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Czech-Republic:Types of Higher Education Institutions

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

Czech-Republic:Historical Development

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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

Tertiary education is realised in two main types of institutions:

  • higher education institutions (vysoké školy) provide higher education (Bachelor’s, Master’s and Doctoral degree programmes) regulated by the Higher Education Act
  • tertiary professional schools (vyšší odborné školy) provide tertiary professional education regulated by the Education Act

Due to the different nature of institutions, tertiary professional schools and higher education institutions are described separately.

Tertiary professional education at conservatoires is also classified as tertiary education. It is described in chapter Upper Secondary and Post-Secondary Non-Tertiary Education, in the sections on Arts Education.

 

Tertiary Professional Schools

Tertiary professional schools (vyšší odborné školy) can be founded by:

  • public bodies (originally established by the state, after the state administration reform in 2001 by regions)
  • private or denominational bodies
  • state (established by the Ministry of Interior of the Czech Republic and the Ministry of Defence of the Czech Republic)

Registration in the School Register is the prerequisite for performing the activity of school of all founders; education is carried out according to educational programmes accredited by the Ministry of Education, Youth and Sports (on the basis of the recommendation of the Accreditation Commission for Tertiary Professional Education). See more in External evaluation of Tertiary Professional Schools.

Tertiary professional schools mostly developed out of upper secondary technical schools (střední odborné školy) and usually form a single legal entity with them. Only about one fourth of them are independent.


Legislation and Bibliography:

Education Act



Higher Education Institutions

In terms of the founder, higher education institutions (vysoké školy) can be:

  • public institutions (legally established)
  • private institutions, existing on the basis of the state approval
  • state-run institutions (only in the case of military and police academies), legally established under the control of the relevant ministries

From the Study on Tertiary Education: “Public higher education institutions are established by law and have the status of a legal entity. They are self-governing organisations and own a property passed on them by the state. State higher education institutions are also established by law and governed by the relevant ministries as organisational units of the state. The foundation of private higher education institutions was made possible by the 1998 Higher Education Act. Prior to the establishment, the legal entity that establishes a private education institution is required to have an approval from the Ministry of Education, Youth and Sports. Conditions for its bestowment are clearly set by the law. Public and state higher education institutions  are funded from the state budget, private higher education institutions receive funds from other sources. They can receive a subsidy from the Ministry of Education, Youth and Sports only if they have the status of a public benefit legal entity (previously the public benefit corporation).”

Study programmes are subject to accreditation awarded by the National Accreditation Bureau for Higher Education (Accreditation Bureau) or are approved within the internal process by the higher education institution itself – this is the case when the higher education institution obtains institutional accreditation for the particular educational area/areas.  Study programmes approved by the higher education institution are considered according to the Higher Education Act as accredited. For more information, see External Evaluation of Higher Education Institutions. For more details see the Section Bachelor Study Programmes. 


In terms of the study programmes, the Higher Education Act distinguishes:

  • higher education institutions of the university type
  • higher education institutions of the non-university type

The type of a higher education institution is included in its statutes in accordance with the recommendation of the Accreditation Commission or of the Accreditation Bureau.


Higher Education Institutions of the University Type

Universities may offer all three types of study programmes and carry out scientific, research, developmental, artistic or other creative activities connected with these. Only higher education institutions of the university type can have the word university (univerzita) or its derivations in their name.

Public higher education institutions of the university type can have the following parts:

  • faculties;
  • academic institutions;
  • other workplaces focused on educational, academic, research, developmental, artistic or other creative activity, or workplaces providing information services;
  • specialised facilities for cultural and sports activities, housing and board, particularly for members of the academic community and facilities supporting operation of the institution.

(For more details, see the chapter Organisation and Governance).

Almost all public higher education institutions with the exception of two are the university type of institutions. Only some of them offer programmes in one field (art, agriculture and some technical universities), most having faculties in various academic fields.

Both state higher education institutions: the University of Defence (Univerzita obrany) and the Police Academy (Policejní akademie) are universities. The state military higher education institutions and the Police Academy have undergone transformations in terms of the content and organisation of education following the Czech Republic’s admission to NATO in 1999 and in compliance with international commitments to Interpol. Since 1 September 2004, the three existing military institutions have been merged into one – the University of Defence. Its establishment is regulated by legislation.

Also three private higher education institutions have the university status: Jan Amos Komensky University Prague (Univerzita Jana Ámose Komenského Praha), Metropolitan University Prague (Metropolitní univerzita Praha o. p. s.) and The University of Finance and Administration (Vysoká škola finanční a správní, o. p. s.) (Doctoral degree programmes at this higher education institution started only in the academic year 2010/2011).


 
Higher Education Institutions of the Non-university Type

Higher education institutions of the non-university type offer mainly Bachelor’s degree programmes and carry out research, art and other creative activities connected to the programme. They can also offer Master’s degree programmes, if they receive accreditation for them, but they cannot realise Doctoral degree programmes. They are not divided into faculties. Admission requirements, study fields, aims and content of education, methods, assessment and certification are the same as at higher education institutions of the university type.

Two public higher education institutions of the non-university type are transformed from previous tertiary professional schools. The first higher education institution of the non-university type was established in September 2004 – the College of Polytechnics Jihlava (Vysoká škola polytechnická Jihlava). Since 2006, the second public institution, the Institute of Technology and Business in České Budějovice (Vysoká škola technická a ekonomická v Českých Budějovicích), has also been in operation.

All private higher education institutions started as institutions of the non-university type, only three of them became universities lately (see above).


Legislation and Bibliography:

Higher Education Act

Statistical Yearbook Education 2014/15. Performance Statistic Indicators.