- 2019Approved/Agreed
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Completed
Background
The National artificial intelligence strategy (NAIS) is based on the assumption that current trends in artificial intelligence, automation, robotics, and related fields such as electro-mobility, data economy, and 5G networks, are crucial for the further development of industry, services, and the economy as a whole.
Objectives
The overall objective is to make the Czech Republic again one of the world's most advanced countries.
The main horizontal objectives of the strategy are:
- to use these state-of-the-art technologies to help the Czech Republic to become an innovative economy and to support domestic companies and brands and further economic growth;
- strengthen the safety and security of the population;
- increase their comfort in everyday life;
- ensure fast, efficient and helpful communication with the State.
Description
The NAIS follows up on and meets the objectives of the Government Innovation Strategy 2019-30 and is linked to the Digital Czech Republic programme. It was inspired by similar foreign strategic documents concerning AI and support for the digitisation of the industry and services.
The key to fulfilling the NAIS is primarily to support the concentration of excellent Research and development in AI, in particular by supporting the creation of the European Centre of Excellence, Test centre and digital innovation hubs. The strategy will be fulfilled by deepening cooperation with global AI centres, but also by maintaining top research and experts in the Czech Republic and, to complement, by simplifying and attracting conditions for the arrival of top foreign talent. It is essential to ensure funding for research, the development of start-ups, the entire AI ecosystem, the transfer of know-how and the availability of resources for the innovation of SMEs. The driving force behind digital and AI transformation is the economy, and it is necessary to create conditions for its development. The State can contribute to this mainly by making available data, completing the digital infrastructure, supporting the transformation of enterprises, and introducing modern public administration services. Education, training and retraining, both technical and humanitarian, play a crucial role, targeting the skills needed in the next decade.
In May 2019, the Czech government adopted the National artificial intelligence strategy of the Czech Republic. The Ministry of Education, Youth and Sports oversees two priority areas: human capital and education system, and lifelong learning. These areas include the following measures (to be prepared/ implemented by 2021):
- to carry out a pilot verification of the development of digital competences and computational thinking of children and students.
- to enhance the offer of continuing professional development and retraining courses.
- to raise awareness, promote and provide information support in the area of further education and preparedness for changes in the labour market.
- to develop methodological support for headmasters, teachers and faculties providing teacher training related to the upcoming changes in the curriculum.
In 2020, the implementation of the NAIS was realised across many fields and institutions:
- The European Centre of Excellence is being developed. In March 2020, the top Czech universities (Czech Technical University, Charles University and Masaryk University) signed a memorandum supporting the project to develop the centre in the field of AI for safer society. The centre would aim to create outstanding conditions for continuation of the existing AI research and launch a supra-national platform that would participate in calls in the framework of European AI ecosystem. In October 2020, the Ministry of Industry and Trade started the project that should last until 2022.
- in February 2020, the Office of the Government, the Ministry of Industry and Trade and the Academy of Sciences launched an expert platform and forum for the law and AI;
- funding schemes to support development of AI were launched;
- the National strategy of research, development and innovation of the Czech Republic 2021+ was adopted (responsible bodies: the Research, Development and Innovation Council at the Office of the Government, Ministry of Education, Youth and Sports). Among other things the document reflects also the priorities of the NAIS in research, development and innovation. The support of projects of digitalisation and implementing AI in companies (especially SMEs) is envisaged. Companies should include innovations of production, services, management and skills of the staff. Further development of the digital innovation hub (DIH) network is proposed to provide services for companies. It is planned to use the ESF funding and research and development funding schemes administered by Czechinvest agency;
- for AI impacts on the labour market and social system (responsible body: the Ministry of Labour and Social Affairs), regular monitoring of emerging technologies with the help of sector studies and forecasts is being developed in the framework of the Kompas project;
- tools to support the strategy are also being developed in the wider framework of the National research and innovation strategy for intelligent specialisation of the Czech Republic (RIS2). Its general aim is to interlink main innovation actors: research, entrepreneurs and public sector. AI is one of the supported areas at the national level. The policy is implemented mainly through the regional innovation strategies where AI is also often included.
The Ministry of Education, Youth and Sports was appointed as a manager for human capital and education; the role of a guarantor was assigned to the Czech National Coalition for Digital Skills and Jobs (the Coalition, Digikoalice in Czech). The key objectives include the gradual transformation of education, given the impacts of artificial intelligence; a change in the way of teaching in schools at all levels and methodological support for teachers, headmasters and schools' governors; and the development of computational thinking in students.
In 2020, the coalition participated in the implementation of key objectives: the innovations of the ICT curriculum for basic education and upper secondary VET, and the development of computational thinking and digital literacy, including the digital infrastructure in schools and its administration (a dedicated working group was set up for this purpose). In collaboration with the Upskilling project, the coalition participated in the development of IT skills for adults, reskilling programmes and motivational tools encouraging participation in these programmes.
In 2021, the investment towards the launch of the European Centre of Excellence in AI for Safer Society was approved in the framework of the National recovery and resilience plan. The launch of the centre aims to ensure significant research capacity in the field and enable other subjects to implement and test new AI applications. The main national project is focused on AI technologies supporting safer society.
The building of the network of European digital innovation hub (EDIH) continued. In 2021, successful participants in the national call were selected as candidates eligible to apply for European EDIH call.
Several projects are currently implemented in the field of artificial intelligence. Namely, for example, technology incubation, artificial intelligence centres and support for technology start-ups.
The European Centre of Excellence in Artificial Intelligence for Security and Citizen Protection was launched to promote research, collaboration and deployment of new applications in the field of artificial intelligence. It builds on existing European initiatives in the field of artificial intelligence, with which it also cooperates. It also responds to the European Commission's initiatives and focuses on the regulation of AI. The aim is to prevent disruption or damage to human safety, health and fundamental rights.
There are 5 main pillars of the activities of the Centre:
- high-risk AI systems (designing and evaluating methods for AI development that provide safety guarantees and prevent breaches of human security, health or human rights);
- a sociotechnical view of AI (developing procedures to determine what methods and guarantees are appropriate for a given application domain based on societal requirements);
- AI regulation (creation of a regulatory framework of transparent and firm rules that enable enforcement to protect human safety, health and fundamental rights);
- AI principles in key areas (ensuring that the emerging legal framework is in line with the principles prevailing in sectors where a major AI related transformation is expected);
- AI as a link between social and computational sciences (in the context of AI, social science should be considered partly as a computational science and vice versa).
In 2022 the building of the network of European digital innovation hub (EDIH) continued. There are currently (February 2023) 6 entities from Czechia listed as EDIHs.
The Czech Republic recognises AI to be a key technology that presents a number of opportunities for the Czech economy, state and society. In order to strategically and co-ordinately support the development and use of this technology, the 2019 National artificial intelligence strategy of the Czech Republic is under revision, with a more complex strategy planned for 2024. The Ministry of Industry and Trade conducted a public consultation from 28 June to 20 August, 2023, receiving 517 responses from various stakeholders (general public, public administration, private sector, academia, research institutions, and non-profit organizations). Respondents answered questions in three blocks. The first part of the questionnaire focused on the respondents' experience with artificial intelligence, the second on their opinions on artificial intelligence, and the third block of questions focused on specific areas that, according to the respondents, should be primarily reflected in the updated strategic document.
The results of public consultation show that AI is perceived mostly positively, although respondents also recognise potential risks associated with it. Research and development in AI were viewed more positively than practical application. Respondents prioritised AI applications in cybersecurity, healthcare, education, public administration, and industry. Key areas for recommended for the updated strategy included research, development and innovation; practical AI application; ethical and legal frameworks; and strengthening AI skills and education.
The updated National Artificial Intelligence Strategy 2030 was approved by Government Resolution No. 520 on 24 July, 2024. The strategy aims to leverage AI to boost economic competitiveness, improve state efficiency, and enhance societal preparedness and resilience. It outlines seven interconnected key areas dedicated to various aspects of AI:
a. AI education and expertise
b. AI skills and labor market impacts
c. Ethical and legal aspects of AI
d. Security aspects of AI
e. AI in industry and business
f. AI in public administration and public services
The National Artificial Intelligence Strategy of the Czech Republic 2030 serves as a strategic framework for specific activities in the field of AI. Specific plans are detailed in a supporting Action Plan (part of the Implementation Plans of the Digital Czech Republic under the concept of Digital Economy and Society). The action plan will be evaluated and updated annually to enable a flexible response to technological developments and their impacts.
The EU's AI Act, establishing a legal framework for artificial intelligence systems based on risk levels, entered into force on 1 August, 2024. In the Czech Republic, the Office of the Government led negotiations on this regulation. In addition to the AI Act, the Council of Europe adopted the Convention on Artificial Intelligence, Human Rights, Democracy and the Rule of Law on May 17, 2024. Implementation in the Czech Republic focuses on ensuring that existing authorities and processes adequately address the Act's requirements, including oversight of AI development (Ministry of Industry and Trade) and data protection and privacy in AI applications (Office for Personal Data Protection). Furthermore, Czech institutions are developing testing environments to assist companies in complying with the AI Act's provisions.
Bodies responsible
- Ministry of Industry and Trade
Target groups
Learners
- Young people (15-29 years old)
- Adult learners
Education professionals
- Teachers
- School leaders
Entities providing VET
- Companies
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 the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
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 refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
This thematic sub-category refers to updating VET curricula and programmes to incorporate skills related and needed for the digital transition, including sector- and occupation-specific ones identified in cooperation with stakeholders.
This thematic sub-category refers to the establishment and development of Centres of vocational excellence (CoVEs). These centres support the development of VET, including at higher qualification levels (EQF 5-8), cooperation of VET, higher education and research. They build on strong local business investment and support recovery, green and digital transitions, European and regional innovation and smart specialisation strategies. They provide innovative services, such as clusters and business incubators for start-ups, technology innovation for SMEs and innovative reskilling solutions for workers at risk of redundancy. The thematic sub-category is not limited to the centres supported by Erasmus+ funding.
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.
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 initiatives that promote VET and lifelong learning implemented at any level and by any stakeholder. It also covers measures to ensure and broaden access to information about VET to various target groups, including targeted information and promotional campaigns (e.g. for parents, adult learners, vulnerable groups). Among others, it includes national skill competitions and fairs organised to attract learners to VET.
This thematic sub-category refers to providing the possibility for individuals who are already in the labour market/in employment to reskill and/or acquire higher levels of skills, and to ensuring targeted information resources on the benefits of CVET and lifelong learning. It also covers the availability of CVET programmes adaptable to labour market, sectoral or individual up- and reskilling needs. The sub-category includes working with respective stakeholders to develop digital learning solutions supporting access to CVET opportunities and awarding CVET credentials and certificates.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). National artificial intelligence strategy of the Czech Republic: Czechia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/36336