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Published aricles: 38


Education nad labour market

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Qualifications/Recognition of education

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Support of mobility

The member states of the European Union developed together with social partners common European instruments and principals.  Those instruments and principals create together a common framework, its impact depends on the coherency and an effective interaction among all of them. Their implementation enhances the transparency of qualifications, supports the mobility and helps citizens by providing a systematic pathway, which makes the assessment and documentation of their knowledge, skills and competences easier. 


Field and expert groups

Field and expert groups mediate the communication between creators of the educational programmes, in particular representatives of schools, enterprises and further institutions. They enable the involvement of social partners into the development of those programmes. It ensures the compliance of these programmes with the labour market needs.    


Cooperation in the education

Schools and employers cooperate at institutional level, the quality and the form of the cooperation depends on the attitudes of those, who are responsible for the cooperation. An important prerequisite for a successful cooperation is a mutual trust among all involved partners. Both cooperating partners have different starting points – schools are subordinated to legislative norms and to other rules set by the statutory authority. The employers have to react on the current capacity, business strategy and the economic stability of the enterprise. 


Analysies and data

NÚV assesses and compares the structure of the employment, newly accepted pupils and graduates and the unemployment of the graduates leaving the secondary and tertiary technical schools from the perspective of particular regions in the Czech Republic.


Education and labour market

It is important that school leavers entering the labour market receive already during the educational process training that enhances their employability. The school leavers should be able to adapt flexibly to new conditions, to respond to new tendencies and trends, and should be prepared to develop their potential and take adult training. However, this requires well-working connections between the world of education and the world of work allowing the school system to respond to the changing requirements and needs of the labour market. At the same time, it is important that the communication between the two worlds works well and effectively. 


Recognition of prior learning

Within the process of the recognition of prior learning are recognised skills and knowledge gained by individuals during their lifetime or outside the school. 


The National Register of Qualifications

The National Register of Qualifications defines what is needed to pursue the occupation (or a segment of an occupation).


Adult education / Qualifications /Recognition of education

Adult education begins after completing a level of education, in particular after the individuals enter the labour market for the first time. The individuals can gain during the adult education various knowledge, skills and competences necessary for their successful professional, civil and personal life.


National curricula

National curricula so called Framework Educational Programmes) define the general obligatory framework for creating school curricula (School Educational Programmes) for all fields of study in preschool, basic education, art, language and secondary education. Framework Educational Programmes were incorporated into the education system of the Czech Republic by law No. 561/2004 Coll. on Preschool, Basic, Secondary, Tertiary Professional and Other Education (the School Act). This law has been amended in 2015 by the Decree No. 82/2015.


Art education

Art education comprises both formal education in educational facilities, as well as informal education provided not only by cultural institutions, but also by non-governmental organizations and other bodies. It consists not only of education in art fields, but also includes education through art.


Language education


Tertiary technical education


Secondary general schools (gymnázium)

Secondary general schools offer general education completed with the Matura exam (maturita).


Secondary vocational education

Secondary vocational education in the Czech Republic is provided by secondary technical schools (SOŠ), secondary vocational schools (SOU) and conservatories.  They offer young people experience, skills and competencies needed for performing an occupation or group of occupations or work activities on the labour market. At the same time, they develop general knowledge, skills and key competencies necessary for their private, civic and work life, as well as for lifelong learning.


Secondary education

Building on the basic education, secondary education develops knowledge, skills and competencies of the students and prepares them for further study at universities and tertiary technical schools, or for a given occupation or working tasks at the labour market. It allows both students under 18/19 years as well as adults to gain education.


Basic education

At this moment, basic education is the only stage in education which is mandatory for each child in the Czech Republic. Basic education is realized in the following fields: basic school and special basic school. The objective of basic education is to develop foundations for the lifelong learning.


Preschool education

Preschool education supports the educational role of the family and enhances it with impulses, develops and expands them. It is a stage of education in which the child predominantly gains social skills, a basic understanding of the world, as well as receiving the first encouragement towards the lifelong learning.


Development of Education

The National Institute for Education is currently working on revision of national curricula. The task is to clearly and obligatorily determine the scope and content of education, as the common basis for the individual development of each pupil. The intended changes  should help better achieve required learning outcomes, have enough time to acquire and consolidate the necessary knowledge and skills as well as to develop creativity.


history

The National Institut for education was founded on July 1 st , 2011 by merging the National Institute of Technical and Vocational Education (NUOV), the Research Institute of Education (VUP), and the Czech Institute for  Educational-Psychological Guidance (IPPP CR). Its history thus stretches back to  the year 1945, when the Comenius Research Institute of Education was founded in Prague. It was in 1950 when the basis for the later National Institute of Technical and Vocational Education was established in the founding of the Informational and Educational Centre for Economic Curricula in Vocational and Technical Schools. Its objective was to support educational initiatives at vocational and technical schools focused mostly on economics, but on other fields as well. The youngest of these initially separate institutions is the Czech Institute for  Educational-Psychological Guidance which commenced its activities in 1994. As of October 1 st , 2014, the National Youth Information Centre (NICM) has also become part of the NIE.


History

The National Institute for Education was founded on July 1st, 2011 by merging following three institutions run directly by the Ministry of Education Youth and Sports: the National Institute of Technical and Vocational Education (NÚOV), the Research Institute of Education (VÚP), and the Czech Institute for  Educational-Psychological Guidance (IPPP ČR).


about us

The mission of the National Institute of Education, school counselling services and services used in the continuing education and training of educational staff (NIE) is to help in their various ways the continuing development of a general, special, artistic and linguistic education, and to support schools in the sphere of their pedagogical-psychological, educational and career counselling, as well as in the methodology used in the continuing training of their educational staff. All these services emphasize a general focus on lifelong education while maintaining close cooperation with the EU.


Development of Education

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