This page was last modified on 26 March 2017, at 21:04.

Czech-Republic:Bachelor

From Eurydice

Jump to: navigation, search

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

Study Programmes

Bachelor’s degree programmes (ISCED 645) are intended to provide qualifications for performing a profession as well as for continuing in a Master’s degree programme

The standard length of studies including practical training is no less than three and no more than four years. One standard academic year corresponds to 60 ECTS. The overwhelming majority of programmes takes three years (180 ECTS). Four year study programmes (240 ECTS) exist in some technical fields, building industry or fine art.

Creation and provision of degree programmes belong to the recognised academic rights and freedoms of higher education institutions (vysoké školy), see the chapter Administration and Governance at Local/or Institutional Level).

The study programme is subject to accreditation, which is awarded by the National Accreditation Bureau for Higher Education (Accreditation Bureau) or is approved in an internal process by a higher education institution itself – this is the case when the higher education institution obtains institutional accreditation for the particular educational area/areas. Study programmes approved by the higher education institution are considered as accredited according to the Higher Education Act. Newly, they are not broken down into study fields.

All study programmes, which were accredited as of 31 August  2016 (before the amendment No. 137/2016 Coll. came into force) stay valid for the whole period for which their accreditation has been awarded, at minimum until 1 September 2019, and in its original structure given by the accreditation (including study fields).  

In the supplement of the Higher Education Act, the 37 of so called educational areas are set. It is the factually defined section of higher education wherethe study programmes of close or related content focus reflecting common theoretical and methodological basis of the particular educational area are being prepared, approved and realized. The study programme includes:

a)    Name of the study programme, its type, form and aims of study; in the case of Bachelor´s or Master study programme also the information on the profile of the study programme,
b)    Determination of the graduates´ profile,
c)    Characteristics of the subjects of study;
d)    Rules and conditions for establishing study plans and possibly also the length of practical experience, which could  also be carried out  with other natural or legal person
e)    Standard length of study within the average study work load; 
f)    Conditions to be met by the student during in the course of the study programme and  its successful completion 
g)    The awarded academic title 
h)    Specification of educational area/areas the study programme is to be implemented in.


Profile of the Bachelor´s or Master´s study programme can be:

a)    Professionally oriented with an emphasis on mastering practical skills necessary for performing a profession based on necessary theoretical knowledge or
b)    Academically oriented with an emphasis on gaining theoretical knowledge necessary for performing a profession including its use in creative activity, and providing also the space for acquiring necessary practical skills. 

Substantial attention is paid to the development of other than onsite forms of higher education studies.  As of August 2016 there were only five study programmes purely based on distance learning –  Bachelor´s study programme “Applied mathematics” at the University of Ostrava (Ostravská univerzita),  a Doctoral programme in “Industrial Design” at the Czech Technical University in Prague (České vysoké učení technické v Praze), Doctoral programme “Ecology”  at the Mendel University in Brno (Mendelova univerzita v Brně) and two Master’s degree programmes – “Business Informatics” and “Business administration and management” at  the University of Economics Prague (Vysoká škola ekonomická v Praze) Almost all higher education institutions offer degree programmes in a form combining onsite and distance study (so called combined form of study) (in all three cycles of higher education). The establishment of so-called open universities is not considered.

Public higher education institutions can provide degree programmes in co-operation with other higher education institutions or tertiary professional schools (vyšší odborné školy). In 2014, 16 public higher education institutions offered 38 degree programmes organised jointly with other higher education institutions in the Czech Republic. In 2014, 8 public higher education institutions organised 15 degree programmes in cooperation with a tertiary professional school.


Legislation and Bibliography:

Higher Education Act



Admission Requirements

Secondary education completed with a school-leaving examination (maturitní zkouška, ISCED 344 or 354), confirmed by a school-leaving examination certificate (vysvědčení o maturitní zkoušce) is the fundamental requirement for entering a Bachelor’s degree programme. For fine arts degrees, applicants who have gained their graduate diploma (diplom absolventa konzervatoře) from a conservatoire may be admitted as well, in special cases also students without having completed secondary education with a school-leaving examination may be admitted.

A higher education institution (vysoká škola) or a faculty can set other conditions of the admission requirements concerning certain knowledge, competencies or talents or the achievement in the previous required education. By the amendment to the 2004 Higher Education Act, a higher education institution or a faculty may set different conditions for admission not only of applicants who have completed a study programme or its part at a higher education institution - domestic or foreign, but also of  applicants who have completed an accredited educational programme or its part in a tertiary professional school or who are studying an accredited educational programme in a tertiary professional school in the Czech Republic or a corresponding institution abroad. This amendment was intended to improve transition in the tertiary education sector, especially in transition whether from a tertiary professional school, higher education institution or a faculty/field. The 2016 Amendment; stipulates also the conditions for applicants who acquired foreign upper secondary education, for more see chapter 13. The higher education institution which obtained the institutional accreditation and has no doubts on the quality of the upper secondary school, can recognise the completed upper secondary education confirmed by

-    a certificate recognising the equivalence of a foreign certificate, 
-    the certificate of European baccalaureate or 
-    a foreign certificate on foreign upper secondary education, if it is, according to international agreements, equivalent without further proceedings or 
-    a foreign certificate on foreign upper secondary education in upper secondary educational programme entitling to enter Bachelor´s or Master´s study programme in a country in which the studies were completed. 

When necessary, the higher education institution can ask for further information. 

Recognition of achievements of previous formal, non-formal and informal education is not set down in a systematic way, no standards and requirements for procedures in recognition of previous education achievements in relation to the quality of study were determined.

In general, admission to studies at higher educational institutions is limited primarily by the capacity of each institution. The number of students at public higher education institutions which will be funded in the academic year is limited at the central level by the amount of money allocated to the school through formula funding (for more details, see the chapter on Funding in Education, the section on Higher Education Funding). A particular higher education institution decides on the number of students in individual fields and forms of study (see also chapters: Organisation and Governance and Higher Education Funding). Since 2010, the changes in financing of higher education institutions have been in progress with the aim to limit number of enrolled students step by step as due to the demographic decrease, the number of enrolled students would increase considerably in comparison to the population cohort.


Choice of HEI

An applicant is free to choose any higher education institution. Admission to a specific programme is dependent on the student’s achievement in the admission proceedings and is limited by local conditions and the number of places in some fields.

People may apply for admission to several degree programmes (or to several study fields in one study programme) at one faculty or a higher education institution or at several faculties or higher education institutions at the same time; The Higher Education Act makes it possible to study on more than one programme at more than one higher education institution either in parallel or successively. 

Students need not go on to higher education immediately on completing their secondary schooling. There is no legal age limit for commencing higher education studies.


Criteria

An entrance examination can be part of admission proceedings at higher education institutions; it helps to select the ablest applicants and to establish a list determining the order in which they are to be admitted depending on conditions set in advance. The content and the form of the examination are entirely upon responsibility of the relevant higher education institution. It normally consists of written examinations (tests) that aim to assess the applicant’s knowledge. Tests of study skills (student’s abilities – e.g. verbal thinking, analytical thinking, and spatial visualisation ability) may also be included; exceptionally, tests of study prerequisites are the only criterion for admission.

Some higher education institutions organise admission interviews with applicants. Some higher education institutions use average results of the previous study as a criterion for admission. However, due to the decreasing number of students in upper secondary schools, some higher education institutions are beginning to feel student shortage in certain fields of study (e.g. in some technically oriented fields), thus passing the upper secondary school leaving examination is sufficient for admission.

Tests of artistic talent are used by higher education institutions, usually for admission to performing and fine arts programmes and for primary school teacher training. They help to determine the applicant’s artistic talent. Talent examinations usually precede examinations in theory.

In case the nature of the study programme requires it, a precondition for admission to studies can also be medical fitness of the applicant. In such case, the higher education institution or the faculty publishes requirements on medical fitness for the particular study programme in the announcement of the admission procedure. 


Decisions on Admission

A report on the result of the admission proceedings is made public within 15 days of the final day of the proceedings. If an admission examination is included, basic statistics related to all its parts are released. Decisions on admission or non-admission must be issued within 30 days and delivered to the applicant, possibly via the electronic information system of the higher education institution (the applicant has to give consent to such delivery). If the decision is not successfully delivered, it is delivered by public notice.

If a course is offered by a faculty, the dean decides on admission. If it is taught at a university, the decision is upon the rector. A decision on non-admission may be appealed against within a set time limit. If a dean refuses the appeal, the rector may change a decision that was issued in conflict with the law, with an internal regulation of the institution or with conditions set by the university or the faculty itself. At private higher education institutions, admission is decided on by a body which is established and based on internal regulations. 


Enrollment

When applicants are accepted for a degree programme, they have the right to be enrolled in the institution. On the day of enrollment, the applicant becomes a student.


Legislation and Bibliography:

Higher Education Act



Curriculum

Deciding about the content of studies and the design of degree programmes is one of the academic freedoms of higher education institutions (vysoké školy) in the Czech Republic. There are only general provisions concerning study programmes contained in Articles 44-27 of the Higher Education Act. However, all study programmes are subject to accreditation which is granted by the National Accreditation Bureau for Higher Education (Accreditation Bureau) or the programmes are approved by the higher education institutions themselves for the areas for which the higher education institutions acquired institutional accreditation. For both the accreditation of a study programme and the institutional accreditation, a higher education institution is obliged to complete and submit a written and by law specified application for which general minimum requirements including the focus of the study programme content exist. General minimum requirements for processing an application for accreditation are described in the chapter Quality Assurance

Conditions to be met by students during their studies and upon the regular completion of them are determined in the curriculum, according to the study and examination regulations, and further by the content and scope of the final state examinations.


Curriculum

Curriculum (studijní plán) is part of the application for accreditation. The basis of individual subjects is formed by a list of compulsory references. For compulsory subjects and those which are compulsorily optional, a short summary is required to define objectives of the courses, their specialisation - that is, in the terminology of the Bologna process, learning outcomes. Rules for inclusion of study subjects or their parts into the curriculum are required in terms of their content and chronological succession or methods and conditions of study control according to the curriculum. For the professionally oriented Bachelor’s degree programme  (for academically oriented profile as needed),  it is necessary to meet the prescribed scope of professional practice in the on-site form of study. 


Study in a Foreign Language

All study programmes include study of one or more foreign languages (in case of structured study mostly in the framework of the Bachelor’s study programme).

If the conditions are favourable (e.g. a foreign teacher is available), the instruction of some subjects may be conducted in a foreign language.

At several faculties (e.g. medicine, but not only there), foreign students may, for a certain fee, undergo entire studies in a foreign language. The list of these programmes is available at the website. Individual higher education institutions make their offer of accredited programmes in a foreign language public on their websites.

One-year courses of Czech are offered to foreign students who express their interest in studying in Czech language before commencement of their studies (for more see the website).


Legislation and Bibliography:

Higher Education Act

The Education System of the Czech Republic

Catalogue of Higher Education Institutions in the Czech Republic

Guide to Studying and Living in the Czech Republic


Teaching Methods

Teaching is realised through the form of:

  • lectures
  • seminars
  • exercises
  • laboratory work
  • practice (e.g. clinical practice of medical students, teaching observation of student-teachers in schools etc.)

Attendance at lectures and other forms of teaching is determined by the higher education institution (vysoká škola) itself. Participation in seminars is usually obligatory.

The fact that most higher education institutions (including halls of residence) are equipped with computer technology makes it possible for students to opt for self-study, working independently with information, study materials, laboratories and computer technology.

Due to autonomy of higher education institutions, they have free choice of teaching aids and equipment in accordance with their budget capacity. Higher education institutions present space, information and equipment assurance of the degree programme and the basic study literature and aids of individual subjects in the application for accreditation.


Legislation and Bibliography:

Higher Education Act



Progression of Students

Students may be enrolled in a higher year of a higher education institution (vysoká škola) after passing the prescribed examinations, possibly other types of study assessment (hereafter only examinations) or after achieving the prescribed number of credits, see below the section Student Assessment.

In case of failure, the study and examination regulations of a higher education institution allow for exams to be retaken as well as whole years can be repeated. However, this means that the student usually loses time, which has financial consequences (if the standard length of studies is exceeded by more than one year, the student becomes liable for fees – see the section Fees within Public Higher Education). In some cases, the student also loses certain social advantages such as a scholarship or the right for accommodation in a hall of residence, or social allowances for students older than 26.

Students can choose to interrupt their studies on terms set by study and examination regulations which define the longest possible period for interruption of the study.

Generally, higher education institutions set so-called "maximum length of study in a degree programme" (e.g. at Charles University, it is the standard length of study programme plus 3 years).

If students discover that the choice of a study programme or a study field does not suit them, they may transfer to another study programme or study field at the same faculty or higher education institution or at another faculty or higher education institution. If a part of the study programme he /she has already completed is sufficiently compatible with the newly chosen study field, the results achieved are counted either in the original programme or in the new field or programme. If this is not the case, it is recommended that they bridge the gap by taking special examinations for transferring among courses. Transfers from one study programme or study field to another or from one institution to another are also possible if the student later finds out that he / she does not have sufficient knowledge or abilities to master the programme or the field of study originally chosen. Recognition of the previous study depends on the accepting institution. The previous study length is counted in the standard study length of the new study programme or the study field. This is important especially for calculation of fees when a student exceeds the standard length by more than one year (see the chapter Higher Education Funding).

A change of a programme or a field of study during the course of studies is possible. However, there is an effort to prevent this by ensuring that students choose an appropriate programme or a field of study. Different types of guidance and counselling services are set to prevent the student turnover from one programme or field to the another programme or field (see the section Fees within Public Higher Education). Preparatory courses also help to avoid students changing their study programme or field.


Legislation and Bibliography:

Higher Education Act



Employability

HEIs are highly autonomous in setting the content of their courses. In the case of professionally oriented Bachelor programmes, the higher education institution are required to manifest cooperation with practice and the study programme is drawn up to enable the students to manage practical skills needed for the profession. The study plan of the professionally oriented programme shall include practice in the length of at least 12 weeks (Government regulation on the accreditation standards in higher education).  Otherwise, the HE legislation does not set any specific rules for work placements and practical training. Although, in case of regulated professions (presented in Communication to Directive 2005/36/EC), some programmes might be influenced by other legislature. The Government is not allowed to oblige HEIs to include certain forms of education in their programmes but it can support them namely by financial incentives. In this respect, HEIs are recommended to develop a system supporting work placements for students to improve the employability of graduates and increase the relevance of tertiary education. 

Employers should be members of Board of Trustees of public HEIs as according to the Higher Education Act the representatives of public life, professional associations, employer´s organisations or other persons or bodies performing, supporting or taking advantage of educational or creative activities of higher education institutions or their results, representatives of municipality as well as state administration and graduates of the particular institution should be adequately represented. At least one third of the members of the Scientific Board of public HEIs or their faculty must be from outside the academic community of the particular higher education institution. Therefore, employers can be the members also of the Scientific Board. One of the tasks of the Scientific Board is to approve degree programmes of the HEI. The representation of these members in the above Boards is not common, but is much more usual in technically oriented HEIs. 

Information for students in looking for a job is offered by e.g. career centres established at individual higher education institutions (vysoké školy), there are many websites on the Internet with links to jobs or internships (see also the chapter on Educational Support and Guidance).

Reports on employability are also carried out in the Education Policy Centre, Faculty of Education, Charles University in Prague (Středisko vzdělávací politiky Pedagogické fakulty Karlovy Univerzity v Praze (SVP PedF UK)), which deals with the overall situation and the status of tertiary/higher education in the labour market in the Czech Republic and other developed countries in terms of economic activity and employment/unemployment, wage levels, participation in individual economic sectors and occupational groups, demand for tertiary education by employers, etc. The database created by the SVP should provide different target groups with access to information on unemployed graduates. A user can create various sets and comparisons concerning continuation of studies and employability of graduates with regard to the different time span after completing the study. There are specific data on unemployment of graduates of particular higher education institutions and faculties included. See the website of SVP.

The SVP is also the coordinator of the project REFLEX 2013: Employability and prospects of graduates in the labour market and the evaluation of acquired higher education, which follows similar international projects carried out in the research of university graduates employability conducted in previous years.

The SVP prepares annual reports on the position and employability of higher education graduates. See the website of SVP.


Unemployment rate of Bachelor’s degree graduates at all public higher education institutions in the Czech Republic, 2002–2016 (data collection in April of the given year)


2002
2003
2004
2005 2006
2007 2008 2009
2010 2011
2012
2013
2014
2015 2016
0–12 month
10,9 11,8
12,1
9,3 8,5 6,7 4,8
6,2
8,5
8,4
7,3
11,0
10,4
8,3 8,0
12–24 month
8,5 7,3
5,0
3,5
3,3
2,6
2,0
2,6
2,9
3,1
2,3
4,0
3,7
3,7 3,2

Source: Database of the SVP PedF UK


Legislation and Bibliography: 

Higher Education Act 

MEYS Decree on the Content of Application of  Study Programme Accreditation

Communication of the Ministry of Education, Youth and Sports (SK23/2015) of 11. 8. 2015, issuing the list of regulated professions in the Czech Republic (2015)

Communication of the Ministry of Education, Youth and Sports (SK27/2011), issuing the list of regulated professions in the Czech Republic (2011)

Directive 2005/36/EC of the European Parliament and of the Council on the Recognition of Professional Qualifications

Strategic Plan for the Scholarly, Scientific, Research, Development, Innovation, Artistic and Other Creative Activities of Higher Education Institutions (2016–2020) 

Student Assessment

Study outcomes at higher education institutions are assessed mainly by a system of credits. All public higher education institutions (vysoké školy) and most private higher education institutions have implemented the European Credit Transfer System (ECTS) or a system compatible with ECTS. Between 2009–2011 ECTS Label certificates and DS Label certificates were granted to higher education institutions (the awarding has been ceased with the end of the Bologna Experts Project). Higher education institutions received 12 ECTS Label certificates (one of them was a private institution). DS Label certificates were granted to 34 higher education institutions (23 of 26 public higher education institutions, one state higher education institution and 10 private higher education institutions). In 2013 two new institutions were granted ECTS Label and for three it was a repeated granting process. DS Label was granted to five new institutions and 18 received it repeatedly.

Organisation of examinations is legally embedded in study and examination regulations (studijní řád and zkušební řád), which are part of internal regulations of a higher education institution and are approved by the academic senate. Results of the assessment are recorded in a report on studies (výkaz o studiu) and can also be provided by the electronic information system of the higher education institution or faculty.


Assessing Study Results

Usual forms of assessing study results:

  • monitoring the study of a subject
  • continuous assessment of study
  • equivalency test
  • comprehensive examination
  • state examination or its part (see below the section Certification)


Monitoring the Study of a Subject

Successful completion of the courses is usually monitored in the form of:

  • colloquium
  • credit
  • final examination project
  • examination
  • combination of all of these


The frequency and methods of assessing students’ achievements differ among higher education institutions and faculties. In some cases, a system of partial examinations taken after each semester has been introduced, in other cases there is one comprehensive examination after each completed part of the studies – most often at the end of a certain module. Higher education institutions offering arts programmes use students’ exhibitions, musical performances etc. as a basis for assessment. In both cases, however, considerable emphasis is also placed on continuous assessment of the students’ work, mostly in the form of tests of knowledge or independent work (on computers, graphic work, laboratory work or seminar work) or independent artistic work.

In general, examinations are taken during an examination period at the end of each semester. Examiners are the teachers of individual subjects. The relevant examiners set dates of individual examinations and the dates of all examinations are announced by the management of the institution (faculty). In some cases, it is possible to take an examination before the agreed official date. A failed exam may be retaken several times.

Final examinations are taken in front of boards of examiners. In order to increase the level of objectivity, external examiners from other higher education institutions or scientific establishments are invited to sit on the boards and the Ministry of Education, Youth and Sports can also appoint other significant specialists in the given field to the examination boards. Special care is taken to authorise only the most qualified academic staff.

The Bachelor’s thesis, if prescribed, is part of the final state examination.


Legislation and Bibliography:

Higher Education Act



Certification

A Bachelor’s degree programme generally finishes with a final state examination (státní závěrečná zkouška), which usually includes defence of a Bachelor's thesis (bakalářská práce). Studies are considered to be completed on the day when the last part of a state examination is taken.

A higher education diploma (vysokoškolský diplom) and a supplement to the diploma (dodatek k diplomu) are documents confirming completion of studies and the right to use the appropriate academic title. The level of educational attainment is ISCED 645. Higher education institutions have the right to award a higher education qualification (diploma) only in accredited degree programmes (Bachelor’s, Master’s and Doctoral). Accreditation to a particular higher education institution is granted by the independent National Accreditation Bureau for Higher Education (Accreditation Bureau) either in the form of institutional accreditation for an educational area or for a particular study programme. On the basis of the institutional accreditation for an educational area, the higher education institution obtains a permission to approve its study programme within this educational area. For more information, see the part on External evaluation of higher education institutions. 


An Overview of Higher Education Diplomas in Bachelor’s Degree Programmes

Programmes
Title
Abbreviation
most programmes
bakalář (Bachelor) 
Bc.
in art 1)
bakalář umění (Bachelor of Art)
BcA.

1) For graduates of degree programmes in arts who were admitted without having completed upper secondary education with a school-leaving examination, the title is awarded after they have attained upper secondary education with a school-leaving examination or tertiary professional education in a conservatoire.

Note: Both titles are used before the name.



Successful completion of the Bachelor’s degree programme is a prerequisite for admission to a Master’s degree programme (see the chapter Second Cycle Programmes).


Recognition of Qualifications

Regional Authorities are competent bodies in assessing a qualification that enables access to higher education. Newly, the foreign certificate on completing upper secondary education for the purpose of admission to study can also be recognized by a higher education institution with institutional accreditation for at least one educational area. At the same time the higher education institution has no doubts about the sufficiency of the level, scope or content of the previous foreign education of the applicant, supported by a foreign certificate (Section 48, paragraph 6 of the Higher Education Act). The higher education institution can set a fee for the activities connected to the document appraisal. For more information, see Chapter 3, Funding in Education, Part Fees within Public Higher Education. 

The Convention on Recognition of Qualifications concerning Higher Education in the European Region (see the chapter Mobility and Internalisation) is the guiding document on recognition of higher education degrees.

While submitting the request for recognition of the foreign higher education and qualification according to the Section 89, the applicant shallhas to pay a fee (Section 90a of the Higher Education Act). The Ministry of Education, Youth and Sports is administering a Register for managing the recognition of foreign higher education and qualification according to the Section 89, which is an information system of the public administration (Section 90b of the Higher Education Act).  

Public higher education institutions carrying out, as for the content of the study, similar study programmes are competent bodies for recognition of higher education or its part. The Ministry of Education, Youth and Sports can issue a decision on recognition of the study or its part if this is authorised by a contract between the Czech Republic and the country where the foreign higher education institution is established and recognised. In other cases, it is the public higher education institution that provides a similar study programme in respect of its content which issues the decision. When in doubt, the Ministry of Education, Youth and Sports decides about the appropriate public higher education institution or makes the decision itself (see also the chapter).

Important services, particularly in terms of information and guidance, are provided by the Czech ENIC-NARIC operating within the Ministry of Education, Youth and Sports (see website), which is part of the European networks of information centres ENIC and centres NARIC.

 

Legislation and Bibliography:

Higher Education Act

Education Act

Decree on Equivalence and Validity of Foreign Certificates Issued by Foreign Schools