Czech Republic
Sources: OECD (2020[1]), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/19cf08df-en; OECD (2020[2]), "Learning remotely when schools close: How well are students and schools prepared? Insights from PISA", OECD Policy Responses to Coronavirus (COVID-19), OECD Publishing, Paris, https://doi.org/10.1787/3bfda1f7-en; OECD (2019[3]), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://doi.org/10.1787/1d0bc92a-en; OECD (2019[4]), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://doi.org/10.1787/b5fd1b8f-en; OECD (2019[5]), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://doi.org/10.1787/acd78851-en.
Selected education policies for the Czech Republic
Digital Strategy to 2020 (SDV, 2014)
►. Level of resilience: Broader learning environment
The Czech Republic’s Digital Strategy to 2020 (SDV, 2014) aimed to promote new approaches to teaching and learning through the use of digital technologies, to improve students’ digital competencies, and to develop students’ knowledge of information technologies. The government undertook regular, systematic evaluation of the strategy to monitor progress across seven lines of action. This gave policy makers a broad picture of the system’s digital capacity at the start of the COVID-19 pandemic. As of 2019, significant progress had been made in the area of innovation. Actors in the public, private, and non-profit sectors worked collaboratively to promote innovation in education through forums such as the Digital Coalition, established in 2016. The strategy also analysed data on schools’ use of digital technologies and their impact. Progress has also been made in providing support for the integration of digital technologies in schools. This is particularly important in the context of the pandemic, where many educational institutions have had to move to distance and blended learning approaches (Jednota školských informatiků, n.d.[6]).
Digital education is a key pillar of the Strategy for the Education Policy of the Czech Republic up to 2030+, which was launched in October 2020 (Ministry of Education, Youth and Sports of Czech Republic, 2020[7]). The strategy aims to support the digital literacy of learners in primary and secondary education, and to strengthen the digital competencies of teachers. This involves embedding digital skills across the curriculum, promoting the sharing of good practice, and providing mentoring for pre-service and in-service teachers (Ministry of Education, Youth and Sports of Czech Republic, 2020[8]).
Further reading: OECD (2020[9]), Education Policy Outlook: Czech Republic, https://www.oecd.org/education/policy-outlook/country-profile-Czech-Republic-2020.pdf (accessed on 28 October 2021).
Strategic plan for higher education (Strategický záměr, 2020)
►. Level of resilience: System
The Czech Republic began working on a new strategic plan for higher education in 2019 and completed the process in the early stages of the COVID-19 pandemic. The plan was developed collaboratively with universities and representatives from organisations such as the Chamber of Commerce and the Confederation of Industry and Transport. One of the key priorities of the strategy is to increase the availability and relevance of flexible forms of learning, such as distance learning, and upskilling and reskilling courses. The strategy also aims to strengthen the connection between higher education and the 21st century labour market.
The six strategic goals break down into operational objectives and specific measures to be implemented at the national level or by individual institutions. For example, the government will support the creation of study programmes in areas where there is a demand for labour and skills and will create incentives for institutions to develop flexible learning options. It will also develop structures for institutions to collaborate and share best practices in work-based learning and blended learning. Higher education institutions are expected to make better use of labour-market data when designing programmes and to offer careers coaching to students and graduates. A number of steering mechanisms, including financial instruments, support the implementation of the strategy and aim to hold institutions to account for the funding they receive. An interim evaluation, due to be published in 2024, and data from student surveys will be used to monitor impact.
Further reading: Ministry of Education, Youth and Sport of Czech Republic (2020[10]), Nová Strategie pro Vysoké Školství [A New Strategy for Higher Education], https://www.msmt.cz/nova-strategie-pro-vysoke-skolstvi (accessed 1 April 2021).
References
Jednota školských informatiků (n.d.), Jak české vzdělávání využívá současné technologie? [How does Czech education use current technologies?], http://digivzdelavani.jsi.cz/home (accessed on 1 April 2021). [6]
Ministry of Education, Youth and Sport of Czech Republic (2020), Nová Strategie pro Vysoké Školství [A New Strategy for Higher Education], https://www.msmt.cz/nova-strategie-pro-vysoke-skolstvi (accessed on 1 April 2021). [10]
Ministry of Education, Youth and Sports of Czech Republic (2020), Strategie Vzdêlávací Politiki Čr Do Roku 2030+ [The Czech Republic’s Education Policy Strategy to 2030+], https://www.msmt.cz/vzdelavani/skolstvi-v-cr/strategie-2030?lang=1 (accessed on 1 April 2021). [8]
Ministry of Education, Youth and Sports of Czech Republic (2020), Vláda schválila novou Strategii vzdělávací politiky ČR do roku 2030+, která pomůže školám, žákům i učitelům [The government has approved a new Strategy for the Czech Republic’s educational policy until 2030+, which will help schools, pupils and teachers], https://www.edu.cz/vlada-schvalila-strategii-vzdelavaci-politiky-cr-do-roku-2030-nejdulezitejsi-dokument-ceskeho-skolstvi/ (accessed on 1 April 2021). [7]
OECD (2020), Education Policy Outlook: Czech Republic, https://www.oecd.org/education/policy-outlook/country-profile-Czech-Republic-2020.pdf (accessed on 28 October 2021). [9]
OECD (2020), Learning remotely when schools close: How well are students and schools prepared? Insights from PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/3bfda1f7-en. [2]
OECD (2020), TALIS 2018 Results (Volume II): Teachers and School Leaders as Valued Professionals, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/19cf08df-en. [1]
OECD (2019), PISA 2018 Results (Volume II): Where All Students Can Succeed, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/b5fd1b8f-en. [4]
OECD (2019), PISA 2018 Results (Volume III): What School Life Means for Students’ Lives, PISA, OECD Publishing, Paris, https://dx.doi.org/10.1787/acd78851-en. [5]
OECD (2019), TALIS 2018 Results (Volume I): Teachers and School Leaders as Lifelong Learners, TALIS, OECD Publishing, Paris, https://dx.doi.org/10.1787/1d0bc92a-en. [3]