Czechia: legal framework strengthens dual VET

An amendment to the Education Act adopted in 2025 and in force since January 2026 formally embeds dual practical training in the national VET system for the first time. It builds on existing cooperation between schools and companies but introduces clearer rules, defined roles and quality assurance mechanisms to support more systematic development.

From strong tradition to new framework

Czech VET has a long tradition of close links between education and industry. Before 1989, VET schools cooperated extensively with large enterprises that provided a substantial share of practical training. During the 1990s economic transition, many of these companies closed or restructured and much practical training shifted back to schools.

Skills shortages, particularly in technical and craft occupations, and repeated calls from employers for stronger involvement have renewed attention to work‑based learning and dual approaches.

Pilot initiatives

From 2017 onwards, pilot projects at secondary and (cross‑border) tertiary level tested dual VET arrangements in several regions. A flagship initiative in the Moravian‑Silesian region, led by the Confederation of Industry of the Czech Republic in cooperation with regional authorities, schools and companies, involved around 120 learners and later expanded to other regions.

These pilots showed the benefits of closer school–company cooperation but also underlined the need for a clear legal framework, quality standards and defined responsibilities. Their outcomes directly influenced the 2025 legislative reform.

Main features of the Czech dual model

Practical training is an integral part of all VET programmes. Since January 2026, it can also be delivered by certified dual providers. Before certification was introduced, cooperation with companies was already regulated through mandatory school–company agreements on the content, scope and conditions of practical instruction, but there was no central register of providers and no obligation for companies to be members of chambers. In the new dual system certification is granted by national‑level employer organisations (e.g. Chamber of Commerce, Agrarian Chamber, Confederation of Industry), may involve fees, is valid for six years and is linked to compliance with sector‑specific quality standards. A public list of certified providers is available.

The new framework introduces dual practical training as a voluntary pathway that complements existing forms of workplace learning. It applies to upper secondary (EQF levels 3 and 4) and tertiary professional programmes (EQF levels 5 and 6).

Structured cooperation and shared responsibility

The approach places strong emphasis on structured cooperation between schools and companies. Institutions conclude formal agreements with dual providers defining the content, scope and organisation of training. These school–company agreements, usually concluded for one school year, cover learning outcomes, organisation of training, attendance rules and may include detailed schedules, assessment methods, health and safety provisions and procedures for exceptional situations.

Learners or their legal guardians may also enter into individual agreements with companies, although this is not mandatory. These contracts can include financial incentives or commitments on future employment, helping to support a smoother transition into work.

Since 2014, employers have been able to benefit from tax incentives for participating in VET, and these continue under the new framework. Costs incurred by companies may be reimbursed by schools if agreed contractually.

Strengthening quality assurance

Public oversight has also been strengthened. The Czech School Inspectorate now monitors not only schools but also company workplaces providing dual practical training, checking compliance with educational and safety requirements.

What is new compared to previous practice?

Compared to the existing forms of workplace training, which remain in place, the new dual system brings several innovations:

• mandatory certification of companies providing dual practical training
• a stronger role for employer organisations in verifying providers and setting quality standards
• more integrated and detailed agreements between schools and companies
• the option for individual contracts between learners and companies, including possible incentives or employment commitments
• defined qualification requirements for company instructors involved in training.

Outlook: towards a more responsive VET system

The new framework is expected to modernise Czech VET by expanding high‑quality work‑based learning, improving employability, reducing skills mismatches and responding more effectively to labour market needs. Its impact will depend on the willingness of companies to engage, the availability of qualified instructors and the ability of schools and employers to build effective partnerships.

Read more:

• Velká novela v kostce [Major amendment to the Education Act – overview] (in Czech)