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Czech-Republic:Support Measures for Learners in Higher 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

Definitions of the Target Group(s)

The target groups for supportive measures during the higher education studies are not explicitly set by the law. However, supportive measures are provided to foreigners, exceptionally gifted students, students with physical or sensory disabilities and to students with low incomes, in a manner and to an extent, which may differ by individual institutions.

Many tasks in support of all these groups are given in The Long-term Plan of the Educational, Scientific, Research, Developmental, Artistic and Other Creative Activities for Higher Education prepared for the period of 2011–2015 published in early 2010. One of priority goals of the new long-term plan for the period of 2016–2020 is diversity and accessibility. Many measures of financial and organisational nature aiming at fulfillement of this goal are indicated.


Legislation and bibliography:

The Long-term Plan for Higher Education prepared for the period of 2011–2015

The Long-term Plan for Higher Education (2016–2020)



Specific Support Measures

The conditions for study of foreigners are included in the internal regulations of individual higher education institutions. They must enable the fulfilment of the obligations following from international treaties binding for the Czech Republic. The situation of foreigners in the Czech education system is described in the section Support Measures for Learners in Early Childhood and School Education.

There are linguistic products for foreigners who are applicants for study at a higher education institution in the Czech language all-year residential course prepares students for study in humanities, economic and technical programmes at Czech higher education institutions. In addition, foreigners are offered to study in foreign languages, especially in English. The intention is to extend this offer (including the creation of learning support in foreign languages, fittings of higher education institutions, staff language skills, accommodation, leisure time spending etc., foreign experts’ engagement) and thus to contribute to creating a true international environment at Czech higher education institutions.

The development of talented students is not institutionalised and mostly takes the form of various competitions for the best undergraduate or graduate theses. The winners of these competitions receive financial rewards. Such competitions are not only held by higher education institutions or the Ministry of Education, Youth and Sports, but also by non-educational establishments, such as the Academy of Science of the Czech Republic, scientific societies of the Academy of Science, the Learned Society of the Czech Republic, the Czech Literary Fund and the Czech Music Fund, and various other foundations. Higher education institutions can also support gifted students through Development Programmes of the Ministry of Education, but they rarely use this opportunity.


Teaching methods and special materials for the education of the disabled are usually provided by specialised academic guidance centres. The Help Centre for the Disabled, which was established at the Department of Special Education of the Faculty of Education of Palacký University in Olomouc, the Metropolitan University Prague Day Centre or the Teiresias Centre of Masaryk University in Brno, can serve as examples. They provide complex guidance, technical, and therapeutic services to students and staff with communication difficulties, visual or hearing impairments, mobility disorders, with specific learning disorders and behavioural disorders and with multiple disabilities. The services include personal assistance (e.g. sign language interpretation, ensuring the mobility of students with physical or visual impairments), adaptation of study materials (conversion into Braille tactile lettering, transcribing audio recordings), consulting (with teachers, family, among the disabled and the non-disabled, etc.), providing financial support, publication and educational activities and more. However, the availability of such services is not a rule.

The accessibility of the higher education institutions buildings to disabled students is realised, without exception, through the new construction or renovation. The accessibility to historic buildings is solved individually.

In general, all higher education institutions have to assure guidance and counselling for students and take measures for balancing opportunities for study at a higher education institution. Various civic associations focused on particular impairment may help solve some problems.

Significant help is realised through support in search for forms and timetable of lessons, self-study and examining in such a way so that every individual with special educational needs is able to fulfill comparable demands in an individualised way. For such support, the cooperation among particular guidance and counselling bodies, academic staff and academic officials is needed.


Legislation and bibliography:

Higher Education Act