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Czech-Republic:Teaching and Learning in Follow-up and Shortened Study

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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

Curriculum, Subjects, Number of Lessons

The reform of the curriculum takes place on the postsecondary non-tertiary education as well as on all of the lower levels of education. New framework education programmes (FEPs) are gradually introduced. They are developed by the National Institute for Education (formerly the National Institute for Technical and Vocational Education) and published by the Ministry of Education, Youth and Sports. School education programmes (SEPs) are prepared on the basis of the FEPs by individual schools. Apart from the below mentioned information, it is possible to learn about the course of the reform in the chapter on National Reforms in School Education and in the chapter on Administration and Governance at Central and/or Regional Level.


Shortened Study

Shortened study for acquiring upper secondary education with the school-leaving examination (zkrácené studium pro získání středního vzdělání s maturitní zkouškou) and shortened study for acquiring upper secondary education leading to an apprenticeship certificate (zkrácené studium pro získání středního vzdělání s výučním listem) may be carried out in the courses which are also available on the upper secondary level (i.e. in the fields of secondary education completed with a school-leaving examination and the fields of secondary education completed with an apprentice certificate).

The shortened courses are taught according to the FEP for full length study (for more information, see chapter Organisation of Upper Secondary Education). (In the grades in which the instruction according to the SEP has not started yet, finishing educational programmes are followed.) The SEP for the shortened study could be developed separately or as a part of the SEP for the full length study. The FEP sets the length of the shortened study in the given field and in the part that deals with the development of the SEPs, the priciples for the creation of the SEP for the shortened course.

Among others framework educational programmes states: 

  • all content areas of vocational education are included in shortened courses
  • foreign language education (of at least one language) is mandatory in those fields where the knowledge of languages is important for the success of school leavers in the employment market (e.g. in tourism, gastronomy, services and transport). Depending on the schools possibilities and pupils’ interests, it is recommended to include foreign language education also in other fields of studies. It is also desirable, as recommended by the EU and as the programme for support of the study of languages of the Ministry of Education for pupils to learn also other foreign languages than those which they studied at basic school (základní škola) and secondary school (střední škola). It is possible to organise the teaching of selected subjects in a foreign language
  • Information and Communication Technologies (ICT) education is carried out in an applied form and in relation to the needs of vocational education in the particular field


Follow-up Study

The follow-up study (nástavbové studium) newly takes place in individual courses. Some of these are analogous to the courses of upper secondary level, some are different. The succession of the follow-up study courses and the three-year courses of upper secondary education with the apprenticeship certificate has been set by a Government regulation. Two courses are intended for the school leavers from all of these courses (Business Enterprise and Security Services). A great number of pupils prefer the option of three-year study leading to an apprenticeship certificate followed by two years of the follow-up study to a four-year course leading to a school-leaving examination. After five years of study school leavers have an apprenticeship certificate as well as a school-leaving examination certificate.

Individual FEPs have been published for the follow-up study in 2009, 2010 and 2012. Schools should begin the instruction according to prepared SEPs no later than 2 years after publication of a FEP, starting from the first grade. 

It is stated in the framework education programmes (FEPs) for follow-up study that:

"Follow-up study is designed for school leavers of three-year courses leading to an apprenticeship certificate and represents a form of adult education. Its aim is to develop pupils’ competencies, which they have acquired in the three-year educational programmes, to the level of secondary education completed with maturitní zkouška and enhance their professional qualifications. The FEP structure is based on the requirements on the FEP defined in the Education Act. Although it is similar to the FEP for other fields of education, some parts are adapted to the needs and conditions of follow-up study."

Key competences in the FEP for the follow-up study are the follow-ups of those set in the FEP for upper secondary fields of education completed with an apprenticeship certificate. 

FEPs define binding content of general and vocational education and expected educational outcomes. The educational content is divided into compulsory and optional educational areas and contents.

The school elaborates in the school educational programme content of subjects, alternatively of modules and other educational activities.

Some educational areas are common to all educational programmes of follow-up study:

  • Czech language;
  • foreign language;
  • aesthetics;
  • health education.

Optional educational area always contains:

  • civics and social sciences education,
  • science education,
  • education in information and communication technology and
  • mathematics education, provided that mathematics is not listed as a separate subject.

All fields include the teaching of at least one foreign language, two of them then the teaching of two foreign languages (gastronomy and sports and fitness masseur). School leavers should manage to communicate in at least one foreign language in everyday communication in a foreign-language environment and use a foreign language for basic work communication (e.g. to manage professional terminology and work instructions, to understand a simpler professional text). Education in first foreign language builds on the output level of a three-year secondary education leading to an apprenticeship certificate, where the school leaver of this field should achieve according to the FEP the level of A2 + of the Common European Framework of Reference for Languages. Follow-up studies end with the school-leaving examination in a foreign language, the prerequisite of which is achieving the language level B1. Under Education Act of 2005, the Ministry of Education, Youth and Sports can authorize any school (based on an application) to teach selected subjects in a foreign language in all grades if personnel and other conditions are fulfilled. Education in another foreign language builds on the output level of a three-year secondary education leading to an apprenticeship certificate stipulated for another foreign language, where the school leaver should achieve the level of A1 of the Common European Framework of Reference for Languages, and aims to achieve at least the level A1 +.

The information and communication technologies (ICT) education is mentioned in the FEP for all fields among the choice of optional educational areas. The aim of education in ICT is to teach students to work with the means of the ICT and work with information. ICT is also included in the FEP among the cross-curricular themes. The theme is usually implemented in a single teaching subject predominantly of general educational nature, but its inclusion in other subjects is desirable. 


Legislation and Bibliography:

Government Regulation on the System of Fields of Studies

Education Act

Framework educational programmes for vocational upper secondary education

Curricular Reform and Development of Educational Programmes in Secondary Vocational Education

Analysis of School Educational Programmes




Example Timetable of a Follow-up Course

Example Timetable of a Follow-up Course according to FEP

From FEP for course 41-44-L/51 Horticulture (Zahradnictví)

Duration and form of education: 2 years, day form

Educational Areas and Contents
Minimum number of teaching hours during the study
Weekly Total
Language education

- Czech language 2 64
- Foreign language 5 160
Aesthetics 3 96
Education for health 4 128
Mathematical education 4 128
Economic education 2 64
Basics of horticultural production 6 192
Growing fruits, vegetables and ornamental plants
11 352
Orcharding and landscape architecture 5 160
Machinery and devices in horticulture 2 64
Optional educational areas:
Civics and social sciences education
Science education
Education in information and communication technology
4 128
Disposable teaching hours 16 512
Total 64 2 048


The minimum number of teaching hours in individual grades is 29.

Notes:

  1. The framework curriculum timetable of the educational content is the basis for the development of the SEP. The subjects (modules) created on the basis of the educational areas and contents set by the FEP are included into the SEP timetable. The educational areas and contents and the minimum number of teaching hours are binding; the observance of these in the SEP must be demonstrable. 
  2. The school includes in the SEP at least one of the optional educational areas. The school can include a single discipline from science education. Optional educational areas serve to deepen the general education according to the needs of the field and to ensure the preparation of pupils for a common part of the school-leaving examination (maturitní zkouška). 
  3. Disposable hours are intended for profiling of the SEP, implementing the cross-curricular themes, strengthening of the time allocation to individual educational areas and contents, supporting the interest orientation of pupils, implementing of teaching of another foreign language. 
  4. The minimum number of teaching hours during the whole study is 64, the maximum number is 70. 
  5. To make the education successful, it is necessary to set up conditions for acquirement of required practical skills and activities in the form of exercises (in laboratories, workshops, special classrooms, simulated companies, etc.), apprenticeship practice and practical training. Pupils can be divided into groups for the exercises, teaching practice and practical training, especially for the reason of the protection of work health and safety and sanitary requirements according to valid regulations. The content of practical activities is based on the educational and content areas of the framework education programme, especially for growing fruit, vegetables and ornamental plants and orcharding and landscape architecture. 
  6. Work practice in the minimum extent of 2 weeks during the whole education must be included in the SEP. Work practice is organised in accordance with valid legal regulations. Part of professional practice can be performed even during the holidays in the range not exceeding 2 weeks. 
  7. In the SEP, physical education must be included in every grade of daily form of education in the minimum extent of 2 lessons a week. Physical education is usually not included in other than daily form of education provided it is not required by the nature of vocational training. 
  8. The average number of teaching hours in class per week is determined for each grade (indicator H) with regard to the necessary dividing of the classes into groups. The value of the indicator H is defined as the minimum to determine the amount of funds allocated under sections 160 – 162 of the Education Act and the Decree No. 492/2005 Coll. on Regional per capita amounts.

Teaching Methods and Materials

Information on teaching methods and materials for post-secondary education is the same as those for upper secondary education.