The ’Pospolu’ project (2012-15) promotes closer cooperation between vocational schools and business enterprises and designs and tests an optimal system of cooperation between these partners.
The European language portfolio (ELP) was introduced by the Council of Europe as a means of helping language learners to keep track of their learning by setting learning targets, monitoring their progress, and regularly assessing results of their learning. This includes recording their language learning achievements and their experience of using other languages and encountering other cultures. The ELP has three parts - a language passport, a language biography, a dossier.
In September 2012, the unemployment rate in the Czech Republic increased to 8.4% (almost half a million persons). Nevertheless, many employers find it difficult to recruit skilled workers. Currently, internships are what companies most frequently expect to find in CVs of fresh graduates. A new project ‘Internships in companies – Education through practice’ offers a chance to meet this requirement.
The new DV Monitor web portal provides easy and user-friendly access to data, information and news about continuing education and training (CET) in the Czech Republic. Its well organised data facilitates international and regional comparisons for policy-makers, educational institutions and individuals. The portal constitutes the first regular and comprehensive monitoring of information on CET in the Czech Republic.
The new state maturitais designed to be more comparable, prestigious and objective. Itis also expected to become more pertinent for higher education institutions and employers.
The existing classification system for Czech qualifications awarded in initial education, the KKOV (Classification of Educational Qualification Types), and the levels in the NSK (National Register of Vocational Qualifications) permit a referencing to the EQF. This is possible because the curricula and legal framework for initial education, like the level descriptors and qualifications standards of the NSK, are based on the principle of learning outcomes.
The European Inventory 2010 provides a unique record on how validation is already being used at national, regional and local level to address issues relating to lifelong learning, employment and social exclusion.
The Czech Ministry of Education, in cooperation with the National Institute for Technical and Vocational Education, has been working on a gradual reform of final examinations that aims at increasing the quality of vocational programmes at upper secondary level.