- 2020Approved/Agreed
- 2021Implementation
- 2022Implementation
Background
As a result of gradual automation and digitisation of production technologies, there have recently been significant changes in the labour market in terms of requirements on graduates of upper secondary VET. The system of study fields currently covering 281 programmes, includes both new fields of study required by the labour market and retains those fields that are no longer needed by labour market.
Objectives
The goal is to create an attractive, open and permeable system of VET fields of study, developed as a result of a consensus of the relevant decision-making bodies and employers’ representatives and more responsive to trends in employability of upper secondary school graduates. The aim of the system innovation is primarily to clarify, simplify and define the fields of study, that will be developed in close cooperation with employers.
It is embedded in the Strategy 2030+: Roadmap of key measures for the period 2020-23 Innovation of the fields of study system’ under the measure Modern and open VET with high added value, key action 1.1 Field revision and innovation of the system of fields of study.
The Long-term plan for education and the development of the education system of the Czech Republic 2019-23 also lists among the priority objectives of upper secondary education the innovation of the fields of study system.
Measures related to the innovation of the fields of study system will result in an amendment to the Government Regulation No 211/2010 Coll., On the system of fields of study in basic, upper secondary and tertiary professional education (by 2023).
Further changes in the fields of study system are expected by 2023.
Description
By 2023, the VET system will be structured to focus on the common professional basis within the relevant group of fields of study. This innovation will allow for a gradual choice of career paths and will able learners to postpone early specialisation. It will also lead to a reduction in the total number of fields of study (current number of fields is 281). The amended fields of study system will be open and offer the possibility to follow up on previous education at any time and continue to obtain a higher level of education (qualification), including the recognition of prior learning. This will increase the possibilities to adjust/modify the education path during the course study, whether in terms of the education level or field of study, and students will not be forced to start studying from the very beginning.
An important step was the amendment to Government Regulation No 211/2010 Coll., on the fields of study system for basic, upper secondary and tertiary professional education, which entered into effect on 1 September 2020. The amendment enables the development of combined study programmes (EQF 4) making it possible to obtain a vocational certificate (typical for EQF 3 pathway with high proportion of WBL) after the third year and a Maturita certificate after the fourth year of study. This adjustment followed the pilot testing initiated in 2012 (with about 60 upper secondary schools). There was a great deal of interest on the part of schools, but also on the part of employers. The added value is that students will not leave school without qualifications if they fail to complete the Maturita exam. Schools interested in offering combined study programmes can prepare their school educational programme from 2021/22.
The roadmap for the Strategy for the education policy of the Czech Republic 2030+ focusing on the overall innovation of the VET fields of study system was finalised.
The National Pedagogical Institute developed the Methodology for the work of working groups engaged in the innovation of the VET fields of study system, and discussed it with the Ministry of Education, Youth and Sports. There were preparations to select the stakeholders and experts for five professional platforms (technical, economic and services, sciences, artistic, healthcare and social)/working groups and an expert team which will discuss the proposals for innovative and new fields of study. A feedback questionnaire was designed and conducted for representatives of schools and employers and for representatives of the regional authorities (school founders). The questionnaire focused on key topics from the proposed Innovation of the fields of study system:
- pyramid arrangements of framework educational programmes and modernisation of their content;
- flexible organisation of school educational programmes and instruction with the use of modularisation;
- acquisition of professional qualifications in the course of the studies;
- easier transition of graduates to the labour market, boosting the quality of practical training;
- fostering career guidance.
The results of the questionnaire survey were taken into account during the process of adjusting the draft concept for the innovation of the fields of study system.
Based on the analysis of the current system of fields of study, labour market projections, monitoring of development trends as well as future skills needs and qualification requirements with regard to Industry 4.0, numbers of students, graduate unemployment rates and numbers of schools and their distribution, a new proposal of the concept for innovation of the fields of study system was prepared. This proposal is based on the principal of a common professional basis within individual study fields (the so-called core) and is aligned to the roadmap of key measures of the Strategy 2030+. The proposal was consulted and discussed with the Ministry of Education, Youth and Sports.
The proposal also includes linking vocational qualifications listed in the National register of qualifications (NSK) to the proposed innovated fields of study (the methodology for interconnecting both systems is being finalised).
In Q1 2022, a draft concept for the innovation of the fields of study system and the subsequent revision of the upper secondary VET framework educational programmes was developed. The innovation of the fields of study system should ensure its updating, improve its vertical and horizontal permeability and enhance the link between initial and continuing VET. The draft concept was the subject of wider discussions and negotiations with the external experts from the expert group and with the representatives of regional authorities from the from departments for education.
Alongside with the draft concept, the evaluation of a questionnaire survey prepared for the representatives of schools, employers and representatives of school founders was also discussed. In Q2 2022, internal discussions were held within the NPI ČR and at the MŠMT. Finally, in Q4 2022, the concept and the results of the questionnaire survey were discussed at the meeting of the heads of the expert platforms. The expert platforms initiated their activities in autumn 2022 and they became an important forum for discussing the proposed updated system of fields of study and the subsequent revision of VET framework educational programmes.
In early 2022, the Methodology for the working groups involved in the activities of expert platforms (i.e., the working groups will be part of the platforms) was finalised and submitted to the MŠMT. The methodology is part of a package of conceptual and methodological materials that was handed over to the heads and vice-heads of each platform.
In parallel, the first drafts of the annotations for the newly proposed fields were prepared. Working drafts are ready for further adjustments based on possible modifications to the structure of the system of fields and discussions within the expert platforms. Draft graduate profiles have also been prepared for about half of the newly proposed fields of study.
Bodies responsible
- Ministry of Education, Youth and Sports
- National Pedagogical Institute of the Czech Republic
Target groups
Learners
- Learners in upper secondary, including apprentices
Entities providing VET
- Companies
- 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 both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
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 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.
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 ensuring smooth transitions (permeability) of learners within the entire education and training system, horizontally and vertically. It includes measures and policies allowing learners easily or by meeting certain conditions to move from general education programmes to VET and vice versa; to increase qualification levels in their vocation through the possibility of attending vocational programmes at higher levels, including professional degrees in higher education. It also covers opening up learning progression by introducing flexible pathways that are based on the validation and recognition of the outcomes of non-formal and informal learning.