Investor Presentaiton

Structure and Responsibilities within the System of Education Distribution of responsibilities The Ministry of Education, Youth and Sports (further referred to as MEYS) preserves the integrated state educa- tional policy by formulating long-term policy objectives of education and development of the education system every four years (approved by the government). In terms of higher education, long-term plans are formulated now for 2011-2015, and updated annually. The Ministry of Education, Youth and Sports (MEYS) above all: is primarily responsible for the conception, state and development of the education system; determines the content of education: approves framework educational programmes which are the base for the development of school educational programmes; accredits educational programmes for tertiary professional schools and for higher education institutions; is responsible for the state financing policy in education - for drawing up of the education budget and for determining of principles of its allocation; is in charge of the school register which has a constitutional meaning: only a registered institution has a right to provide recognized education and receives public resources; is an organising body of institutions for in-service training of teachers and facilities for institutional care and also of some schools and schools facilities. Regions are given a high degree of autonomy. They are responsible for education on their territory. Regional au- thorities formulate long-term policy objectives for their territory every four years in compliance with national ob- jectives. Regions are also organising bodies in particular for upper secondary and tertiary professional schools. The municipalities are responsible for ensuring conditions for the compulsory school attendance, thus they establish and administer basic schools. Usually, they are also organising bodies of nursery schools which are not compulsory. Legislation § Education Act on Pre-primary, Basic, Secondary and Tertiary Professional Education (No. 472/2011) sets out the principles and aims of education and the education system - composed of (1) schools, which organise education according to framework educa- tional programmes, and (2) school facilities, which provide education and services complementing or supporting education at schools. The Act also regulates administration: the legal status of schools, their registration, financing, status and responsibilities of different levels of administration, e.g. municipalities, regions, and the Ministry of Education, Youth and Sports, or other relevant ministries. § The Act on Educational Staff and on the Amendments of Several Acts (No. 563/2004) regulates requirements for the performance of educational staff's duties, their in-service training and career progression. § The Act on Providing Subsidies to Private Schools and Pre-school and School Establishments (No. 306/1999). § The Act on Institutional Education or Protective Education in School Provisions and on Preventive Educational Care (383/2005) stipulates the requirements for the education of children and adolescents lacking proper family support or those with behavioural problems. § The Higher Education Act (No. 111/1998), amended several times, extended the non-university and private sectors of higher education. The majority of these are no longer state institutions (with the exception of military and police higher education institutions which are entirely state-funded) but public institutions (state-subsidised) that manage their own property and have wide-ranging autonomy. New Higher Education Act is being prepared. § The Act on Verification and Recognition of Further Education Outcomes (No. 179/2006) opened up a new pathway for adults to obtain a certificate for a qualification attained in practice without formal education. Schools autonomy Since January 1st 2003, all schools have been granted the status of legal entities. School heads were given full responsibility for the quality of the educational process, for financial management of the school, for appointing and dismissing teachers and for relations with treir local community and the general public. By law, the school organising body must establish a School Council enabling parents, pupils, teaching staff (except for the school head), and the public to participate in the administration of the school. Organising bodies appoint school heads on the basis of a tender and they can only be dismissed for reasons defined by law. Public higher education institutions were granted autonomy at all levels of management. Internal management of institutions, the establishment of self-governing academic bodies, content and organisation of study, labour relations and funding is exercised by the Academic Senate, the rector, the Academic (Art) Board and a Discipli- nary Commission. The Board of Trustees safeguards public interest in the institution's activities and efficient property managment. The faculties also have autonomous bodies, but these are not legal entities. Higher edu- cation institutions also have a representative body, the Higher Education Council, made up of representatives from the academic community. State higher education institutions (The University of Defence and The Police Academy) are established by the relevant ministries and their autonomy is limited. Private schools Private schools have been in existence since 1990 (at university level since 1999). These schools are mostly non-confessional and the most common legal form is a for-profit or non-profit making grant-aided organisation. Both private and denominational schools represent 3% of the total number of basic schools and 1.5% of their pupils; in the case of upper secondary schools this is 25.7% of schools and 14.7% of pupils; for tertiary profes- sional schools they represented 33.9% of institutions and 29.6% of students in 2010/11; for universities the figures were 62% of institutions and 13.7% of students in 2011/2012. Advisory and consultative bodies The MEYS is assisted by several advisory bodies in deciding on the development of education and different levels of the educational system, recognition of educational institutions, economic issues, etc. The Education Act specifies situations in which the opinion of interest groups is required; sometimes other ministries have to be consulted. The highest advisory body at the national level is the Council of Economic and Social Agreement (tripartite: government employers - unions). The Czech School Inspectorate is a central control body under the direct supervision of the MEYS. It is respon- sible for monitoring of schools and school facilities: their educational programmes and outcomes, the quality of management, how effectively funds are used and compilance with binding regulations, at all levels with the exception of the higher education institutions. The National Institute of Education (established in June 2011 by merging three formerly separate institutes) focuses on development in the area of pre-primary, primary, secondary and post-secondary education, and also provide guidance. The Centre for Evaluation of Educational Achievement prepares evaluation tools for the school-leaving exami- nations and supports pupils' assessments at basic schools. The National Institute for Further Education arranges courses, seminars, lectures and other activities for thr further education of the pedagogical staff. Within the higher education sphere, a similar role to that of the above mentioned organizations is played by the Centre for the Study of Higher Education which has the status of a public research institution. Teacher training Education for would-be teachers is described in the relevant chapters. The obligation to ensure in-service training of teachers in public and state schools is stipulated in the Act on Educational Staff. In-service training is organised by higher education institutions, institutions for in-service training of educational staff and at other facilities on the basis of an accreditation granted by the MEYS. Teachers may prefer the self-study option, where they are entitled to 12 working days off for study in the school year. In-service training programmes for teach- ers are mainly provided by the National Institute for Further Education, which consists of a centre and thirteen regional stations. Higher education institutions offer refresher training courses for teachers returning to the profession after a long interval, qualification training courses providing upgrading of educational qualifications, specialised courses, and educational studies for graduates from non-teacher training faculties. 8 00 9