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Czech-Republic:National Reforms in Vocational Education and Training and Adult Learning

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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

2016

Amendment to the Education Act approved – changes in enrolment proceedings and school-leaving examination

On 24 May 2016, an amendment to the Education Act was approved. It introduces, among other things, a common admission examination to study fields of secondary education with a school-leaving examination (maturitní zkouška) (with effect from 1 September 2016), modification of the evaluation methods of the school-leaving examination – written examinations in the Czech language and literature (with effect from 1 January 2017), and a modification of the structure of the school-leaving examination (with effect from 1 November 2020). For more details see the part on school education, the section on Amendment of the Education Act approved (2016).




Career Code – draft amendment to the Act on Education Staff

According to a government policy statement, the Ministry of Education, Youth, and Sports submitted to the comment procedure a draft amendment to the Act on Education Staff, which introduces a new Career Code for teachers. For more information see the part on school education, the section on Career Code – draft amendment to the Act on Education Staff.




Development and grant programmes in the vocational education area 2016

Every year, the Ministry of Education, Youth, and Sports announces development programmes that reflect the real needs of regional education. Within the programme financing, the Ministry of Education provides financial support for those measures that cannot be included into the national formula (e.g. because they do not concern all schools and school facilities) or it would not be efficient in a given case.

In 2016 the development programme Supporting vocational education was announced. Its aim is to enhance the quality of vocational secondary education in the fields of education that are considered to be irreplaceable in the given region in the light of the needs of the labour market or because of uniqueness and tradition.

In the vocational education area, it is possible also to apply within other programmes, focused on foreigners, ethnic minorities, and inclusive education. See the list of the programmes in the part on school education, the section onDevelopment and grant programmes 2016.




OP Research, Development, and Education  – calls in the vocational education area

Several calls supporting, among other things, vocational education have been announced in 2016 under the Operational Programme Research, Development, and Education:

The call Development of key competences within the theory of teaching of cross-curricular and inter-subject relations focuses on educators at faculties of education and teachers of schools providing lower levels of education. It supports the “practice community” in matters such as the theory of teaching  of vocational subjects at upper-secondary school (střední školy).

The call Literacy supports e.g. the functional literacy of pupils with special educational needs in upper-secondary schools in the fields without a school-leaving examination (maturitní zkouška) (e.g. secondary education (střední vzdělání, ISCED 353/253) and secondary education with an apprenticeship certificate (střední vzdělání s výučním listem, ISCED 353)).

For details, see the appropriate sections of the part on school education (2016).




School-leaving examination: 2015/16

In the 2015/16 school year, the scheme of the school-leaving examination did not change. Details of its current state, together with the prospects for the upcoming years, are included in the part on school education, section on School-leaving examination in the school years 2015/16 and 2016/17, with a view to 2020/21.



Testing of standardised admission tests to courses completed with a school-leaving examination (2016)

In 2016, the project Testing of standardised admission tests to courses completed with a school-leaving examination is under way, using common tests in the subjects Mathematics and its applications and Czech language and literature. For details, see the part on school education, section on Testing of standardised admission tests to courses completed with a school-leaving examination (2016).





2015

Launch of the app Education and skills online

The Ministry of Education, Youth, and Sports, in cooperation with the Organisation for Economic Cooperation and Development (OECD), launched an app designed to test the knowledge and skills of adults in different areas, especially those needed to function in contemporary society. This app was created within the Individual National Project “Creation and implementation of the international research study PIAAC and publishing its results –Competences IIˮ. The project was in progress in the years 2009-2015. The responsible authority was the Ministry of Education, Youth, and Sports. The project was co-financed from the Operational programme Education for Competitiveness. For more see the website of PIAAC (in Czech).




New Final Examination

Following the approval of an amendment to the Education Act, schools are obliged to use unified, centrally prepared assignments for the final examinations in the secondary education fields completed with an apprenticeship certificate. See more in School Education, section New Final Examination.




Year of Industry and STEM Education

The Year of Industry and STEM Education initiative strove to change the rather negative perception of technical and industrial occupations by the public and to highlight the need to raise the attractiveness of vocational (STEM in particular) education and training. The activities comprise raising awareness about STEM subjects, introducing development and support programmes offering CZK 255 million (EUR 9.3 m; CZK/EUR 27.523 – 27 March 2015), developing the 2015 digifolio, discussions on VET, the closing conference of the Pospolu project, the international EUSO competition, and a conference on lifelong learning with special regard to STEM education. New calls to the Operational Programme Research, Development, and Education should also contribute to the development of vocational and technical education. For more, see rokprumyslu.eu (in Czech).




Raising the relevance of VET (2015)

In order to further promote technical and vocational programmes, the Ministry of Education, Youth, and Sports is working on a change to the system for the financing of regional education so as better to reflect the long-term employability of graduates in the labour market. The Government will support the amendment of the framework educational programmes in secondary education with an emphasis on practical training in a real work environment so that they are more efficiently targeted at improving the quality of vocational education and the long-term employability of graduates from secondary vocational schools. For graduates from apprenticeships, a new concept of a masterʼs examination is being considered as a new element of lifelong learning. The role of employers in career counselling will also be strengthened, which will aim to increase studentsʼ motivation to study and put professional skills into practice, while increasing the awareness of pupils and teachers about the requirements for a profession, the work environment, and job opportunities.




Adult learning (2015)

The Czech Republic continues to develop the concept of lifelong learning, particularly in further education, which should be seen not only as personal development, but also as a means of supporting the employability of individuals and their success on the labour market. Tools for the verification and recognition of prior learning (Act 179/2006 Coll. on Recognition of Further Education) are being developed. In 2012 the National System of Occupations project, which was the responsibility of the Ministry of Labour and Social Affairs, was terminated. The project aimed at the development of a National System of Qualifications, which was the responsibility of the Ministry of Education, Youth, and Sports, was terminated in 2015. For more details see the part on the National Qualification System (2015). In October 2015 further standards of professional qualifications were approved. To solve disproportions in individual segments of the labour market, sectoral agreement instruments verified by a pilot project are used; the sectoral agreements provide for the coordination of cooperation between employers and other players on the labour market (local administration, the Labour Office, educational institutions, regional councils for the development of human resources, etc.) in individual sectors of the economy and regions.





2014

Raising the relevance of VET (2014)

In 2014 the Ministry of Education, Youth, and Sports announced a newdevelopment programme to support vocational education. The aim was to ensure the quality of education in study fields which are considered as irreplaceable with regard to the needs of the labour market, or are possibly unique or have a long tradition in the given region. The amount assigned to the project is CZK 200 million (EUR 7.3 m; CZK/EUR 27.523 – 27 March 2015) at a maximum. For more details see the website of the Ministry of Education, Youth, and Sports (in Czech).

Since 2014 an increase in the tax allowance to support vocational education has been effective, increasing the limits for tax deductibility of the motivational contributions. The motivation of employers to educate pupils of secondary schools is increased by introducing a new deductible item and the possibility of an additional deduction for assets acquired and used for the purposes of the education.