Investor Presentaiton
16
Pre-primary Education
Key data for pre-primary education in the Czech Republic:
4,931 nursery schools (2011/2012)
342,521 children (2011/2012)
Participation in early childhood education of children between the age
of 4 and the age of starting compulsory education (EU benchmark) - 88.7% (2010)
Ratio of pupils to teachers - 12.8 (2010/2011)
Nursery school is a part of the education system with a long tradition - the beginning of institutional
pre-school education dates back to 1832 and the Education Act of 1869 already mentions pre-primary
establishments. Pre-primary education was incorporated as a full component part of the education
system in 1948, however, it emphasised principles of collective education and aimed to weaken the
influence of the family over the children's education. After 1989, a lively debate developed over the role
of nursery schools and the personality-oriented model of pre-primary education was encouraged.
The pre-primary education is regulated by the Framework Educational Programme for Pre-prima-
ry Education (approved by the MEYS in 2004), on the basis of which each school has to develop its
own educational programme. Pre-school education has the following main objectives: to facili-
tate the children's development and their ability to learn, to enable children to acquire the basic
values on which our society is based, to become independent and able to express themselves as
individuals in relation to their surroundings.
The Framework Educational Programme is
divided into the following educational areas:
the child and his/her body
the child and his/her psyche
(Language and speech, Cognitive
abilities and functions, imagination
and fantasy, thought operations
and Self-concept, emotions and will)
the child and others
the child and society
the child and the world
The main components of the programme are
spontaneous games and physical activities,
including outdoor activities and games,
walks and excursions. Sleep is also an im-
portant element of the routine. Personal
development and socialisation are also
supported by activities related to literary,
artistic and moral education. All activities
emphasise emotional involvement and
encourage a spirit of participation. Nurse-
ry schools are moving towards internal
differentiation and the individualisation of
their programmes. Foreign language teach-
ing, swimming courses, artistic activity,
speech therapy and programmes for gifted
children are also offered.
Pre-primary education is also mentioned as a prior-
ity also in the National Reform Programme of the
Czech Republic (2011) because of its importance for
the further development of children. The emphasis is
on increasing the availability of pre-school educa-
tion institutions, as the lack of these schools is a real
problem for many families. Besides removing exist-
ing regulatory barriers regarding the establishment
of such facilities, financial support is provided for
company nurseries.
Nursery schools are designed for children from 3
years up to 6 years of age. Two-year-old children are
currently accepted in some of the schools under cer-
tain conditions. Attendance is not compulsory but ap-
proximately 84% of the total age group (3-6 years) are
included, rising to 91% in the pre-school year. The
year preceding compulsory schooling is free of charge
and children have a legal right to attend it. Parents can
be asked to pay a maximum of 50% of the running (not
educational) costs covered by the community.
Every nursery school, and indeed every teacher, can choose or prepare a system for monitoring
and assessing children's development.
If any irregularities or problems occur during attendance the nursery school will, with the agreement
of parents, provide educational, psychological or medical consultations and offer remedial and de-
velopmental programmes tailored to the child's individual needs.
Nursery schools are usually established by municipalities or groups of municipalities. The share of private
and church founders is very low (2.6% of institutions. 1.6% of children in the school year 2010/2011).
For socially disadvantaged children, preparatory classes may be established during the year prior
to their starting compulsory schooling at basic schools.
Nursery school teachers obtain a full qualification from a four-year upper secondary
school course with a final secondary leaving examination. Nursery school teachers can also be
trained in courses offered by faculties of education at universities or tertiary professional schools.
Virtually all teachers of the nursery school are women, although the profession is open to both
genders.
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