- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
Background
Political and economic changes after 1989 had a significant impact on the VET system. State-owned enterprises, formerly the main providers of vocational training and subsequently the employers of their own students, disintegrated into many entities upon privatisation. Newly established small and medium-sized companies were not used to cooperating with schools and even most successors of former state-owned enterprises gradually lost interest in active participation in VET. The links between schools and companies started to deteriorate and the focus of practical training shifted from employers’ premises to school workshops.
Description
The Amendment to the School Act, which came into force in September 2017, obliges schools to develop, with regard to the field of study, efforts to support cooperation with employers towards joint fulfilment of the objectives of secondary education. According to the amendment, schools should involve employers in the education process, particularly through:
- consulting with employers about drafts of school curricula;
- engaging employers in the shaping of conceptual plans for school development;
- ensuring that practical training takes place at authorised workplaces;
- allowing for participation of experts from practice in theoretical training at school; allowing for participation of experts from practice in the Maturita examination;
- securing, in cooperation with the employers, continuing education and internships for teaching staff;
- introduction of coordinators to facilitate cooperation between schools and employers.
In reality, most schools and employers were already applying such approaches before the amendment, but these measures are now more systematic.
There were two rounds of calls for proposals to apply for funding, in December 2016 and in December 2018. Secondary and tertiary professional schools could apply with a view to recruiting coordinators in charge of facilitating the cooperation between schools and companies. The coordinator is responsible for getting in contact with relevant employers and discussing with...
The Amendment to the School Act, which came into force in September 2017, obliges schools to develop, with regard to the field of study, efforts to support cooperation with employers towards joint fulfilment of the objectives of secondary education. According to the amendment, schools should involve employers in the education process, particularly through:
- consulting with employers about drafts of school curricula;
- engaging employers in the shaping of conceptual plans for school development;
- ensuring that practical training takes place at authorised workplaces;
- allowing for participation of experts from practice in theoretical training at school; allowing for participation of experts from practice in the Maturita examination;
- securing, in cooperation with the employers, continuing education and internships for teaching staff;
- introduction of coordinators to facilitate cooperation between schools and employers.
In reality, most schools and employers were already applying such approaches before the amendment, but these measures are now more systematic.
There were two rounds of calls for proposals to apply for funding, in December 2016 and in December 2018. Secondary and tertiary professional schools could apply with a view to recruiting coordinators in charge of facilitating the cooperation between schools and companies. The coordinator is responsible for getting in contact with relevant employers and discussing with them their interest in possible cooperation with schools, and the conditions for cooperation. The coordinator also evaluates the cooperation, implements the feedback received from companies, involves schools in new forms of cooperation, organises internships of teachers in companies, and keeps close contact with relevant stakeholders, such as representatives of chambers of commerce and sector councils. 403 upper secondary and tertiary professional schools applied for this scheme in 2016.
In April 2016, the Ministry of Education prepared recommendations on contractual relationships, including a template for the agreement between employers and schools on the content, terms and conditions of practical training. The aim is to unify procedures and practices regarding workplace-based practical training, and to motivate employers to cooperate with schools. Companies should ensure that the tasks assigned to students are closely related to their respective fields of education to prevent students being used for helping with elementary chores and not gaining proper training related to their vocation. The responsibility for provision of both theoretical and practical education at the workplace rests with the school headmaster. The existence of such an Agreement is one of the conditions that employers have to fulfil when applying for tax incentives.
In the 2018 round, 406 upper secondary and tertiary professional schools applied for the grant scheme supporting the position of coordinator. Among the tasks of the coordinator supported by the Ministry of Education scheme is to organise workshops and roundtables with employers in order to facilitate the cooperation or to adapt the school educational programme to the needs of labour market.
In 2019, a publication for coordinators and a video supporting the cooperation of schools and companies were prepared by the National Institute for Education. In late 2019, a guide for involvement of employers in cooperation with schools was prepared by the Confederation of Industry and Moravia-Silesia Region (in the framework of piloting the dual system in the Czech Republic).
In 2020, the National reference point for quality assurance (EQVET NRP CZ) created a practical guide and checklist of steps for employers, How to develop successful cooperation between schools and companies, which was promoted during the European vocational skills week. The criteria for quality and successful cooperation build on the European Council recommendation on the European framework for quality and effective apprenticeship training (2018 / C 153/01) published on 15 Mach 2018. In the Czech Republic, these criteria include cooperation between schools and companies in the provision of practical training.
By the end of January 2020, the long-awaited and much-discussed Amendment to the Act on Pedagogical Staff (Act No 563/2004 Coll.) was placed on the agenda of the Chamber of Deputies. Among other things, the amendment responds to the fact that over 6.5% of teaching jobs are held by teachers who do not meet professional qualification requirements set out by the Act on Pedagogical Staff and teach in schools for a definite period of time, being granted the so-called exception. Therefore, in line with the new arrangement, if the headmaster of a school recognises any acquired university education in the field or in the case of the experts from practising their expertise, such an applicant for a teaching job is allowed to perform direct pedagogical activities for a maximum period of three years. During these three years, they are obliged to complete their pedagogical qualifications (known as the ‘pedagogical minimum’, typically provided within the lifelong learning programmes higher education institutions).
The aim of the proposal in relation to upper secondary VET schools is primarily to increase the involvement of experts from practice in teaching and to address the major issue related to the shortage of vocational training teachers. The proposal enables teachers of vocational training to obtain required professional qualifications through the existing professional qualification for the activities of an instructor to be carried out at the premises of the practical training provider in line with the Act on the recognition of further education results (179/2006 Coll.). The amendment is expected to be discussed in the Senate in the first quarter of 2021.
Based on the Agreement on the Division of responsibilities for individual areas of initial education (2016), cooperation with employers’ representatives was being developed. The pandemic interrupted preparations for the establishment of the VET Council under the auspices of the Ministry of Education, Youth and Sports.
By the end of 2020, works began on fulfilling Key Activity 3.1: Improving the quality of practical training listed on the implementation card Innovation of the system of fields of study, included in the Strategy 2030+.
The measure anticipates development of quality standards and definition of conditions for practical training which is implemented at school-based and company workplaces.
In 2021, 1 002 upper secondary and tertiary professional schools (70.6% of the total) implemented projects with simple schemes, supported by the Ministry of Education, for upper secondary schools and tertiary professional schools. VET is supported mainly through projects with simplified reporting with the theme of practitioners/experts from practice being involved in teaching (implemented by 412 upper secondary schools and 52 tertiary professional schools), teachers’ internships at employers (implemented by 349 upper secondary schools and 58 tertiary professional schools) and coordinator of cooperation between the school and employer (implemented by 329 upper secondary schools and 45 tertiary professional schools).
In March 2021, the Strategy to support small and medium-sized enterprises in the Czech Republic 2021-27 was approved. The measures of the first strategic objective are aimed at developing the skills of students in line with the labour market requirements, by supporting the establishment and strengthening of appropriate forms of cooperation between the schools and companies and increasing the quality, efficiency and relevance of training for future professions.
The Competences 4.0 project, completed in November 2022, produced a methodology and associated guide ‘How to set up collaboration between companies and secondary schools - practical steps and methods.’
The Operational Programme Technologies and Applications for Competitiveness (OP TAK), approved at the end of 2021, includes ‘Priority 2 Development of entrepreneurship and competitiveness of SMEs’. The call ‘Cooperation between schools and companies’ is planned for spring 2023. The foreseen activities include the introduction of practical training in companies or project-based learning.
In 2022 the NPI CR promoted a practical guide and checklist of steps for employers entitled “How to develop successful cooperation between schools and companies” (developed by NRP EQAVET in 2020). Courses for practical training instructors were promoted at several events for HR specialist and at educational fairs. Also a practical guide with tax incentives for employers cooperating with schools was updated and promoted.
Bodies responsible
- Ministry of Education, Youth and Sports
- Confederation of Industry of the Czech Republic
- National Pedagogical Institute of the Czech Republic
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
Entities providing VET
- Companies
- Small and medium-sized enterprises (SMEs)
- 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.
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.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.
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 all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).