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Czech-Republic:Main Providers

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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

Further education is provided by:

  • commercial training institutions (schools can also organise educational courses on a profit basis);
  • firms/organisations (enterprises, institutions, government departments), which provide education primarily for their employees, either by their own lecturers/institutions or (mainly) by purchasing such training from specialised institutions (schools, not-profit or commercial organisations), possibly external lecturers;
  • basic schools (základní školy) which organise mainly courses for people who have not yet completed their basic education (základní vzdělání);
  • upper secondary schools (střední školy) and tertiary professional schools (vyšší odborné školy);
  • language schools (jazykové školy);
  • basic art schools (základní umělecké školy);
  • higher education institutions (vysoké školy);
  • non-profit organisations: sectoral educational institutions, foundations, churches, trade unions, professional associations, political parties, cultural institutions (museums, galleries, libraries, community culture centres); educational institutions established as public benefit corporations.  

Immediately after 1989, there was a rapid growth in the number of private training institutions. Educational services provided on a profit basis are not controlled by any governing body, it is not a regulated trade. The only exceptions are institutions that offer retraining for local branches of the Labour Office (they apply to the Ministry of Education for accreditation), those providing recognised further vocational training in specific professions (which request accreditation from an authorising body of the relevant sector) and institutions providing language education (which require accreditation from the Ministry of Education). This group of private educational institutions works without state contributions. They provide their services to both individuals and firms, or to the public administration and its bodies, e.g. the Labour Office.

Another group of private educational institutions consists of private schools providing education according to the Education Act (basic schools, upper secondary schools, tertiary professional schools, or basic art schools). They can receive certain state contributions but only for initial education and adult education leading to a defined level of education, not for courses of further education.

Generally speaking, it is not possible to connect a type of institution with a particular field. The exception is upper secondary vocational schools (střední odborné školy) that maintain the specialization profile, and sectoral or professional institutions.

Major part of higher education institutions offer study programmes in a combined form of study, i.e. a combination of on-site and distance form of study. Such study programmes are usually attended by the adult students who have already entered the labour market. To acquire a degree, the students have to pass the same examinations and to acquire the same amount of credits as the on-site students. The study in the combined form can be up to one year longer than in the day form of study. (For more information on regular accredited study programmes see the chapter on Higher Education.)

Higher education institutions can provide also lifelong learning courses in addition to their regular study programmes. The courses can be professionally oriented or aimed at personal development. For more details see the sections on Provision of Liberal (Popular) Adult Education and on Other Types of Publicly Subsidised Provision for Adult Learners.

A special case is the institutions providing retraining (see the section on Provision Targeting the Transition to the Labour Market). According to the Employment Act (section 108, subsection 2 of the Act No. 435/2004 Col.), as amended by ensuing legislation, retraining courses can be provided only by:

  • the institutions with educational programme accredited according to this Act (the accreditation is awarded by the Ministry od Education),
  • the institutions with educational programme accredited according to special legal regulation (e.g. the Act on Social Services; it concerns special legal regulations stipulating the content and extent of education; the accreditation is not awarded),
  • the schools providing education in a field incorporated in the register of schools and school facilities or higher education institutions with educational programmes accredited according to special legal regulation (the accreditation is not awarded),
  • the institutions with educational programmes according to special legal regulation (it is not necessary to apply for the accreditation to the Ministry of Education).

Retraining can be provided also by the company training departments.

Labour Office plays a significant role in the organisation, financing and consulting in selected areas of adult education. In 2011, the Labour Office of the Czech Republic (Úřad práce České republiky) was established, instead of individual regional labour offices. The Labour Office is managed by the general directorate, local branches operate in the regions. The Labour Office performs the state administration in the area of employment. It is also possible to enrol in different retraining courses (see the section on Provision Targeting the Transition to the Labour Market), training courses, etc. through the Labour Office. Private training institutions and schools may also organize retraining courses based on the contracts with the Labour Office and with its financial contribution.

The institutions that verify the level of attained skills according to the National Register of Qualifications (see also the article on Validation of Non-formal and Informal Learning) also play an important role in further education sphere. These are authorised persons (legal or physical), that have been authorised to carry out examinations verifying the attained level of corresponding professional skills and that issue a certificate on having attained such skills. So far, the schools prevail among the authorised persons. The institutions that provide courses preparing for the professional qualification examination may also become the authorised persons. In the system of recognition of further education results participate above all the authorising bodies, which are central administrative bodies newly charged with deciding on awarding (extending time of validity) and withdrawing the authorisation, and sectoral councils participating in creation of the professional qualification standards.

There are also some non-governmental associations that participate in the development and co-ordination of adult education, e.g.:

  • The Association of Adult Education Institutions in the Czech Republic (Asociace institucí vzdělávání dospělých České republiky -AIVD) with a tradition dating back to 1990 is the largest Czech professional association of educational institutions involved in adult education. The AIVD currently has c. 220 members. The aims of the AIVD are to promote the interests and needs of adult education institutions, concentrate professional capacities for solutions and development in this area, cooperate with the State authorities and other entities in preparation and implementation of legislative and other measures of adult education, organize events for professionals and the general public, issue professional publications and represent the members and their activities with domestic and international associations. The AIVD also initiated and now participates in publishing of a professional journal Andragogika and administers the Andromedia database.
  • The Association of Universities of the Third Age (Asociace univerzit třetího věku - AU3V), founded in 1993, is an association of the institutions organising educational activities at higher education institutions intended for Czech citizens in advanced age. It has more than 40 members (universities or their faculties).
  • TheNational Centre for Distance Education (Národní centrum distančního vzdělávání) has existed since 1995 as part of the Centre for Higher Education Studies. The Centre is involved in research, monitoring, counselling and providing information in the area of distance and lifelong learning in the framework of higher education in the Czech Republic as well as in the world. The Centre follows the newest trends in the use of modern communication technologies in teaching – at present mostly the development of LMS systems, social networks and e-learning.
  • The Czech Association of Andragogy (Česká andragogická společnost), founded in 2008, is a civic association of andragogs, academics and scientists, specialists in the area of adult education and human resources development, managers, lecturers, teachers, tutors, advisors, students of andragogy and related scientific fields, and anybody who is interested in adult education. Members of the Association cooperate and share information on the area of adult education.
  • The National Training Fund (Národní vzdělávací fond), a non-profit organization founded in 1994, also plays an important role. Its main objective is to enhance and upgrade the country's human resources potential. Its activities include analysing the state of education and its specific elements, with an emphasis on vocational education, creating and supporting educational management programmes, education that raises the quality of public administration, creating a complex and well-organised system of human resources development, including guidance and the evaluation of various activities.



Geographical Accessibility

The offer of adult education courses is on a good level in the Czech Republic. However, there are rather big regional differences. Local accessibility of the courses depends on the local demand. Adult education courses are usually organized in larger cities, the most opportunities are traditionally in Prague. The accessibility is somewhat problematic in the country where the offer of the courses is often rather limited. However, the geographical accessibility of adult education provided by schools is relatively good even outside big cities, due to the dense schools network.

In-company or sectoral training most often takes place in workplaces, frequently during working hours. The accessibility of retraining in the regions is secured by local branches of the Labour Office with the aim of meeting the needs of the applicants.

Commercial educational institutions try to respond to the demand, but the offer is prevailing.

Cultural institutions are located mostly in large cities and communities, but due to the cultural and historical wealth of the country they also exist in many smaller communities.

In general the accessibility is good in cities, problematic in the country.

There are also many possibilities of the distance studies. The e-learning is being introduced as a part of the education courses more and more frequently; some courses can be completed by means of the e-learning as a whole.