The ‘Strategy for education policy of the Czech Republic 2030+’ (Strategy 2030+) is expected to be finalised by spring 2020, setting the directions for Czech education in the next decade.
Cedefop has released new insights on skills and jobs in seven European countries. After several years of development, the agency presents first results of this new type of labour market intelligence, based on information from more than 30 million online job vacancies collected in the second half of 2018 in Czechia, Germany, Spain, France, Ireland, Italy and the UK.
In 2018 the Institute for Democracy & Economic Analysis, a think tank operating under Centre for Economic Research and Graduate Education - Economics Institute, published a study on the low-skilled (those with only primary or lower secondary education) in the Czech Republic. The authors determine from available data the characteristics, labour market conditions and labour market outcomes of this group. Based on this evidence, the most relevant policies to increase employment among the low-skilled are suggested.
In the scope of a P-KAP: the support of action planning project 2016-20, a survey will be conducted in October and November 2018 among all upper secondary vocational schools and tertiary professional schools (more than 1300 schools in total). The goal is to understand the needs of the schools, particularly those related to achieving nationally defined priorities.
A pilot project Mistrovská zkouška (master craftsman examination) was launched by the National Institute for Education in November 2017 and will continue until 2021. The project will set the overall master craftsman examination model and prepare the comprehensive expertise needed for its implementation. Elements of the master exam system will be developed and reviewed for the different master qualifications: qualification and assessment standards, frameworks for the assignments of the master exams, training programme curricula, and textbooks. The project will develop the necessary methodologies and design the processes for organising the exams.
Czech citizens believe that the quality of schools in the Czech Republic is relatively good. In recent years, however, public opinion has been indicating a slight increase in scepticism in relation to all types of education. Vocational schools are usually rated worse than general/academically oriented schools, though over a long period, a strengthening optimistic opinion among the Czechs is that everybody has the opportunity to achieve qualifications corresponding to their abilities. Citizens believe that schools are performing well in developing student knowledge; however, they fail in cultivating moral values and discipline.
The Government adopted the Industry 4.0 initiative in 2016, with a document prepared by more than 70 experts and under the scope of the Ministry of Industry and Trade. The initiative provides key information about the fourth industrial revolution and possible directions in preparing the economy and society for future technology changes.
In December 2017, the Czech national digital skills and jobs coalition (DIGI coalition) celebrated its first year in operation.
MEPs Tomáš Zdechovský and Thodoris Zagorakis visited Cedefop in Thessaloniki on 10 July and were briefed on the agency’s work by Director James Calleja, heads of department and other staff.
The first tertiary professional schools (VOŠ) came into operation 20 years ago based on legislation adopted at that time. The Association of Tertiary Professional Schools, representing most tertiary professional schools, celebrated this anniversary in 2016 by organising the Skills for practice conference: recalled the important milestones and efforts to foster further functioning of tertiary professional education within the Czech education system as a vocation-oriented branch.