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By Nikki Cortoos, ATiT

For the main entry on this country see Czech Republic

For entities in the Czech Republic see Category:Czech Republic

See also Virtual Initiatives in Czech Republic


Partners situated in Czech Republic

None.


Czech Republic 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.

Czech Republic 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)

Czech Republic 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

“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


The HE institutions can also 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 also 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


Representative bodies of higher education institutions:

  • Czech Rectors' Conference (CZ) which represents the universities in their dealings with the Ministry.
  • Council of Higher Education Institutions (EN) is a representative body that consists of members of academic communities (including academic staff members and students) of higher education institutions (university type as well as non-university type), delegated by their representative academic bodies, such as the academic senates.

“In general, as it is expressed in the Act, the Minister and the representatives of higher education institutions (the Council of Higher Education Institutions and Czech Rectors Conference) discuss proposals and measures that have a significant impact on higher education institutions. Pursuant to the Act, the Council of Higher Education Institutions and Czech Rectors Conference, as the representatives of higher education institutions, submit recommendations regarding the composition of the Accreditation Commission to the Minister.”

Source: Council of Higher Education Institutions (EN)


Other relevant HE institutions:

The Centre for Higher Education Studies (CHES) is formed by four departments. Its major task is to conduct research into higher education (Research Department). However it also performs other tasks aiming to make use of the research results. These concern open and distance education (the National Centre for Distance Education), the information about recognition and higher education in the Czech Republic and, where applicable, in other countries (the Centre for Equivalence of Documents about Education Czech ENIC/NARIC), and implementation of European Union programmes in education (the National Agency for Educational Programmes of the European Union – the Socrates programme).

CHES Web site: Centre for Higher Education Studies (CHES) in Prague
Source: MegaTrends in e-Learning Provision Report on Estonia, Latvia, Lithuania, Poland and Czech Republic (PDF - 9 pages)


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.


Neisse University is a special case because it 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 Czech Republic

"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


  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



Public Universities / Colleges in Czech Republic

  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

Higher education reform

History

1348 Emperor Charles IV founded what is today the Charles University in Prague, which is the oldest academic institution in Central Europe
1717 the beginnings of technical education as the Czech Corporative Engineer School was set up in Prague (from 1920 known as the Czech Technical University).
1811 a conservatoire was founded and later (in 1946) the Academy of Fine Arts developed out of this.
1918 the Czechoslovak Republic was established which established several HEIs focusing on agriculture and veterinary science, funded HEIs and guaranteed (by law) their autonomy and traditional academic freedoms. Access to higher education was free and equal for every person who had passed the maturitní zkouška, regardless of religious belief, nationality, mothertongue, sex etc.
1940-44 WWII: during the German occupation all HEIs were closed down
1948 the efforts to bring back higher education to the pre-war democratic traditions were brought to an end as the totalitarian regime gradually eliminated academic freedoms and all forms of autonomy and replaced them by centralist government and state planning. Access to higher education was subject to ideological bias, which also had an impact on study content, the choice and career of HE teachers and the numerus clausus was introduced.
1950s 5 technical HEIs / vysoké školy were established.
1984 School Act of 1984 laid down the structure and operation of the education system
1 July 1990 Higher Education Act was approved and came into force, restored autonomy and academic freedoms of HEIs. It reestablished research and development at the HEIs (during the previous 40 years following a model of the Eastern block research was concentrated mainly in the Academy of Sciences). A medium duration alternative (Bachelor's) was introduced. The introduction of new fields of study and combinations of these began the process of diversification of the content and organisation of higher education.
1989 the fall of the regime
1990 a new law on state administration and self-government in education was passed in which the administration of education was taken out of the general state administration and transferred to the Ministry of Education (sectoral level).
April 1998 a new Higher Education Act was passed (in force on 1 July 1998) which limited state institution status only to military schools and schools of the Ministry of Interior, and while other institutions became public institutions with increased autonomy, it became possible to establish private institutions. The law distinguished between HEIs that offer all three types of study programmes – Bachelor’s, Master’s and doctoral (university type) and those that offer mainly Bachelor’s possibly Master’s study, but not doctoral (non-university type), enabled the establishment of private HEIs and strengthened the responsibilities of the Accreditation Commission. It established boards of trustees with the main task to give consent to property transfers, nevertheless, it gives opinion also on important strategic documents of the vysoká škola/HEI or to its planned development. This was an incentive for a greater openness of the HEIs towards a region (society) and to mutual dialogue. (By the end of 2007 it had been amended 16 times and the amendments specified the responsibilities of HEIs in relation to their assets, with the aim of facilitating multi-source funding. The change in the structure introduced lifelong learning programmes as a part of accredited study programmes.)
2001 structure of study linked to the Bologna Process: the three-cycle structure of HE study has strictly been introduced and the duration of a Master's study following on from a Bachelor's study (previously 2-3 years and now 1-3 years) has been changed.
2004/05 most students have been accepted to a Bachelor's study programme. Integrated 4-6 year study programmes are still running parallel are either those in which accreditation has not expired yet or specific disciplines e.g. medicine, veterinary studies, pharmacy and others selected by the Accreditation Commission. Since 2006 the length of doctoral study has been set to 3-4 standard years of study from the previous 3 years and students do not obtain anymore the certificate on state exam (newly the diploma supplement is issued together with a diploma).


Note: Amendments and additions to the School Act from 1990 to 2004 also include a new type of post-secondary education was introduced – Vyšší odborné školy (tertiary professional schools), which have replaced the previous pomaturitní studium (post-secondary study). The post-secondary study offered studies towards a qualification, specialisation or innovation and was considered as upper secondary education. Vyšší odborné školy (tertiary professional schools), however, are classified as tertiary education.
Adapted from: 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 (mainly p. 13-14 and p. 146-147)


The Bologna Process

On the occasion of 700 years of Sorbonne, ministries responsible for higher education from France, Germany, Italy and the United Kingdom signed the Joint Declaration on Harmonisation of the Architecture of the European Higher Education System (the Sorbonne Declaration (PDF in EN/CZ)) in Paris in May 1998. They committed to creating an open European Higher Education Area system, based on structured programmes. The Declaration emphasises importance of the first-degree cycle which is considered necessary to the whole scheme: “International recognition of the first cycle titles verifying appropriate level of qualification is important for success of this intention which aims at making higher education open to all people.” The Declaration also decided on another important challenge: society brings a dynamic development which challenges higher education institutions: to create such an institution which is able to answer the requirements and needs of Lifelong Learning, which has become increasingly necessary. Mobility of higher education students and academic staff is considered key and also an inevitable part of real European integration. Therefore these 4 ministers (from FR, DE, IT, UK) acknowledged the daring vision “to enable a higher education student to spend minimally one semester of study at a foreign higher education institution and to recognize the study abroad a part of a student´s study programme”. The Czech Republic, among 6 countries(BE, BG, DK, RO, CH), agreed with the Declaration.


In June 1999 31 ministries responsible for HEI from 29 European countries met in Bologna and signed the declaration on establishing a European Higher Education Area by 2010 (the Bologna Declaration (EN) (PDF in EN/CZ). The Declaration stated six objectives which are the essence of the Bologna Process:

  1. adoption of a system of easily readable and comparable degrees
  2. adoption of a system essentially based on two main cycles, undergraduate and graduate
  3. establishment of a system of credits – such as in the ECTS
  4. promotion of mobility by overcoming obstacles to the free movement of students, teachers, researchers and administrative staff
  5. promotion of European co-operation in quality assurance
  6. promotion of the necessary European dimensions in higher education.


Source: The Bologna Process Since 2000, the Transformation and Development Programme has been established to support Bologna action lines including the development of Bachelor’s degree studies and the restructuring of traditional higher education courses into two cycles (Bachelor’s and Master’s).

Relevant Documents:


The HE institutions are 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.
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


Time limitations: The 2001 Amendment of the Act on HEIs made the three-cycle structure compulsory with very strictly limited exceptions. The complete model is 3-4 years for Bachelor’s, 1-3 years for Master’s and 3-4 years for doctoral studies. In the case of non-structured long study programmes, the Master’s lasts 4-6 years. A doctoral programme may follow any Master’s qualification. It is not possible to enter doctoral studies after a Bachelor’s degree programme.

Source: Eurydice - Focus on the structure of higher education in Europe. National trends in the Bologna Process - 2006/07 Edition / Country Report / Czech Republic (EN - PDF)
Relevant Resources: The Bologna Process web site (EN).


Master’s Degree programmes - Czech terms: one of the academic degrees for graduates of Master’s degree programmes is “Magistr”, and those that hold this degree are entitled to take an advanced Master’s (“rigorózní”) state examination in the same area of study and defend a thesis in order to receive one of the following academic degrees: Doctor of Law (JUDr.), Doctor of Philosophy (PhDr.), Doctor of Natural Sciences (RNDr.), Doctor of Pharmacy (PharmDr.), Licentiate of Theology (ThLic.), Doctor of Theology (ThDr.)

Source: Czech Higher Education Act - PART III Private Higher Education Institutions - Part IV Degree Programmes - Section 46. Master’s Degree programmes or DOC


ECTS

"ECTS is not stipulated in legislation, although the award of credits and their definition are mentioned in the 2001 Amendment of the Act on HEIs. Nevertheless, all public higher education institutions have introduced ECTS or ECTS-compatible credit systems. A quick survey performed among HEIs in 2005 showed that public HEIs do not make full use of the ECTS potential and that only some private HEIs have introduced it. ECTS is also used for some doctoral programmes.

Such as was one of the objectives for the Bologna Process, the student mobility and flexibility, is an important aspect of the ECTS credit system: "The accumulative function of ECTS has recently been used by many places of higher education."

Source: Eurydice - Focus on the structure of higher education in Europe. National trends in the Bologna Process - 2006/07 Edition / Country Report / Czech Republic (EN - PDF)
Relevant Resources: The Bologna Process web site / ECTS – its role and opportunities for the Czech tertiary system (EN), a seminar held within the "Bologna Experts" project

Administration and finance

"Higher education institutions are legal entities"

Source: Czech Higher Education Act - Section 2, Paragraph 2 or DOC


The autonomy of public higher education institutions encompasses the following fields in particular:

a) internal organization;
b) determination of the number of applicants to be admitted to studies, the conditions for admission to studies and decision-making during the admission procedures;
c) the design and implementation of degree programmes;
d) the organization of studies;
e) decision-making with regard to students’ rights and obligations;
f) objectives of scholarly, scientific, research, development, artistic and other creative activities and their organization;
g) conditions of employment and determination of the numbers of academic staff and other personnel;
h) the procedures for conferring “venium docendi” (habilitation) and for the appointment of professors;
i) cooperation with other higher education institutions and legal entities as well as international relations;
j) the establishment of autonomous academic bodies at the higher education institution, unless stipulated otherwise by this Act;
k) financial management of the higher education institution and management of assets in compliance with special regulations;
l) the fixing of study-related fees.
Source: Czech Higher Education Act - Section 6, Paragraph 1 or DOC



Funding

The main sources of funding for public higher education institutions are as follows:

a) a weighted grant from the state budget for teaching, scholarly, scientific, research, development, artistic and other creative activities (“the block grant”);
b) a subsidy from the state budget (hereinafter “the subsidy”);
c) study-related fees;
d) income from property owned by the institution;
e) other sources of funding or other grants than those listed in paragraph a) from the state budget, state funds, the National Fund and municipal and regional budgets;
f) income from supplementary activities;
g) income from donations and bequests.
Source: Czech Higher Education Act - Section 18. The Budget of a Public Higher Education Institution. Paragraph 2 or DOC


"A public higher education institution is entitled to a subsidy for higher education institution development. In particular, it may receive subsidies in support of student accommodation and meals. The conditions pertaining to subsidies, their use and settlement are laid down in the general regulations relating to funding from the state budget 8d) as well as in special regulations relating to support for research and development 8e). The strategic plan of the public higher education institution and the strategic plan of the Ministry are critical in determining the amount of subsidies."(Paragraph 5)


The following funds are to be established by public higher education institutions:

a) a reserve fund, whose main purpose is to cover losses during subsequent accounting periods;
b) a capital assets regeneration fund;
c) a scholarship and bursary fund;
d) a fund for bonuses;
e) a fund for earmarked financial resources;
f) a social fund;
g) a fund for operational purposes. (Paragraph 6)
Source: Czech Higher Education Act - Section 18. The Budget of a Public Higher Education Institution. Paragraphs 5 and 6 or DOC


"Higher education institutions receive funds from the state budget both for running and capital costs; the proportion was 75:25. Running costs are funded mainly on the per capita principle: institutions are financed mostly on the basis of their performance which is determined by extent of per capita amounts (annual unit costs of study in a study programme) and number of persons that undergo the study. Funding of R&D is allocated mostly on contractual principle. Regulation is adjusted every year which make it possible to influence activities of HEIs in accordance with developmental priorities."

Source: Ministry of Education, Youth and Sports / Educational System / Administrative control and extent of public-sector funded education


Schools are usually funded by the state through the budget of the Ministry of Education, Youth and Sports (MEYS) and budgets of regional authorities and municipalities. The funding is based mostly on the per capita method. The financial means for staff costs, textbooks and teaching aids are allocated by the Ministry to regional authorities. The operational costs and investment of nursery, primary, secondary and higher vocational schools are covered by the regional or local authorities. Universities are funded by the Ministry Public expenditure on education reached 4.5 % of GDP in 2001.


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


"The Ministry may provide private higher education institutions classified as public benefit associations12) with subsidies for providing accredited degree programmes and lifelong learning programmes as well as related scholarly, scientific, research, development, artistic and other creative activities. The Ministry may offer private higher education institutions subsidies for scholarships and bursaries listed in paragraph 91 (2) d) and subsection 91 (3). Conditions pertaining to subsidies, their use and settlement are subject to general regulations on the use of financial resources from the state budget."

Source: Czech Higher Education Act - Part III. Private HEIs, Chapter II., Section 40 - Financing of Private Higher Education Institutions, Paragraph 2 or DOC


  • 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



Student numbers

The tertiary professional schools enrol only 30,000 students or 9 percent of the total number of students in the country.

The Higher Education Act of 1998 made provision for the establishment of private higher education institutions of both the university and non-university type. Since then 39 private higher education institutions - all of the non-university type - have been founded and together they enrol more than 20,000 students or some 6 to 7 percent of the total student body.

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



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

Accreditation Commission

In the Czech Republic the Accreditation Commission is responsible for the Quality Assurance of tertiary education. The commission is directed by the Ministry of Education, Youth and Sports (MEYS)] and it takes care of the quality of higher education and performs comprehensive evaluation of educational, scholarly, research, developmental, artistic or other creative activity of higher education institutions. The commission reviews among other matters the applications for accreditation of study programmes; granting the state permission to a legal entity desiring to operate as a private higher education institution and determination of the type of a higher education institution.

(Source: Article 1)


The commission focuses especially on a) evaluation of institution’s activities and b) evaluation of quality of institution’s accredited activities. For the first focus the commission usually chooses one or more institution(s) performing similar accredited study programmes while for the second focus the commission establishes a special work group (SWG). The evaluation follows this basic method:

a) the special work group (SWG) prepares a questionnaire for evaluation, which is filled in by the evaluated institution,
c) the SWG reviews the filled in questionnaire and eventual other required information, including a visit of at least three members of the SWG to the evaluated institution,
d) the SWG elaborates on a report and provides information to the Rector, dean or director of the institution about its content,
e) the SWG organises a discussion concerning its evaluation report with the institution's Rector, dean or director, where they discuss the adoption of conclusions and recommendations of the commission related to the evaluated institution,
f) the commission publishes a publication of conclusions and recommendations of the related to the evaluated institution, a publication of evaluation report and the eventual opinion of the Rector, dean or director of institution concerning the evaluation report.
(Source: Article 3)


Source: The Statute of the Accreditation Commission (EN), 2004, also in .DOC format (article 1 and 3)



International networks

The Accreditation Commission is a full member of the European Association for Quality Assurance in Higher Education (ENQA) as you can see on its member page.

Related documents: Re.ViCa wiki page about ENQA or the network's web site ENQA


Since 1996, the Czech Republic has also been a member of the International Network for Quality Assurance Agencies in Higher Education (INQAAHE), which main purpose is to collect and disseminate information on current and developing theory and practice in the assessment, improvement and maintenance of quality in higher education.

Related document: International Network for Quality Assurance Agencies in Higher Education (INQAAHE) web site

The country is a founding member of the Network of Central and Eastern European Quality Assurance Agencies in Higher Education (CEE Network), established in 2001 and which succeeds the Regional Subnetwork of the International Network of Quality Assurance Agencies in Higher Education (established November 19, 2000).

Related document: Network of Central and Eastern European Quality Assurance Agencies in Higher Education (CEE Network) web site (do not confuse with http://www.ceenetwork.org!)


Source: Ministry of Education, Youth and Sports / Accreditation Commission


"The 1998 Act on Higher Education states that internal evaluation is considered as a precondition and the point of departure for setting the Long-Term Plan of HEIs in the area of education and research and development. The internal evaluation of a HEI is also a preparatory phase for its external evaluation by the Accreditation Commission."'

Sources:


Relevant Documents: Quality assurance system in the Czech Republic - Higher Education (PDF - EN), 2003 , by Milan Sojka, Accreditation Commission, Ministry of Education, Youth and Sports


A PTT presentation about Higher Education Quality Assurance provides a view into the problems the Accreditation Commission is faced with

  • At the national system level, accreditation remains the basic tool for assuring quality (measured as state wide threshold standard)
  • Programme accreditation procedures demands have led to overloading of the Accreditation Commission (preventing it from performing institutional evaluations to a larger extent)
  • There are inextensive nationally coordinated benchmarking activities too (Centre for Higher Education Studies)
  • At the institutional level, there has been practically no genuine and comprehensive self-assessment by a higher educational institution (with a few exceptions: EUA Institutional Evaluation, Salzburg Seminar Universities Project)
  • Most institutions organize course evaluation (but this mostly helps to identify extremes in teaching quality and there is common problem with the return-rate of questionnaires)
  • Some institutions organize other surveys targeting various groups (students, but also staff, alumni etc.)
  • Programme evaluation/assessment remains generally underdeveloped (due to the lack of an appropriate learning outcomes concept)


The National Qualifications Framework for Tertiary Education (NQF) which is under development by 2009 will define the nationally agreed learning outcomes expected at each cycle and level of higher education. This Framework contains a proposal for two types of descriptors applicable at each cycle and level: general (generic descriptors applicable to all qualifications) and sectoral (specific for a cluster of programmes/disciplines)


Source: Quality assurance Higher education development and reforms (EN - PPT), 2008, by Jiří Nantl, Masaryk University/Council of Higher Education/National Board for Qualifications, Czech Republic

Czech Republic's HEIs in the information society

Towards the information society

Web connectivity

"The Czech Republic has the most Wi-Fi subscribers in the European Union."

Source: 2007 WiFi survey EN, openspectrum.info - Czech Republic


"By the beginning of 2008 there was over 800 mostly local WISPs (Source: internetprovsechny.cz, translated into EN, 2008), bezdratovepripojeni.cz, translated into EN, 2008) with about 350 000 subscribers in 2007. Mobile internet is quite popular. Plans based on either GPRS, EDGE, UMTS or CDMA2000 are being offered by all three mobile phone operators (T-Mobile, Vodafone, O2) and U:fon. Government-owned Český Telecom slowed down broadband penetration. At the beginning of 2004, loop unbundling began, and alternative operators started to offer ADSL (and also SDSL). This, and later privatisation of Český Telecom helped drive down prices. On July 1, 2006, Český Telecom was renamed to O2 Czech Republic. As of January 2006, ADSL2+ is offered in many variants, both with data limit and without with speeds up to 10 Mbit/s. Cable internet is gaining popularity with its higher download speeds beginning at 2 Mbit/s up to 20 Mbit/s. The biggest ISP, UPC (which has bought another CATV internet provider Karneval in 2007) is providing its service in big cities (Prague, Brno, Ostrava)

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


The more recent policy is the State Information and Communications Policy (e-Czech 2006) which sets the Czech Government’s strategy for the development of the Information Society for the period 2004-2006. The strategy complies with the priorities of the European Union while at the same time reflecting the specific situation of the Czech Republic.

Source: State Information and Communications Policy (e-Czech 2006), 2004, (PDF - EN/CZ)


"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)


Related Documents:

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


Modes of Study

"There are three modes of study: on-site, distance or a combination of these (combined studies)."

Source: Higher Education Act - Part IV, Degree Programmes, Section 44, Paragraph 4

Other terms are:

  • on-site is attendance form, formerly daily study
  • distance form, formerly extramural studies
  • combined study is sometimes also known as blended learning


Besides standard types of study, colleges offer also other forms of education: retraining study, university for seniors, studies oriented toward pedagogical qualification, etc.

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


Distance Education

In the Czech Republic, there is also the National Centre for Distance Education (NCDE) /Národní centrum distančního vzdělávání (NCDiV), which is a department of the Centre for Higher Education Studies (CHES) and is responsible for:

  • Co-ordination of development of distance education method within the scope of lifelong learning in Czech Republic
  • Research into theory and practice of distance education
  • Research into evaluation methods of educational effectivity of distance education
  • Research of ICT application in pedagogical process within tertiary education
  • Research in the field of further education of teachers and study of development of lifelong learning in the Czech Republic
  • Training of experts for distance education incl. training of trainers
  • Creation and administration of the information databases
  • Special library services

Virtual Initiatives

Go to Virtual Initiatives in Czech Republic

Lessons learnt

References


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