Czech-Republic:Initial Education for Academic Staff 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

The qualification of the education staff at tertiary professional schools (vyšší odborné školy) is set by the Act on Education Staff. For the academic staff at higher education institutions (vysoké školy), the requirements are set by the institutions. 


Tertiary professional schools

The staff of the tertiary professional schools (vyšší odborné školy) include teachers of general or theoretical vocational subjects, and teachers of practical education and work practice. They are not required to have completed teacher training.

Teachers of general and theoretical vocational subjects complete a Bachelor's degree, followed by a Master's study in the field of study which corresponds to the subject they will teach (or 4 to 6 year of undivided concurrent Master's degree study programmes, e.g. in medical programmes). The typical length of training of the future teacher of general subjects or teacher of vocational subjects is 9 years of a basic school, 4 years of an upper secondary school with the school-leaving examination, 3 to 4 years of Bachelor's study programme and 1 to 3 years of Master's study programme at a higher education institution (vysoká škola) and the qualification gained corresponds to ISCED level 7.

Teachers of practical education and teachers of work practice are trained at higher education institutions, at tertiary professional schools or at upper secondary schools (střední školy) in fields of study completed by the school-leaving examination (maturitní zkouška). For the length of their study and qualification gained, see the section on Teachers in upper secondary education – vocational subjects.

Arts subjects can be taught by an individual who was an art performer of fine art artist but has not a necessary education (qualification can be recognised only for subjects relevant to his/her specialisation and only at the particular school).

Since 2015 under certain conditions the school head can recognise a special qualification also to person mentioned bellow who do not fulfil the basic prerequisites. Such a teacher can work only half-time and a part of the work relation to school he/she has to perform the activity of a trainer or the activity in the field in which he/she is a specialist. The exemption is recognised only during the time when all conditions are fulfilled. The prerequisite is recognised:

  • to persons with qualification of a coach and exclusively for teaching subjects corresponding to the qualification of a trainer;
  • to a respected specialist in a field and exclusively for teaching a subject corresponding to the relevant specialisation.

As for the education and training of students with special educational needs, education staff working with these students need not have a special pedagogical qualification because tertiary professional schools specifically designed for disabled students do not exist. 


Legislation and bibliography:

Act on Education Staff



Higher education institutions

At a higher education institution (vysoká škola), teaching is provided by the academic staff, i. e. professor (profesor), associate professor (docent), assistant professor (odborný asistent), assistant (asistent), lecturer (lektor) and academics involved in science, research and development who also perform the teaching activity. Other experts can participate in teaching as well, on the basis of an agreement of the work activities outside the contracts of employment. The status of a visiting professor is stated in the internal regulations of a higher education institution. 

Academic staff are obliged to carry out educational activities as well as scientific, research, development and innovative, artistic and other creative activities. Academic staff are governed by the Higher Education Act. In this law, the teaching qualifications of academic staff are not set; the higher education institutions themselves set the requirements for the qualification of academic staff, while the Accreditation Commission requires a certain number of academic staff to guarantee education in each field of study.

The minimum qualification required by the higher education institutions is usually the Master's or Doctoral degree. The details on lengths, general organisation and admission requirements can be seen in the chapter on Higher Education. Academic staff on the position of the associate professor and professor have the appropriate academic degree in general. Conditions to be honoured by these academic degrees can be seen in the Conditions of Service for Academic Staff Working in Higher Education, the section on Promotion, Advancement

Concerning the students with special educational needs, higher education institutions generally integrate disabled students on an individual basis, but other forms are also possible; a group of hearing impaired students, for example, graduates from the Janáček Academy of Performing Arts in the field of mime and creative drama every year. At the Faculty of Education of Charles University hearing impaired students can study a special pedagogy course; at the Faculty of Arts of Charles University, hearing impaired students can attend a course named ‘Czech language in the communication of the hearing impaired‘. The lectures are translated into Czech sign language. Academic staff working with disabled students at these faculties must have a qualification in special education (see Teachers in classes and schools for children, pupils or students with special educational needs).

The Ministry of Education, Youth and Sports in the Strategic Plan for 2011–2015 has undertaken to develop the conditions for educational training of academic staff through development and operational programmes. See the section on Continuing Professional Development for Academic Staff in Higher Education.


Legislation and bibliography:

Higher Education Act

The Strategic Plan for Higher Education Institutions for 2011–2015