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Czech-Republic:Third Cycle (PhD) Programmes

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Czech-Republic:Political, Social and Economic Background and Trends

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Czech-Republic:Political and Economic Situation

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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

Organisation of Doctoral Studies

Doctoral degree programmes (844) are aimed at scientific research and independent creative activities in the area of research or development, or at independent theoretical and creative activities in the area of fine arts.

The standard length of study is at least three and at most four years. The average duration of doctoral studies is longer; it varies on average between five to six years. Higher education institutions set the maximal study length in their internal regulations (see the section Status of Doctoral Students/Candidates).

The credit system in doctoral programmes is not being implemented everywhere. The situation is different even within faculties of one higher education institution.

The creation and provision of study programmes is one of the recognised academic rights and freedoms of the higher education institutions (see the part Administration and Governance at Local and/or Institutional Level). A study programmes is a subject to accreditation which is awarded by the National Accreditation Bureau for Higher Education (Accreditation Bureau) or is approved in an internal process by the higher education institution itself – this is the case when the higher education institution obtains an institutional accreditation for the particular educational area/areas. Study programmes approved by the higher education institution are considered as accredited according to the Higher Education Act. Newly, they are not broken down into study fields. For more information see Part Bachelor, Study programmes.  

Studies in the doctoral degree programme proceed according to an individual study plan under the guidance of a supervisor (see Supervision Arrangements). 

At some faculties, students in doctoral programmes are usually obliged to teach a certain number of hours. Scope of the obligation is determined by the higher education institution.

Many doctoral programmes at higher education institutions are carried out in cooperation with the Academy of Sciences of the Czech Republic following the traditional scientific training in these institutions.

Doctoral degree programmes cannot be offered by non-university higher education institutions.


Legislation and Bibliography:

Higher Education Act



Admission Requirements

For admission to a doctoral degree programme, an applicant must have completed the Master’s degree programme (ISCED 747 or 746) and in the field of art, he/she must be awarded also an academic title. The conditions must be published at least four months in advance.

An institution can set a maximum number of students to be admitted. In general, admission to studies at higher education institutions is limited primarily by the capacity of each institution. This number of students which will be funded in the academic year is limited at the central level by the amount of money allocated to the school through formula funding (for more details, see the part Higher Education Funding). A particular higher education institution decides on the number of students in individual fields and forms of study.

Information on tuition fees is given in the section Fees within Public Higher Education.


Legislation and Bibliography:

Higher Education Act



Status of Doctoral Students/Candidates

Students in doctoral degree programmes have a status of students. Students’ benefits, however, can be taken advantage of only up to 26 years, the tax abatement up to 28 years of age (see Financial Support for Learners). A department (thus a higher education institution) may employ the student. Students are often involved in research projects if these are carried out in the particular field at a higher education institution.

Students of doctoral studies have the same rights for scholarships as students of Bachelor’s and Master’s programmes. They also receive a special doctoral scholarship (see Financial Support for Learners). This scholarship is paid only to students in an on-site study of the standard length (i.e. the period for which programmes are accredited – 3 or 4 years). As the actual length of study is longer, most students of doctoral studies proceed after a standard period of study to the combined form of study. If students exceed the standard study length, they do not pay any fees. Therefore, most higher education institutions offer on-site and distance or combined form of study. Student’s status does not change. Higher education institutions set the maximum length of study, after which the student is excluded from the study (e.g. at Charles University, it is the standard length of study plus 5 years).


Legislation and Bibliography:

Higher Education Act

Supervision Arrangements

Studies within doctoral study programmes proceed according to individual curricula under the guidance of a supervisor. Conditions that students have to fulfil during their study and on its regular completion are set in the individual study plan; they are further determined by the content and the extent of the state doctoral examination and requirements for prescribed knowledge.

Studies within doctoral study programmes are monitored and evaluated by a doctoral studies board appointed in compliance with internal regulations of a higher education institution or one of its constituent parts that offers the accredited study programme in question. Higher education institutions or their constituent parts may agree on creating a common board for study programmes in the same area of studies. The chair of the doctoral studies board is the guarantor of the doctoral study programme by voting from among its members.


Legislation and Bibliography:

Higher Education Act



Employability

HEIs are highly autonomous in setting the content of their courses. The Government is not allowed to oblige HEIs to include certain forms of education in their programmes. For more information on these issues, on involving employers in the governing bodies of HEIs, career guidance and other general principles see the part First Cycle Programmes, the section Employability and the chapter Educational Support and Guidance, the part on Guidance and Counselling in Higher Education

Unemployment Rate of Doctoral Study Graduates, 2002–2016 (data collection in April of the given year)


2002
2003
2004 2005 2006
2007 2008
2009
2010 2011 2012
2013
2014
2015 2016
0–6 months
1,2
1,3 1,6
0,5 1,0 2,0 1,9 1,9 3,2 3,3 2,9 2,8
5,0
3,5 2,8
0–12 months
1,5 1,1 1,8 0,7
0,9 
1,5
1,5 1,6
2,6 2,8
2,5
3,9
4,3
2,7 1,8
12–24 months
0,8 1,0 0,2
0,2 0,1
0,1
0,4
0,3 
0,5 0,9 0,5 1,1
1,0
0,7 0,6

Source: Database of the SVP PedF UK - Data extracted as of 1 August 2016

The Table includes, in contrast to data on unemployment of Bachelor’s and Master’s studies graduates, also data of the first six months after graduation. These data monitor the situation of doctoral graduates in the labour market better, immediately after graduation and also allows (data collection is from April) to include a higher number of doctoral graduates in relation to the average time of study (5.5 years). In contrast to Bachelor’s and Master’s studies, the standardised unemployment rates are not included as the differences are minimal.

Legislation and Bibliography:

Higher Education Act

Communication of the Ministry of Education, Youth and Sports (SK23/2015) of 11. 8. 2015, issuing the list of regulated professions in the Czech Republic (2015)

Communication of the Ministry of Education, Youth and Sports (SK27/2011), issuing the list of regulated professions in the Czech Republic (2011)

Directive 2005/36/EC of the European Parliament and of the Council on the Recognition of Professional Qualifications

Strategic Plan for the Scholarly, Scientific, Research, Development, Innovation, Artistic and Other Creative Activities of Higher Education Institutions (2016–2020)

Assessment

General principles in performing tests are the same as for the Bachelor’s and Master’s study (see Student Assessment in the section Bachelor). ECTS credits are usually not widely used in doctoral programmes.

Requirements that a student of the doctoral study must fulfil are determined by a higher education institution in the form of an individual study plan. For a given course, the higher education institution sets the number of compulsory and compulsorily optional courses which the students must attend. Fulfilment of an individual study plan is subject to regular, usually annual, assessment approved by the doctoral studies board.

Students are expected to focus on scientific research and independent creative activity. It must be clear from the theme of the doctoral thesis that their solution will require student’s independent creative activity in research and development, or independent creative activity in art. 


Legislation and Bibliography:

Higher Education Act

Accreditation Commission Standards



Certification

Study of a doctoral programme finishes with a state doctoral examination and the defence of a thesis, the latter is open to public. At some faculties, it is possible to pass a state doctoral examination, to write and to defend a doctoral thesis in English language, and in some study programmes, this is even required. Studies are considered to be completed on the day when the last part of a state examination is taken.

A higher education diploma (vysokoškolský diplom) and a supplement to the diploma (dodatek k diplomu) are documents confirming completion of studies and the right to use the appropriate academic title. Graduates of doctoral programmes are awarded the academic title “Doctor” - Ph.D. (before 1 September 2016 also “Doctor of Theology” Th.D.). The level of education attained is ISCED 844.


An Overview of Higher Education Degrees in Doctoral Study Programmes

Programmes
Title
Abbreviation
most programmes
doktor (Doctor) 
Ph.D.

Note: Academic title is used behind the name.


Legislation and Bibliography:

Higher Education Act



Organisational Variation

A study programme can have the form of:

  • an on-site (daily) course
  • a distance (e.g. e-learning) course (currently not organised at any HEI)
  • a combination of both (so called combined form of study)

As regards the content of these three forms, they are equal. Currently higher education institutions offer all doctoral study programmes in an on-site and a combined form of study (i.e. a combination of on-site and a distance form of study).


Legislation and Bibliography:

Higher Education Act