This page was last modified on 15 April 2013, at 10:06.

Czech-Republic:Other Dimensions of Internationalisation in Early Childhood and School Education

From Eurydice

Jump to: navigation, search

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

 

European, global and Intercultural Dimension in Curriculum Development

Since the formation of Czechoslovakia in 1918, knowledge of the world, of Europe, and of education for international understanding had been a normal part of the curriculum, but they were marked by political and ideological circumstances. The European dimension in today's interpretation was incorporated into instruction at all levels of education after 1989 and it was formally included in new official documents as they were published: for the pre-primary level into the Framework Education Programme for Pre-primary Education in 2001, for compulsory education into the Standard for Basic Education in 1995 and 1997, for upper secondary general education into the Standard of Education in a four-year secondary general school (gymnázium) in 1996, and for upper secondary technical education into the Standard of Secondary Vocational Education in 1998.

A significant incentive for introducing the European dimension was National Programme for the Development of Education in the Czech Republic, called the White Paper (2001). In this document, the following objectives concerning the content of education were formulated:

  • the need to be able to communicate in two languages,
  • education in tolerance, understanding and respect for other nations, races and cultures,
  • the introduction of new topics: European integration and multicultural education,
  • the goals of and reasons for European integration.

These objectives were fully incorporated into the curricular reform that is laid down in the new Education Act, which came into force in January 2005.
The Framework Education Programme for Pre-primary Education was prepared in 2004 (see chapter Early Childhood Education and Care). The Framework Education Programme for Basic Education was tabled for wide discussion at the beginning of 2004 and approved in August 2004 (see chapter Single Structure Education). The Framework Education Programme for Secondary General Education was approved in 2007. Framework Education Programmes for vocational education have gradually been developed since 2007. 

In the last few years, a curriculum reform has been prepared which is leading to new education programmes for pupils aged from 3 to 19. The programmes stipulate the binding framework of education and determine the standard of educational content for a given stage of education. (For more information see the chapter Ongoing reforms.)

Every year, the Ministry of Education, Youth and Sports allocates funds for the projects honoured by the European Language Label. Its aim is to support new iniciatives in the area of teaching and learning foreign language and increase the awarness about them among specialists as well as general public. The prize is awarded to the projects realised by different institutions in formal as well as non-formal education of all age groups.
 

Pre-primary Education

The binding document for pre-primary education is the Framework Education Programme for Pre-primary Education (FEP PpE) prepared by the former Research Institute of Education and approved by the Ministry of Education, Youth and Sports with effect from 1 March 2005 (see Early Childhood Education and Care).As one of the framework objectives of FEP PpE is set the objective to absorb the essential values our society is based on.

Educational content in FEP PPE is organized into five educational areas; the following points relate to the international dimension:

  • in the section 5.4 The Child and Society: developing awareness of the existence of other culture and nationalities;
  • in the section 5.5 The Child and the world, the following specific educational aims are listed: getting to know other cultures, developing a sense of unity with living and inanimate nature, people, society, and the Earth.

 
Primary and Lower Secondary Education

Knowledge of Europe has been a normal element of teaching content at the primary level since the formation of Czechoslovakia (1918) and is reflected in various subjects.

In the Framework Education Programme for Basic Education the European dimension runs through the whole of basic education and it is included as a cross-curricular theme and in different core subjects. One of the objectives of basic education stated in the programme is "to lead pupils to tolerance and considerateness towards other people, their cultures and spiritual values, to teach them to live together with others".

One of the cross curricular topics is Teaching to think in European and global relations. A substantial part consists of the education of future European citizens, developing an awareness of a European identity while at the same time respecting national identity, and supporting traditional European values. This education supports traditional European values in pupils' awareness, including humanism, free will, morality, applying law and personal responsibility together with rational reasoning, critical thinking and creativity. The Framework Education Programme suggests how this cross-curricular theme can be implemented in individual educational spheres, defines the contribution of the topic to pupil personal development (knowledge, skills and abilities, as well as attitudes and values).
Thematic range of the Education towards thinking in European and global contexts:

  • We are interested in Europe and the world – family stories, experiences from Europe and the world; places, events and artefacts in vicinity related to Europe; our neighbours in Europe; how children live in other countries; folk literature, customs and traditions of European nations.
  • We discover Europe and the world – our country and Europe; European countries; Europe and the world; international meetings; national and European symbols; the Europe Day; life of Europeans and lifestyle of European families; young Europeans’ lifestyles and education.
  • We are Europeans – roots and sources of European civilization; key milestones of European history; European integration; institutions of the European Union and their functioning; four freedoms and their impact on the life of an individual; what connects and what divides Europe; international organizations and their contribution to solving problems of children and youth.

Apart from the cross-curricular themes, the European and international dimension of teaching is included in some educational areas. The educational content of the FEP BE is divided into nine educational areas and teaching about Europe is included in the following ones:

At the first stage of basic school (základní škola) in the area People and their World (thematic circle People around Us). One of the objectives of this educational area is to lead pupils towards recognising and understanding differences between people, towards cultural and tolerant behaviour and manners on the basis of jointly created and accepted or commonly applied rules of living together, towards fulfilling duties and common tasks.

At the second stage of basic school in the area People and Society, by means of the educational fields People and Society are History and Education for Citizenship. This educational area is focused on:

  • developing an interest in the present and past of pupils’ own nation and of other cultural communities, forming and strengthening awareness of belonging to the European culture;
  • searching for parallels between past and current events and comparing these with similar or different phenomena and processes in European and worldwide scale;
  • developing pupils’ ability to orientate themselves in the diversity of historical, socio-cultural, ethical, political, legal and economic facts which make up the framework of everyday life; an ability to know and assess everyday situations and events in mutual connections and broader contexts, including international and global contexts;
  • leading pupils to esteem their own nation as well as other nations and ethnic groups; to respect cultural or other differences between people, groups and various communities;
  • gaining an orientation in current events in the Czech Republic, the EU and in the world, developing an interest in public affairs.

Teaching about Europe is also incorporated into the educational area People and Nature within Geography.

 
Upper Secondary Education

Knowledge of Europe has traditionally formed part of the curriculum of a range of subjects.

The Framework Education Programme for Secondary General Education is linked with the Framework Education Programme for Basic Education in terms of content and structure. It includes teaching to think in European and global relations as one of its cross-curricular themes. It takes up the existing educational and life experience of pupils, enriches, deepens, and systematizes knowledge of European and global processes, and reinforces the value of upper secondary general education. Thematic circles of the cross-curricular theme are: Globalisation and developmental processes, Global problems, their causes and consequences, Humanitarian aid and international developmental assistance, We live in Europe, and Education in Europe and the world. The European dimension is also included in the cross-curricular theme Multicultural Education which is focused mainly on knowledge and understanding of diversities in culture among people of different origins, interpersonal relations, intercultural communication and adaptation to the life in a multicultural society. A special emphasis is laid on the situation in Europe.

Framework education programmes were prepared (and most of them also approved) for upper secondary vocational education (for more see chapter Upper Secondary and Post-Secondary Non-Tertiary Education). Requirements for the content and outcomes of education are divided between general education, which is unified for the whole level of education, and vocational education in a given field. The European dimension is a part of the aims of the upper secondary vocational education itself, pervades in the key competence Civic competences and cultural awareness and is a part of one of the cross-curricular themes (Citizens in the democratic society), which are now considered socially significant and preferred and therefore should run throughout the education programme.


Partnerships and Networks

Czech basic schools (základní školy) and upper secondary schools (střední školy) are also involved in the European project Spring Day for Europe. In 2009, the aim of the competition named Send a Message to Europe was to familiarize students with the structures and functioning of European organizations and involve them in events in Europe. The competition was organised by the Centre for International Services of the Ministry of Education, Youth and Sports in cooperation with Eurocentrum Praha, Information Office of the European Parliament and the Representation of the European Commission.

The Youth in Action programme is organised by the Czech National Agency "Youth", which is a part of the National Children and Youth Institute of the Ministry of Education, Youth and Sports.

Central European programmes

ACES – Academy of Central European Schools – is a project which aim is to create an operational network of co-operating schools. The project was initiated by the Austrian Foundation "Die Erste Österreichische Sparkasse Foundation" and is supported by it. In 2006 it started as a pilot project with the participation of Austria, Croatia, Czech Republic, Hungary, Romania, Serbia, Slovakia and Slovenia. In 2008 Albania, Bosnia and Herzegovina, FYROM and Montenegro, Bulgaria, Moldova and Kosovo joined this project. Pupils of 12 to 17 years of age participate in bilateral and multilateral projects under the supervision of their teachers. All communication is in English. In 2006/07 a topic European Values started and 22 partner projects ran within it. For 2008/09 the topic Learning to Live Together: Intercultural Dialog in Europe was announced and 32 partner projects are in progress. For the period 2012/13, a common theme Reality Check – How we perceive and construct the world through media was announced. There are 43 projects registered. Details can be found at the website of the Academy of Central European Schools.