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Czech-Republic:Educational Support and Guidance

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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

All pupils of basic and upper secondary schools, children in preschool education and students of tertiary professional schools are entitled by a codified law, the Education Act, to get a form of education that respects their individual educational needs.

The Act guarantees the right to provide free specific education support for pupils with special educational needs through appropriate support measures. The provision of the support measures is guaranteed to all pupils with special educational needs who need them, regardless of the nature of their disadvantages, educational needs, in both inclusive and separate education.

Support measures for gifted pupils are also guaranteed

Providing educational and school services is codified in appropriate structurally and technically modified spaces.

Support measures consist of a wide range of pedagogical, organizational, personal, material and content modifications to education, and providing school services that correspond to educational needs, health state, cultural environment or other life conditions of the pupil, with the aim to balance out pupils’ disadvantages, facilitate their access to a good education and ensure conditions for their universal development.

Support measures include consulting support provided by the school or school guidance and counselling facility, using ICT assistance and compensation aids techniques.

Support measures are divided into five stages according to organizational, pedagogical and financial demands. They can be combined based on the pupil’s needs.

Identifying needs of the support measures for education of pupils with special educational needs and establishing their stage and kind are in the responsibility of school guidance and counselling facilities (pedagogical and psychological counselling centres and special educational centres, see chap. 12.4).

Support measures are provided by:

  • Schools themselves (through the entire education staff including specialists – education advisor and school prevention specialist, school psychologist or school special educational needs specialist).
  • School guidance and counselling facilities (pedagogical and psychological counselling centres and special educational centres) through a special educational needs specialist or a psychologist of the school guidance and counselling centre.

Education of pupils with special educational needs is preferentially codified in mainstream schools. The system of support measures makes it possible to create inclusive conditions for education of pupils with special educational needs in mainstream schools without any discrimination. In addition, the Act provides for establishing independent schools or classes/ departments/ groups of preschool, basic, upper secondary and tertiary professional education for pupils with visual, hearing, physical, mental disabilities/impairment, autism, speech defects or multiple disabilities. In these classes/ schools support measures are used as well.

Pupils with special educational needs are educated with the help of support measures in inclusive conditions and separately established schools/classes/department/study groups based upon unified, nation-wide educational framework programmes designed for intact population.

Pupils with serious mental disabilities are educated according to a modified educational programme that reflects the educational needs of these pupils. (For more details see Separate education of pupils with special educational needs, part Curriculum, school subjects).

The inclusive education has been gradually applied since the beginning of the 90s. Currently it is the priority trend of the state school policy. Of the total population, 3.9 % of pupils aged 3 to 18 years are individually integrated in mainstream schools, another 0.9 per cent are in special classes of these schools. 2 % of pupil population aged 3 to 18 years are at special schools.

0.4 % of this cohort are in institutional care, of which almost one half (48 %) are disabled children.

The inclusive education is currently most monitored at basic schools. Individually integrated are 4.7 % of the population (6 to 15 years) corresponding to this educational level. (Data for 2015/16).

The Act further codifies conditions and education support for gifted and exceptionally gifted pupils. To develop the talent of gifted pupils, additional lessons in various subjects and support measures may be used.

Conditions for education of foreigners are codified separately.

Citizens of the EU are entitled to get education and school services under the same conditions as citizens of the Czech Republic.

All foreigners have the right to free basic education, which also include access to school meals, leisure education in school facilities for interest education in a daily attendance, and Czech lessons. Specifically modified are conditions of foreigners’ access to preschool education, upper secondary education, tertiary professional education and school services.

A plan of integration policy is elaborated to integrate foreigners in the Czech Republic territory.

Members of national minorities have the right to education in their native language (for more details, see section Specific support for national minorities).

Higher education institutions

Public higher education institutions must take all available measures that everyone has the same opportunities to study. Students with special educational needs use services of counselling centres in their education institutions.  Foreigners have the same education conditions as citizens of the Czech Republic.

Public higher education institutions are obliged to ensure consulting services usually through their specialized guidance and counselling workplaces (one or more), which deal with academic, carrier, psychological and other problems. The students may also take use of assistance services.


Competence of bodies of planning and strategies

The Ministry of Education, Youth and Sports (MŠMT) is responsible for the availability, structure and conception of education at the national level; at the regional level this responsibility belongs to a relevant regional authority. The regional authority works out a long-term plan of education and development of the regional education system for a period concerned based upon a Long-term education plan and development of education system in the Czech Republic (see section Public Administration at Regional Level), which includes among other things main objectives and tasks for each area of education, including education of pupils with special educational needs.

Much attention is also paid to working out conception of early care and foster care for children at risk, including children with special educational needs, and the role of the Ministry of Education in this area.

The national policy regarding pupils with special educational needs is based upon accepted and ratified international documents, particularly:

  • Universal declaration of human rights
  • Convention on rights of the child
  • Standard rules on equal opportunities for disabled persons
  • Declaration from Salamanka
  • European convention  on protection of human rights and fundamental  freedoms
  • Convention on rights of disabled persons
  • European strategy to assist disabled persons for 2010–2020
  • Strategy Europe 2020

Accompanying national documents:

National plan to support equal opportunities for disabled persons for 2015–2020,

Strategy for Education Policy of the Czech Republic until 2020,

Action plan of inclusive education 201–2018 ,

Strategy to fight social exclusion 2016–2020.

 

Legislative framework

Basic legal documents regulating education and training of all pupils including those with special educational needs, gifted pupils and provision of relating school services are as follows:

1. Education Act – it defines among other things a group of pupils with special educational needs and gifted pupils, sets their education possibilities and conditions, codifies support measures and their funding from the state budget. The Act supports the inclusion/integration of pupils with special educational needs into mainstream education.

2Decree on education of pupils with special educational needs and gifted pupils, which sets support measures and further details regarding education of pupils with special educational needs and gifted pupils.

3.  Decree on providing consulting services in schools and school guidance and counselling facilities, which sets the content and conditions to provide consulting services, their providers, their users and other details.

4.  Decree on completing education in upper secondary schools with a final examination and on completing education in conservatoirs with a final examination and Decree on further conditions to complete education in upper secondary schools with a school-leaving examination. Both decrees set the ways the right is granted to modify conditions for taking an exam in question with respect to the type and level of the disability.

5.  Act on institutional or protective care in school facilities and on preventive educational care in school facilities, Decree that regulates details of operation of institutional and protective care in school facilities.

6.  Act on sign language as amended by Act on communication systems of deaf and deaf-blind persons it codifies the right of deaf and deaf-blind persons to use a sign language and other communication systems.

The special education field is also governed by a number of regulations of lower legal force and methodological instruction, information, pedagogical documents, and the like.



Legislation and bibliography:

Education Act

Decree on education of pupils with special educational needs and of gifted pupils

Decree on provision of counselling services in schools and school guidance and counselling facilities

MEYS Decree on completion of education in upper-secondary schools in the form of a final examination, and on completion of education in conservatoires in the form of an absolutorium

Decree on conditions and procedures required for  the completion of  upper-secondary education with a school-leaving examination

Decree on Institutional Care or Protective Care in School Facilities and on Preventive Educational Care in School Facilities

Decree that regulates details on the organisation of educational care in educational care centres

Decree that regulates the operation of institutional care and protective care in school facilities

Act on communication systems of deaf and deaf-blind persons