into education and HRD in the 1990s, similarly to research in other social
sciences, was largely influenced by the transformation processes in society.
Recent years have seen increased effectiveness of this research, although
in terms of international comparison the results are still below average
(e.g. very low indicators of the relative quotation index etc.).
involvement of Czech HRD research teams in European research projects is
insufficient (it is lower than in other disciplines). The CR’s participation
in the 6th Framework Programme (Human Resources and Mobility) was as low
as two thirds of the EU-25 average. The rate of success in terms of projects
promoted in this area is also among the lowest.
is a positive trend in that research has been shifting from general to
thematic projects, and from one-year projects to those lasting several
years. As regards research initiated by various ministries there is a marked
shift from operational research tasks commissioned by ministries to support
for reforming strategies, and from regular statutory funding of ministerial
research institutions to project-based allocations. Other research activities
are funded on the basis of bidding procedures. The development and updating
of the National R&D Programme, which started in 2002, promotes a more
relation to increased research funding more emphasis is being placed on
evaluation of project quality – as part of both ex ante and ex post evaluation.
Ex post evaluation is focused not only on the eligibility of the funds
used, but also, and to a larger extent, on the quality of the research
results. Those who achieve better results over the long term will be given
preference when resources are allocated in the years to come.
view of the fact that, since 2000, there has been a large shift in government
policies from operational to strategic decision-making, research in the
area of education and HRD is now more linked to the formulation of strategies
and implementation of measures as part of ongoing reforms.
in the future should continue focusing on support for ongoing reforms in
the area of education. This particularly concerns (i) introduction of the
two-level development of curricula resting on competencies, (ii) the establishment
of a system for the monitoring of quality and evaluation of outcomes of
education, (iii) the development of a national qualifications system, and
(iv) recognition of non-formal and informal learning. The effectiveness
of this research could be enhanced and reforms speeded up thanks to new
opportunities for pilot testing and for the implementation of research
results via co-funding from the ESF.
other issues that need to be addressed by R&D in the future are:
education – examining the issue of equal access to tertiary education and
barriers to such access, analysing the conditions for expanding the provision
of tertiary education, inclusion of higher professional education into
the system of tertiary education, the conditions for quality improvement
and the system of funding.
education and training – analysing the role of CVET in supporting employment
and HR flexibility, the links between education and population ageing,
research support for the development of a system for stimulating participation,
quality evaluation and access to information about CVET; research into
the preconditions for increased involvement of private investment (companies
and individuals) in CVET funding.
into the links between the nature of a knowledge society, innovation and
the requirements related to initial and continuing education, a system
for identification and development of talent within the education system,
flexibility of the education system in terms of modern technological requirements
identification of qualification needs in relation to the future development
in the labour market, the development of an information system using this
data, the use of this data in career counselling and for the purpose of
developing the education system
of career counselling and “balance” diagnostics for adults in support of
a system for recognition of non-formal and informal learning.