CZECH EDUCATIONAL SYSTEM
Katerina Lojdova
lojdova@ped.muni.cz

INTRODUCTION
¢Introduce yourself: where are you from, what do you study?
¢What do you know about Czech republic?
¢Why do you study here?

BRIEF HISTORICAL OVERVIEW
¢1918: Czechoslovakia
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THE CZECHOSLOVAK SOCIALIST REPUBLIC
¢
¢was the official name of Czechoslovakia from 1960 until shortly after the Velvet Revolution in
1989.

INTRODUCTION
¢1993: Czech republic
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BASIC FACTS
¢Compulsory school attendance
¢Literacy rate
¢Classification system: 1 – 5
¢Preschool enrollment is guaranteed for children in their last year before entering elementary
school
¢Elementary education takes 9 years, usually from ages 6-15
¢Elementary education is divided into two stages: primary (grade 1 – 5) and lower secondary (stage
6-9)
¢In addition, children have the option to apply for gymansium or concerva¨tory
¢

BASIC FACTS
¢Upper secondary education can be general or vocational ¢Upper secondary education takes 3 – 4
years and is mandatory
¢Tertiary education: Bologna process

ISCED
¢


EDUCATIONAL REFORM
¢1989 – 2005
¢How education changed?

BASIC EDUCATION
¢Educational reform


FRAMEWORK EDUCATIONAL PROGRAMME FOR BASIC EDUCATION
¢www.msmt.cz/file/9481_1_1/
¢In line with the new curricular policy principles outlined in the National Education Development
Programme for the Czech Republic (the so-called “White Paper”) and enshrined in the Education Act
(on Pre-school, Basic, Secondary, Tertiary Professional and Other Education), a new curricular
system for pupils and students from 3 to 19 years of age is being introduced into the Czech
education system.

THE FRAMEWORK EDUCATIONAL PROGRAMMES
¢defines initial education as a whole.
¢The Framework Educational Programmes devone binding educational norms across various stages:
pre-school education, basic education and secondary education (for pupils and students from 3 to 19
years of age)are based on a new education strategy, stressing key competencies, their interlinking
with ¢educational contents and the application of acquired knowledge and skills in practical life;
¢build on the concept of life-long learning
¢promote the educational autonomy of schools as well as teachers’ professional responsibility for
the outcomes of the educational process.
¢

OBJECTIVES OF BASIC EDUCATION
¢Create preconditions for pupils to acquire basic learning strategies and motivate them to
life-long learning ¢Stimulate and encourage pupils to creative thinking, logical reasoning and
problem solving ¢Guide pupils to engage in efficient, effective, open communication on all aspects
of their life ¢Develop pupils’ abilities to cooperate and to value their own work and achievements
as well as the work and achievements of others ¢Guide pupils so that they should become free and
responsible individuals who exercise their rights and meet their obligations ¢Induce in pupils the
urge to express positive feelings and emotions in their behaviour, ways of acting and when
experiencing important situations in their lives; develop in them sensitivity and responsiveness
towards other people, the environment and nature
¢

OBJECTIVES OF BASIC EDUCATION
¢Teach pupils to actively develop and protect their physical, mental and social health and to be
responsible for it
¢
¢Guide pupils to tolerance and consideration for other people, to a respect for their culture and
spiritual values; teach pupils to live together with others
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¢Help pupils to discover and develop their own abilities and skills in the context of actual
opportunities and to use their abilities and skills in combination with their acquired knowledge
when making decisions regarding the aims of their own life and profession

EDUCATIONAL FIELDS
¢Language and Language Communication (Czech Language and Literature, Foreign Language)
¢Mathematics and Its Applications (Mathematics and Its Applications)
¢Information and Communication Technologies (Information and Communication Technologies)
¢Humans and Their World (Humans and their World)
¢Humans and Society (History, Civic education)
¢Humans and Nature (Physics, Chemistry, Natural Sciences, Geography)
¢Arts and Culture (Music, Fine Art)
¢Humans and Health (Health Education, Physical Education)
¢Humans and the World of Work (Humans and The World of Work)
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KEY COMPETENCIES
¢learning competencies;
¢problem-solving competencies;
¢communication competencies;
¢social and personal competencies;
¢civil competencies;
¢working competencies
¢

CROSS-CURRICULAR SUBJECTS
¢Cross-curricular subjects in the FEP BE are subjects related to contemporary present-day issues
and represent an important and inseparable part of basic education. They represent an important
formative element of basic education.
¢
¢This contributes to the pupils’ comprehensive education and positively influences the formation
and development of their key competencies.
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¢Cross-curricular subjects represent a mandatory part of basic education. Schools must include all
cross-curricular subjects contained in the FEP BE10 into Stages 1 and 2 of education. Not all
crosscurricular subjects, however, must be represented at each grade level. It is the school’s
responsibility to, over the course of basic education, gradually offer pupils all thematic areas
contained in the individual cross-curricular subjects.
¢

CROSS-CURRICULAR SUBJECTS
¢Personal and Social Education
¢Democratic Citizenship
¢Education towards Thinking in European and Global Contexts
¢Multicultural Edu cation
¢Environmental Education
¢Media Education
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SEMINAR WORK
¢Comparsion of educational system in your country and Czech educational system in terms of:
¢ A) ISCED
¢ B) Goals of basic education
¢ C) Subjects in basic education
¢ D) Key competencies
¢ E) Interesting facts
¢