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Czech-Republic:Organisation of Post-Secondary Non-Tertiary 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

Types of Institutions

Basically, all types of upper secondary schools (střední školy) may organise following types of study for those who have achieved secondary education with an apprenticeship certificate or a school-leaving examination and want to achieve other qualification:

  • follow-up study (nástavbové studium) completed with the school-leaving examination (maturitní zkouška) –ISCED 354;
  • shortened study to obtain secondary education with the school-leaving examination (zkrácené studium pro získání středního vzdělání s maturitní zkouškou) – ISCED 354;
  • shortened study to obtain secondary education with the apprenticeship certificate (zkrácené studium pro získání středního vzdělání s výučním listem) – ISCED 353.


Legally defined school facilities and other institutes can also take part in the education. They participate mostly in practical education at a workplace of a private individual or legal entity or in a school special purpose facility (středisko praktického vyučování), alternatively on school farms. Other school facilities provide out of school activities for pupils.

For more detailed information on types of upper secondary schools see section Types of Institutions in upper secondary education.


Legislation and bilbiography:

Education Act

Decree on secondary education and education in conservatoires



Geographical Accessibility

For detailed description of geographical accessibility of upper secondary schools (střední školy) including accommodation of commuting pupils see section Geographical Accessibility in upper secondary education. It is necessary to mention that solely adults – pupils older than 18 years – study in follow-up or shortened programmes level even though this is not specifically stated in the law, for more, see section Age Levels and Grouping of Pupils/Students.


Legislation and bilbiography:

Statistical Yearbook - Education 2012/13. Education Statistic Indicators



Admission Requirements and Choice of School

The precondition for an applicant to be admitted to the:

  • follow-up studies (nástavbové studium) is completion of secondary education leading to an apprenticeship certificate (výuční list) – ISCED 353 – in a 3-years course in a day form of education, the continuity of the courses has been set by a Government regulation;
  • shortened study for acquiring secondary education completed with the school-leaving examination (zkrácené studium pro získání středního vzdělání s maturitní zkouškou) is completed secondary education with the school-leaving examination (maturitní zkouška) – ISCED 354;
  • shortened study for acquiring secondary education to obtain an apprenticeship certificate (zkrácené studium pro získání středního vzdělání s výučním listem) is completed education either with the school-leaving examination (ISCED 354) or the apprenticeship certificate (353).

Within the admission procedure into the follow-up or shortened study, the school head may decide on the school entrance examination. Concerning the follow-up study the school head sets the content and form of entrance examination so as to be in accord with the common base of the framework education programmes (FEPs) of those fields of studies on which the follow-up course succeeds. For short study there must be an agreement between the content and form of the examination and the FEP of the study field which the applicant wishes to study.

The applicant may submit two application forms to the first round of enrolment proceedings for the day form of education, while in subsequent rounds the number of applications is not limited. The school head announces the first round of admission procedure by 31 January at the latest, for courses of education with an aptitude test by 31 October at the latest. The applicant submits the application form for the first round of enrolment proceedings to the school head of the relevant upper secondary school (střední škola); to the day form of education by March 15, to other than day form of education by March 20, and by November 30 in case of an application form to educational courses requiring examination proving the applicant’s particular abilities. The admission examination within the first round (should the school head decide on its performance) are held on working days in the period from April 22 to April 30, or from January 2 to 15 in case of educational courses requiring examination proving the applicant’s particular abilities.

The school head ought to publish the list of applicants in the order according to their results in the admission examination (according to the assigned registration number) and the criteria of the admissions in a publicly accessible place at school and in a manner enabling remote access within three working days following the last date set for holding the admission examination. The school head sends the results of the admission proceedings to the unsuccessful applicants or to their legal guardians. Should the school head decide not to hold the admission examination, he/she publishes the decision after assessment of enrolment proceedings, in the first round by 30 April, and in further rounds without undue delay. 

Further information on admission to secondary education is available in part on upper secondary education.


Legislation and bilbiography:

Education Act

Decree on admission procedure in secondary schools



Age Levels and Grouping of Pupils/Students

Follow-up and shortened study is attended by pupils of adult age (over 18), even though this is not specifically stated in the law. Education in the day form, especially in case of the follow-up study (nástavbové studium), is attended generally by pupils who have just completed upper secondary education with apprenticeship certificate or school-leaving examination (almost exclusively from the 18–24 age groups). Pupils over the age of 25 usually attend other forms of education, where they make up more than three quarters of all pupils.

When comparing the forms of studies (day and other forms of studies), the ration in day form and other than day forms is approximately the same in the follow-up studies. In a shortened study completed with the school-leaving examination (zkrácené studium pro získání středního vzdělání s maturitní zkouškou), the number of pupils dominates markedly over other forms of studies. In contrast, in shortened courses leading to an apprenticeship certificate (zkrácené studium pro získání středního vzdělání s výučním listem), pupils of day form of study strongly dominate.

More information on grouping of pupils for some subjects is available in the part on upper secondary education.


Legislation and bilbiography:

Statistical Yearbook - Education 2012/13. Education Statistic Indicators



Organisation of the School Year

The information on organisation of the school year is the same as for upper secondary education and basic education.



Organisation of the School Day and Week

The minimum number of weekly lessons in each grade is 29, the maximum number is 35 lessons (40 lessons in selected fields of education).

The length of the shortened study (zkrácené studium) is given by the framework educational programme. The minimum number of weekly lessons for 1-year shortened study programmes in the day form of education is 32 (for 1.5-year study 48, for 2-year study 64).

The minimum number of weekly lessons for the entire follow-up study (nástavbové studium) is 64, maximum 70.

For further details on the daily and weekly timetable, see the section Organisation of the School Day and Week in upper secondary education. 


Legislation and bilbiography:

Education Act

Framework educational programmes for vocational upper secondary education