Education system in Czech Rebuplic

Regions are responsible for education on their territory. Regional authorities formulate long-term strategies 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.

All schools have the status of legal entities since 1st January 2003. School heads were given full responsibility for the quality of educational process, for financial management of the school, for appointing and dismissing teachers and for relations with the community and the public. By law, the school organizing body must establish the School Council enabling parents, pupils, staff (not the school head), and the public to participate in the administration of the school. Organizing bodies appoint school heads on the basis of a tender; they can be dismissed only for reasons defined by law.

The funding of schools comes from two sources: capital and running costs are funded by the organizing bodies (regions and communities from regional/communal budgets, private persons from their own resources), educational cost (salaries and teaching aids) are allocated from the state (central) budget by the MEYS via regional administration. The funding is based on the per capita principle. For schools, the per capita amount is determined on the central level for 4 age groups corresponding to respective levels of education (ISCED 0 – 3, 5B) and distributed to regions according to number of pupils in the respective age. Regions determine the formula funding of different schools.

The regulation of public funding of HEIs is adjusted every year. Nearly 60 % of HEI's budget is applied to education and divided on the per capita principle. The per capita amount is determined as basic, for more demanding fields of study are used 6 increasing coefficients. The remainder is used for social purposes (student's grants 3 %), for R&D (over 15 %) or divided by contractual principle (over 4 %). Some 19 % of assets of HEI come from their own sources.

Private schools have been established since 1990 (at university level, since 1999). Schools are mostly nonconfessional; the usual legal form is a for-profit or non-profit-grant-aided organization. Both private and denominational schools represent 2.6 % of the total number of basic schools and 1 % of their pupils; for upper secondary schools it is 20.3 % of schools and 15 % of pupils; for higher professional schools it is 35.2 % of institutions and 35.1 % of students; for universities it is 61.9 % of institutions and 8.8% of students in 2005/06. The funding of private schools is based on the same formula principle, as for public schools. Basic subsidies (50-80 % of the amount granted to similar public institutions, according to the type) can be raised to 80-100 % if the school meets a set of criteria. Denominational schools receive the same funding as public schools directly from the MEYS. Private HEIs must be non-profit-making to be eligible for a state grant.

The Czech School Inspectorate (Česká školní inspekce) is a central control body under the direct supervision of the MEYS. It is responsible for monitoring of schools and school facilities: their educational conditions and results, the quality of management, the efficiency of using funds and complying with binding regulations, at all levels except for higher education institutions.

3. Pre-primary education

Mateřská škola (nursery school) is a part of the education system with a long tradition. The education is based on the Framework Educational Programme approved by the MEYS. Attendance is not compulsory; nevertheless it covers near 88 % of the total age group, 95 % in the pre-primary school year. Parents can be asked to pay a maximum of 50 % of the running (not educational) costs covered by the community, with the exception of the pre-primary year that must be accessible to all free of charge.

Preparatory classes for socially disadvantaged children may be established at compulsory education schools. The school head decides on the inclusion of a child on the request of the legal guardian and on the written recommendation of guidance centre.

(a) Phases

(b) Admission criteria

Catchment areas are defined, but the choice of school is free. Pupils can leave single structure základní škola at the end of the fifth year for the eight-year gymnázium or at the end of the seventh year for the sixyear gymnázium after passing the entrance examination set by the school. There are 10.16 % of the appropriate age group studying at gymnázium.

(c) Length of the school day/week/year

The school year begins on 1 September and ends on 31 August of the next year. In 2006/07, the school year comprises 194 days of teaching. Lessons of 45 minutes are spread over five days a week. The timetable is 20-26 lessons at the first stage, 29-31 lessons at the second stage (gradually). In 2006/07 it was enlarged by 5 hours. Education is running mostly in the morning. Apart from education, schools offer their pupils all-day care and interest activities in school facilities.

(d) Class size/student grouping

The number of pupils per class is between the minimum of 17 and maximum of 30. In 2006/07, the average class size is 21.4. The co-educational classes are made up of pupils of the same age. Small communities can organize schools (primary stage only) with one or more classes of mixed age. At the first stage, the same teacher usually teaches all subjects.

(e) Curricular control and content

Until the end of 2006/07, the national teaching standards set the objectives and the basic curricula content. To achieve them three national educational programmes were approved by the MEYS. Each establishment is free to use teaching methods and textbooks (from a list approved by the MEYS). See section 9 for changes to take place from 2007/08 on. The enlargement of timetable from 2006/07 is destined mainly to the language teaching which is obligatory since 3rd grade (up to now from 4th).

(f) Assessment, progression and qualifications

Pupils are assessed by teachers on the basis of written and oral work and homework on a 5 point scale. The results of continuing assessment are summarized in a report at the end of each semester. Verbal assessment is authorized at all educational levels since 2005. Pupils in difficulty can be made to repeat the year once on every stage. Since 2005/06 school issues a final evaluation to leavers of compulsory schooling. Meetings with parents are organized to discuss their children’s progress. About 96 % pupils complete successfully basic education and continue in education on higher level.

5. Post compulsory education / upper secondary and post-secondary

(a) Types of education

(b) Admission criteria

Prerequisites for acceptance in upper secondary education are completing a compulsory education and successfully meeting entrance requirements. The content of the entrance examination (written and oral) is determined by the school. Pupils can apply for one school of their choice. 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 (see (c)) and successfully meeting entrance requirements.

(c) Curricular control and content

The MEYS laid down educational standards determining the aims and content and approved curricula, which is very flexible.

At gymnázium, there are 29-21 prescribed lessons of the total 31 lessons. The school head determines the rest according to the school profile and can add other 2 hours (from 2006/07).

At technical programmes, the total number of lessons is 33, while the proportion of general subjects and vocational ones is about 40:60. Some lessons are optional. At the vocational programmes, there are 33 lessons too; the proportion of general subjects, vocational subjects and practical training is varying. Practical training in three-year courses (a prevailing type) can take 30-45 % of lessons.

Leavers of upper secondary education can enlarge or change their qualification in three types of postsecondary programmes: two-year nástavbové studium (follow-up study) providing leavers of three-year vocational programmes 3C with general and theoretical subjects of the studied area to achieve level 4A, and two types of shortened study providing leavers of general or technical programmes 3A either with knowledge of another field to achieve level 4A or with skills to achieve level 4B. The content of individual subjects at all levels may be altered by up to 30 %.

(d) Assessment, progression and qualifications

All upper secondary schools organize their own final examination:

Leavers with the maturitní zkouška (in general or technical fields) represent 67 % of all leavers of upper secondary education. Leavers of gymnázium (i.e. general education – a half of them already enrol during the second stage of the basic school to 6-year or 8-year gymnázium) represent 30 % of holders of the maturitní zkouška and 20 % of leavers of upper secondary education.

Leavers of the nástavbové studium represent some 10 % of those who achieve the maturitní zkouška in the traditional pathway. Shortened study is a new type of study.

6. Tertiary education

(a) Types of institution

Tertiary professional schools provide students with advanced technical knowledge. Their curriculum is prepared by the school and accredited by the MEYS. From 2005/06 the accreditations are awarded only to 3-year programmes (3.5 in the health branches).The proportion of general, basic vocational and specific vocational subjects is about 20:40:30.

Higher education institutions are either of university (in 2006, 29 institutions – 27 public, 2 state) or nonuniversity types (39 private institutions). The study programmes are prepared by individual institutions/faculties and approved by the MEYS on the affirmative standpoint of the Accreditation Commission.

(b) Access

The maturitní zkouška certificate is the minimum entrance qualification for all tertiary education. Each institution determines its own admission criteria and the content of the entrance examination.

(c) Qualifications

Final examination taken on completion of tertiary professional schools is the absolutorium. The graduate is called the diplomovaný specialista – DiS. (specialist with a diploma).

On the completion of study at higher education institutions students take a state examination and defend a thesis. The graduates of the first cycle courses (3-4 years) are awarded the title bakalář – Bc. (Bachelor). The graduates of the second cycle courses continuing after Bachelor (1-3 years) or long-type courses (5-6 years) are mostly awarded the title magistr – Mgr. (Master); for some branches, there are specific titles: magister umění – MgA. (Master of Art), inženýr – Ing. (for technical and economic branches), inženýr architekt – Ing.Arch. (in architecture); in medicine and veterinary medicine (and after the exam státní rigorózní zkouška) the title doktor – MUDr., MDDr., MVDr. For holders of mastery, there is a possibility to be awarded the title JUDr., PhDr., RNDr., PharmDr., ThDr. after the exam rigorózní zkouška. On the completion of doctoral studies (3–4 years) students take a doctoral examination and are awarded the title doktor – Ph.D. (Th.D. in theology).

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; 3.6 % of the population falls outside mainstream education. Attendance at a special school requires a recommendation from an appropriate authority and parental consent. The new Education Act puts stress on integration.

8. Teachers

Four-year teacher training for pre-primary education is organized in general at the upper secondary level; there are also university courses at a Bachelor or Master levels (three or four years). Would-be teachers at other levels of education must obtain a university qualification, generally Master level (for which study lasts usually four or five years). Teachers (except of generalists on the first stage of basic school) are specialised usually in two fields. The preparation of teachers of general subjects is mostly concurrent, for technical/vocational subject is consecutive. Teachers do not have civil servant status. The new Act on Educational Staff regulates the prerequisites for the performance of the profession, their further education and the career scheme.

Source European Commission - National summary sheets on education systems in Europe and ongoing reforms 2006