- 2019Design
- 2020Approved/Agreed
- 2021Implementation
- 2022Implementation
Background
The current Strategy for education policy of the Czech Republic is valid until 2020 and there is a need to prepare a new follow-up document which will define the priorities, goals and measures of education policy and the education system over the next period.
Objectives
The ambitious document strives for overall modernisation of the Czech education system, reflects newly emerging social and technological challenges, in particular the advancing shifts related to the Fourth Industrial Revolution, but also the negative aspects of the Czech education system, which include long-term declining quality of initial education, employers’ dissatisfaction with skills of school graduates, increasing share of early leaving from education and the growing selectivity of the Czech education system.
Description
The preparation of the Strategy 2030+ built on maximum transparency and openness. It comprised a series of expert and public consultations and roundtables on the visions and objectives of education policy and its implementation.
Over the next years, the Ministry of Education, Youth and Sports (MŠMT) intends to take steps to modernise, equip and methodologically run the schools, to introduce digital technologies and support innovation, to revise curricula and implement new methods of instruction and assessment of students so that they acquire knowledge, skills and approaches that would be useful in their personal, professional and civic life. Within the framework of the interventions, the Ministry also wants to focus and pay considerable attention to the preparation of new teachers and support the existing ones, professionalisation of headmasters of the schools or reduction of the administrative burden placed on the schools.
The Strategy for education policy contains 2 strategic objectives:
- focusing the education more on acquiring the competences needed for an active civic, professional and personal life;
- reducing inequalities in access to quality education and enable the maximum development of the potential of children, pupils and students.
And also 5 strategic lines:
- Strategic line 1: Changing the content, methods and assessment of education;
- Strategic line 2: Equity in access to quality education;
- Strategic...
The preparation of the Strategy 2030+ built on maximum transparency and openness. It comprised a series of expert and public consultations and roundtables on the visions and objectives of education policy and its implementation.
Over the next years, the Ministry of Education, Youth and Sports (MŠMT) intends to take steps to modernise, equip and methodologically run the schools, to introduce digital technologies and support innovation, to revise curricula and implement new methods of instruction and assessment of students so that they acquire knowledge, skills and approaches that would be useful in their personal, professional and civic life. Within the framework of the interventions, the Ministry also wants to focus and pay considerable attention to the preparation of new teachers and support the existing ones, professionalisation of headmasters of the schools or reduction of the administrative burden placed on the schools.
The Strategy for education policy contains 2 strategic objectives:
- focusing the education more on acquiring the competences needed for an active civic, professional and personal life;
- reducing inequalities in access to quality education and enable the maximum development of the potential of children, pupils and students.
And also 5 strategic lines:
- Strategic line 1: Changing the content, methods and assessment of education;
- Strategic line 2: Equity in access to quality education;
- Strategic line 3: Support for pedagogical staff;
- Strategic line 4: Enhancing professional capacities, trust and mutual cooperation;
- Strategic line 5: Increasing funding and securing its stability.
The first period (2020-2023) of the Strategy 2030+ implementation will be based on the identification of five key measures that have the most significant potential to contribute to the fulfilment of the objectives of the Strategy 2030+. The five key measures will be processed into separate measure cards featuring a specific structure. At the end of the first implementation period in 2023, the implementation process will be assessed and a selection of another key measures to be implemented in the second implementation period will be defined.
The measures for the period 2023-2027 will be incorporated into the Long-term plan for education and the development of education system of the Czech Republic. The same procedure will be followed in the third implementation period 2027-31. The newly defined key measures, including their subsequent processing into cards, will always be part of the new Long-term plan.
The set of indicators will be continuously updated, and it will constitute a basic tool for feedback on the fulfilment of strategic objectives and the implementation of key measures. Their monitoring will take place on an annual basis with clearly defined competencies in terms of data delivery and assessment/evaluation. The indicators will cover all key areas defined by the Strategy. The final set of indicators will be published in the course of 2021 on the Ministry’s website.
At the end of February 2019, the MŠMT organised the first conference, Strategy for education policy of the Czech Republic 2030+: challenges and visions for the Czech education system. This opened a discussion on the objectives, content and outcomes of education and on the process of revisions of key curriculum documents (the so-called framework educational programmes). The revision process especially, which triggered a strong national debate, needs to be better aligned with the Strategy 2030. As part of the preparation of the Strategy 2030+, a total of 17 roundtables were held during May and June 2019 across the country. These served as one of the key means of discussion with stakeholders and of gathering inputs from the field.
The second conference was organised in November 2019 and introduced a draft document, Guidelines for education policy of the Czech Republic until 2030+, the main outcome of the first phase. Public consultation was open until December 2019. The conference opened the second phase of the preparation of the Strategy 2030+, which will focus on the implementation process, a plan of specific steps and measures leading to the fulfilment of the set goals.
On 19 October 2020, the strategy was approved by the Government of the Czech Republic. By the end of 2020, the roadmaps of measures were specified in detail and implementation began.
On 4 November 2021, the MŠMT organised a conference to mark the 1-year anniversary of the Strategy 2030+ operation; a debate was held with the professional public on the implementation of measures aiming at modernisation of education. The middle component of support for schools and their founders (governing bodies), aimed at helping the regions with school governance issues, was very well received. The MŠMT continues to look for ways to help school leaders in the area of non-pedagogical workload. As part of the activities seeking to reduce this type of workload, the interconnection of school information systems was in preparation to allow the schools to share information and to reduce unnecessary duplicated activities. In addition to the EDU.cz web portal, concise and brief manuals and templates on trending topics were also being prepared. The conference noted progress in funding: there has been a targeted reduction of administratively demanding programmes (development programmes) and a simplification of the form of providing conditions and resources for pedagogical intervention. -
The MŠMT, in cooperation with the National Pedagogical Institute (NPI) and Teach Live organisation, started preparation of new training, Lead live, for headmasters as pedagogical leaders (to start in the school year 2022/23 for 100 headmasters of basic and upper secondary schools). Training and improving the relevant skills are likely to take place throughout the whole professional life of a headmaster, before and after taking the office, during the performance of the role and also when entering other roles in education. The feedback during the preparation of the programme and the new concept of support for school headmasters throughout their careers will be endorsed by the board of experts composed of representatives of the Czech School Inspectorate, the Permanent Conference of Headmasters and the main stakeholders in headmaster training. A process aimed at reforming undergraduate teacher training was launched to set up the conditions for improving the quality of pre-service education and connecting teacher training closely with practice.
The Leadership for School Leaders training programme received its accreditation in May 2022. The training content for 2022 school year was prepared and the training content for 2023 is still being developed in the framework of regular meetings of the lecturers. A total of 207 candidates applied for the Leadership for School Leaders training programme. The first pilot course of the training has started in September 2022.
The Leadership for School Leaders training programme is based on the standards of qualification studies for school headteachers. It covers basic legislation, labour law, school organisation and finance. At the same time it devotes sufficient space to the development of pedagogical leadership skills, the ability to put teaching and learning at the centre of all decision-making with the aim to improve the learning process for all students in the school. It builds on the experimental learning principles, regular reflection, peer support and collaborative learning. It concludes with an exam and an essay. The 250-hour pilot will run until May 2024. It includes 215 hours of training (179 hours of in person training and 36 hours of e-learning) and 35 hours of internships with experienced headteachers.
The pilote and its evaluation will provide the MŠMT with the necessary rationale for amending the Standards of study for headmasters of schools and educational facilities.
Preparation of the main implementation document for the second implementation period of the Strategy for education policy of the Czech Republic until 2030+, the Long-term development plan for education and the development of the education system of the Czech Republic (2023-27) started.
In November and December 2022, roundtable discussions and consultations with expert groups and the general public were held to discuss the priority areas of the 2023-2027 Long-term plan. From December 2022 to mid-January 2023, public consultations on the draft Long-term plan took place, involving a wide range of stakeholders - the Ministry of Education received 228 comments on all 9 published areas (High-quality and accessible pre-school education, Modern basic education for the 21st century, VET for employability in the labour market, Support and development of teachers and school leaders, Equity and effective support for all pupils, Prevention and alternative educational care, Systemic support and management of schools, Education in a lifelong perspective, Strategy for the development of the school network - criteria for the development and optimization of the education system and the structure of future educational offer of schools).
The most frequent comments were elated to the content of training and support for teachers; with comments on issues that that promote the well-being and mental health of children, students and school staff, with a focus on systematic support for their social and emotional skills. As regards the support and development of teachers and school leaders, professionals in the field were most interested in the competence profile of teacher training graduates and the focus of in-service training of teaching staff. Attention was drawn also to the possibility to divide the role of the school headmasters into two - pedagogical and managerial one, so that the schools can increase the potential for effective development in both areas. In the area of lifelong learning, the comments related in particular to the area of promoting motivation for targeted foreign language learning and activities to combine formal and informal education to enable individuals to reach their full potential.
The summary report on comments processing and incorporation will be published on the EDU.cz website by the end of February 2023 at the latest. The draft material will be published by mid-May 2023 for a 30-day public review and consultations. The final version will be submitted to the Government for approval in the course of October 2023.
Bodies responsible
- Ministry of Education, Youth and Sports
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Learners at risk of early leaving or/and early leavers
- Learners with disabilities
Education professionals
- Teachers
- School leaders
Entities providing VET
- Companies
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).
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to making VET pathways and programmes inclusive and accessible for all. It concerns measures and targeted actions to increase access and participation in VET and lifelong learning for learners from all vulnerable groups, and to support their school/training-to-work transitions. It includes measures to prevent early leaving from education and training. The thematic sub-category covers measures promoting gender balance in traditionally ‘male’ and ‘female’ professions and addressing gender-related and other stereotypes. The vulnerable groups are, but not limited to: persons with disabilities; the low-qualified/-skilled; minorities; persons of migrant background, including refugees; people with fewer opportunities due to their geographical location and/or their socioeconomically disadvantaged circumstances.