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

Every employer must take care of the professional development of his/her employees, including the broadening and increasing of their qualification (for more information, see Vocational Education). An employer is entitled to require an employee to participate in an education improving professional qualification, which might even include possible work outside of the regular working hours or participation in education outside of the working hours.

No specific regulation exists for professionals working at settings for children under 3 years of age and in child groups.

According to the Education Act, binding for education staff at schools up to the level of the tertiary vocational schools, the school head provides in-service training of education staff. The obligation for the education staff of public schools and schools established by the Ministry of Education, Youth and Sports to participate in in-service training for renewing, strengthening, and supplementing their qualifications during their educational activity is explicitly set by the Act on Education Staff. They can also participate in further education to increase their qualifications. The details of this education are set by the relevant decree.

In-service training of education staff is organised by a school head in accordance with a plan of in-service training which is developed after negotiations with a relevant trade union (if there is one at the workplace). The school head must take into account the study interests of a teacher, the school needs and its budget. Completing the plan for the education staff's in-service training is under the autonomy of every school/school head.


Organisational Aspects

Education staff at schools

The obligation for the education staff of public schools and schools established by the Ministry of Education, Youth and Sports to participate in in-service training for renewing, strengthening, and supplementing their qualifications during their educational activity is explicitly set by the Act on Education Staff. The Ministry of Education determines the types and conditions for the in-service training of education staff and the ways in which it may be completed in a decree. (The Ministry of Interior determines the types and conditions for the in-service training of education staff of the schools established by the Ministry of Interior.) Completing an in-service training course may be a part of the further qualification requirements needed for a certain career grade. For details see the section on Promotion, Advancement.


Forms of in-service training

In-service training of education staff can take place:

  • at higher education institutions
  • at institutions for in-service training of education staff and at other facilities on the basis of accreditation granted by the Ministry of Education
  • through self-study


Types of in-service training

The regulation lists three types of in-service training:

Details on the individual courses can be seen in separate sections.

The decree sets the duration of the individual types of the in-service training. Courses aimed at gaining the required qualifications and courses aimed at meeting further qualification requirements are completed by the final examination and usually also by the defence of the thesis. Successful participants of the in-service training receive a certificate issued by the institution providing the education.


Institutions providing in-service training of education staff

The number of organisations which offer in-service training is very high.

Some programmes of further teacher education may only be held at higher education institutions (vysoké školy) within their life-long learning programmes (see more in individual sections on different types of training).

In-service training of education staff is providing also by school facility for further education of educational staff (zařízení pro další vzdělávání pedagogických pracovníků) registered in the School Register (školský rejstřík). They are established mainly by regions, but also by municipalities, ministries and private and religious subjects. At the beginning of 2016 there were 43 of them registered.

The Ministry of Education, Youth and Sports sets up two organisations with the nationwide responsibility. One of them is the National Institute for Education (Národní ústav pro vzdělávání, NÚV) which provides further education of consellors and fulfills a row of other tasks (for more see the section Administration and Governance at Cenral level in the chapter 2 on Organisation adn Governance.

The greatest number of in-service training courses are offered by the National Institute for Further Education (Národní institut pro další vzdělávání, NIDV) which was developed out of the transformed educational centres in 2004 and which functions as an institution of the Ministry of Education, Youth and Sports receiving funding from the State Budget. It has 13 regional workplaces, each of which offers a number of educational programmes in their region. NIDV provides for the planning and organisation of educational programmes, prepares national projects which are covered by resources from the European Social Fund, and is the institution responsible for government priorities in in-service training of education staff which include the following:

  • management
  • framework educational programmes
  • foreign languages
  • information and communication technologies
  • further government priorities (e.g. prevention of social-pathological phenomena, securing personal safety in emergency situations and the traffic safety education, health education…)
  • specialized programmes (including those for secondary education)
  • the career system

All types of the educational programmes provided by the Institute are funded from the budget of the Ministry of Education, Youth and Sports (the so called development programmes) and from the European Social Fund (the so called national projects). The benefit of these study programmes can be seen in the fact that they are available to teachers at minimal costs because they are provided either free of charge or at only minimal fees paid by the participants. In addition to preparing and putting into place various educational programmes, the Institute now also focuses on the analyses of requirements and needs of education staff in the sphere of further education.

In-service training of education staff provides also other educational institutions accredited by the Ministry of Education, Youth and Sports. Accreditation is granted according to the Act on Education Staff  on the basis of an application from a natural person or a legal entity. An Accreditation Commission acts as an advisory body. The accreditation of an educational institution is granted for 6 years and accreditation of an educational programme is granted for 3 years. The Ministry of Education controls the activities of the accredited programmes and keeps a list of all accredited educational institutions and programmes.


Legislation and bibliography:

Act on Education Staff

Decree on in-service training of education staff

Education Act



Courses aimed at gaining the required qualifications

These include:

  • courses leading to the complementation of a (missing) pedagogical qualification: are ending by a defence of a thesis and a final examination in front of a commission, the leaver gets a certificate:
    • life-long learning courses in the field of pedagogical sciences at a higher education institution – 250 (45-minute) lessons
    • study of pedagogy – 120 lessons for teachers of vocational subjects, practical education or practical training at upper secondary school, for teachers of arts subjects and teachers of language schools; 80 hours for educational childcare staff and teacher's assistant, 40 or 120 lessons for teacher responsible for leisure activities
  • courses for teacher's assistant: 120 lessons, ending by a final examination in front of a commission, the leaver gets a certificate;
  • courses leading to the extension of qualifications: life-long learning courses at higher education institution, ending by a defence of a thesis a final examination in front of a commission, the leaver gets a certificate – 200 lessons for direct educational activity at a different type or a stage of a school, 250 lessons for teaching further subjects or for teaching children, pupils or students with a disability other than for which the teacher is qualified (life-long learning courses at a higher education institution)
  • additional study leading to the extension of a pedagogical qualification: life-long learning courses at higher education institution, ending by a defence of a thesis and a final examination in front of a commission, the laver gets a certificate – 60 lessons for direct educational activity at a different type or a stage of a school, or 350 lessons for performance of activities of SEN specialist
  • additional study leading to the complementation of didactics for foreign languages: 60 lessons, the leaver gets a certificate;
  • courses for heads of schools and of school facilities: 100 lessons, ending by a final examination in front of a commission, the leaver gets a certificate; equivalent of this study is also a study intended for management education staff (see the section Courses Aimed at Meeting Further Qualification Requirements)

This type of education is equal to the preparatory education described in the section on Initial Education for Teachers Working in Early Childhood and School Education and for school heads in Management Staff for Early Childhood and School Education.



Courses aimed at meeting further qualification requirements

These include:

  • courses for educational management staff – school heads and their deputies: 350 lessons in life-long learning courses at a higher education institution, ending by a defence of a thesis and a final examination in front of a commission, the leaver gets a certificate
  • courses for the school adviser (výchovný poradce): 250 lessons in life-long learning courses at a higher education institution, ending by a defence of a thesis and a final examination in front of a commission, the leaver gets a certificate; for more information on school advisers, see the section on Education Staff Responsible for Guidance in Early Childhood and School Education
  • courses aimed at gaining the required qualifications for the performance of specialised activities: 250 lessons, ending by a defence of a thesis and a final examination in front of a commission, the leaver gets a certificate; specialized activities include:
  1. coordination in the area of information and communication technologies
  2. elaboration and subsequent coordination of school educational programmes and educational programmes of the tertiary professional schools (vyšší odborné školy)
  3. prevention of socially pathological phenomena
  4. specialised activities in the field of environmental education
  5. specialised activities of SEN specialist in school speech therapy
  6. specialised activities related to the spatial orientation of visually disabled children and pupils

The content of these courses is gradually being specified in certain methodical documents from the Ministry of Education, Youth and Sports. Courses aimed at meeting further qualification requirements and those aimed at gaining the required qualifications are completed with a final examination and usually also with the defence of the final thesis.



Courses aimed at perfecting professional qualifications

Teachers may improve their professional qualification in continuous education which focuses on the theoretical and practical issues related to the process of education and training. The content is mainly shaped by new information in general pedagogy, educational and school psychology, general teaching methodology and teaching methodologies of individual subjects. It may also include new findings from various fields of science, technologies and arts, from the prevention of socially pathological phenomena, and health and safety protection. Continuous education may further include language education for education staff. Continuous education generally takes the form of a course or a seminar, which lasts at least 4 lessons.



Incentives for Participation in Continuing Professional Development (CPD) Activities

The incentives for participation in the continuing professional development activities are based on general statements concerning the professional development of employees which are described in the Labour Code. The law strictly distinguishes between the study perfecting the professional qualification and studies leading to improved knowledge entitling an employee to a valid claim for time off work with wage compensation for working hours lost.

The improvement of the qualification means continuously updating the qualification by which the core nature of an employee's qualification does not change and which enables him/her to carry out an agreed type of work; it also refers to maintaining and refreshing the qualification. According to the Labour Code, an employee is obliged to improve his qualification for performance of an agreed type of work. For the purpose of improvement of an employee's qualification, the employer may require him/her to take part in a course of training or studies, or to require him/her to take part in a training course provided by a legal entity or a natural person. According to the Labour Code, an employee is entitled to receive pay according to the pay regulations valid for the employer for any education aimed at improving their professional qualification. By law, participation in such training is treated as work. The employer shall bear the costs for the improvement of his employees' qualifications. Where an employee requests to take part in the improvement of his qualification of a more financially demanding form, he may contribute to part of the costs.

Qualification upgrading means a change in the level of qualification. Qualification upgrading is: studies, education, training and other forms of education for the purpose of attaining a higher-level education (qualification) provided that this conforms with the relevant employer's needs. An employee who upgrades his/her qualification is entitled to time off (relief from work) with compensatory pay (if higher rights do not specify otherwise):

  • within the necessary scope to attend lessons, courses of instruction or schooling (training);
  • two working days to read and sit every examination within a study (course) curriculum of the higher education institution or the tertiary professional school;
  • 5 working days to learn (read) and sit a closing examination (závěrečná zkouška), a school-leaving examination (maturitní zkouška), or graduate examination (absolutorium);
  • 10 working days to write and defend his/her closing paper (absolventská práce), Bachelor's thesis (bakalářská práce), Master's thesis (diplomová práce) or dissertation thesis (disertační práce);
  • 40 working days to read and sit orals for the final state exam (státní závěrečná zkouška), the advance state examination (státní rigorózní zkouška) or doctoral state examination (státní doktorská zkouška).

An employee is also entitled to time off in the necessary scope to sit an entry examination. As regards time off granted for sitting an entry examination, re-sitting a certain examination, attending a graduation etc., the employee concerned is not entitled to compensatory pay. In connection with qualification upgrading or improving, the so called qualification agreement can be concluded between the employer and the employee. This agreement includes the employer's commitment to enable this employee qualification upgrading and the employee's undertaking to remain in employment with this employer for an agreed period, however, for no longer than 5 years (otherwise, he/she must reimburse the employer for the appropriate cost). 


Some other provisions are specific to the education staff:

According to the decree, in the case of self-study, education staff can be granted 12 free paid days in a school year if there are no serious operational reasons that impede this (for more information, see the section on Holidays in the section on Conditions of Service for Teachers Working in Early Childhood and School Education).

During 2011–2014 the projects aimed at the study in the field of pedagogy and the study leading to the extension of professional qualification were carried out under the operational programme the Education for Competitiveness. Those interested in the study were able to fill in the missing qualification for free or at a greatly reduced fee. The aim was to reduce the number of unqualified teachers. See web sites of the programme.

For 2014, the Ministry of Education, Youth and Sports announced the development programme the Support of continuing development for teachers of vocational subjects in real practice environment. The programme's aim was to enable short-term internships to education staff in firms, with the aim of continuing development in the field of professional competences in relation to the development of technology. See web sites of the programme.


Legislation and bibliography:

Act on Education Staff

Labour Code