The Education System
Czech Republic
in the
The Education System
Czech Republic
in the
— — — 4
Welcome to the Czech Republic
Glossary 34
— — — TABLE OF CONTENTS
— — — 8
Structure and
Responsibilities
within the
System
of Education
— — — 10
Education Policy
of the Czech Republic
— — — 14
Financing
— — — 16
Pre-Primary Education
— — — 18
Compulsory Education
— — — 22
Post-Compulsory General and Vocational Education
(Upper Secondary and Post-Secondary Level)
— — — 26
Tertiary Education
— — — 6
Key Facts about Education
in the Czech Republic
— — — 30
Vocational Education and Training and Adult Education
2 3
People — — —
Population:
10.5 mil.
(133 inhabitants per km²)
Czech Republic — — —
Area:
78,866 km²
Territorial administration:
14 regions (higher level of territorial self-government)
divided into municipalities (basic self-governing units)
PRAGUE
(1.2 mil. inhabitants)
Capital:
Other cities with population
of over 100 thousand:
— — —
Welcome to the Czech Republic
Minority groups:
Slovaks, Poles, Germans, Roma etc.
Other foreigners with residence permits:
Ukrainians, Vietnamese, Russians, etc.
Brno
OstravaPlzeň
Liberec
Olomouc
4
Official language (language of instruction):
Czech
(belonging to the western Slavic family of languages)
Religion:
the traditionally low number of people practising a religion has further decreased.
32% of inhabitants declare themselves to be believers,
83% of these are members of the Roman Catholic Church.
Economic situation — — —
GDP per capita:
$ 26,046
(data from World Bank for 2011)
Currency:
Czech Koruna (CZK)
Unemployment rate:
6.6% (July 2012, Eurostat)
Governance — — —
The Czech Republic is a parliamentary democracy
with direct election of the President (first time in January 2013).
The Parliament is divided into two Chambers:
— — — Assembly of Deputies:
200 members elected under the proportional system
— — — Senate:
81 senators elected under the majority system
Executive power is held by the National Government headed by a Prime Minister.
Public administration is carried out by the central state administration
and self-governing regional and local authorities (regions and municipalities).
5
Historical milestones for Czech education — — —
1348 – – – Charles IV established a university in Prague – first institution of higher education north of the Alps.
1592 – – – John Amos Comenius – often considered the founder of modern education - was born in Moravia
1774 – – – Empress Maria Theresa introduced mandatory primary education in the Habsburg Monarchy
Czech Republic nowadays — — —
1989 – – – after the “Velvet revolution” Czechoslovakia returned to a liberal democracy
1993 – – – The Czech Republic came into existence after splitting with Slovakia
1995 – – – The Czech Republic is member of the OECD
1999 – – – The Czech Republic is member of NATO
2004 – – – The Czech Republic is member of the European Union – with the first Presidency in 2009
Prague
Brno
Olomouc
Organisation of the Education System
in the Czech Republic — — —
EU benchmarks in the Czech Republic — — —
Benchmark Czech Republic Czech Republic EU benchmark
in 2011 target for 2020 for 2020
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Participation in early childhood education 88.7% (2010) 95%
(4 years old - year before start of comp. primary)
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Early leavers from education and training 4.9% 5.5% 10%
(age 18-24)
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Low achievers Reading 23.1% (2009) 15%
(15 years old, PISA study results) Mathematics 22.3% (2009) 15%
Science 17.3% (2009) 15%
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Higher education attainment 23.8% 32% 40%
(age 30-34)
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Adult participation in lifelong learning 11.4% (2010) 15%
(age 25-64)
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Sources: Eurostat, OECD - PISA, European Commission: Analysis of the implementation of the strategic framework for European cooperation
in education and training (ET2020)
Investments — — —
Public educational expenditure:
8,881.2 mil. EUR
Educational expenditure relative to GDP:
4.38% (2009)
Sources: Eurostat (data for the year 2009)
7
— — —
Key Facts about Education in the Czech Republic
Higher education (2011) — — —
— — — 73 Higher Education Institutions divided as follows:
— 28 universities (26 public, 2 state)
— 45 private institutions
— — — 392,429 students
Education attainment
(2011) — — —
Early leavers from education and training 4.9%
Population aged 25-64 having completed
at least upper secondary education 92.3%
Tertiary educational attainment (age group 30-34) 23.8%
— — — — — — — — — — — — — — — — — — — — — — —
Source: Eurostat.
Compulsory education — — —
Compulsory school attendance is for all children at the age from 6 to 15 years.
In 2010 the number of children of compulsory school age was 834 thousand, i.e. 7% of the population.
The official language of instruction is Czech.
Only the Polish minority has its own schools teaching in Polish (in 2010/11
there were 25 nursery schools, 21 basic schools and 3 upper secondary schools).
6
Number of schools and pupils/students (2011/2012) — — —
Type of school Number of schools Number of pupils/students
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Nursery schools 4,931 342,521
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Primary schools 4,111 794,642
(for primary and lower secondary education)
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Secondary schools 1,393 501,220
(upper secondary education, incl. VET)
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Conservatoires 18 3,557
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Post-secondary colleges 180 29,335
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
— — —
Structure and Responsibilities
within the System of Education
Schools autonomy — — —
Since January 1st 2003, all schools have been granted the status of legal entities. School heads were given full
responsibility for the quality of the educational process, for financial management of the school, for appointing
and dismissing teachers and for relations with treir local community and the general public. By law, the school
organising body must establish a School Council enabling parents, pupils, teaching staff (except for the school
head), and the public to participate in the administration of the school. Organising bodies appoint school heads
on the basis of a tender and they can only be dismissed for reasons defined by law.
Public higher education institutions were granted autonomy at all levels of management. Internal management
of institutions, the establishment of self-governing academic bodies, content and organisation of study, labour
relations and funding is exercised by the Academic Senate, the rector, the Academic (Art) Board and a Disciplinary
Commission. The Board of Trustees safeguards public interest in the institution’s activities and efficient
property managment. The faculties also have autonomous bodies, but these are not legal entities. Higher education
institutions also have a representative body, the Higher Education Council, made up of representatives
from the academic community. State higher education institutions (The University of Defence and The Police
Academy) are established by the relevant ministries and their autonomy is limited.
Private schools — — —
Private schools have been in existence since 1990 (at university level since 1999). These schools are mostly
non-confessional and the most common legal form is a for-profit or non-profit making grant-aided organisation.
Both private and denominational schools represent 3% of the total number of basic schools and 1.5% of their
pupils; in the case of upper secondary schools this is 25.7% of schools and 14.7% of pupils; for tertiary professional
schools they represented 33.9% of institutions and 29.6% of students in 2010/11; for universities the
figures were 62% of institutions and 13.7% of students in 2011/2012.
Advisory and consultative bodies — — —
The MEYS is assisted by several advisory bodies in deciding on the development of education and different levels
of the educational system, recognition of educational institutions, economic issues, etc. The Education Act specifies
situations in which the opinion of interest groups is required; sometimes other ministries have to be consulted.
The highest advisory body at the national level is the Council of Economic and Social Agreement (tripartite:
government – employers – unions).
The Czech School Inspectorate is a central control body under the direct supervision of the MEYS. It is responsible
for monitoring of schools and school facilities: their educational programmes and outcomes, the quality
of management, how effectively funds are used and compilance with binding regulations, at all levels with the
exception of the higher education institutions.
The National Institute of Education (established in June 2011 by merging three formerly separate institutes)
focuses on development in the area of pre-primary, primary, secondary and post-secondary education, and also
provide guidance.
The Centre for Evaluation of Educational Achievement prepares evaluation tools for the school-leaving examinations
and supports pupils’ assessments at basic schools.
The National Institute for Further Education arranges courses, seminars, lectures and other activities for thr
further education of the pedagogical staff.
Within the higher education sphere, a similar role to that of the above mentioned organizations is played by the
Centre for the Study of Higher Education which has the status of a public research institution.
Teacher training — — —
Education for would-be teachers is described in the relevant chapters. The obligation to ensure in-service
training of teachers in public and state schools is stipulated in the Act on Educational Staff. In-service training
is organised by higher education institutions, institutions for in-service training of educational staff and at other
facilities on the basis of an accreditation granted by the MEYS. Teachers may prefer the self-study option, where
they are entitled to 12 working days off for study in the school year. In-service training programmes for teachers
are mainly provided by the National Institute for Further Education, which consists of a centre and thirteen
regional stations. Higher education institutions offer refresher training courses for teachers returning to the
profession after a long interval, qualification training courses providing upgrading of educational qualifications,
specialised courses, and educational studies for graduates from non-teacher training faculties.
Distribution of responsibilities — — —
The Ministry of Education, Youth and Sports (further referred to as MEYS) preserves the integrated state educational
policy by formulating long-term policy objectives of education and development of the education system
every four years (approved by the government). In terms of higher education, long-term plans are formulated
now for 2011-2015, and updated annually.
The Ministry of Education, Youth and Sports (MEYS) above all:
— — — is primarily responsible for the conception, state and development of the education system;
— — — determines the content of education: approves framework educational programmes
which are the base for the development of school educational programmes; accredits
educational programmes for tertiary professional schools and for higher education institutions;
— — — is responsible for the state financing policy in education – for drawing up of the education
budget and for determining of principles of its allocation;
— — — is in charge of the school register which has a constitutional meaning: only a registered
institution has a right to provide recognized education and receives public resources;
— — — is an organising body of institutions for in-service training of teachers and facilities
for institutional care and also of some schools and schools facilities.
Regions are given a high degree of autonomy. They are responsible for education on their territory. Regional authorities
formulate long-term policy objectives for their territory every four years in compliance with national objectives.
Regions are also organising bodies in particular for upper secondary and tertiary professional schools.
The municipalities are responsible for ensuring conditions for the compulsory school attendance, thus
they establish and administer basic schools. Usually, they are also organising bodies of nursery schools which
are not compulsory.
Legislation — — —
§ Education Act on Pre-primary, Basic, Secondary and Tertiary Professional Education (No. 472/2011) sets out the
principles and aims of education and the education system - composed of (1) schools, which organise education according to framework educational
programmes, and (2) school facilities, which provide education and services complementing or supporting education at schools. The Act also
regulates administration: the legal status of schools, their registration, financing, status and responsibilities of different levels of administration,
e.g. municipalities, regions, and the Ministry of Education, Youth and Sports, or other relevant ministries.
§ The Act on Educational Staff and on the Amendments of Several Acts (No. 563/2004) regulates requirements for the
performance of educational staff’s duties, their in-service training and career progression.
§ The Act on Providing Subsidies to Private Schools and Pre-school and School Establishments (No. 306/1999).
§ The Act on Institutional Education or Protective Education in School Provisions and on Preventive Educational
Care (383/2005) stipulates the requirements for the education of children and adolescents lacking proper family support or those with
behavioural problems.
§ The Higher Education Act (No. 111/1998), amended several times, extended the non-university and private sectors of higher
education. The majority of these are no longer state institutions (with the exception of military and police higher education institutions which are
entirely state-funded) but public institutions (state-subsidised) that manage their own property and have wide-ranging autonomy. New Higher
Education Act is being prepared.
§ The Act on Verification and Recognition of Further Education Outcomes (No. 179/2006) opened up a new pathway
for adults to obtain a certificate for a qualification attained in practice without formal education.
8 9
— — —
Education Policy
of the Czech Republic
10 11
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The Czech system of education has undergone several important reforms during the past
20 years. Several reform processes and changes are especially of high importance:
— — — The Education Act set a two-level structure for educational programmes for
pre-primary, compulsory and upper secondary education (incl. initial vocational education
and training). Framework Educational Programmes specify the concrete objectives,
form, length and compulsory content of education and some general conditions for their
implementation, as well as conditions for the education of pupils with special educational
needs. Each school has to draw up its own School educational programme in
accordance with the Framework Educational Programme and the school’s conditions.
— — — In the area of higher education the Bologna process has fundamentally influenced
the system of tertiary education in the Czech Republic. Besides significant massification
of higher education, all initiatives approved by the Ministers in the framework of
Bologna process have been adopted (i.e. 3-structure system, ECTS, diploma supplement,
quality assurance, etc., the national qualification framework is being developed).
Bologna process implementation report 2012 – results for the Czech Republic:
Range of five colours:
from dark green (fully implemented) — green — yellow — orange — to red
(not implemented/insufficient implementation)
Sources: http://www.ehea.info/
— — — The Czech Republic has adopted the key principles of lifelong learning and in
line with the European Union policy the Strategy of Lifelong Learning was approved
by the Government in 2007. Seven strategic priorities for the development of lifelong
learning in the Czech Republic have been defined: (1) recognition and permeability, (2)
equal access, (3) functional literacy, (4) social partnership, (5) demand stimulation, (6)
quality, (7) counselling services. This strategy is followed by the Implementation Plan,
where responsibilities, timetable, financial provision and procedures are specified.
— — — In response to the Recommendation of the European Parliament and the Council of the EU on the development
of European Qualification Framework (EQF), the Czech Republic is developing the National qualification
framework which is should be based on a national qualification register and national qualification framework
for tertiary education.
Ongoing reforms — — —
A number of reforms have been introduced to respond to current challenges (results of Czech pupils and students
in international surveys, labour market needs, demography, support for competitiveness, etc.). These reforms are
also mentioned in the National Reform Programme of the Czech Republic.
The following reform steps are crucial:
1) Improving the quality and availability of pre-school education
The Government will take steps to facilitate the establishment of pre-school education institutions by removing
existing regulatory barriers, especially the superfluous demands regarding specific conditions for the establishment
of such facilities. The Government will also financially support the establishment of company nurseries and
increase the availability of preschool education for children from socially disadvantaged backgrounds.
2) Systematic improvements in the quality of education and reform of the education system
i.	 Beginning with the school year 2013/2014, the Government will introduce systematic evaluation
	 of results of education of pupils of the 5 and the 9 basic school grades and of the corresponding grades
	 of six- and eight-year secondary grammar schools with the aim of using such results in its own evaluation
	 of the school. The evaluation will focus primarily on the pupil’s orietation in his/her own knowledge and
	 on his/her ability to make use of attained skills. Such evaluation system will be motivating for the school;
	 concrete results will be provided only to the pupil and to the school.
ii.	 Focus will be placed on the social integration role of basic education and equal access to education.
	 By 2020 the Government will reduce the number of children educated outside the mainstream.
iii. 	 Conditions for teaching staff should be improved by a new system of remuneration for teachers, which will
	 be closely linked to the career system and both these systems will motivate teachers towards lifelong
	 improvement of the quality of their work.
iv. 	 Reform of school-leaving examination (at the end of upper secondary education) focuses on the
	 comparability of knowledge among all students from different types of upper secondary schools.
	 A new final examination in vocational education should also be introduced.
v. 	 European tools such as European Quality Assurance in VET or others should be also used for improvement
	 of cooperation between VET and employers.
vi. 	 Further steps are planned for the support of adult education, especially through the recognition of further
	 education results and the development of a national qualification framework..
vii. A new model of norms for financing of the regional education system are being elaborated. This model will
	 include also other parameters, which will contribute to the optimisation of the network of schools (with
	 regard to the demographic development). The reform will also take into account all types of special
	 educational needs and will provide support to the basic schools involved in the integration and 	
	 provision of mainstream education with the aim of educating pupils with special educational needs.
3) Higher education reform
Reform targets in higher education are focused on the following priorities: raising the quality, excellence and
relevance of education and other activities of higher education institutions; the diversification of higher education
institutions according to their specific mission and the performance achieved; the opening up of higher
education institutions in an international, national and regional context and to the needs of various social partners
and groups; the efficient use of legal, economic and other Government instruments to rationally guide the
development of higher education. The main instruments for achieving these targets are of both a legislative and
non-legislative nature. The new Higher Education Act, which is being prepared, involves the financial participation
from students and the Act on Financial Assistance. These Acts are the basic legislative materials concerning the
higher education system and which will newly define, among others, the basic types of higher schools, will balance
the competencies of the main bodies of public higher schools and will ensure comprehensive regulation of the
relation between the state and the higher schools.
Quality assurance — — —
Quality assurance is reflected in the long-term policy objectives for education and the
development of the education system and annual reports on the status and development
of the education system. The evaluation of schools and school facilities is carried
out by the Czech School Inspectorate, which is responsible for studying and evaluating
education outcomes, the quality of professional and pedagogical management, working
conditions, teaching materials and equipment for public legal auditing, the use of the
funds from the state budget and for compliance with generally binding regulations. The
results of inspections are inspection or topic reports, control protocols and also the
annual report comprising a summary evaluation of the education system.
The system of quality assurance at higher education institutions is based on the principles
of internal and external evaluation. In line with the Higher Education Act, the
external evaluation is carried out by the Accreditation Commission or (in case of interest
of the HEI) also by international evaluation organizations, for example by the European
University Association. The system of evaluation is in line with the international principles
formulated by the ENQA (European Association for Quality Assurance in Higher
Education), CEEN (Central and Eastern European Network for Quality Assurance) and
INQAAHE (International Network for Quality Assurance Agencies in HE), of which the
Accreditation Commission is a member.
EU dimension and international cooperation — — —
Cooperation within Europe and other states is an integral part of the education policy in the Czech Republic,
particularly after its accession to the European Union The Czech Republic:
— — — cooperates with all relevant international organizations - The European Union,
Council of Europe, OECD, UNESCO, Visegrad Group, etc.
— — — participated in important reform processes, e.g. the Bologna process
— — — joined various international programmes, e.g. CEEPUS
— — — has concluded more than 100 bilateral international agreements.
Internationalisation has been an integral part of all strategic policy documents, especially in higher education.
The Czech Republic is actively involved in the European cooperation in education and training and
implements initiatives approved at the EU level.
Emphasis is placed on the increasing possibilities for mobility of students, teachers and academics. European
programmes and the Financial Mechanism of the EEA have been the most important tools in this respect. Special
focus is placed on the mobility of higher education students which should be the rule, rather than the exception
according to the Bologna process and EU objectives.
— — — Number of students in the Erasmus mobility programme in 2010/2011
in the Czech Republic: 6,433
— — — Number of students from the Czech Republic who used the Erasmus programme
between 1998 and 2011: 51,275
(with Germany, France and Spain as the most popular countries for mobility)
— — — Incoming student mobility between 1998 and 2010 in the Erasmus programme: 24,379
12 13
— — —
Financing
European Union sources of financing — — —
An important role for investments in education is played by the European structural funds,
especially the two listed below (for the period 2007-2013):
— — — The Operational Programme Education for Competitiveness
Focusing on the enhancement and modernisation of initial, tertiary and further educational
systems, their interactions with a comprehensive system of lifelong learning, and on the
improvement of conditions in the area of research and development. The total amount
of EUR 1.83 million from the EU funds represents approx. 6.8 % of all financing intended
for the Czech Republic from the EU funds.
— — — The Operational Programme Research and Development for Innovation
Focusing on the reinforcement of the research, development and pro-innovation potential
of the Czech Republic, in particular through universities, research institutions and their
cooperation with the private sector. It supports equipping of the research workplaces with
modern technologies, developing new research workplaces and increasing the capacity
of tertiary education. It is the fourth largest Czech operational program and EUR 2,070.68 million
has been allocated to it from the EU funds
Private schools — — —
The funding of private schools is based on the same per capita principle as for public schools. Basic subsidies
(50-80 % of the amount granted to similar public institutions, according to the type) can be raised
to 80-100 % if the school meets a set of criteria. Denominational schools receive the same funding as
public schools directly from the MEYS. Private higher education institutions must be non-profit-making
to be eligible for a state grant.
Expenditure on education in the Czech Republic comes mainly from public funds: from the central stage
budget and from the budget of the territorial administrative units – regions and municipalities. Funds are also
raised from schools’ economic activities and from schools’ participation in international programmes.
Public education expenditure (2009) — — — 8,881.2 mil. EUR
Educational expenditure relative to GDP (2009) — — — 4.38%
Source: Eurostat
The funding mechanism changed fundamentally in 1992 from funding for institutions
to formula (‘per capita’) funding: amounts of non-capital expenditures per pupil/student
are set by the Ministry of Education, Youth and Sports (capital expenditures in not
funded on a ‘per capita’ basis).
Annual expenditure on public and private
educational institutions per pupil/student — — — 4,621 EUR
(in 2009 in EUR, for all levels of education combined, PPS based on full-time equivalents)
Annual expenditure on public and private educational institutions
per pupil at the primary level of education (ISCED 1): 3,163 EUR (2009)
Annual expenditure on public and private educational institutions
per pupil at the secondary level of education (ISCED 2-4): 4,766 EUR (2009)
Annual expenditure on public and private educational institutions
per student at the tertiary level of education (ISCED 5-6): 6,208 EUR (2009)
Source: Eurostat
Principles for financing of schools and school facilities
founded by regions and municipalities — — —
School funding comes from two sources: capital and running costs are covered by the
organising bodies (regions and municipalities from regional/municipal budgets), while
educational costs (salaries and teaching aids) are allocated from the state (central) budget
by the MEYS via the regional administrations. Funding is based on the per capita principle.
For schools, the per capita amount is determined centrally for 4 age groups corresponding
to the respective levels of education (ISCED 0-3, 5B) and distributed to regions according
to the number of pupils in the respective age group. Regions determine per capita amounts
for different schools.
Principles for financing of higher education institutions (HEIs) — — —
Higher education institutions receive funds from the state budget for both their running
and capital costs. Higher education institutions receive a financial contribution according
to the number of students and graduates, the economic costingness of the relevant study
programme and certain quality and performance indicators. The MEYS is also used to finance
HEIs through project grants. Part of the budget is also allocated to schools on the
basis of qualitative criteria. A new funding system currently under preparation will make
even more provision for HEI qualitative performance indicators.
Important sources for especially for the mobility
of students and teachers/academics are the EU
programmes or other financial tools such as the
Financial Mechanism EEA/Norway.
Adult retraining programmes are largely funded
from the Operational programme Human Resources
and Employment (under the responsibility
of the Ministry of Labour and Social Affairs)
or the Operational programme Enterprise and
Innovation in the case of company employees.
14 15
— — —
Pre-primary Education
Key data for pre-primary education in the Czech Republic:
— — — 4,931 nursery schools (2011/2012)
— — — 342,521 children (2011/2012)
— — — Participation in early childhood education of children between the age
of 4 and the age of starting compulsory education (EU benchmark) – 88.7% (2010)
— — — Ratio of pupils to teachers – 12.8 (2010/2011)
The pre-primary education is regulated by the Framework Educational Programme for Pre-primary
Education (approved by the MEYS in 2004), on the basis of which each school has to develop its
own educational programme. Pre-school education has the following main objectives: to facilitate
the children’s development and their ability to learn, to enable children to acquire the basic
values on which our society is based, to become independent and able to express themselves as
individuals in relation to their surroundings.
The Framework Educational Programme is
divided into the following educational areas:
— — — the child and his/her body
— — — the child and his/her psyche
(Language and speech, Cognitive
abilities and functions, imagination
and fantasy, thought operations
and Self-concept, emotions and will)
— — — the child and others
— — — the child and society
— — — the child and the world
Nursery school is a part of the education system with a long tradition – the beginning of institutional
pre-school education dates back to 1832 and the Education Act of 1869 already mentions pre-primary
establishments. Pre-primary education was incorporated as a full component part of the education
system in 1948, however, it emphasised principles of collective education and aimed to weaken the
influence of the family over the children’s education. After 1989, a lively debate developed over the role
of nursery schools and the personality-oriented model of pre-primary education was encouraged.
Pre-primary education is also mentioned as a priority
also in the National Reform Programme of the
Czech Republic (2011) because of its importance for
the further development of children. The emphasis is
on increasing the availability of pre-school education
institutions, as the lack of these schools is a real
problem for many families. Besides removing existing
regulatory barriers regarding the establishment
of such facilities, financial support is provided for
company nurseries.
Nursery schools are designed for children from 3
years up to 6 years of age. Two-year-old children are
currently accepted in some of the schools under certain
conditions. Attendance is not compulsory but approximately
84% of the total age group (3-6 years) are
included, rising to 91% in the pre-school year. The
year preceding compulsory schooling is free of charge
and children have a legal right to attend it. Parents can
be asked to pay a maximum of 50% of the running (not
educational) costs covered by the community.
For socially disadvantaged children, preparatory classes may be established during the year prior
to their starting compulsory schooling at basic schools.
Nursery schools are usually established by municipalities or groups of municipalities. The share of private
and church founders is very low (2.6% of institutions. 1.6% of children in the school year 2010/2011).
Nursery school teachers obtain a full qualification from a four-year upper secondary
school course with a final secondary leaving examination. Nursery school teachers can also be
trained in courses offered by faculties of education at universities or tertiary professional schools.
Virtually all teachers of the nursery school are women, although the profession is open to both
genders.
The main components of the programme are
spontaneous games and physical activities,
including outdoor activities and games,
walks and excursions. Sleep is also an important
element of the routine. Personal
development and socialisation are also
supported by activities related to literary,
artistic and moral education. All activities
emphasise emotional involvement and
encourage a spirit of participation. Nursery
schools are moving towards internal
differentiation and the individualisation of
their programmes. Foreign language teaching,
swimming courses, artistic activity,
speech therapy and programmes for gifted
children are also offered.
Every nursery school, and indeed every teacher, can choose or prepare a system for monitoring
and assessing children’s development.
If any irregularities or problems occur during attendance the nursery school will, with the agreement
of parents, provide educational, psychological or medical consultations and offer remedial and developmental
programmes tailored to the child’s individual needs.
16 17
BASIC SCHOOL
(primary education)
ISCED 1
SPECIAL
BASIC
SCHOOLS
(pupils with
a severe mental
disability,
multiple
disabilities
or autism)
options
BASIC
SCHOOL
(lower-secondary
education)
ISCED 2A
BASIC
SCHOOL
(2 years of lower-
secondary
education)
ISCED 2A
6-YEAR
SECONDARY
GENERAL
SCHOOL
MULTI-YEAR
SECONDARY
GENERAL
SCHOOL
(gymnázium)
(8 years)
CONSERVATOIRE
2011/2012: 4,111 basic schools with 794,642 pupils
Basic schools accept children who have reached 6 years of age by 1 September of the year in question. Children
turning 6 between the beginning of the school year and the end of the calendar year can be admitted if they are
sufficiently mature, physically and mentally, and if their legal guardian applies for admission. The maturity of
pupils is assessed during their enrolment in school. If a pupil is not considered mature enough to attend school
he/she continues to attend either a nursery school or a preparatory class within basic schools. These classes
have fewer children, each child is given individual tuition and teachers can use the help of teacher’s assistants.
Around 2% of pupils move into compulsory education from these classes.
Basic school has two levels:
— — —	 the first stage now covers the first to fifth grades (ISCED 1)
		 and all subjects are usually taught by a generalist teacher
— — —	 the second stage covers sixth to ninth grades (ISCED 2)
		 and subjects are taught by teachers specialising mostly in two subjects,
		 classes are coeducational
Pupils can leave single structure of the basic school after successfully completing the fifth year (to attend an
eight-year secondary general school) or the seventh year (to attend a six-year secondary general school). The
enrolment procedure usually includes an entrance examination set by the school head. There are 11 % pupils
in this age group (between 11 and 15 years old) attending a secondary general school (2010/11).
The enrolment procedure for education at a conservatoire is in the form of an examination to test applicant’s particular
abilities. Only around 0.07% of pupils between 11 and 15 perform their compulsory school attendance
at eight-year conservatoires.
Structure and organization — — —
There has always been an even, dense distribution of basic schools. There are a great number of small municipalities
in the Czech Republic, which implies also a large number of small-sized schools (35% of basic schools
have fewer than 50 pupils). Catchment areas are defined, but the choice of schools is free. The number of pupils
per class is between a minimum of 17 and a maximum of 30. In 2010/11, the average class size was 20.0 (SEN
pupils are not included in this number). The co-educational classes are made up of pupils of the same age. Small
communities can organise schools (primary stage only) with one or more classes of mixed age.
The school year begins on 1 September and ends on 31 August of the following year. In 2010/11, the school year
comprises 196 days of teaching. Lessons of 45 minutes are spread over five days a week. The timetable is 18-26
lessons at the first stage, gradually increasing to 28-32 lessons at the second stage. In 2006/07 it was extended
by 5 hours. Education is running mostly in the morning. Apart from education, schools offer their pupils all-day
care and interest activities in the school facilities.
— — —
Compulsory Education
School attendance is compulsory for nine years, usually from the ages of 6 to 15.
All pupils start their primary education in a comprehensive basic school (5 years).
During the second stage (lower-secondary education) it is possible to:
— — — 	 continue at the basic school – an option which is used by majority of pupils
— — —	 proceed to multi-year secondary general school (gymnázium), which is a secondary 	
		 school providing a general education – this option is used by 11% of pupils
— — — 	 proceed to eight-year conservatoire – which is used by 0.07% of pupils.
Children with a severe mental disability, multiple disabilities or autism can attend special
basic schools.
An increasing number of pupils (3-5% in the past years) complete their compulsory school
attendance before reaching the last year of basic school because they have had to repeat
one or more school year(s) in which they had not succeeded in all the compulsory subjects.
A number of these pupils continue their studies at secondary vocational schools where they
gain a professional qualification.
18 19
Curriculum — — —
The binding document for education in basic school as well as in lower stage of multi-year secondary general
school is the Framework Educational Programme for Basic Education (FEP BE) approved by the MEYS in 2005.
On the basis of the FEP BE, schools have to prepare their own school educational programmes (SEPs): in 2010/11
schools were providing instruction according to their SEPs in most grades.
The FEP BE defines nine main educational areas consisting of one or more educational fields, cross-curricular
topics, complementary educational fields and key competences of a school leaver. It specifies the curriculum
of the fields, i.e. the recommended content and expected outcomes at the end of every period (the first stage
is divided into first and second periods: years 1-3 and 4-5).
The educational areas are: (1) Language and language communication, (2) Mathematics and its application, (3) ICT,
(4) People and their world, (5) People and society, (6) People and nature, (7) Art and culture, (8) People and their
health, (9) People and the world of work. The cross-curricular topics comprise: Personal and social education,
Education for democratic citizenship, Education towards thinking in the European and global context, Multicultural
education, Environmental education, and Media studies.
The SEP BE divides the curriculum into particular years (or other compact parts, e.g. modules) and into subjects
and specifies the syllabus. One educational field can form part of one or more subjects or the educational content
of different fields can be combined into an ‘integrated subject’. Schools profile themselves through their SEPs.
Teaching of a foreign language starts in the 3rd year, but the school head can include it in the 1st year if pupils
are interested and parents agree. The pupils must be offered the instruction in English before other languages.
Teachers can choose their own teaching methods, within the scope of the proposals or recommendations articulated
in the educational programme and according to the general policy of the school. Each school has a free
choice of textbooks.
Support and guidance — — —
Educational staff responsible for guidance services at schools include:
— — — educational counsellors
— — — school prevention specialists
— — — (sometimes) school psychologists or special educators.
Their activities include assistance in preventing pupil failure, dealing with socially
pathological phenomena, support to pupils with special educational needs and special
talent and career guidance. Schools can cooperate with educational and psychological
guidance services or (in case of disabled children) special educational centres.
Special educational needs — — —
In general, the emphasis is on integrating SEN pupils into regular classes, which is an
important principle of inclusive education and is also stressed also in the new Education
Act. (2.4 % of the population falls outside mainstream education.)
If required by the nature of the disability, schools, eventually classes, departments or
study groups using adapted educational programmes are established for disabled children,
pupils or students.
Pupils with serious mental disability, pupils with multiple disabilities, and autistic pupils
are entitled to be educated at special schools, which exist from the pre-primary to upper
secondary level. Their curriculum and qualifications are as close as possible to those
of mainstream schools and the methods are appropriate to the specific educational
problems.
At the compulsory level, the basic special school can be established for pupils with medium
and severe mental disabilities and multiple mental disabilities and a basic practical
school for pupils with mild mental disabilities.
These pupils can continue their education in courses at a practical school (ISCED 2C)
or a secondary vocational school (ISCED 3C) – two secondary schools set up for pupils
with lower study prerequisites – or in other special vocational courses at upper secondary
level (ISCED 3C) for pupils with mild mental disabilities and for those who have
not successfully completed lower secondary education. Attendance at a special school
requires a recommendation from the appropriate authority and parental consent.Assessment — — —
The general principles of assessment of pupils’ educational results are
set out in the Education Act. The rules of pupils’ assessment are defined
by each school in the School Code and respect the MEYS’s degree and
curriculum. Continuous assessment is provided by teachers and 5-point
scale is most commonly used. Continuous assessment results are
summarized in a school report at the end of each semester. According
to the MEYS degree, the 5-point scale, verbal assessment (authorized at
all educational levels since 2005) or a combination of both may be used
in the school report. Final school reports are issued with proof that the
required level of basic education has been reached.
Pupils who have not succeeded
in all compulsory subjects can
repeat a year once at every stage.
Nevertheless, Czech compulsory
school attendance is
characterised by its low rate of
failure - for a number of years
the average number of pupils
repeating a grade has been
less than 1%.
Teachers — — —
Would-be teachers at a primary and lower-secondary level of education must obtain
a university qualification at Master’s level (4 or 5 years course, usually at a faculty of
education), which includes relatively short practical experience. Teachers at the primary
level are generalists, at lower-secondary specialists. They do not have the status
of civil servants and their prescribed teaching load is 22 lessons per week.
20 21
— — —
Post-Compulsory General and Vocational Education
(Upper Secondary and Post-Secondary Level)
Upper secondary education is a highly differentiated system guaranteeing education and
vocational training for almost the entire population of young people between completion of
compulsory school attendance and taking up employment or continuing in higher education
(i.e. generally aged 15 to 19 years). The starting age of study is determined by the completion of
compulsory education, however some secondary schools (multi-year secondary general schools
and conservatoires) also provide a programme of compulsory education (lower-secondary) and
therefore even younger pupils attend them.
Upper secondary education has a long tradition in the Czech Republic — — —
— — — Upper secondary attainment (age 20-24): 91.7%
(EU average is 79.5%; both figures from 2011)
— — — Early leavers from education and training (age 18-24): 4.9%
(EU average is 13.5%; both figures from 2011)
Source: Eurostat
Types of upper secondary education1
— — —
Those graduating from upper secondary education can improve or change their qualification
in three types of post-secondary non-tertiary education (programmes) — — —
— — — two-year technical follow-up studies offering graduates of three-year vocational 3C programmes
studies of general and theoretical subjects in the area of study to achieve ISCED level 4A,
— — — two types of shortened study (technical or vocational) providingthese leaving general
or technical ISCED level 3 programmes with either knowledge of another field or skills
to achieve ISCED level 4A or level 4C.
Prerequisites for acceptance in upper (resp. or post-) secondary education are the completion of a compulsory
(or secondary) education and successfully meeting the entrance requirements set by the school (including for
example an entrance examination/test. The enrolment procedure for education at a conservatoire is held in the
form of an examination to test the applicant’s particular abilities.
Secondary schools are usually public, generally established by regions, with the education free of charge. But
there are also private or denominational secondary schools where fees are paid. Classes are co-educational
(except for physical education lessons).
Curriculum — — —
According to the education reform programme, the MEYS is responsible for the development and update/innovation
of the so called Framework Educational Programmes for different levels and types of education on the basis
of which each school prepares its own schools education programme. The choice of teaching methods, materials
and aids depends on the teacher and ICT and teaching software are used more and more often.
Average number of foreign languages learned per pupil (2010) — — —
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Level of education Number of foreign languages
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Lower secondary (ISCED 2) 1.3
Upper secondary (ISCED 3) 1.5
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Note: The average number of foreign languages learned per pupil at upper secondary general education is 2.0, in pre-vocational 1.3.
Source: Eurostat
Assessment — — —
Upper secondary schools use both continuous assessment and final assessment of pupils in a school report. The
results of a pupil’s education may be expressed by a mark, a verbal assessment, or by a combination of both.
There are no exams at the end of a year.
1
Minor exceptions may occur.
2
Nevertheless, studies at conservatoires are usually completed by an absolutorium at conservatoires (ISCED B).
22 23
Secondary education according to
the acquired education/qualification
Secondary education
completed with schoolleaving
examination
(maturitní zkouška)
ISCED 3A
Secondary education
leading to apprenticeship
certificate
ISCED 3C
Secondary education
ISCED 2C/3C
Levels of education
& their characteristics
Upper secondary
general education
Upper secondary education
with several specialization:
pedagogical,
economical, technical, etc.
Upper secondary
technical education
Art education1
Upper secondary vocational
education; very
practically oriented
Upper secondary general
and vocational education
acquired through completion
of an educational programme
lasting 1-2 years
Type of school
Secondary general school
(gymnázium)
Lyceum
Secondary technical school
(střední odborná škola)
Conservatoire
Secondary vocational
school (střední odborné
učiliště)
Secondary vocational
school or practical school
Length
(years)
4
2/3
1–2
Theoretical
age
15–19
15–17–18
15–16/17
All upper secondary schools organise their own final examination out of the following three types — — —
— — — The school leaving examination - maturitní zkouška. Leavers are
awarded a school leaving examination certificate (vysvědčení o maturitní
zkoušce) which opens opportunities to enter a higher level of education.
In the Education Act, a new structure was introduced for this examination.
It consists of a common part (defined by the state) and a profile part
(defined by the school). The common part consists of Czech language,
a foreign language and an optional subject. From the 2010/11 school
year, pupils should complete their studies on the basis of this exam.
— — — The final examination - závěrečná zkouška - for three-year (prevailing)
or two-year courses (ISCED level 3C) or shortened study (ISCED
4C level) where a part of the examination is practical. Leavers are awarded
the final examination certificate (vysvědčení o závěrečné zkoušce) and the
apprenticeship certificate (výuční list) which attests to their skills in a given
field. A central (national) section is also being prepared for this exam.
— — — The final examination - závěrečná zkouška - in two- and one-year
courses which are general or vocational (ISCED level 2C/3C). However,
graduates represent a very small proportion of total graduates.
Secondary general schools — — —
Secondary general schools (gymnázia) provide secondary education
which aims to provide pupils with key competencies and a broad outlook,
preparing them above all for higher education and other types of tertiary
education, for professional specialisation, as well as for life in society.
Three types of courses are offered — — —
— — — 4-year courses for pupils who have completed their
compulsory school attendance;
— — — 6-year courses for pupils who have completed the 7th year;
— — — 8-year courses for pupils who have completed the 5th year.
In addition to general courses, there are 12 fields of study (for example
languages, humanities, natural sciences, mathematics, physical education
etc.) with a special focus on these subjects in the curriculum. Some sixyear
courses and one eight-year courses provide instruction in some or
all subjects in a foreign language – CLIL (so-called bilingual secondary
general schools). However, the majority of these schools are general in
their orientation.
Secondary technical and vocational schools — — —
Schools providing technical and vocational education have a long tradition in the Czech Republic.
These schools were intended to provide an education with an intermediate level of
qualifications on the assumption that these students would move directly into the labour
market. The education was geared towards developing their practical application of the technical
knowledge and skills acquired.
According to the acquired school-leaving examination there are two types of education
(except a minor programmes of vocational education lasting only 1-2 years) — — —
— — — Technical secondary education completed by the school-leaving examination
(maturitní zkouška)
— — — Vocational secondary education leading to an apprenticeship certificate
(when a week of theoretical education and a week of practical training normally alternate).
Some schools organise two year follow-up courses leading to the school-leaving examination for pupils who have an apprenticeship
certificate. Many pupils choose de facto five-year professional education composed of three-year training,
through which they gain an apprenticeship certificate, and a further two years completed by the school-leaving examination
(maturitní zkouška).
The framework educational programmes for technical and vocational education include general
as well as technical/vocational education areas, cross-curricular subjects, key and specific
competences. There are specific framework education programmes for follow-up courses
(ISCED 4A level), programmes of shortened study (4A or 4C) are based on the framework
education programme for the appropriate upper secondary course.
Conservatoires — — —
The conservatoire (konzervatoř) is a special type of school, providing artistic education, which
can be acquired through studies in dance, music, singing and musical-dramatic art courses.
Courses last either 6 or 8 years - admitting pupils who have completed their compulsory school
education or pupils who have successfully completed 5 years of basic school. The admission
procedure requires candidates to demonstrate their talent in the form of an aptitude test.
The Framework Educational Programmes (FEP) for conservatoire courses were approved in 2010.
The structure of these FEPs is similar to that of FEPs for upper secondary vocational education.
Education is generally completed by passing an absolutorium examination, which awards
those leaving “tertiary professional education in conservatoire” (ISCED 5B ) with the qualification
of a “qualified specialist” (DiS.).
The absolutorium is a comprehensive professional examination consisting of a theoretical examination in vocational subjects
specified by a curricular document, an examination in a foreign language, a thesis and a performance in one or two
principal artistic branches, or an examination in artistic and pedagogical training.
Pupils in upper secondary education enrolled in vocational stream (2010):
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Total: 73%
Males: 78.8%
Females: 67.3% Source: Eurostat
— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —
Teachers — — —
Would-be teachers at secondary and post-secondary level of education must obtain a university
qualification at Master’s level - usually at a faculty of education, which includes relatively
short practical experience. Graduates from academic Master’s degree courses can gain teaching
qualifications in consecutive higher education courses. Teachers of theoretical technical subjects
gain Master’s degrees from specialised higher education institutions (technical universities,
agricultural universities, faculties of medicine, universities of economics, theology and fine
arts, etc.) and usually gain their teaching qualifications later. Different types of lower vocational
qualifications (from non-tertiary education) are sufficient for practical education teachers.
74% of all leavers of upper
secondary education terminate
their studies with the school
leaving examination
Those leaving secondary general
school (gymnázia) represent
30% of holders of the schoolleaving
exam (maturitní zkouška)
and 22% of all those leaving
upper secondary education
The Framework Educational Programme for Upper Secondary General Education (for secondary general schools)
stipulates 8 educational areas, 5 cross-curricular subjects and also the key competences of a school leaver.
The school head determines the optional subjects as well as the use of the disposable lessons.
24 25
— — —
Tertiary Education
Tertiary professional schools — — —
Tertiary professional schools provide students with practically oriented qualifications at the ISCED 5B level.
Their aim was to fill the gap in qualification needs between secondary and tertiary education. These schools
have mostly been attached to secondary technical schools and they still form a single legal entity with them.
Only one fifth of them are independent entities. Their curriculum (educational programme) is prepared by
the school and accredited by the MEYS. These schools can charge fees where the maximum level is regulated
(together with other issues) by the Decree on Tertiary Professional Education.
180 tertiary professional schools with 29,335 students in 2011/2012
Institution
Conservatoire
(art education)
Tertiary professional
school
Higher education
institution - university
and non-university type
(Bachelor and Master’s
studies)
Higher education
institution – university
type (Doctoral studies)
ISCED
level
5B
5B
5A
6
Length (years)
2
3 (3.5)
1st cycle
3-4
(180-240 ECTS)
2nd cycle
1-3
(or 4-6 in case of
“long” non-structured
courses)
3-4
Type of examination
Absolutorium
Absolutorium
State examination
and defence of a thesis
State examination
and defence of a thesis
Specific state
examination
(“rigorózní zkouška”)
and defence of a thesis
State doctoral
examination and
defence of a thesis
Degree awarded
DiS. (specialist with a diploma)
Bc./BcA
(Bachelor/Bachelor of Art)
Mgr./MgA. (Master/Master of Art)
Ing./Ing. arch. (for technical
and economic branches/
in architecture)
MUDr. (doctor of medicine),
MDDr. (dentist),
MVDr. (doctor of veterinary
medicine)
For Master degree holders after
taking this type of examination:
JUDr. (in law),
PhDr. (in humanities, education
and social sciences),
RNDr. (in sciences),
PharmDr. (in pharmacy),
ThDr. (in theology)
Ph.D.
Th.D. (theology)
Types of institutions and qualification acquired — — — Higher education institutions (HEIs) — — —
Higher education institutions (HEIs) provide tertiary education to ISCED 5A and 6 levels by organising accredited
study programmes, which are prepared by individual institutions/faculties and approved by the MEYS
after a positive opinion from the Accreditation Commission. In addition to that, all higher education institutions
carry out other activities such as research, development, artistic work and possibly other creative activities, as
well as organising lifelong learning programmes.
They are either of university (24 public, 2 state, and 3 private institutions in 2011) or non-university type
facilities (2 public, 42 private institutions). The University of Defence and the Police Academy still remain state
institutions, controlled by the relevant Ministries (Defence and the Interior). Private higher education institutions
can only function as legal entities after obtaining the approval of the Ministry of Education which is based
on the recommendation of the Accreditation Commission.
Study at HEIs — — —
The school-leaving examination (maturitní zkouška) certificate is the minimum entrance qualification for all tertiary
education. Each institution decides on the number of enrolled students and determines its own admission
criteria and the content of the entrance examination if required. In the admission proceedings foreigners must
meet the same requirements as Czech students.
Currently, higher education for Czech citizens is free of charge with a few exceptions (fees for administration of
admission proceedings; for extending the duration of study beyond a set limit and for the study of an additional
programme). Nevertheless, a system of provision of financial assistance to students will be prepared, which
will allow for subsequent introduction of tuition fees. The Government plans to introduce since the academic
year 2013/2014 financial participation of students in covering of the costs of their studies and as a regulatory
instrument for higher education institutions. Foreign students study at higher education institutions under the
same conditions as Czech students. If foreign students are taught in languages other than Czech they can be
charged special fees set by the relevant institution. Private institutions of higher education may set their own
fees and the law sets no limit on these. The structure of the academic year is decided by each institution. It usually
begins in September and is divided into two semesters: winter and summer, with a five-week examination
period at the end of each semester.
Study programmes are developed and submitted for accreditation. Programmes may be for Bachelor’s, Mas-
ter’s or Doctoral studies and may be full-time, distance or a combination of both. The classification of fields of
study corresponds essentially with the traditional classification of academic fields. The accreditation is granted
by the MEYS based on an opinion of the Accreditation Commission, which was established by the government
and whose members are prominent professors and scientists. Within the accreditation process decisions are
also taken on the authorisation to award academic titles. The Accreditation Commission also carries out evaluation
of faculties in the individual specialisations.
Although the share of people with tertiary education has been quite low, the number of enrolled students and
graduates has been increasing over the long-term perspective. In 2011 the share of people aged 30-34 with
tertiary education was already 23.8% (as compared with 17.5% in 2009).
With respect to the Europe 2020 objectives, the Czech Republic has announced plans for at least 32% of the
population (aged 30-34) to have tertiary education by 2020.
26 27
Total number of students: 392,429
Women: 219,627 (56%)
Students with foreign citizenship: 38,942 (10%)
Students at public HEIs: 339,295 (86.5%)
Students at private HEIs: 53,796 (13.5%)
Proportion of students
according to the study programme:
Bachelor’s programme: 63%
Master’s programme: 23%
Non-structured (“long”)
Master´s programme: 9%
Doctoral programme: 6%
Total number of graduates: 92,924
Bachelors: 51,931 (55.8%)
Masters: 38,778 (41.6%)
Doctors: 2,419 (2.6%)
Graduates according to
the study programme:
Natural sciences: 6.4%
Technical sciences: 20.7%
Agriculture, forestry, veterinary: 3.5%
Health care, medicine, pharmacy: 5.7%
Humanities and social sciences: 16.1%
Economics and administration: 27.7%
Justice, legal and public administration: 3.2%
Pedagogy, teaching and social care: 14.3%
Arts and culture: 2.4%
Source: MEYS - data fot he whole calendar year 2011
Number of students at HEIs and graduates (2011) — — —
28 29
Academics — — —
Academics are those employees of HEIs who carry out both educational and scientific work, as well as research,
development, artistic or other creative activities, e.g. professors, associate professors, specialised assistants,
assistants, lecturers and academics involved in science, research and development. Professors make up around
11% of faculty staff and associate professors approximately 20% (2007). The structure of qualifications is rising
slowly and the average age is also gradually decreasing. The law does not prescribe any special pedagogical
training for academics, career development is specified by internal institutional regulations.
— — —
VET and Adult Education
Vocational education and training (VET) has a long tradition in the Czech Republic. The initial VET is an integral
part of upper secondary education (see the corresponding section). The participation of adults in continuing
education has been tradionally quite low (in 2010 it was only 7.5% of population aged 25 to 64 participated in
education and training), nevetheless with noticeable improvements in the recent years (according to Eurostat
in 2011 it was 11.4%). It is a result of many initiatives to improve this trend in the past years - with respect to
the EU objectives and a general need for lifelong learning (the MEYS develops systemic and/or support tools,
retraining is financially supported by the Ministry of Labour and Social Affairs, etc.). The key role is played by
a system of verification and recognition of further education outcomes, which is based on the 2006 Act on
Verification and Recognition of Further Education Outcomes. This Act makes provision for (1) the National
Qualifications Framework as a publicly accessible register of full and partial qualifications and their standards
for qualification and evaluation; (2) rules for awarding and withdrawing authorisation for verification of further
education outcomes (partial or full qualifications); (3) rights and obligations of further education learners and (4)
responsibilities of state administration bodies regarding the verification and recognition of further education.
National Qualification Framework — — —
Bridge between the World of Work and Education
A key role is played by — — —
The Ministry of Education,
Youth and Sports
The Ministry of Labour
and Social Affairs
The Ministry of Industry and Trade
All ministries
Organisations of Social partners
Regions – Councils for education,
training and employment
— Coordination role and responsibility for the systemic framework
of continuing education, incl. accreditation of retraining programmes
— Development of National qualification framework, incl. the system
of verification and recognition of further education outcomes
— Outline of general framework and support through a financial
development programme for lifelong learning programmes
developed at HEIs (the University of the Third Age)
— Responsibility for state employment policy, incl. National
— Coordination of Labour Offices which provide information
and guidance services related to (continuing) VET; organise
and co-finance retraining of job seekers
— Support for retraining of employees with respect to the competi
tiveness of industry and the introduction of new technologies
— Responsibility for vocational training in regulated professions
within their respective sectors
— Verification and recognition of further education outcomes
and participation in the preparation of qualification and
assessment standards in their sectors
— Aim to change the economic environment in order to encourage
companies to take an interest in education and training
— Building links between the world of education and the world of work
— Support of adult education services provided by schools or regional
centres for lifelong learning
In addition to this Act, other legislation covering this area is quite broad, including The Education Act,
The Higher Education Act, regulations related to work performance, regulations specifying qualification
requirements for some professions, etc.
Beside continuing education and training, civic/special interest education
– although not directly connected to the labour market – plays its role in
satisfying people’s political, historical and cultural and similar interests.
Each qualification is interconnected to levels (1-8) of the European Qualification Framework.
The qualification framework for tertiary education is being developed.
30 31
NATIONAL SYSTEM
OF OCCUPATIONS
Catalogue of performance
requirements for each
profession in the labour
market
NATIONAL REGISTER
OF VOCATIONAL
QUALIFICATIONS
Register of complete
and partial qualification
described by a list
of expected learning
outcomes and a set of
evaluation criteria
Influence on initial education
Findings and information gained
from the cooperation with stakeholders
when developing the
National Register of Vocational
Qualifications subsequently affect
the curriculum in initial education.
FURTHER
EDUCATION
EXAMINATIONS
VIA AUTHORIZED
PERSONS
(i.e. schools or
other subjects
guaranteeing the
exam standards)
PRACTICE
EXPERIENCE
Education and training for adults is quite a broad area with many stakeholders (incl. ministries) involved.
Adult education takes place in various types of training institutions — — —
These organisations
provide courses of
various types, subjects,
levels and duration.
Courses are offered
depending on current
supply and demand.
In general, the most
frequently offered
courses are those in
foreign languages,
ICT, management
and accounting.
Schools (basic, upper secondary,
tertiary professional or other
educational institutions)
Higher education institutions
(HEIs)
Non-profit organisations
Enterprises, institutions and state
administration bodies
Commercial educational
institutions
Retraining establishments
Schools primarily organise coherent adult education programmes, providing
a certain level of education through other than full-time forms of
study. These programmes at upper secondary and tertiary professional
levels are mostly provided in fields for which full-time programmes also
exist. For those who have completed compulsory school attendance requirements
but have not completed basic education, both basic schools
and secondary schools can organise courses aimed at completing basic
education. All schools can also organise various continuing education
courses, including retraining, but they have to gain a special accreditation.
Adult education is also organised by basic art schools and language
schools authorised to organise state language examinations.
HEIs provide adults with the opportunity to study in all types of study
programmes, either in the form of distance learning or combined
distance and full-time study. HEIs provide lifelong learning courses
in addition to their regular study programmes. Courses can be offered
free or for a fee, and can be career-related or for personal development,
e.g. the University of the Third Age.
Organisations from the education sector,
professional organisations, foundations,
churches, trade unions, political parties,
cultural institutions (museums, galleries,
libraries, houses of culture).
Organisations providing education primarily
for their own employees by means of
their own education institutions or trainers,
or by hiring services of other institutions.
Note:
Schools can also organise educational
courses on a commercial basis.
32 33
Various institutions which were granted accreditation from the Ministry
of Education, Youth and Sports to provide retraining. Retraining courses
organised within active employment policy aim to increase the employability
of job seekers and groups threatened with unemployment.
— — —
Glossary
Ministry of Education, Youth and Sports (MEYS)		
	 Ministerstvo školství, mládeže a tělovýchovy
The Czech School Inspectorate 			
	 Česká školní inspekce (ČŠI)
The National Institute of Education			
	 Národní ústav pro vzdělávání (NÚV)
The Centre for Evaluation of Educational Achievement 	
	 Centrum pro zjišťování výsledků ve vzdělávání (CERMAT)
The National Institute for Further Education 	 	
	 Národní institut dalšího vzdělávání (NIDV)
The Centre for the Study of Higher Education		
	 Centrum pro studium vysokého školství (CSVŠ)
Nursery school	 				
	 Mateřská škola
Pre-primary education	 			
	 Předškolní vzdělávání
Basic school					
	 Základní škola
Secondary general school
	 Gymnázium
Secondary technical school
	 Střední odborná škola
Secondary vocational school
	 Střední odborné učiliště
Final examination
	 Závěrečná zkouška
Apprenticeship certificate
	 Výuční list
School-leaving examination
	 Maturitní zkouška
Follow-up courses
	 Nástavbové studium
Tertiary professional school
	 Vyšší odborná škola
Higher education institution (HEI)
	 Vysoká škola
Adult education/ Further education
	 Vzdělávání dospělých/ Další vzdělávání
— — —
Notes
34 35
— — —
Colophon
The Education System
in the Czech Republic
Published by:
The Ministry of Education,
Youth and Sport
of the Czech Republic,
Karmelitská 7, 118 12 Praha 1
Editor:
Department for International and European Affairs
in close cooperation with Leona Gergelová Šteigrová
Based on the following sources::
Eurydice: Eurypedia and System Overview - Czech Republic
The Institute for Information on Education - publications and data
European Commission – publications and data
Eurostat
Czech Statistical Office
Governmental strategic documents, incl. National Reform Programme 2012
Design:
Martin Hrdina
Printing:
Centrum pro zjišťování výsledků
ve vzdělávání (CERMAT),
Jankovcova 63, 170 00 Praha 7
2nd Edition, Prague, October 2012
ISBN: 978-80-87601-12-9
With the support of the Lifelong Learning
Programme of the European Union
www.msmt.cz