- 2017Approved/Agreed
- 2018Design
- 2019Design
- 2020Design
- 2021Design
- 2022Design
Background
The aim of upper secondary education and tertiary professional education is to prepare graduates for their personal, civic and professional life. At the same time, it should lay basis for their further lifelong learning and long-term employability on the labour market. The demands placed on upper secondary education, therefore, reflect the need to focus on strengthening the common elements of the general basis, emphasising the development of key competences, creating suitable conditions and securing easier transition of graduates to their employment. There is also a need to establish closer cooperation between schools and employers, and to secure smooth transition of those students who are disadvantaged in terms of their health or social background, to tertiary professional or higher education. In connection with technological progress and the changing needs of the society, it is likely that some fields of study will be abolished and replaced by new ones matching current needs.
Description
In 2017, the Ministry of Education approved a proposal for revising the national curriculum for upper secondary education (RVP) and the educational programmes of individual schools (SVP). The revision of curriculum documents is among the national priorities until 2020.
The guiding principles for the revision process are permeability, quality, flexibility, learner orientation. Revision of the national curricula of IVET programmes, particularly the work-based learning elements in school-based VET programmes, aims to:
- guarantee the link between curricula and the qualifications and their assessment standards as specified in the National register of qualifications;
- adapt to labour market needs;
- introduce higher flexibility for schools regarding the volume of practical training.
National public debate started in 2018.
The proposal of the new concept of framework educational programmes (FEPs) for VET incorporated in the approved Strategy 2030+ strongly reflects the trend in preparation for lifelong learning: strengthening the common general and vocational/professional bases of the curriculum and supporting the development of key competences applicable on the labour market in general. In terms of guiding principles, as well as content, it will build on the revised curriculum for basic education.
According to the proposal the revision will be based on the definition of common vocational/professional bases (technical...
In 2017, the Ministry of Education approved a proposal for revising the national curriculum for upper secondary education (RVP) and the educational programmes of individual schools (SVP). The revision of curriculum documents is among the national priorities until 2020.
The guiding principles for the revision process are permeability, quality, flexibility, learner orientation. Revision of the national curricula of IVET programmes, particularly the work-based learning elements in school-based VET programmes, aims to:
- guarantee the link between curricula and the qualifications and their assessment standards as specified in the National register of qualifications;
- adapt to labour market needs;
- introduce higher flexibility for schools regarding the volume of practical training.
National public debate started in 2018.
The proposal of the new concept of framework educational programmes (FEPs) for VET incorporated in the approved Strategy 2030+ strongly reflects the trend in preparation for lifelong learning: strengthening the common general and vocational/professional bases of the curriculum and supporting the development of key competences applicable on the labour market in general. In terms of guiding principles, as well as content, it will build on the revised curriculum for basic education.
According to the proposal the revision will be based on the definition of common vocational/professional bases (technical field, economics, humanities, social sciences, arts) for a group of fields of study or its part, or across groups of fields of study. In fields of study where possible, the revision will provide students with a broad base of professional competences that will allow them to specialise further in their professional orientation in line with the possibilities of a particular school, the needs of regional labour market and their personal interests. This approach to the concept of the vocational/professional component of education will provide students with good preparation for follow-up education at tertiary level or for reskilling/retraining and in-company training.
The aim is also to modernise VET using the principle of modular arrangement of the curriculum (to use of the outputs of the project Modernisation of VET).
In February 2019, the education ministry organised the conference Strategy for education policy of the Czech Republic 2030+ challenges and vision for the Czech education system, which opened a discussion on the objectives, content and outcomes of education and on the revision process for key curriculum documents (the so-called framework educational programmes, FEPs). The revision process triggered a strong national debate and is expected to be aligned with the Strategy 2030+. National VET curricula (FEPs for VET fields) is planned to follow the revision of the FEP for basic education.
The process of redesigning and revision of national VET curricula (framework educational programmes) continued. It was decided to wait for the Strategy 2030+ (Strategy of education policy of the Czech Republic until 2030) to be prepared by the end of 2020. A new structure of the system of education fields is discussed, based on the common vocational/professional basis for more fields within one group of fields.
The updated FEPs for upper secondary VET were discussed and, as of 1 September 2020, launched by the Measure of the Minister for Education, Youth and Sports No MSMT-31622/2020-1. The updated framework educational programmes for upper secondary VET include updates of the vocational component of education, added links to the National register of qualifications (NSK), adjustment to the teaching of economics, which observes the updated financial literacy standards approved by the Ministry of Finance, and finally also previously issued Ministerial Ordinances. Upper secondary VET schools have two years to prepare and modify their SEPs; at the latest from 1 September 2022, the schools should start teaching according to their updated school educational programmes (SEPs).
In accordance with the intention to innovate the system of fields of study, the following documents were created:
- conceptual analysis;
- concept of FEP revisions;
- proposal of the process mechanism for the solution and discussion of the proposals with the relevant partners - professional platform for groups of fields of study (the Methodology for working group activities);
- referencing map (for synergistic linking of FEPs with vocational qualifications of the NSK) captures all 281 fields of study in the current system of fields, to which are assigned vocational and full vocational qualifications of the NSK as well as the occupations from the National system of occupations. There is a chapter in the already updated FEPs of September 2020, which concerns the connection of a field of study to the professional/vocational qualification or full professional/vocational qualification of the NSK. Competences included in professional/vocational qualifications will be reflected in graduate profiles. It will allow the schools to select vocational qualifications for their school curricula in cooperation with employers and with regard to the requirements of the labour market. In collaboration with the Upskilling project, suitable, especially simpler, vocational qualifications will be identified in order to solve the consequences of early leaving from education (which are content-wise related to the fields of study);
- background documentation for individual groups of fields of study (schemes, access studies, etc.);
- development analysis of the system of fields of study.
Comments and suggestions from the field were assessed and evaluated.
The revision of FEPs for upper secondary VET is expected to commence in 2022 and to be concluded in 2023.
A proposal for a new concept of FEPs based on the pyramid model was prepared and submitted for discussion to an expert panel and to the representatives of regions/governing bodies (founders of schools).
NPI elaborated a draft concept (Common professional basis, qualification component, NSK) and discussed the shares of the general foundation and application component of general education in the framework curricula for upper secondary VET with the Ministry of Education, Youth and Sports.
The NSK-FEPs referencing map was continuously updated. A proposal to introduce a vocational Maturita is to be discussed with the Ministry of Education, Youth and Sports (MŠMT), and the representatives of employers and school associations. The description of the level in the EQF is an important criterion for determining qualification levels. For the purposes of practical training, selected FEPs for individual categories of education in the groups of fields of study in upper secondary VET have been compared, as well as their compliance with the descriptions of qualification levels with EQF descriptors. It was observed that setting within FEPs corresponds in almost all cases to the description of the relevant qualification level in the EQF.
The draft concept for the revision of the VET framework programmes and the evaluation of the questionnaire survey conducted in Q1 2022, were prepared and discussed by the expert group and the education representative of the Regional Authorities’ . The conclusions were communicated within the NPI CR and with the representatives of the MŠMT, as well as with the expert group and the representatives of the Regional Authorities (education departments).
Standardised curricula, including a general education component, were developed for each of the categories of education in the fields of study concluded by a final exam with or without vocational certificate, and the fields of study leading to Maturita. On the basis of the proposed concept, examples of framework educational programmes in a working version were prepared for 5 fields of study - Business, Horticulture, Gaming design, Mechatronics technician, Pre-school and leisure pedagogy.
The preparation of qualification profiles in relation to the proposed fields of study in the updated system has started.
Bodies responsible
- Ministry of Education, Youth and Sports
- National Pedagogical Institute of the Czech Republic
Target groups
Learners
- Learners in upper secondary, including apprentices
Thematic categories
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.