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30 VET and Adult Education Vocational education and training (VET) has a long tradition in the Czech Republic. The initial VET is an integral part of upper secondary education (see the corresponding section). The participation of adults in continuing education has been tradionally quite low (in 2010 it was only 7.5% of population aged 25 to 64 participated in education and training), nevetheless with noticeable improvements in the recent years (according to Eurostat in 2011 it was 11.4%). It is a result of many initiatives to improve this trend in the past years - with respect to the EU objectives and a general need for lifelong learning (the MEYS develops systemic and/or support tools, retraining is financially supported by the Ministry of Labour and Social Affairs, etc.). The key role is played by a system of verification and recognition of further education outcomes, which is based on the 2006 Act on Verification and Recognition of Further Education Outcomes. This Act makes provision for (1) the National Qualifications Framework as a publicly accessible register of full and partial qualifications and their standards for qualification and evaluation; (2) rules for awarding and withdrawing authorisation for verification of further education outcomes (partial or full qualifications); (3) rights and obligations of further education learners and (4) responsibilities of state administration bodies regarding the verification and recognition of further education. National Qualification Framework Bridge between the World of Work and Education NATIONAL SYSTEM OF OCCUPATIONS Education and training for adults is quite a broad area with many stakeholders (incl. ministries) involved. A key role is played by The Ministry of Education, Youth and Sports The Ministry of Labour and Social Affairs The Ministry of Industry and Trade Catalogue of performance requirements for each profession in the labour market NATIONAL REGISTER OF VOCATIONAL QUALIFICATIONS Register of complete and partial qualifica- tion described by a list of expected learning outcomes and a set of evaluation criteria Influence on initial education Findings and information gained from the cooperation with stake- holders when developing the National Register of Vocational Qualifications subsequently affect the curriculum in initial education. All ministries FURTHER EDUCATION PRACTICE EXPERIENCE Each qualification is interconnected to levels (1-8) of the European Qualification Framework. The qualification framework for tertiary education is being developed. EXAMINATIONS VIA AUTHOR- IZED PERSONS (i.e. schools or other subjects guaranteeing the exam standards) Organisations of Social partners Regions - Councils for education, training and employment - Coordination role and responsibility for the systemic framework of continuing education, incl. accreditation of retraining programmes Development of National qualification framework, incl. the system of verification and recognition of further education outcomes Outline of general framework and support through a financial development programme for lifelong learning programmes developed at HEls (the University of the Third Age) Responsibility for state employment policy, incl. National Coordination of Labour Offices which provide information and guidance services related to (continuing) VET; organise and co-finance retraining of job seekers Support for retraining of employees with respect to the competi tiveness of industry and the introduction of new technologies Responsibility for vocational training in regulated professions within their respective sectors Verification and recognition of further education outcomes and participation in the preparation of qualification and assessment standards in their sectors Aim to change the economic environment in order to encourage companies to take an interest in education and training Building links between the world of education and the world of work Support of adult education services provided by schools or regional centres for lifelong learning In addition to this Act, other legislation covering this area is quite broad, including The Education Act, The Higher Education Act, regulations related to work performance, regulations specifying qualification requirements for some professions, etc. Beside continuing education and training, civic/special interest education - although not directly connected to the labour market - plays its role in satisfying people's political, historical and cultural and similar interests. 31

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