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Special schools exist from pre-primary to upper secondary level. Their curriculum and qualifications are as close as possible to those of mainstream schools, the methods are appropriate to the specific educational problems (mainly mental, physical, visual or hearing disability). Attendance at a special school requires a recommendation from an appropriate authority and parental consent; 2.7 % of the population falls outside mainstream education. The new Education Act puts stress on integration.
Special schools exist from pre-primary to upper secondary level. Their curriculum and qualifications are as close as possible to those of mainstream schools, the methods are appropriate to the specific educational problems (mainly mental, physical, visual or hearing disability). Attendance at a special school requires a recommendation from an appropriate authority and parental consent; 2.7 % of the population falls outside mainstream education. The new Education Act puts stress on integration.
'''Relevant Documents on the Educational System''':
* '''Mainly''': [http://www.czech.cz/en/work-study/education-and-studying/educational-system/ Official site of the Czech Republic (Ministry of Foreign Affairs) - Educational system]
* [http://www.mzv.cz/dublin/en/about_the_czech_republic/education_in_the_czech_republic/index.html Embassy of the Czech Republic in Dublin - The Czech Education System]
* [http://eacea.ec.europa.eu/ressources/eurydice/eurybase/pdf/0_integral/CZ_EN.pdf Eurybase - The Education System in the Czech  Republic 2007/08 (EN - PDF - 356 pages)], by the Eurybase The Information Database on Education Systems in Europe
* [http://www.msmt.cz/uploads/Areas_of_work/legislation/IM_novelizovanyzakon561rijen2008a.pdf ACT No. 561 of 24th September 2004 on Pre-school, Basic, Secondary, Tertiary Professional and Other Education (the Education Act) (EN- PDF - 140 pages).
*  [http://eacea.ec.europa.eu/ressources/eurydice/pdf/041DN/041_CZ_EN.pdf Eurydice report "Structures of education, vocational training and adult education systems in Europe, 2008 Edition"] (PDF - 63 pages)


==Higher Education==
==Higher Education==

Revision as of 10:56, 19 January 2009

You can go directly to the Virtual Initiatives in Czech Republic.

Partners situated in Country

None.

Country in a nutshell

Source: Original gif on: the CIA's "The World Factbook" / The Czech Republic

The Czech Republic is a landlocked country in Central Europe with neighbouring countries Poland to the north-east, Germany to the west, Austria to the south, and Slovakia to the east. The capital and largest city is Prague (Czech: Praha), the official language is Czech and the citizens of this country are called the Czechs. The Czech Republic is composed of the historic regions of Bohemia and Moravia, as well as parts of Silesia. The Czech Republic is a member of NATO since 1999 and the European Union since 2004. As of January 1, 2009, the Czech Republic holds the EU Presidency (2009).


The Czech Republic is a pluralist multi-party parliamentary representative democracy. President Václav Klaus is the current head of state (for the 2008-2013 term). The Prime Minister for 2008-2013 is the head of government (currently Mirek Topolánek). The Parliament has two chambers — the Chamber of Deputies] and the Senate. It is also a member of the Organisation for Economic Co-operation and Development (OECD), the Council of Europe (on European integration and Human Rights) and the Visegrád Group, which is a regional alliance between the Czech Republic, Hungary, Poland and Slovakia.


Since 2000, the country is divided into thirteen regions (Czech: kraje, singular kraj) and the capital city of Prague. Each region has its own elected Regional Assembly and hejtman (usually translated as hetman or president). In Prague, their powers are executed by the city council and the mayor.


Adapted from: http://en.wikipedia.org/wiki/Czech_Republic


Communism history

The Czech Republic is a relatively small country (an area of 78,886 km2) in Central Europe with 10.3 million inhabitants, with a population density of 131 per square km. It was formerly part of Czechoslovakia, where communists seized power in 1948 and retained almost complete control over all areas of life. In 1989 this communist regime fell and Czechoslovakia transformed from a centrally controlled country to a parliamentary democracy with the President as the head of state. This change had an impact on economy, health, life expectancy and of course also education; more information on that aspect is below.


In 1993 the Czech and Slovak Federal Republic (formerly Czechoslovakia) peacefully split into two states (one of which is now still the Czech Republic). Territorially, it is divided into 13 regions and the capital city, Prague (population over 1.3 million). The official language is Czech and the unit of currency is the Czech koruna (CZK); 1 euro is about 30 CZK.


Adapted from: “Thematic Review of Tertiary Education - Country Background Report - Czech Republic” by Centre for Higher Education Studies, Ministry of Education, Youth and Sports, Czech Republic, 2006, PDF – 144 pages
Documents of relevance: Czech Republic - useful information, by the Private College of Economic Studies, Ltd.

Country education policy

We can summarize the key values in Czech Higher Education as equity, lifelong learning and research & development.


"The Czech tertiary education system has experienced a number of deep, dynamic changes and extensive development in the last fifteen years. From a strictly uniform highly centralised and ideologically-bound system under the communist regime, it has been changed into a much more diversified and decentralised system with full academic freedom and self-governing bodies, open to Europe and the world."

Source: OECD Thematic Review of Tertiary Education - Country Background Report - Czech Republic (EN) by Centre for Higher Education Studies, Ministry of Education, Youth and Sports, Czech Republic, 2006, (PDF – 144 pages), p. 87.


The Charter of Fundamental Rights and Freedoms (a separate document from the Czech constitution but imbued with the same legal standing) upholds the general right to education, the right to free education at primary, secondary and (depending on ability and capacity) university level:


1. Right on education, obligatory education, right on training

  1. Everyone has the right to education. School attendance shall be obligatory for the period specified by law.
  2. Citizens have the right to free elementary and secondary school education, and, depending on particular citizens’ ability and the capability of society, also to university-level education.
  3. Private schools may be established and instruction provided there only under conditions set by law; education may be provided at such schools in exchange for tuition.
  4. The conditions under which citizens have the right to assistance from the state during their studies shall be set by law.
Source: Chapter Four: Economic, Social, and Cultural Rights, Article 33


Note: Compulsory school attendance takes nine years, usually from the age of 6 till the age of 15 (Source: Ministry of Foreign Affairs / The Czech education system (EN)).


"Everybody has the right to the free choice of his profession and to the training for that profession, as well as to engage in commercial and economic activity."

Source: the Charter of Fundamental Rights and Freedoms (EN, Chapter Four: Economic, Social, and Cultural Rights, Article 26, paragraph 1


2. Use of languages in education

1. Citizens belonging to national and ethnic minority groups are also guaranteed,under the conditions set down by law:
a) the right to education in their own language,
b) the right to use their own language when dealing with officials,
c) the right to participate in the resolution of affairs that concern national and ethnic minorities.
Source: Chapter Three: The Rights of National and Ethnic Minorities, Article 25, paragraph 2 of the Charter of Fundamental Rights and Freedoms


"The official language of instruction is Czech. Only the Polish minority is so populous and concentrated to have its own schools. In 2007/08 there were 24 nursery schools, 22 basic schools (providing comprehensive compulsory schooling) and 3 upper secondary schools (1 general and 2 technical) teaching in Polish."
Source: Ministry of Education, Youth and Sports / Educational System / Education population and language of instruction


Sources:


3. the Ministry of Education, Youth and Sports

The Ministry responsible for education is "the Ministry of Education, Youth and Sports (MEYS, MŠMT in Czech)" with Ondrej Liska (CZ) as its Minister since 2006. MEYS is responsible for "public administration in education, for developing educational, youth and sport policies and international cooperation in these fields".

Relevant Source: the Ministry of Education, Youth and Sports web site (EN)


The objective of the Ministry is to create a competitive, highly diversified system fulfilling all three principal functions of higher education institutions.

  • In the area of education, the system should develop and make full use of the potential of individuals, prepare young people for entering the labour market and provide for their employability over the long term, educate active citizens who strive to build democratic society, encourage graduates to pursue continuing education and learn throughout their lives, and further develop knowledge in a wide variety of disciplines.
  • In the area of research and development the role of higher education institutions is gaining in importance. Higher education institutions are increasingly expected to establish appropriate conditions for the development of R&D of top standards, and to communicate the results of research and development or to apply them in practice as an important source of innovation.
  • The third area of the operations of higher education institutions, in no way less important, is their co-operation with the business sector (enterprises, employers and other clients), and their contribution to the establishment of innovative and technological partnerships and involvement in the development of the region where the higher education institution operates.
(Long-Term Plan 2006 – 2010, p. 2)
Source: “Thematic Review of Tertiary Education - Country Note for the Czech Republic (EN)” by Jon File, Thomas Weko, Arthur Hauptman, Bente Kristensen, Sabine Herlitschka, 2006, PDF – p.2/89


Since 1st January 2005, the Czech education system has been operating on the base of new acts: the Education Act that regulates education from pre-primary to upper secondary and tertiary professional schools and its public administration, and Act on Educational Staff that regulates teacher profession on the same levels. Individual measures of the Education Act come in force subsequently. The Higher Education Act with 16 amendments regulates higher education from 1999.

Source:


Schools are administered in the frame of general administration. The responsibility is distributed between the central government, regions (which are 14) and communities. Regions are given a high degree of autonomy. Regions are responsible for education on their territory. Regional authorities formulate long-term policy objectives for their territory every pair year, in compliance with national objectives. Regions are organizing bodies for upper secondary and tertiary professional schools. The communities are responsible for compulsory schooling. They establish and administer basic schools and nursery schools which are not compulsory.


The Ministry of Education, Youth and Sports preserves the integrated state educational policy by formulating long-term policy objectives of education and development of the education system, which it submits to the government every impair year. For higher education, long-term plans are formulated now for 2006-2010, and updated annually.


The Ministry of Education, Youth and Sports (MEYS) above all:

  • is responsible for the conception, state and development of the education system;
  • determines the content of education: approves framework educational programmes (developed till the ISCED level 3) 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 organizing body of institutions for in-service training of teachers and facilities for institutional care.


Source: Eurydice - National summary sheets on education systems in Europe and ongoing reforms - Czech Republic - Edition 2008 (PDF - EN - 9 pages)

Country education system

Czech-Republic Educational-System.gif
Original .gif at: Eurydice report "Structures of education, vocational training and adult education systems in Europe, 2008 Edition"
Additional changes by ATiT are marked in purple text or line]]


"The official language of instruction is Czech. Only the Polish minority is so populous and concentrated to have its own schools. In 2007/08 there were 24 nursery schools, 22 basic schools (providing comprehensive compulsory schooling) and 3 upper secondary schools (1 general and 2 technical) teaching in Polish."

Source: Ministry of Education, Youth and Sports / Educational System / Education population and language of instruction


1. Pre-primary education

Nursery school/Mateřská škola (for 3-6 years old) is based on the Framework Educational Programme (approved by the MEYS in 2004) and is obligatory for schools from 2007/08. Although it is not obligatory for children, nearly 90 % of the total age group attend of which 95.8 % in the pre-primary school year. ISCED Level is 0.


2. Elementary education - compulsory

School attendance is compulsory for nine years and starts with the primary school / základní škola (for 3-15 years old) which is divided into 2 stages:

  • first stage: 6-10 years old (ISCED level 1+2)
  • second stage: 11-15 years old (ISCED level 2)


During the second stage children have the possibility to proceed to gymnasium, the secondary school providing general education. Pupils can leave the základní škola at the end of the fifth year for the eight-year gymnázium or at the end of the seventh year for the six year gymnázium after passing the entrance examination set by the school. There are 10.4 % pupils of the appropriate age group studying at gymnázium (2007/08).


The types of schools that provide children with elementary education:

  • Elementary school (state or private / general or national school): the entire nine-year compulsory school attendance, divided in two stages / cycles.
  • Grammar school: within the eight-year or six-year grammar schools, pupils can complete elementary education and continue education at the midlevel.
  • Conservatory: Eight-year dance conservatories allow students to complete elementary education and continue education at the midlevel.
  • Special school: children with some disability may be integrated in special classes of elementary school, or they can attend a special school.
  • Special and assisted schools are intended for children with mental disabilities.


Since the school year 2004/05, the following were established as alternative education programs for a period of testing:

  • Waldorf schools
  • Montessori nursery and elementary schools
  • Montessori elementary schools level II
These programs can be applied by schools only within three education programs.

In recent years, the system of home education has also been experimentally tested.


Source : Embassy of the Czech Republic in Dublin - The Czech Education System


The school year begins on 1 September and ends on 31 August of the next year. Lessons of 45 minutes are spread over five days a week. The number of pupils per class is between the minimum of 17 and maximum of 30 (the average class size in 2007/08 was 20.6). Assessment is done by a 5 point scale and the results of continuing assessment are summarized in a report at the end of each semester. Since 2005/06 school issues a final evaluation to leavers of compulsory schooling. More than 96 % pupils complete successfully basic education and continue in education on higher level.


3. Secondary education

Post-compulsory education/upper secondary and post-secondary level

Institution Type of education Length ISCED level Typical age
Gymnázium Upper secondary general 4 3A 15-19
Střední odborná škola Upper secondary technical or vocational* 4 3A 15-19
3 3C 15-18
Střední odborné učiliště Upper secondary general 2 3C 15-17
01-Feb 2C/3C 15-16/17
All upper secondary schools Post secondary non-tertiary 01-Feb 4A/4B 18-21


Acceptance requirements:

Prerequisites for acceptance in upper secondary education are completing a compulsory education and successfully meeting entrance requirements (the content of the entrance examination is determined by the school). Those who were not enrolled can participate in the second round of entrance examination at a school that has a free capacity. Prerequisites for acceptance in a post-secondary programme is completing a secondary programme depending on the education pathway and successfully meeting entrance requirements.


4. Tertiary education / Higher education

Note: The Higher Education is further explained in Higher Education section on this page.
Institution ISCED Level Length Typical age
Vyšší odborná škola (tertiary professional school) 5B 3 (3.5) 19-21/22
Vysoká škola (higher education institution, university and non-university type) 5A 3/4/5/6 19-22/26
Vysoká škola (university type) – Doctorale studies 6 3-4 -


Higher education institutions are either of university type (in 2008, 28 institutions – 26 public, 2 state) or non-university types (in 2008, 46 private institutions). The academic year usually starts between September and early October.


Acceptance requirements and assessment:

The maturitní zkouška certificate (in general or technical four-year courses -ISCED level 3A) is the minimum entrance qualification for all tertiary education. Each institution determines its own admission criteria and the content of the entrance examination. The study programmes are prepared by individual institutions/faculties and approved by the MEYS on the affirmative standpoint of the Accreditation Commission.


Final examination taken on completion of tertiary professional schools is the absolutorium. The graduate is called the diplomovaný specialista – DiS. (specialist with a diploma). The Examination periods are fixed by institutions in internal regulations.

Source: The organisation of the academic year in higher education - 2008/09 (EN - PDF)


5. Further Education:

The need for further, ongoing education stems mainly from changes in the labor market and the introduction of new technologies. The sphere of ongoing education or, more precisely, the need to increase participation in further education, is also among the main five priorities of EU policy, defined in 2000 at the Lisbon Conference.

Within the frame of ongoing education programs, universities implement a variety of courses intended e.g. for those who are interested in study, university graduates, seniors, and also students and other interested from practice. The courses focus either on learning a skill or trade, or on the study of areas of interest.

In addition, some universities organize a so-called University for Seniors. This is intended for seniors who are interested in gaining new knowledge in select areas of study, and is usually free. Not only does it allows seniors to acquire up-to-date skills and knowledge in various areas, it also aspires to stimulate their concern in current events and encourage an active life attitude.

Vocational training at the higher secondary level prevails the general education, which is completed only by one-quarter of students.

Source: Embassy of the Czech Republic in Dublin - The Czech Education System / Ongoing Education


The National Institute for Further Education is directly controlled by the Ministry of Education, Youth and Sports and is responsible for creating the concept and strategy of further education.


Relevant Sources:


6. Lifelong learning

The Higher Education Act references lifelong learning several times:

  1. Section 1: “Higher education institutions play a key role in the scholarly, scientific, cultural, social and economic development of society by carrying out the following […] c) offering other forms of education; facilitating the acquisition, expansion, deepening and refreshment of knowledge in various areas of learning and culture and thus contributing to lifelong learning; ”
  2. Section 2, paragraph 2: “Higher education institutions provide accredited degree programmes as well as lifelong learning programmes. The type of higher education activity is determined by the type of accredited degree programme provided. Degree programmes are of three types: Bachelor’s degree programmes, Master’s degree programmes and Doctoral degree programmes.”
  3. Section 60, Lifelong Learning
    1. “Higher education institutions may provide – either free of charge, or subject to payment – lifelong learning programmes within the framework of their educational activities. Lifelong learning may be either profession-oriented or interest-oriented. Detailed conditions pertaining to lifelong learning are stipulated in the institutions’ internal regulations. These must be provided in advance to all participants in lifelong learning programmes.
    2. Higher education institutions issue certificates to all graduates of lifelong learning programmes. If graduates of lifelong learning programmes become students within the framework of accredited degree programmes pursuant to the provisions of this Act (Sections 48 to 50), the higher education institution may recognise credits acquired in the lifelong learning programme for up to 60 per cent of the amount of credits required for the completion of studies.
    3. Participants in lifelong learning are not considered students under the provisions of this Act. (Section 60) ”
Source: Czech Higher Education Act


“The most serious issue concerning population development in the CR in the last fifteen years has been a major and rapid drop in the birth-rate, which corresponds closely to changing trends in the marriage rate and family stability (UNDP, 2003).” “Czech demographic forecasts show a sharply aging population—which implies a potential demand for much more extensive and varied lifelong learning that is presently being provided by Czech tertiary institutions.”

Adapted from: “Thematic Review of Tertiary Education - Country Background Report - Czech Republic” by Centre for Higher Education Studies, Ministry of Education, Youth and Sports, Czech Republic, 2006, PDF – 144 pages


7. Special needs

Special schools exist from pre-primary to upper secondary level. Their curriculum and qualifications are as close as possible to those of mainstream schools, the methods are appropriate to the specific educational problems (mainly mental, physical, visual or hearing disability). Attendance at a special school requires a recommendation from an appropriate authority and parental consent; 2.7 % of the population falls outside mainstream education. The new Education Act puts stress on integration.



Relevant Documents on the Educational System:

Higher Education

"Legal entities that have their domicile or central administration or carry out most of their commercial activities in a member country of the European Union, or were organized or founded pursuant to the laws of a member country of the European Union, are entitled to operate as private higher education institutions if the Ministry grants them such approval."

Source: Czech Higher Education Act - Chapter II. Part III. Private HEIs, Section 39: State Approval, Paragraph 1 or DOC


The HE institutions can be divided into three types according to the level of programmes offered:

  • Universities offer Bachelors (primarily since the introduction of the two-cycle structure), Masters and Doctoral degrees
  • Non-university HEIs offer Bachelors and some Masters degrees
  • Tertiary professional schools offer three year specialist diplomas.


Note:

  1. Higher education institutions provide accredited degree programmes as well as lifelong learning programmes.
  2. With the exception of the tertiary professional schools that are clearly vocationally oriented, there is no attempt to differentiate the university and non-university sectors on the basis of a distinction between “academic” and “professional” orientation. Both sectors offer both types of programme.
  3. The Ministry of Education, Youth and sports / Accreditation Commission established in 1990 plays a key role in the assessment of proposals for new programmes, including whether institutions have the capacity to offer a higher level of qualification. The latter determines whether tertiary professional schools can obtain HEI status and whether non-university HEIs can become universities.
Adapted from: “Act No. 111/1998 (Amended and Consolidated) on Higher Education Institutions and on Amendments and Supplements to some other Acts (The Higher Education Act)” & “Thematic Review of Tertiary Education - Country Note for the Czech Republic” by Jon File, Thomas Weko, Arthur Hauptman, Bente Kristensen, Sabine Herlitschka, 2006, PDF – 89 pages


A different categorisation of HEIs is stipulated in the Higher Education Act: public higher education institutions may be divided into the following constituent parts:

a) faculties;
b) higher education institution institutes;
c) other units focusing on teaching, scholarly, scientific, research, development, artistic and other creative activities and units providing information services;
d) specialized units for cultural and sports activities, accommodation and catering (in particular for members of the academic community) and operational units.
Source: Czech Higher Education Act - Chapter II. Division of Public Higher Education Institutions - Section 22, also in DOC



Relevant Documents on the Educational System:

Representative bodies of higher education institutions:



Other relevant HE institutions:



Types of HEIs

Higher education institutions may be public, private or state institutions. The higher education institutions for the military and the police are state institutions.

Source: Czech Higher Education Act - Section 2, paragraph 7


A list of private, state and public universities or colleges can be found at the Ministry of Foreign Affairs web site and the web site of the Ministry of Education, Youth and Sports. A special case, which doesn’t suit the divisions is Neisse University, which represents a network of co-operation between the Technical University of Liberec, the Wroclaw University of Technology and the University of Applied Sciences Zittau/Görlitz (FH). They offer 2 joint study courses: B.Sc. Information and Communication Management and M.Sc. Environmental Health & Safety Risk Management. Students stay at a different university each year. “At present, there are 37 Students - Poland 16, Czech Republic 12, Germany 8 and Non-EU 1 - enrolled in the study course on "Information and Communication Management.”

State Institutions of Higher Education

  1. Police Academy of the Czech Republic
  2. University of Defence



Private Universities / Colleges in Country

  1. Academia Rerum Civilium – College of Political and Social Sciences
  2. Anglo-American College
  3. Banking Institute/College of Banking (BICB)
  4. Brno International Business School
  5. Business School Ostrava
  6. CEVRO Institut
  7. College of Advanced Legal Studies
  8. College of Business and Hotel
  9. College of Information Management and Business Administration
  10. College of Logistics
  11. College of Regional Development
  12. College of Tourism, Hotel And Spa Management
  13. Film Academy of Miroslav Ondricek (FAMO)
  14. Independent Film College in Písek
  15. Institut Franka Dysona
  16. Institut of nursing and midwifery
  17. Institute of Finance and Administration (VSFS)
  18. Institute of Hospitality Management
  19. International Baptist Theological Seminary of the European Baptist Federation
  20. Jan Amos Komensky University Prague
  21. Karel Englis College
  22. Literary Academy
  23. Metropolitan University Prague
  24. Moravian College Olomouc
  25. NEWTON College
  26. PALESTRA
  27. Prague Institute Of Technology
  28. Prague University of Psychosocial Studies - PVŠPS Ltd.
  29. Private College of Economic Studies Znojmo, Ltd.
  30. Private College of Economic Studies, Ltd. (PCES)
  31. Private European Polytechnic Institute & Private College of Law
  32. RAŠÍN College Ltd.
  33. Škoda Auto University
  34. STING Academy
  35. The College of Business in Prague, o.p.s.
  36. The College of European and Regional Studies (VŠERS)
  37. Unicorn College
  38. University College of International and Public Relations Prague
  39. University of Carlsbad
  40. University of Economics and Management
  41. University of New York in Prague (UNYP)
  42. Vysoká škola sociálně-správní



Universities / Colleges in Country

  1. Academy of Arts, Architecture and Industrial Design in Prague
  2. Academy of Fine Arts in Prague
  3. Academy of Performing Arts in Prague
  4. Brno University of Technology - more than 15,000 students – technical university
  5. Charles University in Prague
  6. Czech Technical University in Prague
  7. Czech University of Life Sciences in Prague - almost 15.000 students
  8. Institute of Chemical Technology in Prague
  9. Institute of Technology and Business in České Budějovice
  10. J.E. Purkyně University in Ústí nad Labem
  11. Janáček Academy of Music and Dramatic Arts in Brno
  12. Masaryk University in Brno
  13. Mendel University of Agriculture and Forestry in Brno
  14. Ostrava University in Ostrava
  15. Palacký University in Olomouc
  16. Polytechnic College in Jihlava
  17. Silesian University in Opava
  18. Technical University in Liberec
  19. Technical University of Ostrava (VŠB)
  20. Tomas Bata University in Zlín
  21. University of Economics, Prague
  22. University of Hradec Králové
  23. University of Pardubice
  24. University of South Bohemia in České Budějovice
  25. University of Veterinary and Pharmaceutical Sciences in Brno
  26. University of West Bohemia in Plzeň



Polytechnics in Country

Higher education reform

The Bologna Process

The Czech Republic will be the Presidency in the 1st half of 2009. Source: The Bologna Process

Administration and finance

Funding for the institutions by the government

The Czech Republic provides funding for the Higher Education and this is the responsibility of the Ministry of Education. There are three types of HEIs in the Czech Republic:

  • State HEI (military and police): 1% of students. Supervised and funded directly by the respective ministries
  • Private HEI: less than 10% of all students. Received 0,08% of public higher education expenditures in 2005 so self-financing through student fees (usually 90% of all income)
  • Public HEI: more than 90% of all students. Over 90% of all income at 17 of the 24 Czech public HEIs was public sources.


Other income sources of the public HEIs include property revenues, services to students, extra teaching activities, R & D activities and study related fees.

Adapted from: “Funding Systems and Their Effects on Higher Education Systems COUNTRY STUDY – Czech Republic” by Petr Pabian, Marek Melichar, Helena Šebková for the Centre for Higher Education Studies, Prague, 2006, PDF – 20 pages

Bursaries for the students

“The student representative body, Student Chamber of the Council of Higher Education Institutions, insists on state's dominant role in higher education funding and resolutely opposes introduction of student fees. It also calls for the development of a national student welfare system.”

Source: “Funding Systems and Their Effects on Higher Education Systems COUNTRY STUDY – Czech Republic” by Petr Pabian, Marek Melichar, Helena Šebková for the Centre for Higher Education Studies, Prague, 2006, (PDF – 20 pages)

Quality assurance

Country's HEIs in the information society

Towards the information society

The Czech Republic first tackled the question of the Information Society in 1998 and produced the ‘State Information Policy’ in May 1999 which was based on an earlier document entitled ‘The Main Principles of Telecommunications Policy’ originally produced in 1994. Overall responsibility for ICT policy now comes under the Ministry of Information Technologies established in January 2003. However, each local government area is responsible for implementation locally. There are also central government bodies responsible for gathering statistics relevant to ICT. The government is trying to provide incentives for e-commerce and has taken a number of initiatives to build e-market places including giving Cesky Telecom, the national operator, a subsidiary to do so. In 2000, the government also created an integral site giving information on all public tenders and auctions and customs declarations are mostly submitted online. The government is also committed to heightening public awareness of ecommerce and strengthening the infrastructure to support this.

Source: The eLearning industry and market in Europe, Lot 1, Appendix to Synthesis Report (PDF - EN - 214 pages by Danish Technological Institute, Competence and IT/Analyses


"Czech Efficient Learning Node (CELN), the former Czech E-learning Network, was founded in September 17th 2002 as a public association in order to promote and develop e-learning and use of information and communication technologies. Mission of CELN is promotion of effective use of information technologies, multimedia tools and online content in frontal teaching both on elementary, secondary and tertiary school level. Besides, CELN also promotes e-learning in the field of adult education and in commercial sphere.

Promotion of ICT on the national and European level also includes participating in national and European Union projects. CELN is a partner in two EU projects co-funded by EU (EU finances 50% of the overall project costs) 6th Framework Programme for years 2002–2006. Both our projects eMapps.com and AtGentive are realised under the scheme of 6th Framework Programme, which is focused on building European Research Area. In both projects is CELN engaged as a testing site and national project coordinator. On the national level is association taking active part in trainings for public related to EU project issues, such as presenting the new project calls, explanatory sessions for the EU project funding system, issues related to the projects management in EU etc."

Source: Czech Efficient Learning Node (CELN)


Information society strategy

"The Czech Republic is part of the eEurope Action Plan that has the objectives of:

  • Accelerating the putting in place of the basic building blocks for the Information Society
  • Providing a cheaper, faster securer Internet
  • Investing in people and skills
  • Stimulating the use of the Internet


For the Czech Republic, this has meant implementing the policy ‘Internet for Schools’, securing infrastructure, accessibility and training in ICT for primary and secondary schools – a project with a budget of € 250 million and 2005 as a timeframe. The universities are also included in the government strategy by upgrading the Internet connections of the already existing educational network, CESNET (Czech National Research and Education Network)."

Source: The eLearning industry and market in Europe, Lot 1, Appendix to Synthesis Report (PDF - EN - 214 pages by Danish Technological Institute, Competence and IT/Analyses

Virtual Initiatives

Go to Virtual Initiatives in Czech Republic

References

Internal evaluation report

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