- 2021Approved/Agreed
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
As in other EU countries, the Czech National recovery and resilience plan (NRRP) was drafted as a strategic measure to overcome economic recession that followed the unprecedented COVID-19 pandemic. Its general aim is to support labour market stability and consequently improve macro-economic stability. It is presumed that advancing digitalisation will lead to increasing share of jobs in segments with higher added value at the expense of reducing jobs in the secondary sector, mainly in heavy industry. The education and training system needs to reflect this development, especially at the regional level, to prepare adequately trained people for the changing needs in the given region. The plan takes into account regional imbalances in the quality of education and training and aims to prevent widening gaps between more developed regions around metropolitan areas and other parts of the country. The plan also reflects the specific recommendations of the European Council from 2019 and 2020 provided in the framework of the European Semester.
Objectives
The main objectives of the plan for education and training include:
- improving the digital skills of students and teachers;
- adapting school programmes in tertiary, primary and lower-secondary education to new forms of learning and the changing needs of the labour market;
- modernising employment services and labour market development. In education and training, this goal is aimed at increasing the adaptability of the workforce by developing their skills, particularly in the digital field.
Description
Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:
Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:
The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion and modernisation of medical and pharmaceutical science in tertiary education improving inclusiveness and equal access at lower levels and general promotion of teaching professions.
The plan also envisages adjustments of the range of study programmes to new trends and changing needs in the labour market, particularly to the digital transformation (priority sectors to be identified at the national level, a share of work-based learning to be increased). The support of new, mainly digital forms of learning, such as blended learning and distance learning is planned , including investments in digital equipment and technologies and related training of HE institution staff, as well as enhancing capacities of HE institutions for reskilling and upskilling of workers in knowledge-intensive areas. The support is proposed to be channelled to universities through an open call administered by the Ministry of Education, Youth and Sports. The Plan...
Section 3 of the plan, Education and labour market, proposes the following reforms and measures in education and training:
Transforming HE institutions to adapt to new forms of learning and changing the labour market needs by 2026:
The plan foresees measures to increase the ability of higher education (HE) institutions to adapt study programmes to new forms of learning and new fields, particularly digital expertise, in line with changing labour market needs. It includes especially expansion and modernisation of medical and pharmaceutical science in tertiary education improving inclusiveness and equal access at lower levels and general promotion of teaching professions.
The plan also envisages adjustments of the range of study programmes to new trends and changing needs in the labour market, particularly to the digital transformation (priority sectors to be identified at the national level, a share of work-based learning to be increased). The support of new, mainly digital forms of learning, such as blended learning and distance learning is planned , including investments in digital equipment and technologies and related training of HE institution staff, as well as enhancing capacities of HE institutions for reskilling and upskilling of workers in knowledge-intensive areas. The support is proposed to be channelled to universities through an open call administered by the Ministry of Education, Youth and Sports. The Plan states concrete numbers of new study programmes and lifelong learning courses to be supported: at least 35 new study programmes to receive accreditation and at least 20 new lifelong learning courses to be offered by universities.
Investment is foreseen to expand the facilities of universities in medicine, biomedicine and pharmaceutical science.
Supporting disadvantaged schools:
The Plan foresees the support of most vulnerable schools with an above-average proportion of pupils with disadvantaged socio-economic backgrounds, e.g. by training for teachers to work with heterogeneous groups and disadvantaged pupils, to cooperate effectively with school psychologists, teachers' assistants and school social workers. Reform of school financing, reflecting the level of socio-economic disadvantage is to be proposed by the Ministry of Education, Youth and Sports to reinforce funding of the most vulnerable schools and narrowing disparities between schools. The reform is planned to be completed by 2025.
Funds are allocated to provide catch-up classes for pupils with a disadvantaged socio-economic background, whose education outcomes deteriorated due to the prolonged school lockdown, thus preventing further widening of inequalities between pupils, students and schools. The investment shall be completed by 2023.
Development of labour market policies:
The reform supports measures for lifelong learning, such as:
- by 2022, setting up a tripartite mechanism involving the Ministry of Labour, the Ministry of Education and employers and trade union representatives, to coordinate development of lifelong learning programmes in line with the actual and anticipated demand for skills;
- by 2023, creating a database of reskilling and upskilling courses to increase the offer of retraining courses and improve matching of supply and demand;
- expanding the target groups for retraining organised by the Labour Office to include employed people at risk of outplacement and employed people seeking upskilling;
- establishing by 2025 at least 14 regional training centres, under the responsibility of the Labour Office, equipped to provide lifelong learning in digital technologies and Industry 4.0;
- by 2025, develop a legislative amendment to increase the flexibility and effectiveness of retraining courses organised by the Labour Office and to target support better to the most vulnerable groups.
Investment is assigned by 2025 to projects in reskilling and upskilling that increase the adaptability of the labour force to the changing needs of the labour market, with a focus on people who have reduced adaptability to changing labour market conditions. The plan sets out specific figures for the number of people to be supported either through the Labour Office or through professional training provided directly by employers, e.g. 130 000 people are planned to receive training in digital skills.
The plan was approved by the European Commission in June 2021. At the end of 2021, preparatory activities for announcement of call for proposals were initiated.
In the area of (a) transforming HE institutions there were the following developments:
At least 26 HE institutions were supported under a programme aimed at adapting HE institutions to new forms of education and introducing new curricula. The programme targets high added value sectors such as cyber security, artificial intelligence, Industry 4.0 or e-government services, which suffer from a shortage of highly qualified professionals.
In the area of (b) supporting disadvantaged schools and especially the supporting positions (such as school psychologist or special pedagogue) in schools will be financed through projects with simplified reporting and a call under the new operational programme Jan Amos Komenský.
In the area of (c) development of labour market policies, there were following developments:
A tripartite committee for retraining and up-skilling has been established, consisting of representatives of the Ministry of Labour and Social Affairs, the Ministry of Education, Youth and Sports, employers' associations and trade unions.
A new online database of training courses is being prepared by the Ministry of Labour and Social Affairs that includes not only accredited re-training courses offered by the Labour Office branches, but also other free-market training courses. The aim is to enhance the supply of training courses to a wider group of adults and to create a system that allows adults to apply for training of their choice and receive targeted financial support.
The project, Improving access to education at the university level through the promotion of microcredentials (part of the National Recovery Plan for Higher Education, 2022 - 2024), addresses objectives set out in reform 3.2.1 (Transform universities to adapt to new forms of learning and in response to changing labour market needs) under Component 3. 2 (Adaptation of the capacity and focus of the school programmes of the National Recovery Plan). The project involved 26 Czech public universities coordinated by the Charles University to share experiences and work systematically on the development of an analytical and methodological framework, along with supporting information systems, for the implementation of the microcredentials concept within public universities in the Czech Republic and their connection to the broader European framework. Overall budget for the project of 26 universities was CZK 51 million.
The project analyses current practices in national and international microcredential documentation, developing a methodology for recognising prior learning within courses that meet micro-credential requirements. This includes designing a unified micro-credential format, standardising short-term learning outcomes using the ECTS credit system, and creating an online catalogue of courses of public universities that fulfil the requirements for microcredentials. A unified verification system for micro-credentials, including a repository, is also under development.
An international conference was held in November 2023 to provide updates on the project and share the current status at individual universities.
A separate initiative, the online database of reskilling and upskilling courses was created (and funded under the National Recovery Plan - 3.3 Modernisation of employment services and labour market development). It was developed by the Ministry of Labour and Social Affairs and the pilot was launched in 2023. This database contains courses for improving qualifications and courses for retraining certified under the Employment Act No. 435/2004 Coll, provided by the Labour Office of the Czech Republic and courses offered by VET schools, higher education institutions and adult education providers.
The Labour Office subsidises 82% of the cost for non-retraining courses (under the Employment Act) listed in the database, which specifically include digital training courses. Courses can be delivered in person (usually at educators' premises), online or as blended courses.
Digital training courses focus on:
- developing digital skills in the area of IT - training that includes exclusively the acquisition of transferable digital skills and IT competences (e.g. software development and management)
- developing digital skills for Industry 4.0 - training related to the concept of Industry 4.0, robotisation and digitalisation of work and the use of autonomous systems and AI (e.g. operation of CNC machines).
A conference on microcredentials was held in November 2024 showcasing current developments and progress achieved in the field of microcredentials in Czech higher education, including implementation within individual institutions and best practices from Czech and international universities. The conference also discussed the challenges and opportunities for the future development of microcredentials within the context of education and employment in the Czech Republic.
The pilot of the database of upskilling and reskilling courses continued in 2024. As of mid-September 2024, 26 472 persons had completed courses and 7 172 applications were pending approval.
Bodies responsible
- Ministry of Industry and Trade
- Ministry of Education, Youth and Sports
- Ministry of Labour and Social Affairs
- General Directorate of the Czech Labour Office
Target groups
Learners
- Learners in upper secondary, including apprentices
- Young people (15-29 years old)
- Adult learners
- Unemployed and jobseekers
- Persons in employment, including those at risk of unemployment
Education professionals
- Teachers
Entities providing VET
- VET providers (all kinds)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category refers to measures for modernising physical infrastructure, equipment and technology needed to acquire vocational skills in VET schools and institutions that provide CVET or adult learning, including VET school workshops and labs.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
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 is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
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 refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
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.
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.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
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 providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). VET-related measures in the Czech National recovery and resilience plan: Czechia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/41940