Czech Educational System
Katerina Lojdova
lojdova@ped.muni.cz

Introduction
•Czech republic
•
http://www.ezilon.com/maps/images/europe/Czech-physical-map.gif

Basic facts
•Compulsory school attendance
•Literacy rate
•Velvet revolution
•Educational reform
•

ISCED
•


Basic education
•Educational reform


Objectives of basic education
•Create preconditions for pupils to acquire basic learning strategies and motivate them to
life-long learning •Stimulate and encourage pupils to creative thinking, logical reasoning and
problem solving •Guide pupils to engage in efficient, effective, open communication on all aspects
of their life •Develop pupils’ abilities to cooperate and to value their own work and achievements
as well as the work and achievements of others •Guide pupils so that they should become free and
responsible individuals who exercise their rights and meet their obligations •Induce in pupils the
urge to express positive feelings and emotions in their behaviour, ways of acting and when
experiencing important situations in their lives; develop in them sensitivity and responsiveness
towards other people, the environment and nature
•

Objectives of basic education
•Teach pupils to actively develop and protect their physical, mental and social health and to be
responsible for it
•
•Guide pupils to tolerance and consideration for other people, to a respect for their culture and
spiritual values; teach pupils to live together with others
•
•Help pupils to discover and develop their own abilities and skills in the context of actual
opportunities and to use their abilities and skills in combination with their acquired knowledge
when making decisions regarding the aims of their own life and profession

The National Education Programme = The Framework Educational Programmes
•defines initial education as a whole.
•The Framework Educational Programmes devone binding educational norms across various stages:
pre-school education, basic education and secondary education (for pupils and students from 3 to 19
years of age)are based on a new education strategy, stressing key competencies, their interlinking
with
•educational contents and the application of acquired knowledge and skills in practical life;
•build on the concept of life-long learning
•promote the educational autonomy of schools as well as teachers’ professional responsibility for
the outcomes of the educational process.
•

Educational fields
•Language and Language Communication (Czech Language and Literature, Foreign Language)
•Mathematics and Its Applications (Mathematics and Its Applications)
•Information and Communication Technologies (Information and Communication Technologies)
•Humans and Their World (Humans and their World)
•Humans and Society (History, Civic education)
•Humans and Nature (Physics, Chemistry, Natural Sciences, Geography)
•Arts and Culture (Music, Fine Art)
•Humans and Health (Health Education, Physical Education)
•Humans and the World of Work (Humans and The World of Work)
•

Cross-Curricular Subjects
•Cross-curricular subjects in the FEP BE are subjects related to contemporary present-day issues
and represent an important and inseparable part of basic education. They represent an important
formative element of basic education.
•
•This contributes to the pupils’ comprehensive education and positively influences the formation
and development of their key competencies.
•
•Cross-curricular subjects represent a mandatory part of basic education. Schools must include all
cross-curricular subjects contained in the FEP BE10 into Stages 1 and 2 of education. Not all
crosscurricular subjects, however, must be represented at each grade level. It is the school’s
responsibility to, over the course of basic education, gradually offer pupils all thematic areas
contained in the individual cross-curricular subjects.
•

Cross-curricular subjects
•Personal and Social Education
•Democratic Citizenship
•Education towards Thinking in European and Global Contexts
•Multicultural Edu cation
•Environmental Education
•Media Education
•

Key competencies
•learning competencies;
•problem-solving competencies;
•communication competencies;
•social and personal competencies;
•civil competencies;
•working competencies
•

Seminar work
•Comparsion of educational system in your country and Czech educational systém in terms of:
• A) ISCED
• B) Goals of basic education
• C) Subjects in basic education
• D) Key competencies
• E) Interesting facts
•
•Presentation date: 14.4.2014
•Presentation time: 13:55 - 15:35, room10