events: Czech Republic
Konopasková & Petr Viceník
Institute of Technical and Vocational Education (VÚOŠ)
Reference to national case
study on CZ: Study branches.
Reference to topic study
(CZ/ FI) on: concept of qualifications.
Programme for development of the education in the Czech Republic has been
discussed since the beginning of 2000. The programme is intended to solve
some important topics, e.g. autonomy of schools, teacher training, research
and evaluation of quality of schools and outcomes of their work. Naturally
the programme covers also the schools, which offer VET programmes with
dual orientation. Besides the conference that dealt with the results of
the Leonardo programmes in general (Prague, 2 and 3 March 2000) a major
dissemination event was the workshop titled “Development of the Scope of
Qualifications Provided by Vocational Education and Training”, held in
Prague, from 24 to 25 February 2000. The main aim of the latter was to
inform participants of the workshop on the results of the project Leonardo
da Vinci DUOQOAL and to discuss relevant issues and problems. The useful
background for the discussions was produced by the conclusions of comparisons
made within the DUOQUAL programme. Sabine Manning, the Project co-ordinator,
made the audience familiar with them at the beginning of the workshop.
A detailed overview of reform activities in Finland was later presented
by Maarit Virolainen, the Finnish partner from the University of Jyväskylä.
workshop provided a good opportunity for bringing together researchers,
officials and practitioners from the field of technical and vocational
education as well as from business in the Czech Republic.
main discussed topics were as follows:
of graduates from upper secondary technical/vocational schools in comparison
with those from general upper secondary schools (gymnázia). Prospects
as regards the labour market position and/or higher education enrolment.
The current status of VET in the Czech Republic has resulted from a long
tradition. Upper secondary technical/vocational schools have established
as providers of technical/vocational as well as general education during
the past decades. The graduates with good achievement have the same chance
to be enrolled in universities and other higher education institutions
as the ones from general upper secondary schools. From this point of view
involving of vocational modules into general education programmes, which
is one of the reform activities in some countries cannot be useful in our
country. The previous attempts from the 1980s were refused by employers
and also by society as a whole.
of the labour market in the Czech Republic and its comparison with developments
in the EU Member States labour markets, principal branches of technical
and vocational education – declared by the Czech Statistical Office in
Since 1989 the new political situation has exposed our country to strong
influences from the world or global economy. Despite of the lack of reliable
information the numbers of graduates with different qualifications follow
general trends in structural changes of national economy. However, the
data shows some falling behind the developed EU countries, especially in
comparison of persons involved into production and services. It seems quite
clear that graduates will need to change their professions in future and
they will have to be prepared for it.
of qualification requirements and their including into curricula of technical
and vocational education, follow the trends in the development of occupations
The qualification requirements arising from a rapid development of technology
as well as from changes in work organisation have the great impact on curriculum
development. The main challenges in this field are:
To investigate (or if possible to foreseen) qualification requirements;
To shorten the delay in implementing the new elements into VET curricula;
To find means of a smooth transition of the graduates from schools
to labour market.
and development of curricula for VET in the Czech Republic. The educational
programme analyses in respect of the employability of graduates. Involvement
of key skills to the study programmes.
skills and their including into curricula of technical and vocational education.
The important role of key skills in enhancing the employability of the
The presented framework of the VET curricula development is in agreement
with the presupposed solution given by National programme of development.
It gives a partial autonomy to schools, makes them more responsible for
results of their work but it constitutes a relatively stable and comparable
standard for the same or relative qualifications as well as for qualifications
at the same level of education.
An important part of work must be done in the field of teacher training.
Teachers should to be able:
To equip students with key skills (communication skills, problem solutions,
working in teams, etc.);
To increase student awareness of environmental issues together with sound
knowledge of this matter;
To realise that every schooling is at the same time a part of lifelong
learning and to teach students how to learn.
Some difficulties in the VET area rise from a tendency to prefer inspection
and evaluation of educational process at its end. It is easier to compare
results of general education than vocational education. The standards,
which have been developed for general subjects, do not follow assessment
of key skills. A stress put on the standards can lead to underestimating
of vocational contents, which is important mainly for labour market and
not to the same extent for admission into higher education.
regards the equality of status of technical/vocational secondary education
and general secondary education there is a great difference between the
Czech Republic on the one side and the others DUOQUAL countries on the
other side. While the latter are struggling for above-mentioned equality,
the Czech Republic would endeavour not to lose it.
Participants of the workshop appreciated a broader context given by the
outcomes of comparative analyses and by the overview of reform activities
in Finland. The contextual point of view provided a possibility to see
national situation from the more distinct and/or objective angles than
it is enabled by everyday practice with its routine.