Reference year 2026
Version 2026
Drafted based on Cedefop sources and input from Martina Kaňáková, Vocational Education and Curriculum Department, National Pedagogic Insitute, Czechia and ReferNet coordinator for Czechia
1Scheme history
From 2017 onwards, pilot projects at secondary and (cross border) tertiary levels tested dual VET arrangements in several regions. A flagship initiative in the Moravian Silesian region, led by the Confederation of Industry of the Czech Republic in cooperation with regional authorities, schools and companies, involved around 120 learners and later expanded to other regions.
These pilots showed the benefits of closer school–company cooperation but also underlined the need for a clear legal framework, quality standards and defined responsibilities. Their outcomes directly influenced the 2025 legislative reform.
The Strategy 2030+ approved in 2020 states it is necessary to expand the possibilities of educating students in a real work environment. Therefore, the introduction of a dual system of education, in a modified form adapted to the conditions in the Czech Republic, using the widest possible range and forms of voluntary cooperation between schools and companies, is supported. In 2020-22, pilot projects implementing specific elements of the dual system were carried out in four out of the 14 regions of the country.
An amendment to the Education Act adopted in 2025 and in force since January 2026 formally embeds dual practical education in the national VET system for the first time. It builds on existing cooperation between schools and companies but introduces clearer rules, defined roles and quality assurance mechanisms to support more systematic development.
The apprenticeship is another option for implementing practical training within VET, in addition to implementing practical training at a school, at a practical training centre, or in a company.
2Beneficiaries
For 15 years old and above. No upper age limit is defined in the law.
Not applicable, the scheme will be offered as of 2026/27 school year.
Not applicable, the scheme will be offered as of 2026/27 school year.
3Qualifications
The new framework introduces dual practical training as a voluntary pathway that complements existing forms of workplace learning. It applies to upper secondary and tertiary professional programmes.
Czechia does not have a comprehensive NQF in place. NQF implementation is at an exploratory stage.
Cedefop’s NQF online tool presents information on the state of play of the NQF: https://www.cedefop.europa.eu/en/tools/nqfs-online-tool
The dual pathway is only recently introduced. It is offered as an alternative to VET programmes at ISCED levels 344, 354, 353, 655
The new framework introduces dual practical training as a voluntary pathway that complements existing forms of workplace learning. It applies to upper secondary and tertiary professional programmes.
Formal VET qualification that does not indicate the pathway (similar as the school-based strand).
The programmes for which the dual track is offered grant access to higher education.
Practical training as a form of practical education is mandatory in three-year programmes, and then in some four-year ones that lead both to VET certificate and maturita exam.
Practical training usually takes place from the 1st year, but students usually stay first in the school workshops or facilities to gain a foundation of the field and develop manual skills.
It is expected that apprenticeships will follow the same practice, but the decision is upon the school head and a company.
4Governance
The Ministry of Education, Youth and Sports, which is the main body responsible for initial vocational education and training (IVET) is expected to have the central role and responsibility for the dual pathway. The pathway is embedded in the Education Act which falls under the Ministry responsibility.
Representatives of employers are involved in curriculum development and participate in creation of occupational and qualification standards.
Social partners can influence VET at national and regional levels, particularly through cooperation on the preparation of qualifications and curricula.
The National Council for Qualifications (MŠMT) was established in 2007. The role is primarily to discuss materials related to the development of the National Register of Qualifications and its practical application. The council composes 18 members, individuals from both the education sector and the labour market, such as representatives from four ministries, as well as employers, employees, and educators. The Council is chaired by the Deputy Minister for Education. The Council is an advisory body to the Ministry of Education in the field of qualifications and issues opinions on matters submitted to it by the Ministry, concerning e.g..
• the development and implementation of the National Register of Qualifications (NSK),
• qualifications or continuing education,
• proposing the creation of new professional qualifications,
• proposing changes to the structure and relationships among qualifications,
• monitoring the labour market and employer requirements,
• proposing the incorporation of changes to qualification content into the curricula of educational fields,
• assessing proposals for the creation of new professional qualifications submitted by any natural or legal persons,
• participating in the establishment of sectoral councils, etc.
In 2016, the education ministry initiated an agreement between the key employer representatives (Czech Chamber of Commerce, Confederation of Industry of the Czech Republic, Czech Agrarian Chamber and Union of Employers' Associations of the Czech Republic), allocating responsibilities for specific IVET areas. These stakeholders have divided responsibilities among themselves for particular fields of education. For example, the Union of Employers’ Associations is responsible for qualifications in the textile and clothing sector.
In January 2018, all umbrella organisations of national employers were given the opportunity to complement existing field groups with their representatives or to strengthen the mandate of selected experts in these groups with the aim of strengthening relevant involvement of employer representatives in this process. (https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea… )
Social partners (The Czech Chamber of Commerce, regional branches of this chamber, Confederation of Industry) were involved in the Kompetence 4.0 project (2020-2022), which resulted in competence cards and occupation cards.
The updated national curricula for upper secondary VET were launched by the education ministry in September 2020. These updates refer to the vocational component of education, linking them to the National register of qualifications (NSK).
25 so-called field groups were established, consisting of experts from education, labour market and occupations. The field groups have been working for more than 20 years with the support of the education ministry to foster the creation of the national VET curricula, with objectives and contents in line with labour market needs.
In 2023, field groups were transformed into 5 wider field expert platforms (technical, economic, nature science, artistic and human-oriented), created by the National Pedagogical Institute (NPI ČR). These platforms gather experts representing ministries, school associations, schools, employers and employers´ associations.
The innovation of the VET study fields system takes place in collaboration with key stakeholders from both the education and employer sectors. The Ministry of Education has established an expert panel whose members will work together with the National Pedagogical Institute (NPI ČR) to define the main directions for innovating the study field system.
Working groups are formed for groups of related fields and address specific areas of innovation. They refine or modify proposals prepared by the NPI and the expert panel and prepare background materials for the meetings of the expert platforms. Group members include experts with a professional interest in the development of the relevant fields of education based on their professional expertise, as well as representatives of employers, educational associations, and others. Specific proposals for innovation are discussed in the 5 expert platforms created by the NPI ČR for individual field groups. The expert platforms primarily serve a consultative and advisory function, providing visions and new ideas; in the second phase, they supplement and comment on the materials submitted by the working groups.
Sector councils (sektorové rady, SR) have been operating since 2006 (during the last decade nationally), primarily in the process of defining occupation and qualification standards and also in assuring qualification requirements of individual sectors in IVET and CVET. They bring together representatives of key stakeholders, especially employers. 28 sector councils consisting of 350 representatives of employers, educators and ministries worked on labour market skill needs analysis and the development of qualification and assessment standards of vocational qualifications in relation to occupations defined in the national system of occupations. The activities of sector councils have become limited in recent years as their funding, through European Social Fund (ESF) projects, was terminated. Currently, the level of their engagement in qualifications development varies.
The new regulation foresees a stronger role for employer organisations in verifying dual providers and setting quality standards.
‘Organizations of dual training providers’: Central employer organisations, i.e. national level employer organisations (e.g. Chamber of Commerce, Agrarian Chamber, Confederation of Industry) have been given the legal authority to verify the quality of companies that provide practical training and award the Apprenticeship Provider Certificate, each according to its professional focus.
‘Association of providers’ is the legal entity bringing together several entities/persons, which hold joint authorisation (certificate) to provide dual practical education.
https://edu.gov.cz/metodicke_materialy/metodicka-informace-k-dualnimu-p…
In the new dual system certification may involve fees, is valid for six years and is linked to compliance with sector specific quality standards. The content and creation of quality standards are entirely within the competence of these apprenticeship provider organisations. The only condition is that the provider organisation discusses the quality standard with the Ministry of Education, Youth and Sports before publishing it; the Ministry of Education, Youth and Sports can, for example, prepare a statement with its recommendations on the discussed quality standard, but it does not have the authority to “permit” or “reject” it.
These standards define requirements concerning, in particular:
• technical and material facilities;
• occupational health and safety;
• the content of dual practical training;
• training plans;
• scope of instruction;
• required knowledge and skills to be acquired.
Participation of social partner representatives in the final exam committees of 3-year school-based VET programmes (ISCED 353) and in the absolutorium committees of higher VET programmes (ISCED 655) is mandatory and is embedded in the Education Act.
Social partners also cooperate on the standardised assignments for final examinations (ISCED 353), and profile (vocational) parts of maturita examinations (ISCED 354), while their participation in the maturita examination committee is not mandatory, but highly appreciated.
A representative of the dual training provider (training company) may participate, as an assessor with an advisory vote, in the practical part of the final examination and the profile part of the school-leaving examination of a student who completed dual practical training with that provider.
During the initial implementation of the dual training system, the Ministry of Education, Youth and Sports recommends that organizations of dual providers establish procedures for methodological cooperation with the Czech School Inspectorate. For example, representatives of these organizations may participate in inspections as invited experts.
At the national level, the main body holding executive powers regarding IVET and CVET is the education ministry. The key responsibilities of the ministry include the development of the national education strategy and priorities; development of curriculum policy, and care for the quality of education for and in accordance with the objectives and content of education; and coordination of education public administration and funding.
At the regional level, self-governing bodies – the regional assembly and regional council (zastupitelstvo kraje, rada kraje) – are directly responsible for establishing public VET schools at upper secondary and tertiary professional level. Regions administer approximately 67.7% of upper secondary VET schools and approximately 63.9% ( ) of tertiary professional schools.
The regional assembly has decision-making and consulting powers on the number, structure, provision, quality and funding of schools. The regional council (composed of nine to 11 members) is elected by the assembly and holds executive powers, forming expert advisory commissions in various fields, including education. The regional body of State administration (krajský úřad) is responsible for drafting a regional long-term plan for the development of education and a report on education in the region. It also allocates resources from the State budget to schools, covering pedagogical staff wages and direct education costs.
The National Pedagogical Institute of the Czech Republic (NPI ČR) oversees the coordination and methodological accuracy of the curricula developed for upper secondary education. The NPI ČR submits the proposals of the developed qualification standards to authorising bodies for feedback (there are 16 authorising bodies, usually ministries). The final approval of standards is the responsibility of the education ministry.
It also acts as the national reference point for quality assurance in VET (NRP EQAVET-CZ).
VET schools
All schools (including VET) have a relatively high level of autonomy. School directors hold significant powers. They are responsible for:
• the preparation and implementation of school curricula based on approved national curricula;
• the quality of pedagogical work and human resources policy;
• education management (including teachers’ professional development – CPD) and efficient use of financial resources.
The vast majority of vocational schools are established by regional authorities; approximately 20% of schools are established by private entities.
School councils are established at schools as a consultative body. The councils include representatives of the school founding body, pedagogical staff, parents and sometimes learners.
Teacher profile
In upper secondary VET, there are:
• general subject teachers;
• vocational theoretical subject teachers;
• vocational training teachers (in EQF level 2 and 3 programmes leading to a vocational certificate, and in some EQF level 4 programmes leading both to the VET certificate and maturita examination);
• teachers of practicum (only in EQF level 4 VET programmes leading to a maturita examination).
Qualification and competence requirements for all teaching professionals, their working hours, continuing professional development (CPD) and career scheme are regulated by the Act on pedagogical staff and relating regulations.
In addition to the achieved formal qualification ( ) in the respective field, upper secondary VET teachers (teachers of general subjects, of vocational theoretical subjects, of vocational training and of practicum) need to also acquire a pedagogical qualification. If the pedagogical qualification is not part of their master programme, teachers have to acquire it through a bachelor degree in pedagogical sciences or a lifelong learning (LLL) programme provided by LLL centres of universities with pedagogical faculties or facilities for further education of teaching staff. There are two types of LLL programmes:
• 250-hour programmes (three semesters), including training in reflective teaching practices (approximately one third of the programme);
• 120-hour programmes (two semesters), including a short practicum; these can be also offered by education entities or entities offering teacher CPD, while they are designated primarily for teachers of vocational theoretical subjects, practicum and vocational training. Usually people who are professionals from companies and want to become full-time teachers often opt for these programmes
To make it easier for practitioners and professionals to enter the teaching field, the amendment of the Act on Pedagogical Staff from 2023 allows graduates of upper secondary VET programmes with a Maturita or VET certificate to obtain the newly established vocational training instructor qualification listed in the National Register of Qualifications. https://www.narodnikvalifikace.cz/en-US/qualification-1968. However, the amendment specifies that their educational background must align with the subject taught.
All teachers are obliged to participate in CPD. Each school director is responsible for the development and implementation of a CPD plan in coherence with the strategic needs of the school, as well as the needs and interests of individual teachers. Teachers also have the right to educational leave of up to 12 days per academic year. CPD may take the form of courses or internship in a company, which is very popular and desirable.
The Strategy 2030+ responds to teacher shortages and the ageing workforce through measures aimed at increasing the attractiveness of the profession, including salary increases, adjustments to remuneration systems, performance-based components, benefits, career development opportunities, international mobility, and targeted recruitment campaigns
For more detailed information, you can also see Cedefop’s activities on VET teachers and trainers: https://www.cedefop.europa.eu/en/themes/vet-youth-teachers-trainers
External evaluation
The Czech school inspectorate (Česká školní inspekce, ČŠI) is an independent national evaluation authority. It identifies and evaluates provision and outcomes of education, their compliance with school-based curricula and links to the national curricula. Every school year, a set of specific indicators for schools is published.
School self-evaluation
The Education Act defines that outcomes of self-evaluation (self-evaluation report) of schools shall be the basis for the development of an annual report on the school’s activities, which is a publicly accessible document. VET schools at secondary and tertiary level are obliged to develop such annual reports.
In 2025, the Evaluation tool developed by EQAVET was published by the Czech School Inspectorate in June 2025 on the Kvalitní škola (Quality School) methodological portal among the tools for self-evaluation. The tool is in coherence with indicators used by the Czech School Inspectorate for external evaluation It was developed as an online platform for staff in secondary and tertiary professional schools who oversee practical instruction.
The tool evaluates five core areas: legislation, operations, staff, training conditions, and equipment and learning outcomes. Schools can also add optional areas that reflect their own priorities and circumstances of their partnership with a company. After completing the assessment, the responsible staff member produces a summary report and identifies actions for improvement. The tool enables to:
verify whether students are achieving the expected learning outcomes during practical instruction
systematically collect data for the evaluation of practical instruction and for its improvement and to monitor (and compare) the quality of practical instruction over time
The Amendment to the School Act approved in June 2025 introduces the dual pathway. The Amendment in section 65 c) stipulates, that the organisation of dual providers (e.g. chambers) shall issue a provider certificate to an entity that proves that is able to provide dual practical training at least in part of the scope of practical training of the given framework educational programme and according to the quality standard of dual practical training for the given field of education. (https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea… )
Requirements for in-company trainers have been introduced (see below).
The Ministry of Education (MŠMT) issued Methodological Guidelines in January 2026 which introduce elements regarding monitoring and safeguarding quality of dual training.
Regarding the workplace component, the content and creation of quality standards are entirely within the competence of the apprenticeship provider organisations. The only condition is that the provider organisation discusses the quality standard with the Ministry of Education, Youth and Sports before publishing it; the Ministry of Education, Youth and Sports can, for example, prepare a statement with its recommendations on the discussed quality standard, but it does not have the authority to “permit” or “reject” it.
By their nature, the standards are intended to ensure quality across dual providers in the Czech Republic. The quality standard should be tied to the framework educational programme (FEP) of the given field of education. The first nine quality standards have been prepared by the Confederation of Industry https://www.spcr.cz/dualni-vzdelavani.
The quality standard for a particular field of education will be published on the website of the organization of dual training providers that developed it.
Instructors must maintain written records concerning:
• the progress of dual practical training;
• the work performed by students.
These records are provided to the school as a basis for student assessment.
The Czech School Inspectorate now monitors not only schools but also company workplaces providing dual practical training, checking compliance with educational and safety requirements. The Inspectorate monitors if there is the right coherence between the national and school curriculum, and at the workplace issues related to e.g. the proportion of learners vs instructor (6:1), or if the instructor is accredited. The school/company agreement that defines the training content to be delivered to students is the reference for such monitoring.
The National Pedagogical Institute of the Czech Republic (Národní pedagogický Institut ČR, NPI ČR) has developed an information system about graduates in the labour market (ISA+), including short information about future labour market prospects within economic sectors until 2025.
5Training at the workplace
Elements of the dual system introduced by the amendment to the School Act:
Education is delivered in two locations – at school (theoretical instruction) and at a company (practical instruction). These two components are closely linked and complement each other. The possibility of practical training has now been extended to the workplaces of natural and legal persons who are authorised to carry out activities related to the field of education in question and whose eligibility to provide dual practical teaching has been verified by a nationwide employers' organisation (known as a provider organisation).
Schools and companies agree on the alternation pattern, as they do for other aspects at the implementation level.
Within the formal school system, curricula up to the upper secondary level are developed at two levels. At national level, national curricula (Rámcové vzdělávací programy, RVP) are developed under the responsibility of the education ministry, with the minimum requirements for State-regulated education programmes (obligatory framework for the school-based component).
National curricula (framework educational programmes) are centrally processed documents issued and approved by the education ministry. They define the conditions under which programmes in each field are carried out, binding educational requirements for specific levels and fields of education, forms of education (face-to-face, distance or blended learning), content and a minimum range of lessons for each programme. The framework educational programme for each field set the minimum number of hours of practical education.
At local level, upper secondary schools design their own school education programmes or school curricula (školní vzdělávací programy), based on national curricula. The objective is to allow for a more flexible shaping of graduate profiles in line with regional needs, latest developments in the relevant field and the interests and capacities of learners.
The school educational programme (ŠVP) is created and implemented in cooperation between the school and the dual education provider. The company actively participates in the content and implementation of practical training and often also in the evaluation of students. If the principal of a secondary school decides to implement practical training with providers of dual practical training, they must always discuss the relevant school educational programmes with the providers of dual practical training in accordance with the law. (https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea… )
For the workplace component, apprenticeship quality standards are issued by the relevant organisation of dual providers (i.e. employers' organisations with nationwide scope). By their nature, the standards are intended to ensure quality across dual providers in the Czech Republic. The quality standard should be tied to the framework educational programme (FEP) of the given field of education.
The Education Act does not prescribe the form of these standards; however, the following requirements for quality standards arise from the context of the legislation and its connection to the Framework Educational Program (RVP) or a certain content of learning:
a) the minimum scope to which a specific component of the Framework Educational Programme must be covered,
b) specify which clearly defined learning outcomes students are to achieve within the dual education system and by when,
c) the minimum technological equipment the provider must have in order to implement the dual practical education
d) what are the recommended class hours and thematic lesson plans (even if only indicative) at the workplace, etc.,
e) how the lesson plan will be structured in terms of content into blocks based on the curriculum in the relevant Framework Educational Programme for the given field of study,
f) how the dual education provider should adapt the workplace for students’ practical instruction,
g) how the workplace is prepared for the implementation of dual practical instruction for students, particularly regarding safety and hygiene conditions for student instruction,
h) the optimal ratio of instructors to students to ensure effective completion of a specific part of practical instruction, etc.
The first nine quality standards have been prepared by the Confederation of Industry https://www.spcr.cz/dualni-vzdelavani.
There is published a checklist valid for all standards. The standards contain specific details regarding the type of equipment, the names of teaching aids, etc., at the workplace. The checklist indicates that specific skills from the framework educational program have been agreed upon—which the company will provide—and that a thematic plan for practical training has been developed and approved.
The vocational education part of the framework educational programmes (national curricula) was updated in 271 of 281 VET programmes in 2018. Analysis of labour market needs (such as the use of new technologies, new materials and processes, but also changes in relevant legislation) was carried out to support the process of curriculum update.
In the general education part of VET curricula, the number of lessons was increased in mathematics (one of the mandatory subjects for the State part of the Maturita examination) in 2017 and in 2020 changes were made in economics and entrepreneurship (e.g. the standard of financial literacy has been proposed) and in 2023 also in ICT and digital competences (in coherence with the Digital education strategy until 2020).
The project Modernisation of VET developed qualification modules as partial components of school educational programmes. Modules were created on the basis of the NSK vocational qualifications. (https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea… )
From September 1, 2025, secondary schools teach according to the updated school educational programmes in ICT education. It refers to all fields of education and types of programmes including conservatories, lyceums, and follow-up programmes. Methodological recommendations were developed for incorporating digital competences into the teaching of individual subjects in VET programmes.
As part of the quality standards, a thematic plan for practical training has to be developed and approved. The sectoral quality standards offer a framework on what is to be taught at the workplace.
The first nine standards have been developed by the Confederation of Industry https://www.spcr.cz/dualni-vzdelavani.
There is published a checklist valid for all standards.
The checklist indicates that specific skills from the framework educational program have been agreed upon—which the company will provide—and that a thematic plan for practical training has been developed and approved.
Practical training is an integral part of all VET programmes. Since January 2026, it can also be delivered by certified dual providers. In the new dual system, the company must hold a valid Dual Training Provider Certificate.
Company certification (accreditation) is granted by national level employer organisations (e.g. Chamber of Commerce, Agrarian Chamber, Confederation of Industry), may involve fees, is valid for six years and is linked to compliance with sector specific quality standards.
A public list of certified providers is available.
Dual education providers assume a significant part of the responsibility for the professional training of future employees. This includes providing quality spaces for teaching, instructors of practical training, and often financial support for students (productive work).
Verification of eligibility to provide dual education is demonstrated by a certificate, which is issued for a period of 6 years after the certification conditions have been met. The certificate can also be revoked if the conditions are not met. (https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea… )
Before dual practical training begins, the provider must:
a) Designate appropriately qualified individuals under Section 65e(1) of the Education Act to supervise students. One instructor may supervise no more than six students at the same time.
b) Issue a written supplement to the workplace operating rules establishing any modifications applicable to students in dual practical training, taking into account their age, intellectual maturity, emotional and personal development.
c) Inform students about the training timetable, procedures for reporting absences.
The Ministry of Education (MŠMT) Methodological Guidelines oblige the schools to ensure, in cooperation with the providing company, that the instructors of practical training are acquainted in a demonstrable manner with: the basic concepts, principals and methods of pedagogical work with students (pedagogical competences); workplace safety and fire safety guidelines, and with Decree No 180/2015 Coll., on prohibited works and workplaces (technical competences); the content, methods and objectives of the practical training of students (didactical competences.
According to the MŠMT guidelines, the employer usually selects qualified and experienced employees for the position of instructors who are “professionally and morally capable” and, above all, willing to work with young people; and the school entrusts a member of their staff with a coordinating function as a person responsible for the course and implementation of practical training.
The new regulatory framework defined qualification requirements for company instructors involved in training.
These instructors must possess appropriate professional or educational qualifications, which may be satisfied in one of the following ways:
Acceptable Qualifications
• Professional Qualification:
Instructor of Practical Training at a worksite
(Code: 75-016-N, EQF Level 5)
Recognized within the National Qualifications Framework.
• Professional Qualification:
Vocational Training Instructor
(Code: 75-022-R, EQF Level 6)
Also recognized within the National Qualifications Framework.
• Teaching Qualification:
A qualified teacher of practical instruction under Section 9(2) of the Act on Educational Staff.
• Teaching Qualification:
A qualified vocational training teacher under Section 9(4) of the Act on Educational Staff.
The instructor:
• is responsible for students' education within the company;
• performs tasks connected with practical training;
• oversees related educational activities.
In most cases, the instructor will be an employee of the company.
6Contract and compensation
Students in the dual track are not employees of the company.
If a school or educational institution decides to conduct practical training with a dual provider (training company), it is legally required to conclude an agreement with that provider under Section 65d of the Education Act. The agreement between the school and the company (Dual learning provider) must clearly define the conditions under which dual practical training will be implemented.
The agreement may be concluded for either:
• a fixed term, or
• an indefinite term,
but must cover at least one school year.
The approach places strong emphasis on structured cooperation between schools and companies. These school–company agreements, usually concluded for one school year, cover learning outcomes, organisation of training, attendance rules, remuneration and may include detailed schedules, assessment methods, health and safety provisions and procedures for exceptional situations.
Additionally, a dual training provider (training company) may conclude an agreement with a student (or his/her legal guardian) participating in dual practical training that defines the rights and obligations of the parties during the training period.
The agreement may include provisions concerning:
a) Motivational Financial Support
The provider may agree to provide the student with a motivational contribution, including:
• the amount of the contribution,
• conditions for payment,
• conditions under which payments may cease,
• circumstances in which the provider may seek repayment of part or all of the contribution.
b) Future Employment Commitment
The agreement may include a commitment by the student to enter into an employment contract with:
• the dual training provider, or
• one of the entities belonging to an association of dual providers,
after completing secondary education, for a period of up to three years.
Importantly:
Entering into such an agreement may not be made a condition for participation in dual practical training.
The agreement between the school and the (accredited) training company (dual provider) is mandatory, but the agreement between the company and the learner is not.
Students in the dual track are not employees of the company. Health and social protection (insurance) is therefore ensured by the state.
An employer may reimburse the learner if he/she contributes to ‘productive work’ during the workplace learning. This is an area of negotiation between the school and the company. In that case the remuneration is set at 30% of the minimum wage.
Under the Income Taxes Act, remuneration for productive work performed by students during practical training is exempt from personal income tax pursuant to Section 6(9)(k) of Act No. 586/1992 Coll., on Income Taxes.
The contract may also include an agreement on the provision of a motivational allowance to a student in dual practical training, its amount and conditions of provision, and the student's commitment to conclude an employment contract with a dual provider or a member of the provider’s association, for a period of up to 3 years after completing secondary education. (https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea… )
The motivational allowance can be paid by the school or the training company. This may include:
• scholarships,
• meal allowances,
• accommodation support,
• travel expenses,
• personal protective equipment.
When a contract between school and a company is signed (also outside the dual format), students have to get paid 30% of the minimum wage which is a remuneration for the so-called productive activity, if the learner contributes to such productive activity. This is an area of negotiation between the school and the company.
Guidelines of the Ministry of Education: https://msmt.gov.cz/uploads/231/25_produktivni_cinnost_final.pdf
The remuneration is paid by the certified dual training provider hosting the practical training, not by the school. Participation in dual practical training does not establish an employment relationship.
In case a motivational allowance is paid by school, this should follow the guidelines by the Education Ministry. This form of remuneration is paid from funds that the school has obtained directly through a productive activity in which the apprentice participate (e.g., the sale of products or services created by students), and its amount is determined by the school principal based on the scope and quality of the work performed.
7Financing and incentives
Students have to get paid 30% of the minimum wage, if they contribute to such productive activity. This is an area of negotiation between the school and the company.
A provider of dual practical training (training company) may enter into an agreement with a student enrolled in dual practical education regarding the provision of such training. The agreement may also include provisions regarding:
- the provision of an incentive allowance to a student in dual practical training,
- the determination of its amount and the conditions for its provision, as well as, where applicable,
- the conditions for terminating its provision and the conditions under which the provider may demand the return of part or all of the incentive allowance provided.
Training funds do not exist in Czechia. Participation of employers in chambers is not obligatory, therefore employers cover the training under the apprenticeship from own sources.
A legal entity operating as a school may reimburse costs that the dual training provider demonstrably and necessarily incurs solely for the purpose of conducting dual practical education and training at its workplace, provided that reimbursement of costs was agreed upon in the agreement on the content and scope of dual practical education and the conditions for its provision.
Tax incentives for employers participating in IVET programmes were introduced at the end of 2014. Direct and indirect funding of secondary and tertiary vocational education by employers is deemed a tax-deductible expense. More specifically:
• a deductible amount of approximately EUR 7 (200 CZK) per hour of practical training or internship provided to a learner in the tax-payer’s premises;
• 50% or 110% of the costs of assets acquired and at least partially used for the purposes of vocational training are tax deductible;
• corporate scholarships are tax deductible (to the limit of 5 000 CZK (EUR 192) for upper secondary VET and tertiary professional level learners 10 000 CZK (EUR 384) for HE learners
The latter can be used for motivational contributions from the employer to students/apprentices. This may include:
• scholarships,
• meal allowances,
• accommodation support,
• travel expenses,
• personal protective equipment.
To receive such benefits, the employer has to conclude with the school an agreement on the provision of dual practical education governing the rights and obligations of the contracting parties for the duration of the dual practical education. The company also must be authorised to perform activities related to a given field of study or study programme. The employer must submit documentation to the tax office—such as student attendance records—to prove that the company is participating in the provision of practical training.
Costs incurred by companies may be reimbursed by schools if agreed contractually. The type of such reimbursement varies (often in a form of grant, but also a reimbursement of verifiable wage costs incurred for the instructor, provided the reimbursement of costs is agreed upon in advance in the agreement).
Funds referred to in Section 65d(e) of the Education Act may be used by a school to reimburse costs that:
• are demonstrably incurred,
• are necessary,
• arise solely from providing practical training at the provider's workplace,
provided that reimbursement has been agreed in the contract.
The Confederation of Industry has developed a checklist for the purpose of dual practical education (‘Standard for dual practical education’) https://www.spcr.cz/dualni-vzdelavani as a practical tool for establishing cooperation between companies and schools. It guides the cooperating entities through all key procedural and organisational steps when providing practical vocational training in workplaces of the companies.
Similar standards were developed in 2022 for overall practical training forms. The Standards of practice include the General standards common to all areas of a particular school-company partnership, and the Technical standards, which in turn specify the required material and technical side of practical training provision related to a specific field of education. (https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/sea… )
The guidelines by the Ministry of Education recommend that the contract also include additional specifications that contribute to the effective organization and quality of practical instruction, such as terms of cooperation between the designated school employee (coordinator) and the company, including methodological support, monitoring of the teaching process, student evaluation, and communication.
The school entrusts a member of their staff with a coordinating function as a person responsible for the course and implementation of practical training. The coordinator also facilitates the cooperation of the relevant pedagogical worker (usually the teacher of practical training or teacher of practicum) of the school and the instructor of practical training from a cooperating company and is entrusted with the inspection activities over the course of practical training.
Most regions provide scholarships or other benefits for learners of the less popular secondary education programmes, for which there is high demand in the regional labour market. The goal is to attract and/or motivate learners to complete the programme. Regular school attendance, excellent learning results and good behaviour are the usual prerequisites for receiving a scholarship. Scholarship programmes may differ slightly among regions. Each learner can obtain approximately EUR 1 000 for a 3-year study programme (the monthly amount particularly reflects the grade of study). Some fields have recorded an increase in interest; however, in others, learner interest continues to decline.
Guidance and counselling for initial education learners are under the responsibility of the education ministry. The education ministry regulates career counselling services provided at schools. All basic and secondary schools are obliged by law to establish the position of education counsellor: often the counsellors are recruited from teachers in the school and therefore their professional capacity is limited due to the teaching duties. They address the issues related to education and professional orientation of learners. Each school also employs a school methodologist specialised in the prevention of socio-pathological disorders, and there may also be a school psychologist and a special pedagogue. Other professionals (such as school psychologists or special needs teachers) may be part of the school counselling unit depending on the size of the school and available funding.
Career guidance provided within schools includes support in choosing further education pathways, cooperation with parents, provision of information on education and labour market opportunities, and collaboration with the Labour Office of the Czech Republic.
In the school year 2024/2025 there were 46 pedagogical- psychological counselling centres (pedagogicko psychologická poradna) and a total of 34 educational care centres (středisko výchovné péče) for behavioural development at the regional/local level focusing on behavioural disorders, crime prevention, drug-related issues, etc.
Pedagogical-psychological counselling centres, founded by regional authorities and methodologically and legislatively under the Ministry of Education are counselling institutions for all pupils and students, including upper secondary ones, and their parents. They propose support measures for the integration and education of pupils and students, but also provide career guidance, diagnose specific behavioural and learning disorders, and address school failure.
There were also 107 special education centres (speciálně pedagogické centrum), that provide free counselling and diagnostic services to children with disabilities or disadvantages (intellectual, physical, hearing, visual impairments, speech disorders, autism).
Information and Counselling Centres (IPS) of the Public Emoployment Service, operated by the Labour Office, provide career guidance services to pupils, students, graduates and other clients. They offer support in choosing a field of study, job search activities, career change decisions and broader career orientation. Services are delivered both individually and in groups, often in cooperation with schools
The NPI ČR also supports the development of an integrated information system (ISA) and the related website which gathers information about the employment of school leavers and is a useful source of information for career decisions of learners, counsellors and adults.
The 3-year school-based VET programmes (EQF level 3) and 4-year VET and lyceum programmes (EQF level 4) can be offered as shortened programmes, provided that the school director considers that the learner has completed a programme, at the same EQF level, in a relevant field.
There is a national system for the validation of the outcomes of non-formal and informal learning in Czechia with a focus on validation of vocational skills and competences. It concerns mainly continuing vocational education and training (CVET) and is partially connected with formal initial education and training.
There is the possibility of combining certain vocational qualifications into a comprehensive vocational qualification and after passing a final exam to gain the qualification ‘VET certificate’ (výuční list), normally attained in initial vocational education and training (IVET).
For more information on guidance and validation arrangements in the country, you may visit Cedefop’ inventory of lifelong guidance systems and practices and Cedefop’s information hub on validation of non-formal and informal learning.