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Czech-Republic:Support Measures for Learners in Early Childhood and School 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

Definition of the Target Group(s)

The Education Act guarantees all children, pupils and students that their individual educational needs are respected. Children in pre-primary education, pupils in basic and upper-secondary education, students in higher professional education, who are for some reasons disadvantaged or threatened by school failures, risky behaviour or premature school drop out, or who are due to their health conditions at risk, or who are handicapped owing to their social positions, language or cultural background, etc, are taken into a common category of children, pupils and students with special educational needs. Pupils with special educational needs are guaranteed by the Education Act free education support and access to school services within the supporting measures.  

According to the valid inclusive codification of the Education Act, the pupil with special educational needs is a person that necessarily needs supporting measures to meet their educational requirements and use their rights on the basis of equal rights. Supporting measures include important modifications to education process and school services that take into account the health state, cultural environment or other life conditions of the child, pupil or student. The support is ensured to all pupils who need it regardless of the nature of their disadvantages and their education level (pre-primary, basic, low and upper secondary, higher professional, in inclusive conditions of mainstream schools.

For more details on education and support of pupils with special educational needs or pupils with disabilities and gifted pupils, see Chapter 12.1.

Foreigners and members of other national minorities are given support according to the Education Act and other legislation and conceptual documents.


Foreigners

A foreigner is an individual who is not a citizen of the Czech Republic, or a citizen of the European Union.

Specific rights and obligations concerning the stay of foreigners are specified in the following laws:

  • Asylum act
  • Act on temporary protection
  • Act on stay of foreigners

From the point of view of foreign legislation, the basic categories of foreigners are as follows:

  • Citizens of the EU and their family members (including citizens of European economic space)
  • Citizens of third countries. The Czech legislation specifies several types of foreigners’ stay, first of all a short stay, i.e. for a stay shorter than 90 days. Then a long stay and long-stay visa, i.e. for a stay longer than 90 days, and a permanent stay for foreigners who have decided to remain in the Czech Republic. A temporary stay is designed for foreigners coming from some states of the EU and also for those who do not come from the EU but are family members of the EU citizens. The temporary stay is issued for a stay longer than three months. Confirmation of temporary stay/a temporary residence certificate is not a precondition for the EU citizens to stay in the Czech Republic. An application for permanent residence permit may be filed by the EU citizens or by citizens of third countries after a permanent stay of five years on the territory of the Czech Republic (the term is shorter for family members).

The asylum act defines the conditions of entry and residence of foreigners who ask the Czech Republic to get international protection, and conditions of asylum seekers or persons enjoying subsidiary protection in the Czech Republic. The applicant for international protection is a foreigner until the decision is made by the ministry (maximum 6 months; the time for a decision may be extended by a maximum of 9 months). If the application is positively executed, the applicant is granted an asylum or they become a person enjoying subsidiary protection.

  • Applicant for international protection – a foreigner who has asked for international protection in the Czech Republic, or a foreigner who has filed an application for international protection in a Member State of the EU;
  • Asylum seeker – a foreigner who has been given an asylum according to the Asylum act. The asylum is given if a foreigner has been persecuted for exercising political rights and freedoms or has had a well-founded fear of such persecution resulting from their race, sex, religion, nationality, membership of a particular social group or political opinion or on humanitarian grounds;
  • Individuals enjoying subsidiary protection – a foreigner who does not meet the requirements for granting asylum, but there are justified fears that if returned they would be at real risk of serious injury (e.g. death penalty, inhuman treatment, life-threatening).

Family members of the asylum seeker or an individual enjoying subsidiary protection may be given an asylum or subsidiary protection if they are worthy of special consideration, even if in the procedure for granting international protection no reasons for it have been found.

The Act on temporary protection applies, if the temporary protection of foreigners has been declared by the Council of the European Union. Coordination in the matter of integrating foreigners in the Czech Republic falls within the competence of the Ministry of Interior.


Legislation and bibliography:

Education Act

Directive of Council 2005/55/ES 

Act on the residency of aliens in the territory of the Czech Republic

Act on asylum

Minorities

Belonging to a national minority and use of related rights in the Czech Republic are a matter of a free choice of the citizen.  

A national minority is defined by the Act on the rights of national minority as a community of citizens of the Czech Republic living in the Czech Republic, who differ from the other citizens as a rule by the common ethnic origin, language, culture and traditions. They represent a minority and at the same time try to preserve their identity, language and culture to protect interests of their community which has formed during history. As a member of national minority is then considered a citizen of the Czech Republic, who professes other than Czech nationality and wants to be a member of the national minority along with the other people who profess the same minority. 

Protection of the rights of national minorities ensures a Framework convention on protection of the rights of national minorities signed and ratified in April 1995.

Rights of national minorities including the right to be educated in the national minority language, and the work of relevant authorities is regulated by the Act on the rights of national minorities.

Currently, there are fourteen national minorities with an official status (Belarussian, Bulgarian, Croatian, Hungarian, German, Polish, Roma, Ruthenian, Russian, Greek, Slovakian, Ukrainian, and Vietnamese). These minorities have their representation in the Government council for national minorities. The government of the Czech Republic decides on the granting of the status. Minorities must meet two prerequisites. Their communities must stay in Bohemia and Moravia for some time (the exact time is not determined) and must have enough number of Czech citizens (exact number is not fixed either). Recognized minorities are entitled to get the State support of their language and culture. The status of national minority makes it possible for communities to better develop their culture and traditions and mainly their language. The status also enables minorities to use their language in dealing with authorities and courts.

The national minorities in the Czech Republic are relatively few in number; According to census and housing (2011), apart from the Czech, Moravian and Silesian minorities, most people profess the minority as follows:

  • Slovakian
  • Ukrainian
  • Polish
  • Vietnamese
  • German
  • Russian
  • Hungarian
  • Roma

Some minorities in the Czech Republic have generally negligible representation, however, they are more significantly represented in some municipalities – e.g. Bulgarian, Croatian, Ruthenian, Greek, and Serbian minorities.

(Source: Czech Statistical Office − https://www.czso.cz/csu/sldb)


Legislation and bibliography:

European Charter for Regional or Minority Languages
Communication of the Ministry of Foreign Affairs to negotiate signing of the European Charter for Regional or Minority Languages No. 15/2007
Boards for National Minorities in the Context of Actual Needs
Act on rights of racial minorities members and amending some Acts
Act on social and legal protection of children

Specific Support Measures

Supporting measures consist of pedagogical, organizational and consent modifications to education and of modifications in providing school services in accordance with educational needs of the pupil. They are offered to pupils in inclusive conditions as well as pupils in separate education, which is designed only for indicated group of pupils with health disabilities under fixed conditions and in accordance with their best interests. Support measures include more education staff (additional teacher, teacher’s assistant, character language interpreter, transcriber for the deaf, tutor), consulting aid, guidance and counselling facility, evaluation modification, adjustment of education form, methods and process, adaptation of entrance and final exams including technical measures, special pedagogical care instruction (communication skills, character language, spatial orientation and unaided mobility of the visual disabled, social skills, etc.). They also include extra specialized pedagogical or psychological interventions (speech therapy, reading and comprehension, music and drama education, psychological work with class climate, work with specific assistance technologies,  teaching and use of Braille, alternative forms of communication, paying more attention to certain subjects, preparation for teaching, etc.), use of compensational aids and assistance technologies, provision and use of textbook adjusted to particular format, additional teaching materials, increased length of education, education following special plans of pedagogical support or individual approaches, fewer pupils in the class, teaching the Czech language as a foreign language of pupils whose native language is not Czech (see Chapter 12.2.4).  

The provision of education is guaranteed in space that is technologically and structurally accessible. A general law regulation (the building act) codifies the duty to secure a wheelchair access in newly-built or reconstructed buildings, including school buildings.

School guidance and counselling facilities are entitled to find out about needs of support measures, recommend particular supporting needs as stated in an annex to the decree on education of pupils with special educational needs and gifted pupils. The school guidance and counselling facilities work along with schools on their implementation.

Access of pupils to education and school services is solved by projects balancing out the pupil’s socially disadvantaged position. Funds are provided to cover the costs of services and learning utilities which the pupils are not given free of charges – e.g. school meals, education in private schools, accommodation, transport to school.

The support and integration of disadvantaged pupils is part of community plans and social services at local, regional and nation-wide levels in collaboration with the non-profit sector, authorities of social and legal protection of children and other bodies of social services and health care.

In exceptional cases, pupils with indicated medical disadvantages can be educated in separate classes/ schools if the conditions stipulated by law have been met and in accordance with the pupil’s best interests. (See Chapter 12.2.2).

Supporting measures are divided into five stages with respect to financial and organizational demands.

Finding out about supporting measures needs of the 2nd - 5th stages and recommendation of particular supporting measures fall within the competence of a guidance and counseling facility.

Supporting measures of the 1st stage are indicated and implemented by the schools themselves. Their descriptions, goals and evaluation of the results achieved are contained in a Plan of pedagogical support, which is drawn up by the school.

Specific support of education of foreigners

Education of foreigners is regulated by the Education act. European Union citizens and their families have the same access to education and school services as citizens of the Czech Republic. As for the obligatory school attendance, the pupils, whose parents stay in the Czech Republic because of studies, labor relations, or have had the right of residence for another reason, are given lessons of the Czech language, free preparation for integration into basic education, or if possible they learn their mother tongue.

Persons who are not European Union citizens have access to the following:

  • basic education under the same conditions as citizens of the European Union, including institutional and protective care provided they reside on the territory of the Czech Republic;
  • school meals and extracurricular activities provided in school facilities if they are pupils of a basic school or a conservatoire;
  • upper secondary education and tertiary professional education, including education within institutional education and protective care, provided they have legal right of residence on the territory of the Czech Republic;
  • pre-primary education, basic art education, language education and all school services if they are entitled to legal residence in the Czech Republic territory for more than 90 days; these may be persons with residence permission on the territory of the Czech Republic in order to carry out research, asylum holders, persons under subsidiary protection, applicants in proceedings for granting international protection or persons benefiting from temporary protection.

Foreigners, who have the right of permanent residence or temporary residence for more than 90 days on the territory of the Czech Republic, and applicants for international protection are subject to compulsory school attendance, which similarly applies to the citizens of the Czech Republic and citizens of other European Union countries (for more details, see the section Compulsory education in Chapter 2 and for legislation on the stay of foreigners, see Chapter Foreigners).

Some children of foreign nationals (and some Czech children too) attend English, German, or French schools on the Czech territory (mainly in Prague), which have a status of international schools. There they may under certain conditions fulfil their obligatory schooling.

Generally, the level of previous education, Czech knowledge, and age of pupils are taken into account in putting the children of foreign national to schools. The children of foreign nationals start school without a language preparation. Language lessons are then adjusted with regard to their needs and age. 

The Education act provides that a competent regional body enables the children with compulsory schooling and whose parents are nationals of other member state of the EU to learn Czech free of charge, and if possible in collaboration with the pupil’s country of origin, it also supports study of their own mother tongue and culture of their country. 

The Asylum act provides that State ensures through the Ministry of education, youth and sport the necessary conditions for successful integration into basic schools of applicants for international protection (who are subject to compulsory schooling by Czech Republic laws).

The regional body also provides the education staff with professional preparation for this work.

Language classes

Pupils can be provided with language training (Czech language lessons) at any time during their schooling on the basis of a request of the pupil's legal guardian to the school head. Pupil's inclusion is required within 30 days from the request at the latest.

Language classes have a maximum of 10 pupils. The total duration of intensive language training is at least 70 lessons over a maximum of 6 months of schooling. The content and methods of teaching take into account the needs of individual pupils. In principle, the content of the Czech language instruction is determined by the expected outputs of the subject Foreign Language in the Framework Educational Programme for basic education. After completing their language training, pupils receive a certificate.

Evaluation of pupils in basic education.

Knowledge of the Czech language in basic education of pupils with compulsory school attendance, who are the children of foreigners, is considered an important factor that affects their performance.  

Admission procedures at an upper secondary or tertiary professional school

If foreigners have already studied abroad, they are exempt from an entrance examination in Czech language during admission procedures at an upper secondary school or

tertiary professional school. A working knowledge of Czech, sufficient for education, is examined during a conversation.

School-leaving examination

A foreigner who stays on the territory of the Czech Republic less than four years immediately before the examination gets 15 minutes more time to take a didactic test of the Czech language and literature, and 30 minutes more to take a written exam of the Czech language and literature. In taking the exam it is allowed to use a translation dictionary and a dictionary of literary Czech.

Schools in asylum facilities

Children of an applicant for international protection usually attend schools in the location of the asylum facilities. Preschool children and children who are off their school lessons can attend children's centres which form a part of asylum facilities and partially serve as a nursery school. See the website of The Refugee Facilities Administration.

Unaccompanied children of foreign citizens

Unaccompanied children of foreign citizens are a specific category. Since 2003, a new diagnostic and boarding facility has been in operation for them – a Facility for Children-Foreigners. The part of the facility is the diagnostic institute, the children´s home with school, the educational institute, the centre for educational care, the basic school and the practical school (for more details on institutional education and protective care, see section Separate Special Education Needs Provision). The facility also makes use of the interpreting services and offers an increased number of Czech lessons. See the website of the Facility.

Projects to support foreigners 
The Ministry of Education, Youth and Sport annually announces development programmes   to support children-foreigners. They are as follows:

  • Development programme for pupils–asylum holders
  • Development programme for pupils–foreigners  (children of EU citizens)
  • Development programme to support free tuition of Czech language of pupils-foreigners from the third countries

Following the concept of integration of foreigners on the Czech Republic territory, the Ministry of education regularly announces a programme Support in the field of integration of foreigners in the Czech Republic.

Up-to-date information about programmes – see section Development and grant programmes 2016 Chapter: Ongoing reform and political initiatives.



Legislation and bibliography:

Education Act

Decree that stipulates details on organisation of admission procedure in secondary schools

Decree on detailed conditions on completing education by the school-leaving examination in secondary schools

Decree on basic education

Act on asylum

Act on socio and legal protection of children

Updated Policy for Integration of Immigrants – Mutual Respect

Specific support of national minorities

Members of national minorities have the right to be educated in minority languages. Education in minority languages is provided in the form of classes or schools teaching in the relevant languages, or bilingually in some subjects, (officially acknowledged national minorities see Chapter Members of national minorities).

Special support is provided also for minority languages on the basis of the European charter of regional or minority languages.

Based upon the European charter of regional or minority languages, a short term for a minority language is also defined. Slovak, Polish, German and Roma have been declared minority languages in the Czech Republic. As of 2015, also Croatian can be supported within a grant programme Implementation support of the European charter of regional or minority languages. For a 2016 Programme, see a government website of the Czech Republic.

According to the Charter, the following principles are among other things applied to minority languages:

  • Providing appropriate forms and measures for teaching and learning regional or minority languages at all suitable levels;
  • Providing opportunities for the persons who do not speak a regional or minority language and live in a place where the language is spoken to study it if they want to.

Classes and schools teaching in national minority languages 

A municipality, a region or the Ministry of Education, Youth and Sports ensures the education for members of national minorities in the language of the relevant minority at nursery, basic, and upper secondary schools, namely in the municipalities where a Board for National Minorities has been established. For the education to be available, a union of municipalities, or a municipality and a region may mutually agree on the manner of its organisation, including funding.

Classes in the language of the national minority can be set up if a certain number of students are assigned to education of a particular national minority: at a nursery school 8, at a basic school 10, and at an upper secondary school 12. A certain number of students per class (12 pupils at a nursery school or a basic school, 15 students per class at an upper secondary school) are a prerequisite for establishment of schools for such students.

In classes or schools where the language of national minority is a teaching language, one of the mandatory tests of the profile part of a school-leaving exam is always that of the language of the relevant minority.

 

Despite the fact that in some municipalities there are Boards for other national minorities (Slovakian and German), currently it is only the Polish national minority, who live in northern Moravia, which exercise the right to set up such a school/class. In the school year 2015/2016 there were 24 nursery schools, 21 basic schools and one upper secondary school providing tuition in Polish. In order to meet requirements of schools with Polish tuition, an Education centre for Polish minority schools has been established in Český Těšín, (see also the section Administration and Governance at Central and/or Regional Level, in Chapter 2 Organization and Governance).

At schools with instruction in the language of the relevant national minority, school reports, apprenticeship certificates, and diplomas on completion of education are issued bilingually, in both Czech and the language of national minority.

Bilingually taught subjects

If conditions for establishing such classes/schools are not met, the school head with the consent of the founder may specify subjects or their parts in the school educational programme which may be taught bilingually, in both the Czech language and the language of national minority.

Teaching some subjects in foreign languages

The Ministry of education may allow teaching some subjects in foreign languages. So the German minority established a basic school and an eight-year upper secondary general school where the language of instruction is Czech, but some subjects may be taught in German. In these schools there are pupils with the Czech mother tongue, German mother tongue and children from bilingual families. See also the section Language Education in parts devoted to basic education, upper secondary general education, upper secondary vocational education.

Projects to support national minorities

The Ministry of education announces annually a Grant programme to support education in languages of national minorities and multicultural education. For current programme, see the section Development and grant programmes 2016 in Chapter 14.

Support of minority languages

The Government board for national minorities announces annually a grant programme Support of implementation of the European charter of regional and minority languages. It is focused on educational activities at all levels beyond standard education, which are directed to the teaching of or in minority languages. As of 2015, the programme supports not only the four official minority languages (Polish, Slovak, German and Roma) but also Croatian. For 2016 Programme, see the website of the Government of the Czech Republic.  

Support of pupils from socio-economic disadvantaged and culturally different backgrounds

In order to support pupils of basic schools coming from social-economic disadvantaged and culturally different backgrounds, a literacy challenge has been announced as part of an Operation programme Research, development and education (for more details, see Literacy Programme in Chapter 14).

Specific support for Roma pupils

School heads may introduce for Roma children (or for other interested students) an optional subject Roma language, history and culture.

The Ministry of education financed translations of documents of the European Council to support education in Romany language. The curriculum framework for Romany language, which was translated into Czech and two Roma languages, includes elements of the curriculum and benchmarks supplemented by two language portfolios (for primary and lower secondary levels) and a manual for teachers.

To balance out social disadvantages, measures are applied to improve school results of Roma pupils and to increase the number of Roma graduates from upper secondary schools and universities. They are sociological and organizational measures, financial support for socially disadvantaged pupils of upper secondary schools and targeted scholarships. The Ministry of education also announces annually a grant Programme to support integration of the Roma community.  For up-to-date information – see the section Development and grant programmes 2016.


Legislation and bibliography:

Education Act

European Charter for Regional or Minority Languages

Government Regulation defining the conditions and ways of providing state-budget subsidies for activities of members of national minorities and for support of the integration of Roma-community members

Communication of the Ministry of Foreign Affairs No. 15/2007

Act on rights of racial minorities members and amending some Acts

Act on social and legal protection of children