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Czech-Republic:Organisational Variations and Alternative Structures in Single Structure 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

Pupils can, on their parents' request and if they meet admission requirements and pass and examination test (if a school head decides on performing), complete their compulsory education at multi-year general secondary school (víceleté gymnázium) – after the successful completion of the fifth year at a 8-year general secondary schoolor seventh year at a 6-year general secondary school.

Possible organisational variations of the basic school (so-called málotřídní škola) or have only one stage, usually the first one. (For more see also the section on Organisation of Single Structure Education.)

Within the creation of school educational programme school can profile themselves and establish classes or groups with extended teaching of some subjects.

Schools can use the principles of the Waldorf, Montessori, programme Start together, Jena Plan, Dalton Plan or other alternative approaches within the frame of existing legislation, and the school educational programmes created on the basis of the Framework Educational Programme for Basic Education (FEP BE). Some schools organise a programme Health Promoting School. For more information on alternative projects see chapter Early Childhood Education and Care, the section on Alternative Structures.

Compulsory school attendance can take the form of individual tuition (home schooling) without regular attendance at school. Permission for individual tuition can be granted by the head of school where the pupil was accepted for compulsory education on the basis of a written application by the legal guardian of the pupil. Individual tuition can be permitted only to pupils of the first stage of the basic school (ISCED 100) (1038 pupils in 2014/15). Since the 2007/08 school year pilot verification of individual education of pupils of the second stage of basic school has proceeded (ISCED 244).

Members of national minorities have the right to be educated in the language of the respective national minority (for more details see the section on Minorities in the chapter 12 on Educational Support and Guidance). In 2014/15 school year, there were 21 schools in the Czech Republic providing education 1758 pupils in Polish.

Basic art schools (základní umělecké školy) represent alternative structure (see further section).


Legislation and Bibliography:

Education Act

Decree on Basic Art Education

Statistical Yearbook - Education 2014/15



Basic Art Schools 

Basic art schools (základní umělecké školy) provide basic education in individual fields of art. Compared with the basic education, they do not provide defined level of education.


Objectives of Basic Art Education:

  • to create and develop pupils key competences, thereby cultivate their personality in the area of arts and to motivate them for lifelong learning;
  • to provide bases of education in a chosen field of study respecting pupils needs and potential;
  • to prepare pupils professionally for studying courses and branches taught at upper secondary schools and tertiary professional schools of artistic nature or at conservatoires, possibly also at higher education institutions specialized in art or teacher training;
  • to motivate pupils to learn and cooperate through creating favourable social, emotional and working atmosphere.


Fields of Study

In basic art schools it is possible to establish:

  • music field of study;
  • dance field of study;
  • visual arts field of study;
  • drama and literary field of study.



Types of Study

Basic art schools organise:

  • preparatory school lessons;
  • basic studies of the 1st and 2nd levels;
  • studies with an extended number of school lessons;
  • adult education.

Preparatory school lessons for education in the basic studies of the 1st level have 2 grades at the most. They are intended for pupils from the age of 5 years and include cognition and verification of pupils’ prerequisites and interest in art education. Pupils are led to elementary habits and skills, which are important for their further art development.

The basic studies of the 1st level have 4 to 7 grades and are intended for pupils from the age of 7 years. Their aim is to develop individual pupils prerequisites, prepare pupils for unprofessional art activities or for studying courses and branches taught at upper arts secondary schools (střední školy) of artistic or pedagogical nature or at conservatoires (konzervatoře).

The basic studies of the 2nd level have 3 or 4 grades and are intended for pupils from the age of 14. The studies stress practical use of gained skills and deeper development of pupils' interests. They enable their personal growth within active art production and encourage their further studying.

The number of grades of the basic studies of the 1st and 2nd level in individual art fields is specified by the Framework Educational Programme for Basic Art Education.

Studies with an extended number of school lessons are intended for pupils in basic studies of the 1st and 2nd level who prove to have extraordinary talents and excellent educational achievements. Studies provide more extensive, deeper and more demanding training for exceptionally talented pupils, which prepare them for studying at upper secondary and tertiary professional schools and higher education institutions specialised in art or teacher training, and possibly lead them to the choice of their future career.

Adult education has 4 grades at the most. The length of education in these studies is specified according to the individual abilities of a pupil regarding his/her age. It enables further development in art areas in accordance with the conception of lifelong learning.


Legislation and Bibliography:

Education Act

Decree on Basic Art Education

Framework Educational Programme for Basic Art Education



Organisation of Basic Art Education

Admission Requirements

The applicants who manifest prerequisites for education are accepted to the preparatory study.

The applicants are admitted to the basic studies of the 1st and 2nd level and to the adult education on the basis of successful passing of the talent examination and recommendation of the admission committee the members of which are appointed by the school head. The talent examination may be substituted by a successful completion of the basic studies in the preceding level. The school publicises the date when talent examinations take place 14 days in advance at the latest.

The school head admit a pupil to the studies with extended number of lessons on basis of a proposal made by the teacher of the main subject.

Extraordinarily gifted applicants who have not reached the prescribed age may exceptionally be admitted to the preparatory and basic studies. The applicants who are older than specified may be admitted to some of the higher grades of the basic studies according to the result of talent examination.

Grouping of Pupils

Individual, group and team classes are organized in individual art fields of the basic art education. The number of pupils in individual subjects and departments and the nature of group and team classes is specified by the Framework Educational Programme for Basic Art Education.


Fees

The amount of payment paid by pupils in preparatory studies, in basic studies of the 1st and 2nd level, and in studies with an extended number of lessons are determined in individual art fields in such a way that the average amount of determined payments does not exceed 110 % of the real average non-investment expenditure of the school for a pupil in the past calendar year, except for the costs to be used for education.

For adult education, the school head determines the amount of payment for education in the following way: for pupils who are at the same time attending the form of day attendance at an upper secondary school (střední škola), a conservatoire (konzervatoř), or a tertiary professional school (vyšší odborná škola), in accordance with the preceding paragraph; for other learners by at most the full amount of the average of real non-investment expenditures for a pupil in the previous calendar year.


The school can lend a musical instrument to its pupil on the basis of a written contract.


Legislation and Bibliography:

Decree on Basic Art Education


Teaching and Learning in Basic Art Education

Framework Educational Programme for Basic Art Education

The concept and objectives of basic art education are included in the Framework Educational Programme for Basic Art Education (FEP BAE, Rámcový vzdělávací program pro základní umělecké vzdělávání) which was approved in 2010. Since school year 2012/13 all schools will teach according to their school educational programmes based on the FEB BAE.


Legislation and Bibliography:

Framework Educational Programme for Basic Art Education


Assessment

Pupil Assessment

The assessment of pupil's educational achievements in the certificate may be expressed by marking, verbally, or by combination of both. The school head decides on the way of assessment.

Verbal assessment in the certificate consists in a specific verbal expression of the pupil's achieved educational level in relation to the objectives of education stipulated by the Framework Educational Programme for Basic Art Education, in relation to his/her own resources, the pupil's approach to education, and his/her age.

In case of using the marking, the pupil is assessed in individual subjects in the certificate by the following scale:

  •     excellent;
  •     very good;
  •     satisfactory;
  •     unsatisfactory.

At the end of each term they are comprehensively assessed by means of a scale:

  •     pass with distinction;
  •     pass;
  •     fail.


Promotion 

A pupil who receives an overall assessment of passed or passed with honour at the end of the second term and who has successfully passed their progress examination, where this is prescribed by the Framework Education Programme for Basic Art Education prescribe so, can proceed to the next year or higher.

At the end of the first term or at the end of the second term, an exceptionally talented pupil may be transferred into some of the higher year without completing the preceding year or years; this is possible when they have passed their progress examinations in all compulsory subjects.

In justified cases, a pupil who was not assessed at the end of the second term may be permitted to repeat a class.

A pupil attending a course with an extended number of lessons who did not pass at the end of the second half term may be transferred back to the corresponding year of basic studies.


Certification 

Basic studies of the 1st and 2nd level, studies with extended number of lessons, and adult education are completed upon passing the final examination. The final examination may take the form of a school-leaving concert or a display of works of art at an exhibition.


Legislation and Bibliography:

Decree on Basic Art Education