Tertiary education in the Czech Republic: the pathway to change

This article analyzes recent policy proposals to reform Czech tertiary education. A brief overview of the evolution of Czech tertiary education presents the background against which emerging policy trends in education are examined. We relate the changes in tertiary education to the policy framework and recommendations of the OECD, underpinned by the ideology of neoliberal globalization. Finally, we discuss some issues that the Czech government is encountering while trying to implement its new policies in tertiary education and the consequences these policies may have on Czech tertiary education, academia and students.     

Inclusive education in the Czech Republic: A scoping review of a paradigm shift

This scoping review presents the historical, social, and international influences that shaped the gradual move from segregated to inclusive education for all children in the Czech Republic. The introduction of the 2016 amendment to the Education Act marked a decisive paradigm shift in education policy, which formed the legal basis for services and support measures to be made available for all children with special needs in local mainstream schools. We analysed Czech language and English language peer-reviewed specialist literature to see how these changes have been reflected in current education research. The eighteen studies reviewed provide a complex picture of facilitators and barriers at the level of inclusive culture, policy and practice. Even though progress towards inclusive education in the Czech Republic has been notable, there are still systemic and attitudinal barriers to the education of all children.     

捷克高等职业教育运行机制及其启示

捷克高等职业教育经过近20年的发展,形成了良好的依法管理的氛围,其完备的教学条件、高质量的师资队伍、灵活多样的教学形式和独特的考试方式确保了高等职业学校教学质量的稳步提升。捷克高等职业教育的成功经验对我国高等职业教育改革具有多方面的借鉴意义。     

Engineering Courses Taught in English Language at the Czech Technical University in Prague

The Czech Technical University in Prague is one of the oldest establishments of higher technical education in central Europe. This university is divided into six faculties, among them the Faculty of Electrical Engineering (FEE). One of the fundamental changes which has been introduced in the FEE since the Velvet Revolution is full engineering education programmes in English, leading to Bachelor, Master and PhD degrees.     

Common legacy,different paths: the transformation of educational systems in the Czech Republic,Slovakia, Hungary and Poland

The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme.     

Higher Education Reform in the Czech Republic: A Personal Testimony Regarding the Impact of Foreign Advisers

The author, a Czech émigré scholar, reflects both on his return to his homeland, after the 1989 Velvet Revolution, as an advisor to the Czechoslovak Ministry of Education, Youth, and Sports, and in general, on the question of the influence of foreign (Western) advisors in the countries of Central and Eastern Europe undergoing transition. His initial experience was that of a foreign advisor, given his background and the number of years of absence from his homeland. In addition to delivering lectures on the reform of education, he took part in the setting up of TEMPUS programmes and in preparing the 1992 OECD review of Czech and Slovak higher education. Then later, as a returned Czech academic more than as a foreign advisor, he contributed to the elaboration of the 1995-1996 review of the whole educational system of the Czech Republic. His general conclusion is that the work of foreign advisors can be valuable if the given advisors really understand the local environment and the language; however, there may be some time lag as to the adoption of their recommendations.     

The Academic Profession and Scholarship: the Case of Czech Higher Education

This article discusses the intricacies of the relationship between the academic profession and scholarship in the current conditions of Czech higher education. It provides an overview of the evaluation parameters of the academic profession from different points of view. It also presents the two sides of the academic career in higher education: research and teaching, both composing scholarship, and their places in an academic career. The main problem for university teachers in the changing educational and social context of the Czech Republic is one of conserving those traditions judged to be useful and of stressing certain professional competencies over others. The research function is threatened by inadequate working conditions and administrative barriers.     

夸美纽斯教育思想对我国中小学教育的启示

夸美纽斯是17世纪捷克著名的教育家,其著作《大教学论》是近代第一部比较系统的教育学著作,也是独立形态教育学的开端。夸美纽斯提出的自然教育、普及教育等教育思想,不仅在当时具有超前性,而且在当下仍具有普适性。重温夸美纽斯的教育思想,对于当前我国中小学教育教学改革具有重要的启发意义。     

European standards for quality assurance and institutional practices of student assessment in the UK,the Netherlands and the Czech Republic

This article analyses the student assessment procedures of 12 universities in the UK, the Netherlands and the Czech Republic with respect to their alignment with the European standards and guidelines on the quality of assessing higher education students (European Standards and Guidelines for Quality Assurance [ESG] 1.3). Based on qualitative methodology combining document review with semi-structured interviews, the analysis has yielded three major results. First, the assessment procedures of the UK universities studied indicate the highest alignment with the ESG 1.3 when compared to the Czech institutions, with the Dutch universities occupying the middle ground. Second, a preference for summative assessment to account for pressures of massification can be observed at institutions in all three countries. Third, it is argued that contrary to some (ministerial) expectations, the influence of the ESG on institutions seems to be insignificant, due to unawareness of the ESG 1.3 at all of the UK and Dutch universities analysed and only moderate knowledge of ESG 1.3 in the Czech case. For this reason, there seems to be a need for communicating the ESG to higher education institutions rather than revising the scope of the ESG as envisaged in the 2012 Bologna policy document (Bucharest Communiqué).     

中小学英语课堂教学综论

自从17世纪初捷克教育家夸美纽斯倡导按学生程度编班，设立年级制度以来，课堂教学对教育事业的发展起了很大的推动作用，功不可没。课堂教学本身也随着外部环境的变化发生了巨大的变革。社会的进步，科技的发展，对英语学习和英语课堂教学产生了强烈的影响，使教学思想和教学目的发生了根本的改变，提出更高的要求。在此形势下，英语课堂教学的改革必须加快步伐，探讨规律，提高教学质量。本文拟就中小学为什么开设英语课程、为什么进行课堂教学（Why)，中小学英语课堂教学教什么（What)和中小学英语课堂教学怎样教（How)等问题展开讨论。     

The Evolution of Educational Inequalities in the Czech Republic after 1989

This article deals with the evolution of inequalities in access to tertiary education in the Czech Republic since 1989. Following the 'velvet revolution' in 1989, the demand for both secondary school education (with a secondary school diploma) and post-secondary education has grown considerably. The opening hypothesis of this article is that there has been an increase in educational inequalities in the Czech Republic since 1989 resulting from the unequal development of the secondary and tertiary sectors of the educational system. The author starts with the findings of Gerber and Hout (1995) and Gerber (2000), that the pressure caused by an excess of applicants between these two levels of education disadvantages the lower social strata. Using logistic regression, the author models the influence of social origin on the likelihood of a successful transition from secondary school to post-secondary school in the period 1948-99. The hypothesis of the growing influence of social origin on success in the transition between secondary and post-secondary schools in the 1990s was not, however, confirmed. On the contrary, the trend after 1989 testifies rather to a decrease in inequalities in access to post-secondary education|spagf|ro|epagf|.     

从西波系米亚大学的发展看捷克高等教育变革

通过考察西波系米亚大学的改革与发展历史,分析捷克高等教育的现状,指出捷克高等教育未来的发展方向。     

捷克的教育发展状况及其若干改革趋向

随着市场经济体制的建立，捷克在教育经费体制、办学体制和管理体制等方面实施了大面积改革，尤其是在私立教育、高等教育、教育国际合作等领域的改革趋向，对于当前我国的教育改革具有一定的借鉴和启示作用。     

Changes and trends in secondary agricultural education in the Czech Republic

Programmes of education for farmers in the form of Winter Schools, in the early 19th century, were gradually broadened into agricultural education for employment in farming or as preparation for higher education. In the 20th century, vocational education was developed at Apprenticeship and Secondary Schools to meet the needs of large-scale state farms introduced during 1953–60 by the communist political regime. Teacher education for these schools was developed during the 1950s and 60s, based on Agricultural Universities. Sudden and rapid change followed the political changes in 1989 when land was returned to private ownership in a new structure of agriculture based on market economy. This led to changes in production and a decrease in the number of people employed in agriculture. The number of students in the Agriculture Secondary Schools remained more or less the same, but curricula were substantially changed. Some schools diversified into new areas such as agro-tourism and environmental management. Those that continued with agricultural studies developed specialised areas such as farm business management and economics. Information technology became an important area of study. The schools began again to offer education and advice to local farmers. Early in the 21st century, change is again evident as policy for rural development becomes the diversification of rural economies to create a countryside which is less dominated by agriculture. New, sustainable economic activity comes from alternative uses of farm buildings, market niche crops and livestock products, and attraction enterprises for people in urban areas. The paper reviews the major trends and changes of the past 150 years and suggests how these are likely to project into the future of agricultural education in the Czech Republic.     

捷克奥洛穆茨州全纳教育支持系统的调查研究

本研究以自行编制的调查问卷和访谈提纲作为研究工具,对捷克奥洛穆茨州的全纳教育支持系统现状进行了调查研究。结果发现:通过实施全纳导向的教育政策,为全纳教育提供必要的支持、规定参与全纳教育教师的任职资格和培训、转变特殊教育学校角色等方面的努力,一个相对系统和健全的全纳教育支持系统已经建立和运转起来了。但是,传统的社会观念、政府经费支持、普通教师的专业成长、对特殊儿童家庭的财政和培训支持以及特殊儿童家长在全纳教育中的参与等问题仍然是捷克奥洛穆茨州全纳教育发展过程中亟需解决的问题。