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Czech-Republic:Single Structure Education (Integrated Primary and Lower Secondary 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

Overview of Single Structure (Basic) Education

Basic education covers primary (ISCED 1) and lower-secondary (ISCED 2) education and takes 9 years which corresponds to 9 years of compulsory schooling (usually from 6 to 15 years of age). After successfully completing the basic education programme the pupil acquires a level of basic education.

The overall majority of the population (almost 90%) acquire basic education in a basic school (základní škola) which is divided into:

  • the 1st stage (primary level) years 1 to 5 and
  • the 2nd stage (lower secondary level) years 6 to 9.

Some schools do not have all these grades, mostly they cover just primary level (see the part on Organisation of Single-structure Education).

In basic schools preparatory classes (přípravné třídy) can be set up for socially disadvantaged children in the last year before their entrance to compulsory schooling, they correspond to pre-primary level of education (ISCED 020). More information on this issue in the part on Special Education Needs Provision within Mainstream Education in the Chapter 12 Educational Support and Guidance.

Almost 13 % of pupils complete their basic education in the lower stage of eight-year and six-year of so-called multi-year secondary general schools (víceletá gymnázia), a small number in the lower stage of eight-year conservatoires (konzervatoř), corresponding to lower secondary education or its part. (For more information see respective parts of the Chapter 6 on Upper Secondary and Post-secondary Non-tertiary Education.)

Persons who completed 9 years of compulsory schooling but did not obtain the level of basic education can obtain it in relevant courses (for more information see the section on Courses Providing Basic Education in the Chapter 8 on Adult education and Training).

Children are eligible to be enrolled in their catchment basic school, however their parents may also choose a school outside the catchment area. When basic school pupils successfully complete the 5th or 7th year they can be admitted to an eighth-year or six-year general secondary school if they meet selection criteria in an admission process, which can include the entrance examination, if set by the school head. After pupils have successfully completed the 5th year of basic school and passed an aptitude test they can be admitted to an eighth-year conservatoire.

Public basic schools are usually founded by municipalities or a group of municipalities, however, schools can be also established and run by private entities or religious organisations. It is possible to establish a joint institution of a nursery, basic or/and upper secondary school. Basic schools for children with disabilities with specially adjusted educational programmes are usually founded by regions or the Ministry of Education, Youth and Sports. Multi-year general secondary schools or eight-year conservatoires are established mostly by regions. (Information on administration of school establishments can be found in the Chapter 2 on Organisation and Governance which also contains information on private schools).

The school also fulfills broader educational and social functions. It provides:

Education in individual art disciplines is provided at primary and lower-secondary levels through basic art schools (základní umělecké školy) and is dealt with in part Organisational Variations and Alternative Structures.


General Objectives 

Under the Education Act basic education should lead pupils to acquiring necessary strategies of learning and on this foundation motivate them for life-long learning. It should  stimulate creative thinking and problem solving, help children effectively communicate and collaborate, show them how to protect their physical and mental health as well as cultural values and the environment, lead them to being considerate and tolerant to other people and to different cultural and spiritual values. It should make them recognize their own abilities, possibilities and limitations and apply them in accordance with the acquired  knowledge and skills when making decisions about their future career path.

More detailed goals are provided in the basic educational document – the Framework Educational Programme for Basic Education (FEP BE) applicable to education in a basic school and at a lower stage of multi-year general secondary schools. Eight-year conservatoires follow an independent Framework Educational Programme, however most goals are common. These programmes serve as a foundation for school educational programmes (SEPs). The objectives in SEPs are concretised. For more information see the part on Teaching and Learning in Single Structure Education.


Legislation and Bibliography:

Education Act

Framework Educational Programme for Basic Education

Framework Educational Programme for Eight-year Conservatoires (the Dance field)



Legislative Framework 

Basic requirements for provision of basic education are stipulated by the Education Act which was passed in September 2004 and became effective on January 1, 2005.

Organisation of basic education, number of pupils per school and classroom, conditions for providing textbooks and learning materials, organisation of adult basic education classes, rules for pupils’ assessment, examinations of pupils attending basic school abroad and re-sit examinations are governed by the Decree on Basic Education.

Another ministerial Decree regulates basic art education.

Organisation of the school year is governed by an independent Decree.

Basic schools and basic art schools are governed also by the Decree on Hygienic Requirements to Space for upbringing and education, and methodological regulations – the Minimum Safety Standard and Guidelines for assuring security and health protection of children, pupils and students (binding for school established by the Ministry of Education, recommended to other schools).


Legislation and Bibliography:

Education Act

Decree on Basic Education

Decree on Basic Art Education

Decree on Organisation of School Year

Decree on Sanitary Standards in Institutions and Facilities for Education of Children and Youth

Guidelines of the MEYS for Assuring Security and Health Protection of Children, Pupils and Students

Minimum Safety Standard