Národní ústav odborného vzdělávání
Weilova 1271/6, 102 00, Praha 10 

The Czech Republic legislature knows three types of standards which are fully in accordance with the European lifelong learning concept:

The School Act valid from January 2005 strengthened the role of employers in preparation of the content and objectives of vocational training and evaluation of its results. The Act defines obligatory participation of employer organizations on discussion of the long-term plan of education and development of the educational system of the Czech Republic and on discussion of the framework educational programmes for vocational education. Experts are members of an examination board by final examinations in education fields with apprentice’s certificate (ISCED 3C). The Act also defines a change of division of competencies and responsibilities for content of education between the centre and the individual schools which is of fundamental importance.

The central level is represented by so-called framework educational programmes. These programmes do not stress the curriculum but the results of education. They define education corresponding to the individual levels and fields, objectives of education and key and vocational competencies and the educational contents necessary for their achievement.

The framework educational programmes also define the framework for the proposal of teaching plans and form rules for preparation of school educational programmes. The school director is responsible for school educational programmes. This gives the schools the possibility to decide about specific forms of education in relation to the requirements of the labor market and the specific needs of students.

The role of social partners is also intensified as they can influence the objectives and content of education not only at national level – through framework educational programmes (and thanks to the fact that the issue of framework educational programmes of the Ministry of Education, Youth and Sports is possible only after discussion with defined bodies and institutions which also include the relevant employer organizations with national operation), but also on regional or local levels (thanks to necessary cooperation on preparation and implementation of school educational programmes).

The Act on Recognition of Further Education Results, which came into force in 2007, significantly contributed to the process of involvement of social partners into the broad context of education programmes development. The Act and relevant statutory standards expressly define representation of all relevant partners in the National Council for Qualifications which is an advisory body of the Ministry of Education, Youth and Sports for the question of qualifications.

A significant feature of interpretation and practical use of the new legislature is the requirement to only describe such unit as a partial qualification as defined by the Act, which enables its holder a direct participation in the labor market upon acquisition of the necessary competencies. This principle results in the necessary participation of employers in the formation of requirements for qualification in the relevant field. The Act further defines clear roles of social partners in the process of preparation and approval of the relevant qualification and evaluation standards.

Preparation and use of the National Qualifications Framework should significantly contribute to reaching harmony between the educational offer and labor market needs. It should serve as a permanent source of information which is normally used by users at different levels and whose operation should be understood as a continuous process of tuning the requirements on vocational qualifications with all interested partners from the field of education and the labor market.