements of economic and social reforms in the Czech Republic.
  • In the field of higher education the Council of Higher Education Institutions (Rada vysokých škol) and Czech Rectors’ Conference (Česká konference rektorů) as a national representation of higher education institutions established according to the Higher Education Act, for more see the section on Higher Education Institutions.


Legislation and Bibliography:

Act on the Establishment of Ministries and Other Bodies of the Administration

Education Act

Higher Education Act

Act on the Recognition of Professional Qualifications




Pre-primary to Secondary Education

The education from the nursery schools (mateřské školy) to tertiary professional schools (vyšší odborné školy), is covered by the Education Act and related decrees. However, tertiary professional schools provide tertiary education – ISCED 655. Special law stipulates the professional requirements of educational staff and their further education.

The Ministry of Education, Youth and Sports ensures that proper legislation is enacted concerning all issues that it is responsible for. It has primarily administrative functions; it sets:

  • main organisational and content essentials of individual segments of the education system and of corresponding fields of education;
  • principal prerequisites for admission of pupils to individual types of schools;
  • rights and duties of schools, pupils and their legal representatives;
  • rules for the assessment of pupils, rules for certification of the outcomes of attained education;
  • details of obligatory school documentation (e.g. the requirements for school reports and other school forms);
  • details on equity and conditions for the recognition of certificates issued by foreign schools;
  • organisation of the school year;
  • requirements for the establishment of schools and school facilities, and the criteria for decisions on their merging, splitting or closure;
  • registration of schools and school facilities in the School Register and deleting from it (see also the section on The School Register administration).

The Ministry of Education administers the data from the Registers of Pupils (školní matriky) of individual school and school facilities for the statistical purposes and for the purposes (for more details see the section on Register of Pupils).


Legislation and Bibliography:

Education Act



Conceptual Role of the Ministry of Education

The conceptual role of the Ministry of Education was emphasized as a result of the decentralization of the executive power in education, in property legal rights and partially in financing in 2002.


Long-term Policy Objectives of Education and the Development of the Education System of the Czech Republic

Integrated state educational policy is preserved by formulating long-term policy objectives of education and the development of the education system.

Long-term policy objectives were created for the first time in 2002, then again under the new Education Act in 2005, another in 2007 and after that in 2011. The most recent long-term policy objectives of 2015 are valid for the period 2015–2020 (see also the section on Long-term Plan for Education and the Development of the Education System of the Czech Republic (2015–2020) in Chapter 14 on reforms). The former two-year periodicity of long-term plans was modified in 2009 to a four-year periodicity.

Long-term policy objectives of education and the development of the education system are submitted by the Ministry of Education to the Government for approval after negotiations with relevant central trade unions, employers' organisations and regions. The Government submits them to the Chamber of Deputies and the Senate. The long-term policy objectives are disclosed in a manner enabling remote access. The long-term policy objectives of education and the development of the education system consist of:

  • analysis of the economic and demographic development in recent years and of estimated development in the future in connection with the development of education at the national and international level;
  • analysis of developments on individual levels of education from pre-school to tertiary professional education and priority areas such as optimisation of education courses offer or support of education staff;
  • strategy of the development of education and the educational system (priorities and planned measures for relevant period) and the method of their implementation and support;
  • description of trends in the financing of regional education.

The long-term policy objectives are based on documents on the state budget, regional development, employment, human resources development, socio-economic development and sustainable development, the common goals of European processes in education accepted by the Government, the Annual Report of the Czech School Inspectorate and finally on the evaluation of the current long-term policy objectives and the degree to which these are being met.

Regions prepare their own long-term policy objectives on this basis (see the section on General Administration at Local Level). The Ministry of Education provides the methodical guidance and co-ordination. A further component of the long-term policy at all levels is the economic balance including the costs of development programmes and programmes supporting the education, which are covered by the EU funds.


Annual Report on the State and Development of the Education System

The Ministry of Education submits to the Government an annual report on the state and development of the education system, which is based among other things on annual reports drawn up by the regions, on reports of the Czech School Inspectorate, on statistical data, and on research that has been carried out. The Ministry of Education fulfils its conceptual role through its control of the content of education.


National Educational Programme

Under the Education Act, the Ministry of Education should prepare a National Educational Programme, which is a policy document working up the educational goals set by the Education Act, specifying the main areas of education, their content and the resources necessary for attaining those goals. The proposal is submitted for discussion to the Government, which passes it for approval to the Chamber of Deputies and the Senate. This document has not yet been prepared.


Legislation and Bibliography:

Annual Report on State and the Development of the Education in the Czech Republic in 2014

Decree which sets the requisites of long-term plans, annual reports and evaluation of schools

Education Act

Long-term Plan for Education and the Development of the Education System of the Czech Republic for 2015–2020



System of Curricular Documents

In line with the new curricular policy principles (in particular after the approval of the new 2004 Education Act), Ministry of Education, Youth and Sports entrusted the Research Institute of Education in Prague and National Institution of Technical and Vocational Education (duties of both these organisations are presently carried out by the successor organisation – the National Institute for Education, Education Counselling Centre and Centre for Continuing Education of Teachers) with development of new curricular documents – the framework educational programmes (FEPs). New system of curricular documents is based on the principles of curriculum policy outlined in the National Programme for the Development of Education in the Czech Republic (“White Paper”) and embodied in the Education Act. Curricular documents are being developed at two levels: the national level and the school level. At the national level, the curricular documents system comprises the National Educational Programme (still not prepared) and framework educational programmes (FEPs). The National Educational Programme should define initial education as a whole. The framework educational programmes define binding educational norms across various stages: pre-primary education, primary education and secondary education. The school level is represented by school educational programmes (SEPs), forming the basis for education at the individual schools.

The Framework Educational Programme for Basic Education is based on the new education strategy, which focuses on key competences, the learning in context and use of knowledge and skills gained in practical life. Changes in the education are mainly to promote: lifelong learning, variability of educational programs at school level, pedagogical autonomy, the development of individuality of each pupil, education for life, change in the school climate.


Characteristic of the Framework Education Programmes for Basic and General Upper Secondary Education

The education content of basic and secondary general education is divided into educational areas which contain one or more educational fields. Each educational area is introduced by a brief profile, the objectives of the education area and education content. The educational content is an interconnected whole of the expected outcomes and of the subject matter. Expected outcomes represent the education outcomes, which are applicable in everyday life and verifiable by appropriate evaluation tools. The subject matter is structured into individual thematic areas and is understood as a means for achieving the expected outcomes. The subject matter as well as expected outcomes are set by the framework education programmes as binding (except of expected outcomes in the first cycle of basic education – up to the 3rd grade, which is tentative. The framework education programmes are currently being updated and complemented.


Characteristic of the Framework Education Programme for Upper Secondary Vocational Education

Education is formulated in framework education programmes for upper secondary vocational education through the education objectives, competences and education outcomes and related education content or subject matter. One individual framework education programme exists for each course. Curricular frameworks define binding education content of general and vocational education and the education outcomes which are required. Education content is divided into education areas and education spheres. Generally aimed education areas are the same for all courses and they pick up the Framework Educational Programme for Basic Education. Vocational education areas are composed individually for each education course, even though the education spheres may be the same for some courses due to their similar character. FEPs are the binding documents for development of SEPs.


Legislation and Bibliography:

Education Act

Current State of the Curricular Reform

In 2016, the curricular reform continues to progress at pre-primary, primary and secondary level and at conservatoires. It is legally supported by the 2004 Education Act and it originates from the strategic document the National Programme for the Development of Education in the Czech Republic – the White Paper (2001). Affected also by the outcomes of European cooperation in education and examples of good practise from other EU member states, the main emphasis in education is being put on mastering the so-called key competencies and at the same time efforts on strengthening the educational autonomy of schools continue to proceed. The new system of curricular documents was introduced into practice. They were prepared at two levels – the state level (framework educational programmes, approved by the Ministry of Education, Youth and Sports) and school one (school educational programmes). The preparation of the documents is ensured by the National Institute for Education. The system of curricular documents was introduced gradually:

  • Pre-primary education: Nursery schools (mateřské školy) (ISCED 0) already work on the basis of the school educational programmes in accordance with the Framework Educational Programme for Pre-primary Education of 2004 in all grades. See the section on Teaching and Learning in Programmes for Children over 2-3 years.
  • Basic (single structure) education: Basic schools (základních školy) (ISCED 100+244) and relevant grades of multi-year secondary general schools (víceleté gymnázia) (ISCED 244) use the SEPs prepared on the basis of the Framework Educational Programme for Basic Education (FEP BE) in all grades. In 2012 and 2013 the standards for the Czech language and literature, the mathematics and its application and of some foreign languages (English, French and German) were updated in the FEP BE. The content of education and time allotment to different educational fields are also as needed adapted step by step. Since 1 September 2013 schools at second stage (ISCED 244) have another compulsory foreign language. In February 2016 the Annexe to the FEP BE regulating education of pupils with mild mental disability was cancelled. Since 1 September 2018 at the latest, these pupils will be educated according to individual study plans based on the recommendations of the guidance facility. See more details in the section on Teaching and Learning in Single Structure Education.
  • Special basic school: In 2008, the Framework Educational Programme for the Special Basic School (základní škola speciální) (intended for pupils with medium and severe mental disability, multiple disabilities or autism) was approved. Nowadays all grades use the school educational programmes. See the section on teaching and learning in special compulsory education.
  • Basic art education: The Framework Educational Programme for Basic Art Schools (základní umělecká škola) was approved by the Ministry of Education, Youth and Sports in May 2010. Schools prepare their school educational programmes and education on its basis has started since September 2012 from 1st grades in all basic art schools. See the section Teaching and learning in basic art education.
  • General secondary education: The education according to school educational programmes prepared on the basis of the Framework Educational Programmes for Secondary General Education (gymnázium) of 2007 proceeds in all grades. The Framework Educational Programme for Bilingual Secondary General School (dvojjazyčné gymnázium) (using the CLIL method) was prepared in 2007 and since 2009 it has been tested in a pilot phase. It will be binding to all bilingual secondary general schools from school year 2016/2017. See the section on The Framework Education Programme for Secondary General Education.
  • 'V'ocational secondary education: The Framework Educational Programmes for upper technical and vocational education were prepared simultaneously with the reform of qualification system which defines 270 fields of education instead of former 800. The specific FEP was approved for each field of education; the programmes were approved in six stages (2007, 2008, 2009, 2010, and July and November 2012). In two years following the approval the schools had to prepare their own educational programmes and start teaching on their basis. Due to the fact that in the first round the FEPs for fields preparing great number for pupils were issued, in the school year 2014/15 most of pupils already study according the school educational programmes. During the last three stages the FEPs for conservatories and for a follow-up study (nástavbové studium) (some new specific fields were defined for these) were approved, among others. Nowadays the framework educational programmes for new types of qualifications are tested in a pilot phase. These qualifications will provide both secondary education with the school-leaving examination and secondary education with an apprenticeship certificate which the amendment to the Education Act of 2011 makes possible. For more information, see the part on Teaching and Learning in Upper Secondary Education, the section on Vocational Education. For the list of Framework Educational Programmes, see the website of the National Institute for Education.
  • Special scondary education practical schools: In 2010 the Ministry of Education, Youth and Sports approved the Framework Educational Programmes for one-year and two-year practical schools (praktická škola) (schools for pupils with mental disability). Nowadays education according to school educational programmes proceeds in all grades. See more in the section on Teaching and Learning in Special Post-compulsory Education.


Legislation and Bibliography:

Framework Educational Programme for Basic Art Schools

Framework Educational Programme for Basic Education

Framework Educational Programme for Bilingual Secondary General School

Framework Educational Programmes for One-year Practical School

Framework Educational Programmes for Two-year Practical School

Framework Educational Programmes for Secondary General Education

Framework educational programmes for vocational upper secondary education

Framework Educational Programme for Pre-primary Education

Framework Educational Programme for the Special Basic School

Establishing of System of Fields

The Government defines the system of fields of education in basic, secondary and tertiary professional education by a decree and after negotiations with the relevant central trade unions, employers' organisations and regions. The system is updated if necessary.

The Ministry of Education, Youth and Sports approves the framework educational programmes for different levels and fields of education up to upper secondary education (to level ISCED 3). Those programmes include the goals, forms, duration and compulsory content of education, its organisation, a professional profile of the graduate, conditions for progress and completion of education, principles for designing school educational programmes on the basis of the framework educational programmes, and conditions for the education of pupils with special educational needs. The Ministry of Education publishes framework educational programmes for medical fields after negotiations with the Ministry of Health. The framework educational programmes for schools falling under the authority of other ministries (Defence, Interior and Justice) are published by these ministries after the agreement with the Ministry of Education.

For tertiary professional education (ISCED 655), the Ministry of Education accredits an educational programme for every tertiary professional school (vyšší odborná škola) on the basis of a recommendation from the Accreditation Commission for tertiary professional education (see the section on External Evaluation of Tertiary Professional Schools in the Chapter 11 Quality Assurance), if necessary with the approval of the relevant ministry.


Legislation and Bibliography:

Education Act

Government Regulation on the System of Fields of Studies in Basic, Upper secondary and Tertiary Professional Education



The School Register Administration

Institutions constituting the school system are recorded in the School Register, which is a public list composed of two parts:

  • the Register of Schools and School Facilities
  • the Register of School Legal Entities

The Register of Schools and School Facilities records all school institutions. Once a school or school facility is recorded, it has a right to provide educational and school services and to issue documents stipulated by the Education Act (e.g. certificates). Registration is also a precondition for the allocation of public funding.

Two administration bodies decide on the registration of school and school facilities to the Register of Schools and School Facilities – the Ministry of Education, Youth and Sports and regional authorities.

  • The regional authority administers data on mateřské školy and school facilities (with the exception of those mentioned in the next point) in the Register of Schools and Schools Facilities;
  • The Ministry of Education administers data:
    • on nursery school and school facilities run by the Ministry of Education and churches  and on nursery schools and their school canteens established by the ministries or organisational units of the state;
    • on all other schools;
    • on school facilities for further education of teachers, school guidance facilities, school facilities for institutional and protective education or protective educational care and school specific facilities in which practical training is organised.

In addition to the identification of school (kind, in the case of school facilities also type, name, legal form), the Register of Schools and School Facilities also records:

  • the list of fields of education including the forms of education (the list of school services in the case of school facilities);
  • the maximum permitted number of children/pupils/students of schools and school facilities (in the case of school facilities of other units e.g. number of beds);
  • the maximum permitted number of pupils and students in individual fields and forms of education in school;
  • the date of record and the date of the commencement of the activities.

During the process of registration the Ministry of Education sets the maximum number of pupils in school/school facility and after that the region sets the maximum number of pupils in the different fields of study and forms of education are set by the region, except for schools established by the Ministry of Education and denominational schools, which are decided on in this respect by the Ministry of Education. Other judgements are made on material, staff and financial conditions for school activities. The opinion of the municipality and the region to registering in the Register is also important in cases where the school is on their territory but is not run by them. The criteria for assessment are in accord with the long-term policy objectives of the education and the development of the education system in the Czech Republic and in the relevant region. By recording schools in the Register of Schools and School Facilities, the Ministry of Education and the region retain the possibility to regulate the educational offer.

Removal of a school or school facility from the Register can be executed by the body responsible for the Register. If the deletion concerns pupils fulfilling the compulsory school attendance, the municipality ensures the continuation of compulsory school attendance and the school or its founder ensures the delivery of the assessment results of pupils; in the case of upper secondary schools the opportunity to continue in the same or similar field of study. The Register of Schools and School Facilities is available at rejskol.msmt.cz (in Czech).

The Register of School Legal Entities only keeps a record only of institutions that have adopted this new legal form for providing education (mainly denominational schools) and has a similar function as a Register of companies to the companies e.g. a constitutive significance. Organising the Register is fully under the competence of the Ministry of Education. It is available at rejspo.msmt.cz (in Czech).


Legislation and Bibliography:

Education Act

The Role of the Ministry of Education, Youth and Sports as a Founder

Since 2001 the role of the Ministry of Education, Youth and Sports in running schools has been very limited. The Ministry of Education only runs establishments (as subsidised organisations) for institutional or preventive care, and institutions for in-service training of educational staff. It establishes schools and school facilities offering schooling in languages other than Czech if these have not been founded by a region or municipality and other schools and school facilities in special cases (e.g. schools for pupils with disabilities).

Some other Ministries can establish (generally as an organisational unit of the state) schools, which provide education for the needs of their departments:

  • The Ministry of Defence runs military upper secondary schools (střední školy) and tertiary professional schools (vyšší odborné školy) and the University of Defence.
  • The Ministry of the Interior runs police and fire protection upper secondary schools and tertiary professional schools, and the Police Academy.
  • The Ministry of Justice runs upper secondary schools for Prison Services, school facilities serving them and schools and school facilities for persons in custody or in prison.
  • The Ministry of Foreign Affairs runs basic schools (základní školy) under the diplomatic missions and consulates of the Czech Republic.

For the principles and procedures of funding under the Education Act see the Chapter 3 on Funding in Education.


Legislation and Bibliography:

Education Act



Responsibility of the Ministry of Education, Youth and Sports for Labour Relations

In terms of labour relations in schools and according to the Education Act and Act on the Educational Staff, the Ministry of Education:

  • defines the roles of individual educational staff;
  • sets out conditions for the function of educational staff and school heads;
  • sets out the ways in which the individual categories of educational staff can obtain their qualifications;
  • sets out the duty for educational staff to further educate themselves, the form of further education and certification; institutions which provide further education or individual programmes;
  • outlines career progression and the rules for this;
  • requires open competitive recruitment for selected educational posts;
  • appoints and removes heads of institutions which are directly established by the Ministry of Education and also the Chief School Inspector;
  • determines the workload of teachers and the extent of educational work of other educational staff; it takes the form of a Government regulation.

The Work Rules for staff of public schools and school facilities were issued in October 2007 (see Teachers and Education Staff).


Legislation and Bibliography:

Act on Educational Staff

Decree which settles work rules

Government Regulation on Determination of Direct Educational, Special Needs, and Educational and Psychological Activities of Pedagogical Staff




Tertiary Education

Tertiary education is provided by tertiary professional schools (vyšší odborné školy) and higher education institutions (vysoké školy). The responsibility of the Ministry of Education, Youth and Sports towards these two sectors of education is different.


Tertiary Professional Schools

The responsibility of the Ministry of Education,Youth and Sports towards tertiary professional schools (vyšší odborné školy) is set by the Educational Act and is similar to that for upper secondary schools (střední školy). The difference from upper secondary schools and the similarity with higher education institutions (vysoké školy) lies in the fact that there are no central curricular documents, but the Ministry accredits the educational programmes of individual tertiary professional schools. For more details on the system of accreditation see section on external school evaluation in Chapter on Quality Assurance.


Legislation and Bibliography:

Education Act



Higher Education Institutions

The higher education institutions (vysoké školy) are legal entities and as such are autonomous and self-governing, with the exception of state higher education institutions funded by the Ministry of Education, Youth and Sports which established them. The state administration of the public higher education institutions, as set down in law, is carried out by the Ministry of Education through its department for research and higher education, which is headed by a Deputy Minister. For state institutions the Ministries of Defence and Interior collaborate with the Ministry of Education.


Responsibility of the Ministry of Education, Youth and Sports

The conceptual responsibility of the Ministry of Education is especially evident in the preparation and publication of Strategic Plan for the Scholarly, Scientific, Research, Development, Innovation, Artistic and Other Creative Activities of Higher Education Institutions (currently valid for period 2016–2020, see the part on Fundamental Principles and National Policies), which are updated annually. Updating also includes the announcement of development programmes supporting priorities of the state. These programmes are subsidised by the Ministry of Education. The Ministry of Education discusses and evaluates long-term plans for individual public and private higher education institutions and their annual updating. It prepares and publishes an Annual Report on State and the Development of the Education.

The Ministry of Education ensures the minimal quality of education through an accreditation process based on the recommendations of the Accreditation Commission (see Quality Assurance). In March 2016, the amendment to Higher Education Act was approved introducing new rules for accreditation, including the establishment of independent Accreditation Office. For more information see section on The Amendment to the Higher Education Act approved (2016) in Chapter 14 on Ongoing Reforms and Policy Developments.

By awarding accreditation to study programmes/fields of study, the Ministry of Education can influence the network of higher education institutions. In the case of private higher education institutions, it fulfils this function by granting state approval to their establishment. By granting state approval, the Ministry also decides on the accreditation of study programmes.

The Ministry of Education helps higher education institutions prepare internal regulations. The internal regulations govern matters that are under the institution’s own authority (see the part on Administration and Governance at Institutional Level) and include a number of labour rules. Internal regulations come into force only once they have been recorded by the Ministry of Education. In doing so, the Ministry of Education confirms that they are in accordance with the Higher Education Act or other legislation.

The Minister appoints and dismisses members of Board of Trustees of higher education institutions and presents proposals by the academic senate for the appointment of a rektor and proposals by scientific councils for the appointment of a professor to the President of the Republic.

At the higher education level, there is much greater autonomy than at lower educational levels governed by the Education Act. The Ministry of Education influences or manages various procedures through financial measures.


The Responsibilities of the Ministry of Defence and Ministry of the Interior

The responsibilities of the Ministry of Defence and Ministry of the Interior for their higher education institutions are similar to those of the Ministry of Education. However, in the case of state institutions, these two ministries have responsibilities which in public institutions are held by self-governing bodies, for example, to decide on the setting up, merging, splitting or closure of faculties. The relevant Minister (Defence or Interior) has the responsibilities which, in the case of public schools, are performed by the Minister of Education.


Representation of Higher Education Institutions

The higher education institutions are represented at the national level by the Council of Higher Education Institutions (Rada vysokých škol) and by the Czech Rectors' Conference (Česká konference rektorů). The range of activities of both bodies is provided for in the Higher Education Act.

The Council of Higher Education Institutions (Rada vysokých škol) is a body consisting of members of the academic community nominated by the Academic Senates of all higher education institutions. It is headed by an elected chairperson and vice-chairpersons. The functioning of the Council and its structural parts (board, commission, working groups etc.) are set out in its statute.

The Czech Rectors' Conference (Česká konference rektorů) is a body consisting of representatives of the higher education institutions (rectors, presidents, directors etc.). It is headed by an elected chairperson and a chancellor and its procedures are laid down in its statute.

Both bodies representing higher education at the national level negotiate with the Minister of Education on proposals and measures which significantly concern the higher education institutions. These include, for example, changes to higher education legislation, higher education policy principles, priorities in the development of higher education, and the rules for the allocation of state subsidies to individual higher education institutions.

There are also several other external bodies that influence the functioning and development of higher education.

Most importantly, there is the Club of the Quaestors (Klub kvestorů), which is a voluntary organisation seeking to establish co-operation between higher education institutions in the areas of finance and administration.

A further important body in the area of higher education is the Centre for Higher Education Studies (Centrum pro studium vysokého školství). For more see the introduction to the section on General Administration at Central Level.


Legislation and Bibliography:

Annual Report on State and the Development of the Education in the Czech Republic in 2014

Higher Education Act

Strategic Plan for Higher Education Institutions (2016–2020)



Lifelong Learning

The overall responsibility for education has been entrusted to the Ministry of Education, Youth and Sports. It cooperates with the Ministry of Labour and Social Affairs in areas relating to the labour market. It coordinates activities of other ministries, other central bodies of state administration and professional chambers in recognition of qualifications and other competences of citizens of other member states of the European Union.

Adult education organised by schools and leading to a defined educational level falls under the Ministry of Education and is similar to full-time study. The Ministry primarily determines the curriculum, length and organisation of the study.

The curriculum, length and organisation of the study at higher education institutions come under the responsibility of the higher education institutions.

The Ministry of Education’s responsibilities in further education are stipulated by the Act on Verification and Recognition of Further Education Outcomes issued in 2006. The Act enables them to certify professional qualifications, i.e. those necessary for carrying out partial activities within an occupation. The Ministry of Education coordinates activities performed by central administrative authorities under the Act. For details see Adult Education and Training.

Retraining is mainly intended for the unemployed and is controlled by the Ministry of Labour and Social Affairs through Labour Office. It may only be supplied by educational institutions with study programmes accredited by the Ministry of Education.

The education of employees of enterprises and organisations is managed by the enterprises themselves.

There is a wide range of commercial lifelong learning courses, which are not subject to state control.


Legislation and Bibliography:

Act on Verification and Recognition of Further Education Outcomes

Education Act

Higher Education Act



Communication with Partners and Society at Central Level

At the governmental level there are a number of different advisory bodies. Some of them operate in the education and scientific spheres and their members or the members of their teams are representatives of educational sector or the higher education institutions.

The Council of Economic and Social Agreement (Rada hospodářské a sociální dohody), a tripartite government consultative body, is an institutionalised platform for social dialogue between the Government, trade unions and employers. It has seven representatives from the Government, from unions and from employers. It includes a Working Group for Education and Human Resources, chaired by a Deputy Minister of Education, Youth and Sports.

The Government Research, Development and Innovation Council (Rada pro výzkum, vývoj a inovace) develops trends in this area and its members are also representatives of the Ministry of Education, Youth and Sports. The Council has 17 members, including representatives of the higher education institutions.

The Government Council for Sustainable Development (Rada pro udržitelný rozvoj) deals with the strategic aspects of development. It has 28 members, including a representative of the Ministry of Education.

A new advisory body of the Ministry of Education is the National Council for Qualifications (Národní rada pro kvalifikace) established on the basis of the Act No. 179/2006 Coll. on Verification and Recognition of Further Education Outcomes in summer 2007. The council is of supra-departmental importance. Its task is to discuss the development of the National Qualifications Framework (see National Qualifications Framework), monitor the labour market and requirements of employers, and to ensure that these requirements are reflected in the definition of both qualifications and fields of study.

Since 2014 the role of the mediator dealing with the problems and complaints in the area of education has been within the competence of the School Ombudsman. Focusing primarily on interpersonal relationships and the school environment, the Ombudsman is officially employed by the Ministry of Education, Youth and Sports, together with an assistant with a legal background. Strictly speaking, he/she executes no powers and is directly reporting to (and held responsible by) the Minister. See also the website of the Ministry of Education, Youth and Sports (in Czech).

The system of fields of study is stipulated by the government after consultations with relevant central trade union bodies, relevant employers' organisations with nation-wide competence, and regions.

The Framework Educational Programmes are issued by the Ministry of Education after consultations with relevant ministries. The Ministry of Education also discusses the Framework Educational Programmes with relevant central trade union bodies, relevant employers’ organisations with nation-wide, local or sectional competence, and regions prior to their publication.

Social partners have become increasingly interested in the relevance of education to the labour market. Their interest is focused on vocational and technical education (including vocational training) and lifelong learning. Among the association of employers, the Association of Industry and Transport of the Czech Republic (Svaz průmyslu a dopravy České republiky) has taken the most active approach; this is the largest employers' organisation, with both collective and individual members and represents nearly 1400 bodies, followed by the Union of Employers' Unions (Unie zaměstnaneckých svazů), and the Economic Chamber of the Czech Republic (Hospodářská komora České republiky).

Among trade unions there is the Czech and Moravian Chamber of Trade Unions (Českomoravská konfederace odborových svazů) – the biggest trade union centre in the country. These pay special attention to content issues, especially in relation to the preparation of standards of professional qualification of the National Qualification Framework and a guarantee for appointing and operation of sectoral councils; participation in preparing new legislation to improve the structure of initial vocational education and its financing, including an attempt of  handing over of certain responsibilities to the economic sphere. They are seeking to change the economic rules so as to engage companies in education. Thus they deal with education from an economic perspective.

Different tasks are performed by the school trade unions, chiefly the Czech and Moravian Trade Union of Workers in Education (Českomoravský odborový svaz pracovníků školství) and University Trade Unions (Vysokoškolský odborový svaz) and two unions which cover school professional and special-interest organisations: School Associations Union of the Czech Republic (Unie školských asociací ČR – CZESHA) with 16 members and Standing Conference of Associations in Education (Stálá konference asociací ve vzdělávání – SKAV) with 17 members. These defend the interests of teachers and pupils and express their opinion on the matters and functioning of education system. At the same time the CZESHA and other 4 school associations are members of the Unie zaměstnavatelských svazů (Confederation of Employers' Unions).

The co-ordination of education and the world of work is carried out through partnership between the Ministry of Labour and Social Affairs and the Ministry of Education. Its role is traditionally the harmonisation of qualification requirements and content and levels of education. The Ministry of Labour and Social Affairs, which is responsible for employment policy, is the founder of the Labour Office. All of these have Information, Advice and Guidance Centres aimed mostly at preventing unemployment (see Guidance and Counselling in Early Childhood and School Education).

Public Administration at Regional Level

For regional division of the state (see Main Executive and Legislative Bodies).

Regions have a two fold responsibility:

  • they have autonomous responsibility as self-governing bodies,
  • the administrative responsibilities of the central state administration.


Pre-primary to Secondary Education

Autonomous Responsibilities of the Region

A region is obliged to ensure conditions for secondary and tertiary professional education; education of disabled children, pupils, and students as well as those who are disadvantaged by their health, conditions for language education; basic artistic education; education developing personal interests; and partly conditions for executing institutional education. It establishes:

  • upper secondary schools (střední školy);
  • tertiary professional schools (vyšší odborné školy);
  • schools and school facilities for children with health impairments incl. the special basic schools (základní školy speciální) and schools connected to health care facilities;
  • school educational and boarding facilities and school canteens for pupils of schools established by the region;
  • secondary schools with instruction in the language of a national minority;
  • language schools (jazykové školy) authorised to organise state language examinations;
  • basic art schools (základní umělecké školy);
  • children's homes (dětské domovy);
  • school facilities for developing personal interests.

A region administers schools and school facilities run by it.

Basic duties and responsibilities of the region:

  • From its own budget, it finances investment expenditure and common expenses for schools and school facilities that it establishes, except those covered by the state (see in the part on Early Childhood and School Education Funding in Chapter 3 on Funding in Education). It may, however, contribute to costs covered by the state, according to actual needs and possibilities.
  • It cares for a harmony between the development of education and school services and interests of citizens of the region, labour market needs, demographic development and development of its territory and for accessibility of education and school services according to local conditions.
  • It appoints and dismisses heads of schools that it establishes; it is done by the Regional Council for more see the section Requirements for Appointment in the Chapter 10 Management and Other Education Staff.
  • It establishes school council in the school run by it, and nominate one third of its members; thus it is involved in some decision-making processes in the school (see more in the section on Pre-primary and Secondary education, in the part on Administration and Governance at Local and/or Institutional level).
  • Based on results of inspection activities of the Czech School Inspetorate it decides measures in schools and school facilities run by it.

The region can establish councils to implement its initiatives and control, one of which is always a council for education and employment with at least five members. This council:

  • assesses schools and school facilities, academic and vocational courses in relation to demographic developments and changes in employment, and expresses its opinion on their changes in the region;
  • presents proposals for increasing the quality of care provided by schools and school facilities, run by the region;
  • gives its opinion on the proposed subsidies in the sphere of youth and sports;
  • considers reports on the educational attainment of schools and school facilities run by the region.


Legislation and Bibliography:

Act on Regions

Education Act



Execution of state administration under transferred responsibility ensured by regional authorities

At the regional level, state administration is carried out by the regional authority under transferred responsibility. To ensure the convergence of central and regional administrations, the administrative responsibilities of municipalities were delegated to intermediary bodies – municipal authorities of municipalities with extended competences.

The regional authority establishes a department of education or a department that is responsible for education and related areas (e.g. youth, sport, culture) to control the school agenda. The head is appointed and dismissed by a regional council.

In the area of educational policy, regional authorities prepare and publish and once every four years update the long-term policy objectives of education and the development of the education system in their area; these are based on the long-term policy objectives of education and development of the education system of the Czech Republic (see the section on Strategic and conceptual documents – preprimary to upper secondary education), regional demographic development, regional specifics of economy and labour market development and the further development policy of the region. They set the objectives and targets for the respective education areas, especially the structures of courses, types of schools and school facilities, their capacity, and also propose their financing. They prepare and publish an annual report on the state and development of the region's education system. Both the long-term policy objectives, and the report (the structure of which is set by the Ministry of Education) are approved by a regional council and the regional authority submits it to the Ministry of Education.

In the area of general administration, regional authorities:

  • are superior administrative bodies of heads of schools and school facilities in the area of state administration;
  • act as an appeal authority in cases of an appeal against a decision made by a school head or municipality;
  • in matters of compulsory school attendance decide on other ways of educating pupils with serious mental disability;
  • appoint and dismiss chairpersons of examination boards for the graduate examination (absolutorium) and for final examination (závěrečná zkouška) and school-leaving examination (maturitní zkouška);
  • assure tasks related to the organisation of the common part of the school-leaving examination and decide on the revision of the course and results of the school-leaving examination;
  • decide on the recognition of certificates issued by foreign schools;
  • permit the appointment of a teacher's assistant (asistent pedagoga) at schools and school facilities.

For the responsibilities of regional authorities in the area of funding and the management of resources see Early Childhood and School Education Funding.

In the area of keeping the Register of Schools and School Facilities, regional authorities:

  • enter nursery schools (mateřské školy) and school facilities in the Register of Schools and School Facilities (with some exceptions, see the section on The School Register Administration);
  • submit applications for incorporating those schools and school facilities, established by the region itself or by other bodies, into the Register to the Ministry of Education.

In the area of labour relations and salaries, regional authorities:

  • monitor adherence to labour regulations;
  • organise in-service training of teachers.


Legislation and Bibliography:

Act on Regions

Education Act

Tertiary Education

Tertiary Professional Schools

The regions are organising bodies for the tertiary professional schools (vyšší odborné školy). The autonomous and transferred responsibility of regions for the tertiary professional schools is the same as for the upper secondary schools. See the section on Pre-primary to Secondary Education.


Legislation and Bibliography:

Act on Regions

Education Act



Higher Education Institutions

The Higher Education Act does not stipulate concrete terms for central administration at a regional level. As amended by the preamble of the Act, the higher education institutions (vysoké školy) "contribute towards development at both the national and regional levels and cooperate with various levels of state administration and self-government, with the commercial sphere and cultural organisations”. The board of trustees of the higher education institutions should include representatives of the regional self-government.


Legislation and Bibliography:

Higher Education Act



Communication with Partners and Society at Regional Level

At secondary and especially secondary technical and vocational education level, regions are beginning to have more conceptual and practical influence on the optimisation of network of schools and their education offer regarding the demographic development and technological profile of the region, which they govern.  Field of specialisation of regional catchment schools and support of their cooperation with hi-tech manufacturing organizations facilitates the required improvement of technical and didactic equipment of schools, especially the quality of practical education. District and regional Economic Chambers and companies are gaining increasing influence.

The common interests of the regions are represented by the Associations of Regions of the Czech Republic (Asociace krajů České republiky) and the Union of Towns and Municipalities of the Czech Republic (Svaz měst a obcí České republiky), which is very active in education.

Social partners at the regional level are also responsible for lifelong learning. Regional Councils for Human Resources Development (Regionální rady pro rozvoj lidských zdrojů) have gradually been established. They are formed from the representatives of regions and social partners, employment services, educational institutions, schools, companies and regional agencies.