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

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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

Organisational Aspects

Tertiary professional schools

Concerning continuing professional development of teachers of tertiary professional schools, see Continuing Professional Development for Teachers Working in Early Childhood and School Education.



Higher education institutions

The continuing professional development of academic staff is then closely connected with the general enhancing of the qualification and development of scientific and research skills (through scientific work, post-doctoral study, foreign internship, in the case of physicians or veterinarians also through the attestations, etc.).

The obligation of academic staff to further educate themselves is not explicitly formulated in the Higher Education Act, although it does state that in addition to teaching, academic staff must also fulfil the scientific, research, development, artistic and other creative activities.

According to the Model Code of Ethics for Academic Staff of Higher Education Institutions (see the section on Professional Status in the part on Conditions of Service for Academic Staff Working in Higher Education), which is not a binding document, however, many higher education institutions have prepared their own codes of ethics; academic staff continue to develop their own abilities, extent and deepening of knowledge and skills in the area of their professional focus, as well as general educational work.

According to the Annual Report on the State of Higher Education for 2011 academics at public universities had the opportunity to attend continuing education courses focused on professional development (e.g. management, marketing, project management), general skills (particularly foreign language courses and courses developing computer skills) and on teaching skills and personal development. Approximately half of all academic staff attended a course.


Legislation and bibliography:

Higher Education Act

Annual Report on State of Higher Education for 2011

Model Code of Ethics for Academic Staff of Higher Education Institutions



Incentives for Participation in Continuing Professional Development (CPD) Activities

Tertiary professional schools

Concerning continuing professional development of teachers of tertiary professional schools, see Continuing Professional Development for Teachers Working in Early Childhood and School Education.



Higher Education Institutions

In-service training of academic staff depends on the individuals' personal motivation and is associated with the development of their academic career. In-service training of academic staff is fully encouraged by the Ministry of Education. 

In the long-term plan for 2011–2015, the Ministry of Education, Youth and Sports is committed to supporting teacher education of academics. In its review for 2013 and 2014, the Ministry has recommended to universities to create career systems for academic and other staff of universities and linking them to their continuing education and development, including the creation of conditions for the development of teaching skills for doctoral students and young academics. The development and operational programmes and the university development fund should be used for this purpose. The Ministry announces programmes to support young researchers, in particular, the completion of study abroad and their return to the Czech Republic from sources of operational programmes (from 2014 from the national budget). Furthermore, it can provide a contribution within the institutional programme to public universities. The part of this contribution must be used to support the educational work of academic staff younger than 35.

According to the Higher Education Act, 6 months' sabbatical leave is provided to academic staff of higher education institutions, at their request, once every seven years, unless this is impossible because of serious circumstances related to carrying out the educational tasks of the higher education institution. Academic staff on sabbatical leave are entitled to their salaries.


Legislation and bibliography:

Higher Education Act

Updated Strategic Plan for Higher Education Institutions for 2013

The Strategic Plan for Higher Education Institutions for 2011–2015