- 2021Approved/Agreed
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The pandemic has highlighted the digital skills gap and the need for digital transformation; it has speeded up actions seeking to support the development of digital skills and competences of teachers and students in VET. The pandemic has deepened inequalities in access to digital technologies and pointed out the need to increase and improve the level of digital equipment in schools. Advanced digital skills will help students develop their potential, adaptability to change, to be ready to enter the labour market or be involved in innovation in sustainable business. Effective use of digital technologies is also paramount to ensure high quality education.
Objectives
The ultimate objective of this component under the National recovery and resilience plan is to adapt education to the changing needs of the labour market, address the lack of IT specialists and advanced digital skills across the labour force, and ensure long-term employability.
Description
The financial support provided by the Ministry of Education, Youth and Sports (MŠMT) will, at the same time, contribute to the transformation of educational content. Schools will build their own supply of mobile digital technologies and will be able to lend them. However, this should not lead to an unjustified acquisition and accumulation of technological equipment which is actually not needed.
Under Component 3.1 Innovation in education in the context of digitisation, funding is provided to schools for two purposes:
- digital teaching aids designed for the development of computational thinking of students and their digital competences (to upper secondary schools and conservatoires available in 2023); private and church schools will be able to acquire the funding through a grant call;
- mobile digital devices for both in-person and distance learning for disadvantaged students to prevent the digital divide (to basic schools, upper secondary schools and conservatoires available in 2022); criteria will reflect whether the school is located in a socially excluded area. The aim is that at least 80% of schools have their own supply of mobile digital devices to lend to students in need.
School headmasters have a free choice in terms of selecting what kind of digital teaching aids they want to buy. They may pick and choose based on the focus of their school. The schools will be able to purchase digital teaching aids for the development...
The financial support provided by the Ministry of Education, Youth and Sports (MŠMT) will, at the same time, contribute to the transformation of educational content. Schools will build their own supply of mobile digital technologies and will be able to lend them. However, this should not lead to an unjustified acquisition and accumulation of technological equipment which is actually not needed.
Under Component 3.1 Innovation in education in the context of digitisation, funding is provided to schools for two purposes:
- digital teaching aids designed for the development of computational thinking of students and their digital competences (to upper secondary schools and conservatoires available in 2023); private and church schools will be able to acquire the funding through a grant call;
- mobile digital devices for both in-person and distance learning for disadvantaged students to prevent the digital divide (to basic schools, upper secondary schools and conservatoires available in 2022); criteria will reflect whether the school is located in a socially excluded area. The aim is that at least 80% of schools have their own supply of mobile digital devices to lend to students in need.
School headmasters have a free choice in terms of selecting what kind of digital teaching aids they want to buy. They may pick and choose based on the focus of their school. The schools will be able to purchase digital teaching aids for the development of students' digital competences and computational thinking, such as robotic kits, 3D printers and pens, programmable learning elements, augmented virtual reality devices. If they are not yet equipped with the basic digital technologies, schools will be able to purchase also tablets, laptops, Chrome books. At the same time, they will receive funding for mobile digital technologies for disadvantaged students in order to prevent a digital divide (basic schools, upper secondary schools and conservatoires from 2022). Free loans will allow students to borrow basic mobile digital devices to be able to participate in both in-person and remote learning.
Each school will be obliged to report on the provision of funds and how they were used through the extraordinary collection of data (qualitative and quantitative) carried out by the Ministry of Education, Youth and Sports. The schools will provide information, among other things, on the quantity of equipment purchased and the equipment available to be borrowed by their disadvantaged students. In the area of teachers' digital competences, the National Pedagogical Institute (NPI) is preparing comprehensive support and training courses, which will be provided to all schools, beneficiaries of the funds allocated by the Ministry of Education.
Since the end of 2021, methodological support has been available to schools via a specialised website. Here they can find, for example, inspiring interviews with examples of good practice and a manual for headmasters. It also includes the new Connectivity and cyber security standards, and educational videos on secure digital infrastructure for schools. In the field, the professional consultants of the National Pedagogical Institute in regional centres provide help to headmasters and teachers in digitisation and with the selection of equipment.
In 2022, priority for funding was given to basic schools and Gymnázia (upper-secondary general schools) that adopted the revised framework educational programmes. Secondary VET schools and conservatoires will receive funding in the next wave.
In 2022, the National Pedagogical Institute (NPI CR), in cooperation with the MŠMT, created the IT Guru network, designed to provide support and advise to schools on the purchases of digital technologies for teaching in line with the revised framework educational programmes and also on the digitisation process, the introduction of tools for digital audits of schools or the overall set-up of digital infrastructure. The aim is to ensure that funds for IT equipment are spent as efficiently as possible and bring the greatest possible benefits to schools the ; and that the school leaders are motivated to manage the digital infrastructure in a comprehensive and strategic manner. The IT Guru network operates at regional level and cooperates with existing regional ICT methodologists (SYPO project) who focus on the pedagogical aspects of integrating digital technologies into the curriculum and support school ICT coordinators and schools management in particular.
Further on, the IT Guru cooperates with regional coordinators supported by the Ministry of Industry and Trade with regard to the deployment of high-speed Internet in specific regions. IT Guru's activities also follow up on the 2020 reform of school funding, which introduced the role of network administrators in the new non-teaching job funding system, for which a year later the MŠMT increased the budget allocated to basic schools. In December 2022, the first Digi-roadshow organised by the NPI CR for schools and interested members of general public was held in all regions. Participants were informed about the introduction of new informatics and digital competences in schools, and schools shared their experiences, views and opinions.
In 2023, it was the last opportunity to draw from a single financial intervention to equip students with advanced digital teaching aids aimed at developing computational thinking and digital competences. As a result, Czech schools successfully digitised teaching across various subjects, facilitating educational innovations in the context of digitisation. The changes introduced by the Framework Educational Programmes bring new opportunities for schools to utilise digital competences in all educational areas.
Through this funding, which has an overall budget of CZK 385 million and a timeframe from January 2022 to March 2026, it has been possible to digitise, for example, the teaching of science, robotics, physics and other educational areas. In 2023, CZK 93 048 million is allocated for the call, which includes CZK 17 769 million to support the prevention of the digital divide, and CZK 75 279 million to support the provision of digital teaching aids to schools. The main purpose of the funding was to enable schools to purchase advanced digital teaching tools to develop students' computational thinking and digital competences. Schools will continue to purchase digital teaching aids for their students in the next period from other non-investment expenditure from the state budget.A recurrent financial intervention is underway during 2022-2024 to address the digital gap. The focus of this intervention is on students who are disadvantaged by lack of mobile digital devices essential for their regular or distance learning education. The purpose of this intervention is that over three years, schools build a 'mobile inventory' of these devices to lend to students. It is therefore not a digital teaching aid that is brought into the classroom by the teacher, but students borrow these mobile digital devices according to their needs, as long as the teacher supports the use of students' own digital devices (BYOD) in the classroom. The school is obliged to demonstrate that it lends these devices to students and it is up to the school to decide how to record and to whom to lend these devices, taking into account the needs of the school and its knowledge of the environment.
Methodological support for schools, examples of good practice in schools on how to use funding to prevent the digital gap was prepared. Methodological support for schools has been provided through various channels, including direct support (face-to-face and online courses, workshops, seminars) and indirect support (methodological materials, recommendations, video guides, podcasts - KYBCAST and DIGI IN). Artificial Intelligence (AI) was also a focus of the programme, and recommendations on AI in schools and training courses were developed in cooperation with other actors. In 2023, 3 274 schools received support, 1 690 events were held, engaging 15 153 unique participants. Additionally, 441 schools benefited from the methodological support network managed by IT gurus across all regions.
During the year, 3 DIGI roadshows were held aimed at sharing experiences. NPO 3.1. also contributed to national events dedicated to digitalisation (Digital Czechia, Czech digital week) In 2023, these events aimed to promote digital skills across various themes, including the future of the labour market, online safety, and accessible digital education. The events included training, lectures, webinars, and discussions organised by partners from non-profits, universities, companies, and public administration, all free of charge. Digital Czechia serves as a comprehensive vision for the country's digital future, integrating multiple strategies focused on digital economy, society, and education.
2024 is the last year for primary and secondary schools to benefit from funding aiming to prevent the digital gap. This financial intervention is intended for schools established by regional authorities, municipalities, or voluntary associations and private and church schools. It is not an automatic nationwide financial intervention. Financial support is provided upon request.
A change from previous years for the prevention of the digital gap is the possibility to purchase software for newly-acquired basic mobile digital devices through the National Recovery Plan. The software must be utilised for educational purposes, or serve as a training tool (such as educational software or operating system).
One of the key steps to successful integration of technology into education is to ensure quality and secure connectivity in schools. The Ministry of Education, Youth and Sports in cooperation with experts and school technicians, has developed the School Connectivity Standard, which provides detailed technical parameters for establishing a modern and stable network in school premises.
With funding from the National Recovery Plan, schools have been equipped with advanced digital teaching aids and therefore increased attention to cyber-prevention and cyber-security is needed as part of integrating these technologies into educational practice.
The Cyber Prevention Catalogue has been developed by the Coalition for Digital Skills and Jobs (Digikoalice) Advisory Group and is based on the results of an extensive two-round survey of experts and organisations involved in cyber security and cyber prevention. It is updated and expanded twice a year to provide up-to-date knowledge and information on cyber threat prevention. It aims to offer maximum quality outputs in one place for planning and implementing school and leisure activities.
The catalogue now includes nearly 142 programmes for students, and for educators, parents and the public, including over 30 educational programmes that provide advice and information needed to support children's safe online behaviour. The catalogue also provides 62 methodological materials for educators and school prevention officers. The Cyber Prevention Catalogue also includes the Fourteen Points of Effective Cyber Prevention, which present basic principles and recommendations for preventing cyber threats. Its content highlights the constant monitoring of new trends and threats in cyberspace, the use of expert advice and cooperation with organisations focused on cyber security, the use of technical tools and software to protect against cyber threats, and open and transparent communication between the school, students and parents.
The NPI CR also provides other methodological support and study materials in the area of cyber prevention. Under the auspices of the National Office for Cyber Security, the NPI CR regularly publishes a podcast focused on cyber security, and NPI CR educational programmes are also dedicated to the topic.
The NPI CR launched a new series of training programmes for primary and secondary school teachers starting in August 2024, focusing on systematic support in artificial intelligence (AI) including opportunities for experience sharing and feedback among teachers. Participants will have the opportunity to learn how to effectively use AI as a tool to create engaging and innovative learning materials. The training programmes also offer practical examples and demonstrations for implementing AI directly in the classroom. Examples of the educational programmes offered include Introduction to Generative AI for Teachers (workshop and webinar) and Practical Introduction to Artificial Intelligence (workshop).
Methodological support to schools via IT gurus and regional information methodologists continued during the year. This methodological support also aimed at facilitating the implementation of the revised curriculum - new content in computer science and new key digital competences for pupils.
A new NPO 3.1 - AIDIG project was implemented to develop teachers' digital competences according to the European DigCompEdu competency framework. Digital competences will be developed with a focus on new topics of AI in teaching, misinformation, cyber security, etc. The project will run from April 2024 to January 2026, with a budget of CZK 44 million.
Under the auspices of the Ministry of Education, Youth and Sports the Roadshow for schools took place in October 2024, which included 13 meetings across the country. The aim of the event was to provide school principals, teachers, ICT coordinators and other interested parties with the latest information on modern technologies in education, including artificial intelligence, 3D printing, robotics, and more.
Bodies responsible
- Ministry of Education, Youth and Sports
- National Pedagogical Institute of the Czech Republic
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
Education professionals
- Teachers
- School leaders
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.
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 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.
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.
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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Supporting school digitisation through the 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/41951