- 2018Approved/Agreed
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Completed
Background
The Czech Republic has not yet developed a comprehensive national qualifications framework. The National register of qualifications (Národní soustava kvalifikací - NSK) functions as a qualifications framework for the system of validation of non-formal and informal learning (VNFIL) and CVET qualifications. The NSK was referenced to the EQF in 2011. All qualifications awarded in secondary education, higher education, and the qualifications included in the NSK are linked to EQF levels.
In 2015, a higher education qualifications framework was proposed and discussed with higher education institutions, but the plan to introduce it into national legislation was not successful.
Description
The higher education qualifications framework was approved by the Ministry of Education in November 2018, but has not been included in the Higher Education Act so far. The approval provides a formal basis for the implementation of the document. The final step in the implementation of the Framework will be the development of the self-certification report, which will demonstrate the compatibility of the framework with the overarching qualifications framework of the European higher education area.
Implementation started in 2019. A number of conditions set for the certification, such as interconnection with the quality assurance system, compatibility with the ECTS system, will be gradually fulfilled. Incorporation into the Higher Education Act is envisaged for 2020/21.
In June 2020, the Strategic plan of the Ministry of Higher Education for the period from 2021 onwards was adopted. Among other things it foresees the implementation of the higher education qualifications framework at the higher education institutions level as a basis for the recognition of prior education. Incorporation of the framework into the Higher Education Act is envisaged for 2021, the amendment to the act is in legislative process.
The Amendment to the Act prepared in 2019/20 was not included in the discussion procedures of the Czech Parliament prior to the change of Government in October 2021; it was returned to the legislative process. The qualifications framework is expected to be addressed by means of an implementing regulation to the Higher Education Act, most likely with the effect from January 2023.
The Amendment to the Act is a subject of ongoing discussions of relevant stakeholders (esp. academic and governmental representatives).
The 2016 amendment to the Higher Education Act (Act No. 137/2016 Coll.) significantly advanced the implementation of the Bologna Process in the Czech Republic. This amendment enhanced the Czech higher education system's international compatibility with the European Higher Education Area (EHEA) principles. Key changes included aligning the accreditation system with European standards and strengthening the emphasis on education quality and student mobility, moving the Czech Republic closer to achieving Bologna Process goals.
While the Higher Education Act does not explicitly reference the EHEA Qualifications Framework, its main principles are incorporated into the legislation through its amendments, especially concerning the structure of study programmes, the accreditation process and the credit system. At the moment, it is therefore not certain whether the mention of the QF EHEA will be part of the legislation. Further legislative changes specifically mentioning the QF-EHEA are not currently considered necessary, as the QF-EHEA principles have already been effectively implemented in the Czech Republic.
Bodies responsible
- Ministry of Education, Youth and Sports
Target groups
Learners
- Young people (15-29 years old)
- Adult learners
Altro
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 further development of national quality assurance (QA) systems for IVET and CVET, for all learning environments (school-based provision and work-based learning, including apprenticeships) and all learning types (digital, face-to-face or blended), delivered by both public and private providers. These systems are underpinned by the EQAVET quality criteria and by indicative descriptors applied both at system and provider levels, as defined in Annex II of the VET Recommendation. The sub-category concerns creating and improving external and self-evaluation of VET providers, and establishing criteria of QA, accreditation of providers and programmes. It also covers the activities of Quality assurance national reference points for VET on implementing and further developing the EQAVET framework, including the implementation of peer reviews at VET system level.
Transparency and portability of VET skills and qualifications
European principles and tools, such as EQF, ESCO, ECTS, Europass and ECVET, provide a strong basis for transparency and portability of national and sectoral qualifications across Europe, including the issuing of digital diplomas and certificates.
This thematic category looks at how individuals are supported in transferring, accumulating, and validating skills and competences acquired in formal, non-formal and informal settings – including learning on the job – and in having their learning recognised towards a qualification at any point of their lives. This is only possible if qualifications are transparent and comparable and are part of comprehensive national qualifications frameworks. Availability of qualifications smaller than full and acquirable in shorter periods of time is necessary; some countries have recently worked on developing partial qualifications, microcredentials, etc.
This thematic sub-category concerns all developments related to national qualification frameworks (NQFs). As in most countries NQFs are in place and referenced to the European qualifications framework (EQF), the thematic sub-category covers updating and expanding the frameworks, developing new qualifications and using NQFs as catalysts for other reforms.
This thematic sub-category refers to validation mechanisms allowing individuals to accumulate, transfer, and recognise learning outcomes acquired non-formally and informally, including on-the-job learning, or in another formal system. In case they are not automatically recognised, a learner can have these learning outcomes validated and recognised through a particular process with a view to obtaining a partial or full qualification. This thematic sub-category covers such provisions and mechanisms.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). National qualifications framework: higher education qualifications framework: Czechia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/it/tools/timeline-vet-policies-europe/search/28809