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Czech-Republic:Fundamental Principles and National Policies

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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

The basic principles governing the provision of education are contained in the Charter of Fundamental Rights and Freedoms (hereafter Charter), which is a part of the Constitution. The Charter says that the care of children and their education is the right of parents. Children have the right to be brought up and cared for by their parents. (Article 32, paragraph 4)

Article 33 says: Everybody is entitled to education. The period of compulsory schooling is set down in law. Citizens have the right to free education at basic school (základní škola) and upper secondary school (střední škola), and, depending on individual ability and the means available to society, also at higher education institution (vysoká škola). Non-public schools may be established only under conditions laid down by law. These schools may provide education for payment.

The law lays down conditions under which citizens are entitled to state assistance during their studies.
Citizens belonging to national or ethnic minorities are, under the terms set down by law, entitled to receive education in their own language. (Art. 24, par. 2.a)
Everybody has the right to a free choice of occupation and professional career. (Art. 26, par. 1)
The law lays down all conditions for the teaching of religion in public schools. (Art. 16, par.3)
Freedom of scientific research and artistic work is guaranteed. (Art. 15, par.2)

The six laws discussed below provide the basic regulation of education. Specific problems in education are included in more details in decrees and some matters are covered by Government regulations. Laws, decrees and Government regulations are included in the Collection of Laws and are open to the public. For more details, see the section on Legislation in education. 

Furthermore, the national education policy is determined by several strategic and conceptual documents. For more details, see the section on Current strategies in the area of education.

According to Article 41 of the Charter of Fundamental Rights and Freedoms, it is possible to demand justice according to Article 33 only within the intentions of laws, which execute this regulation (in this case the Education Act).


Legislation and Bibliography:

The Constitution of the Czech Republic

Resolution of the Cabinet of the Czech National Council on Promulgation of the Charter of Fundamental Rights and Freedoms



Legislation in Education

The 2004 Act on Pre-school, Basic, Secondary, Tertiary professional and Other Education – in short, the Education Act – replaced the three existing and frequently amended acts: the School Act, the Act on State Administration and Self-Government, and the Act on Educational Establishments. It concerns all spheres of education with the exception of institutional education, education provided by higher education institution (vysoká škola) and further education. The Education Act defines the basic aims and principles of education, as these were not previously included in the School Act.

  • In contrast with the previous approach focused on the educational institutions, the emphasis has been laid on the educational process (fundamental category is the field of education and educational programme) and life-long learning.
  • It introduces a new approach to the curricular documents, especially the possibility to modify the content of education at a school level (so called school educational programme) based on the principles set by the State in the Framework Educational Programme. See also the section on System of curricular documents.
  • It strengthens the inclusion of pupils with special educational needs and equality in the access to education.
  • The Act increases transferability within the education system, as it makes alternative education pathways more transparent and introduces the possibility to recognise previous education.
  • It extends free education at public schools (ISCED 1–3) to the final year of pre-school education.
  • Schools and school facilities, no matter the founder, have the same rights and responsibilities. The Act specifies the process of decentralised educational system through the long-term plans of the Ministry of Education, Youth and Sports and regions while preserving a level of consistency throughout the system. The School and School Facilities Register has been implemented, as a list of school institutions recognized by the state, and the registry of pupils and students, as the information system on pupils.
  • It also defines the role of social partners.
  • It explicitly defines the rights and responsibilities of pupils, which have so far been only set by regulations.
  • It sets out the state administration authorities in education, i.e. the heads of schools and school facilities, municipal authorities of municipalities with more extensive powers in the execution of state administration, regional authorities, the Ministry of Education (in specific cases, other authorities of the state administration) and the Czech School Inspectorate, and their responsibilities.
  • It further lists, the self-administration authorities, which are the municipality, region and the school council (školská rada) and sets out their roles. This Act determines the roles and responsibilities of all state administrative authorities which allow the founding and operation of a school.
  • The Act stipulates the legal status of schools and school facilities and besides all the so far existing possible legal forms, it introduces a new possible legal status – a school legal entity (školská právnická osoba). The non-profitable feature of which is emphasized in reaction to the fact, that the legal status of private and religious schoolscould be the business entity.
  • The financial principles and financial flows for financing of schools and school facilities are specified; especially through the per capita amounts per child/ pupil/ student. The act also setes out the role of the Ministry of Education, Youth and Sports, regional and local autorities in defining of such per capita amounts. Participatory management at all levels is strengthened.

Since its approval in 2004, the Act has been amended many times. In relation to the most important changes it is good to mention the amendment of 2012 which sets new rules of school leaving examinations (maturitní zkouška). Other, more significant amendment was approved in April 2015; the most important changes dealing with approach to the education of pupils with special educational needs and follow-up decree enter in force only in September 2016 (for more see the section on Amendment to the Education Act (2015) and Inclusive education in chapter 14 on reforms). Another reform was approved in May 2016, introducing the compulsory preschool year and the modification of the school leaving examination (maturitní zkouška); for more details, see the section Amendment to the Education Act approved (2016) in the Chapter 14 on reforms).

The Act on institutional education or protective education in schools and on preventive educational care in schools regulates the education of children and adolescents lacking proper family support or those who have behavioural problems. The law was approved in 2002, the last revision took place in 2012.

The Act on Educational Staff defines teachers at schools and school facilities, sets the qualification requirements for carrying out the job, their in-service training and to some extent the career system. In the past it was amended in 2007 in response to the passing of the new Labour Code. Other changes were approved by the amendment in force since 1 January 2015. This amendment deals with specific cases when the qualification requirement can be recognised and performance of educational activity can be made possible to persons who did not attained the professional qualification. It enables to perform educational activity also after 31 December 2014 to persons who do not have professional qualification for direct teaching activity which they perform but they have reached 55 years of age and meet the condition of 20 years of practice. Other changes deals with specification of persons to whom the head of school or school facility can, under conditions stipulated by law, recognise the professional qualification requirement at the given school or school facility (performers, artists, professionals in the fields, teachers of vocational art subjects, coaches); the amendment also sets the professional qualification of so called native speakers and solves exceptional situations when school or school facility cannot from objective reasons employ a teacher with corresponding professional qualification. Another amendment, being in force since January 2016, has introduced a 12 months minimum length of a fixed-term employment contract of the education staff (see more in the section on Fixed term employment contracts of teachers in Chapter 14)

Since 1999, the financing of private schools, previously determined by special government orders (see Private Education and Funding in Education), has been regulated by a special law. With effect from 2005 the financing of denominational schools has been covered by the Education Act.

In 2006 a completely new act was passed. It is the Act on Verification and Recognition of Further Education Results and on amendments of other laws. It enables to acquire formal education – generally achieved within the education system –  through passing examinations in non-formal and informal learning.To this purpose the act establishes the National Qualifications Framework (NSK) as a register of all professional qualifications and complete professional qualifications (including both qualification and assessment standards of partial qualifications). It determines an assessment procedure for acquired vocational competences, sets rules for authorization of awarding bodies, and competencies of administrative bodies for each procedure. The Act came partially into force immediately and fully in August 2007. For details see National Qualification Framework and Adult Education and Training

The Higher Education Act sets up the corporate the aims and the function of the higher education institutions (vysoké školy) within the whole society, the roles and responsibilities of the state administration and of the higher education institutions, their financing and management, studies, types of studies and their processing, the rights and responsibilities of students, the position and employment relations of academic staff. Since its approval in 1998, the Act has been amended more than twenty times. Other important amendment was approved in March 2016. It deals mainly with the accreditation and evaluation of higher education institutions, for more see section on The amendment to the Higher Education Act approved (2016) in Chapter 14 on reforms.

In addition to the already mentioned school acts, there are other laws that influence school administration, such as the Act on Ministries and Other Central Government Bodies, which sets out the responsibilities of the state administration. There are also other laws regulating state administration in regions and municipalities, which includes school administration, and laws on the management of public budgetary funds. See the list in sections Administrative and self-government bodies and Funding in Educations.

The 2004 Act on the Recognition of Professional Qualifications also relates to the area of education. It contains rules for the recognition of qualifications of citizens from the EU and EHS member states, Switzerland and those of some other states. The Act transposes the relevant EU legislation. The latest amendment is from 2016.

Other binding or recommended instructions of the Ministry of Education are published in the Bulletin of the Ministry of Education, Youth and Sports (in Czech). For every school year a Set of Educational and Organisational Instructions is issued regularly; the schools are informed on time organisation of the school year, approved educational programmes and other valid teaching documents, on competitions called by the Ministry of Education, or other organisational and methodological instructions in the field of education.


Administrative and self-government bodies The Ministry of Education, Youth and Sports is responsible for the concept, the state and development of the education system. It collaborates with the Ministry of Labour and Social Affairs on issues relating to the labour market and vocational guidance, and in some matters with other central bodies of the state administration (Ministry of Health). The Ministry of the Interior, the Ministry of Defence and the Ministry of Justice can establish their own schools, then they are responsible for their activities. Local and regional authorities (regions and municipalities) are the most significant founder of schools and school facilities. Several responsibilities of the state administration are in delegated power reffrered to regional authorities (regional offices) and, although in much lesser extent, to bodies of municipalities with extended power (see Main Executive and Legislative Bodies).


Legislation and Bibliography:

Act on Institutional Education or Protective Education in Schools and on Preventive Educational Care in Schools

Act on Education Staff

Act on Providing Subsidies to Private Schools, Pre-school and School Establishments

Act on the Recognition of Professional Qualifications

Act on Verification and Recognition of Further Education Results

Education Act

Higher Education Act

Set of Educational and Organisational Instructions for 2015/16



Current Strategies in the Area of Education

Until 2014 the strategic framework of education policy was composed of strategic documents White Paper – The National Programme for the Development of Education in the Czech Republic, Long-term Plan for Education and the Development of the Education System of the Czech Republic 2011-2015, Strategy of Lifelong Learning in the Czech Republic and its implementation plan and the Action Plan for the Execution of the DH Judgment of the European Court for Human Rights in the case of D. H. against the Czech Republic. These strategic documents were also the basis for interventions within the Operational Programme Education for Competitiveness. 

Strategy for Education Policy of the Czech Republic until 2020

In July 2014, the strategic framework of education policy was substantially updated through the new long-term plan of the education – the Strategy for Education Policy of the Czech Republic until 2020. After the approval by the Government, the Strategy became the covering strategic document in the area of education followed by the implementation documents and action plans specifying the content of concrete areas. 

The general aim of the Strategy for Education Policy of the Czech Republic until 2020 is improving results and motivation of children, pupils and students at all levels of education from pre-primary to tertiary education. It follows the idea that education should help every individual to develop his/her own potential. The Strategy is based on the assumption that for the next period it is necessary to set a limited amount of priorities, the policy-makers should methodically strive to achieve them and deliberately support their fulfilment. On the basis of a thorough assessment of the current state of the education system of the Czech Republic three cross-sectional priorities are stipulated:

  • to decrease inequalities in education;
  • to support teachers as the key factor of the quality education;
  • to effectively and accountably govern the education system.

The Strategy for Education Policy of the Czech Republic until 2020 was approved on 9 July 2014 as the resolution of the Government of the Czech Republic No. 538. A document The Principles of Implementation of the Strategy for Education Policy of the Czech Republic until 2020 was approved in September 2014; it is a basic methodological document for creating implementation mechanisms of the Strategy. Gradually, the subsequent hierarchic structure of strategic and conceptual documents in education were prepared  as expected in  the 2020 Strategy for Education Policy of the Czech Republic .

Long-term Plan for Education and the Development of the Education System of the Czech Republic 2015–2020
(4/2015)

Higher Education Development Framework until 2020

(8/2014, 2/2015)

Digital Education Strategy 2020

(12/2014)

Data and information policy education

(1/2015)

Action Plan for Inclusive Education 2016–2018 2019–2020

(6/2015)

Strategic Plan for the Scholarly, Scientific, Research, Development, Innovation, Artistic and Other Creative Activities of Higher Education Institutions

(2016–2020) (2/2015)

Note: Month and year of document edition are in bracket. The whole system is supplemented by the Operational Programme Research, Development and Education which was  approved by the European Commission and on the basis of which the resources from the EU funds in the programme period 2014-2020 (2023) are drawn. Thus the Operational Programme becomes one of the main financial resources for funding the concrete measures.

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

One of the most important implementation document approved in the last period is the Long-term Plan for Education and the Development of the Education System of the Czech Republic for the period 2015–2020. The Long-term Plan was prepared in compliance with the provision of article 9, paragraph 1 of the Education Act and the content of the document and its division corresponds to the requirements of the decree which specifies the necessities of the long-term plans and annual reports. The Long-term Plan is newly based on the Strategy of Education Policy of the Czech Republic until 2020 and follows in details individual measures (valid for the so called regional education, i.e. the education levels from pre-primary to higher professional education) and further elaborates them on into concrete steps and expected schedules The Long-term Plan also factually replaced the Strategy of Lifelong Learning.


In the area of higher education two documents were prepared.


Framework for the Development of Higher Education until 2020

The Framework for the Development of Higher Education until 2020 is a strategic document of the Ministry of Education, Youth and Sports that anchors basic priorities of the development of higher education in the Czech Republic and provides analytical and strategic base for further development of the whole system including the overlap into the programme period of the EU Structural Funds for 2014–2020. The Framework follows the Strategy for Education Policy of the Czech Republic until 2020, Strategic Framework of the European Cooperation in Education and Training (ET 2020) and other national and international documents. This document focuses mainly on educational activities of higher education institutions.

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

The Strategic Plan for the Scholarly, Scientific, Research, Development, Innovation, Artistic and Other Creative Activities of Higher Education Institutions 2016-2020 follows up the Framework for the Development of Higher Education until 2020 . It is a key strategic document of the Ministry of Education, Youth and Sports that states priorities and principal intended measures in the higher education area policy in the period of 2015–2020.

It focuses on limited number of cross priority goals whose satisfaction needs coordination of several different measures in a medium- or long-time perspective. The priority goals for the period 2016-2020 are as follows:

  • Quality assurance;
  • Diversity and accessibility;
  • Internationalisation;
  • Relevance;
  • Quality and relevant research, development and innovations;
  • Evidence based decision-making;
  • Efficient funding.



The priorities of the updated Strategic Plan for Higher Education Institutions for 2017 are based on the amendment to the Higher Education Act.

Within the priority objective 1 ­–  Quality assurance – the higher education institutions will play substantial role in ensuring the quality of their activities through the following measures:

  • completing the process of self-certification, i.e. proving the compatibility of the Qualification Framework for Higher Education of the Czech Republic (RKVV) with the overarching Qualification Framework of the European Higher Education Area (QF-EHEA);
  • assisting in the establishment of the National Accreditation Authority and providing methodological support in introducing the new elements of the external evaluation of higher education institutions and when setting up a quality assurance system;
  • providing methodological support to higher education institutions when creating or modifying internal regulations of higher education institutions resulting from the amendment;
  • performing an analysis of doctoral studies focused on the qualitative aspects and on the follow-up programmes for post-doctoral students.

Within the priority objective 2 – Diversity and availability – following should be accomplished:

  • proposing measures to reduce the identified problematic ways of unsuccessful completion of studies at Czech higher education institutions.

The priority objective 3 – Internationalisation – assumes a distinct international character of teaching and creative activities of higher education institutions through the following measures:

  • active participation in the activities of international organisations of which the Czech Republic is a member, especially in the context of the Bologna process;
  • promoting the presentation of Czech higher education institutions abroad, for example through various forms of marketing activities;
  • reviewing the impact of promotional activities organised by the Centre for International Cooperation in Education (Dům zahraniční spolupráce) on the internationalisation of higher education.

The expectations of the priority objective 4 – Relevance (reflecting the current social situation, recent research findings and stakeholders‘ needs) – are as follows:

  • opening negotiations with the Ministry of Labour and Social Affairs on collecting information in the area of unemployment and the possibility of linking departmental databases;
  • opening negotiations with the representatives of the employers and, in the area of the regulated professions, with the competent authorisation bodies about requirements on higher education graduates.

Priority objective 5 – Quality and relevant research, development and innovations (to increase the relevance and transfer of research results into practical applications) – requires to:

  • involve the representatives of higher education institutions  in the implementation of the ongoing international evaluation of the so called large infrastructures for research, experimental development and innovation which were approved for targeted support in the long-term budgetary period 2016–2019;
  • cooperate with higher education institutions to implement partial objectives and measures of the Action Plan of international cooperation of the Czech Republic in R & D and internationalisation of R & D in the Czech Republic;
  • cooperate with higher education institutions to implement partial objectives and measures of the Action plan for the development of human resources for R & D and gender equality in R & D.

The priority objective 6 – Evidence-based decisions making – foresees improved management of higher education policy and of the higher education institutions themselves through the following measures:

  • evaluating the EUROSTUDENT VI survey at the national level;
  • implementing survey aimed at higher education graduates’ opportunities in practice / unemployment of higher education graduates;
  • monitoring continuously the situation of Czech higher education in international comparison (via transnational data collection and analyses – Education at a Glance etc.);
  • activating the registry of proceeding on applications for recognition of foreign higher education and qualifications;
  • modifying the existing registry of associate professors and professors employed in public
  • and private higher education institutions: broaden the registry by the list of exceptional professors and broaden the range of users;
  • activating the registry of higher education institutions and study programmes, which will include a list of foreign higher education providers in the Czech Republic and foreign higher education programmes which they offer.

Efficient funding, the priority objective 7, assumes performing the following measures:

  • negotiating with the Ministry of Finance the medium-term aspects of the state budget and the increase of funding for higher education so that the amount budgeted in 2014 was the minimum threshold and at the same time initiate the stabilisation of higher education share in the overall budget of the resort;
  • revising the current method of funding of public higher education institutions in order to increase its transparency, predictability and sustainability. The changes in this system will be discussed with the academic community via its representation bodies;
  • revising the existing indicators of quality and performance for calculating the contribution of individual higher education institutions  and introducing the components of pluriannual funding of public higher education institutions;
  • starting to prepare the new programming period for the development and renewal of the material and the technological base of public higher education institutions.



Digital Education Strategy 2020


Data and Information Policy in  Education 2015+

At the beginning of 2015 the document Data and Information Policy in Education 2015+ was approved by the Ministry of Education, Youth and Sports. The impulse for its creation was the long-term problem of inadequate data base for decision-making (so-called evidence based policy). The document is based both on other documents from the implementation structure of the Strategy of Education Policy of the Czech Republic until 2020 and on the analysis and experiences of the current system of management, collecting and distributing data in the education sector. It follows up the former policies in education concerning information technology.

National Action Plan for Inclusive Education 2016–2018

The last document approved in July 2015 is the National Action Plan for Inclusive Education 2016–2018.  The document strives to deal with the situation in the area of equal access to education of children, pupils and students, mainly those at risk of school failure. The Action Plan follows the Strategy of Education Policy of the Czech Republic until 2020 and the Long-term Plan for Education and the Development of the Education System 2015-2020. It works out the measures for supporting equal opportunities and fair access to quality education, including the measures in prevention, rectification and intervention in the area of early school leaving of vulnerable target groups. 

Operational Programme Research, Development and Education

One of the main implementation tools of the strategies is the Operational Programme Research, Development and Education (OP RDE) approved on 12 May 2015. The Operational Programme is a multi-year thematic programme coordinated by the Ministry of Education, Youth and Sports, Within the programme it is possible to use the resources of the EU structural funds in the programme period 2014-2020. During its preparation the harmony with the strategies of the Ministry of Education was assured. Furthermore, during the follow-up interventions in the programme evaluation are gradually carried out on how this contributes to the achievement of the goals of the Strategy of Education Policy until 2020.

Apart from the documents mentioned, two other important conceptual documents were prepared within the Ministry of Education, Youth and Sports – Concept to Support the Development of Talent and the Care for Gifted for 2014–2020 and Policy of Support for the Youth 2014-2020. 


Concept to Support the Development of Talent and the Care for Gifted for 2014–2020

In September 2014 the Ministry of Education, Youth and Sports approved the Concept to Support the Development of Talent and the Care for Gifted for 2014–2020. The key step would be to build up the national system of support for talent and care for the gifted from the pre-school age throughout their whole education. This system should be based on the gradually emerging National Network of Talent Support. The network should comprise central sectoral and inter-sectoral working groups, regional working groups of care for the gifted (as the main actors closely linked with existing regional work places of the National Institute for Further Education) and coordinators for talent support in particular schools. Other subjects above, all non-profit organisations and higher education institutions, will also be included in the network. Special skills for work with the gifted should be developed through the initial and continuing education of education staff.


National Youth Strategy for years 2014–2020

In May 2014, the Government approved the National Youth Strategy for years 2014–2020 as an implementation document of the Strategy for Education Policy of the Czech Republic until 2020. It also serves as a basis for projects prepared in relation to the Operational Programme Research, Development and Education.

The document is a result of two-year work of experts in interdepartmental thematic working groups, extensive consultations in the form of roundtables and during the national conference on youth (November 2013), and the active dialogue with youth withnin the project of the Czech Council of Children and Youth “Have Your Say” (Kecejme do toho). The Youth Strategy 2020 is fully compatible with the European Framework and it reflects existing national strategies in the area of work with youth. By its extent and structure, it corresponds to the national strategic documents of the EU member states for the field of youth.

The Youth Strategy 2020 is based on three pillars; further it defines 13 strategic goals which are worked out into partial goals and concrete measures for their implementation. The Youth Concept 2020 closely follows up with the Concept of the National Policy for the Area of Children and Youth 2007–2013 and the EU Strategy for Youth 2010–2018 (known also as the Renewed Framework for European Cooperation in the Youth Field). The general goal of the Youth Concept 2020 is to contribute to increasing the quality of life of young people, mainly by developing their personalities so that they can manage to react adequately to changing environment and to use their creative and innovative potential in practice and in active participation in the society. Besides the main part dealing with defined strategic and partial goals, including the concrete measures, it works out interlinks of pillars, horizontal priorities, strategic goals, partial goals and measures, and defines target groups.

The main pillars of the Strategy are defined by the topics: 

  • Facilitation of the process of transformation of the young person into independent individual responsible for his/her life, family, community and society;
  • Orientation to real needs and potential of young people;
  • Support of potential of young people for the development of the society.


RELATIONSHIP BETWEEN STRATEGIC DOCUMENTS IN THE AREA OF EDUCATION

2007
2008
2009
2010
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020

National Programme of Development of theEducation System (White Paper)

Strategy of Education Policy of the Czech Republic until 2020





Strategic Plan for Higher Education Institutions (2011–2015)

Higher Education Development Framework until 2020
     -            -            -          -
Strategic Plan for Higher Education Institution (2016–2020)
     -

Strategy of Lifelong Learning

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

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


   -
     -         -   
Strategy for the Prevention of Sociopathic Phenomena in Children and Youth in the Jurisdiction  of the Ministry of Education, Youth and Sports
      -             -         -

    -
(Action Plan for Implementation) Concept of early care for children from socally disadvantaged environment
   -
    -
Education for Sustainable Development Strategy


Policy of Care for Exceptionally Gifted Children and Pupils for 2009–2013
   -       -

   -
Policy of Information and Communication Technology Development in Education
Digital Education Strategy
   -
Data and Information Policy in Education
Concept of the National Policy of Children and Youth 2007–2013
National Youth Strategy for years'2014–2020'

       -            -            -                -
Update of Strategic Plan for Higher Education Institutions for the year
Update of Strategic Plan for Higher Education Institutions for the year
       -            -            -                -
2011
2012
2013
2014
2015
2016
2017
2018
2019
2020
       -            -            -    
National Action Plan for Inclusive Education
Action Plan for the Execution of the DH Judgement

Action Plan for Inclusive Education 2016–2018

Action Plan for Inclusive Education 2019–2020
       -            -            -    
     -
Action Plan of the Support of Vocational Education
       -            -            -          -





Source: Strategy of Education Policy of the Czech Republic until 2020, modified


There are also strategic documents from other areas which include educational iisues, e.g.:

  • Strategy of Social Inclusion 2014–2020
  • Roma Integration Strategy for 2020
  • Policy for Integration of Immigrants
  • Strategy of International Competitiveness 2012–2020
  • 2016 Action plan to support economic growth and employment
  • Strategy of the Regional Development of the Czech Republic 2014-2020
  • National Initiative Industry 4.0
  • National Research and Innovation Strategy for Smart Specialisation of the Czech Republic


Legislation and Bibliography:

National Action Plan for Inclusive Education 2016–2018

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

Data and Information Policy Education

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

Digital Education Strategy

Higher Education Act

Higher Education Development Framework until 2020

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

Implementation Principles of Strategy for Education Policy of the Czech Republic until 2020

Strategy for Education Policy of the Czech Republic until 2020

Strategic Plan for Higher Education Institutions (2016–2020)

Action Plan of the Support of Economic Growth and Employment 2016

Updated Policy for Integration of Immigrants – Mutual Respect

National Youth Strategy for years 2014–2020

Concept to Support the Development of Talent and the Care for Gifted for 2014–2020

The Strategy of Digital Literacy of the Czech Republic for the period 2015–2020

International Competitiveness Strategy 2012–2020

Strategy of Social Inclusion 2014–2020

Roma Integration Strategy for 2020