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All upper secondary schools organise their own final examination out of the following three types The school leaving examination - maturitní zkouška. Leavers are awarded a school leaving examination certificate (vysvědčení o maturitní zkoušce) which opens opportunities to enter a higher level of education. In the Education Act, a new structure was introduced for this examination. It consists of a common part (defined by the state) and a profile part (defined by the school). The common part consists of Czech language, a foreign language and an optional subject. From the 2010/11 school year, pupils should complete their studies on the basis of this exam. The final examination - závěrečná zkouška - for three-year (pre- vailing) or two-year courses (ISCED level 3C) or shortened study (ISCED 4C level) where a part of the examination is practical. Leavers are awarded the final examination certificate (vysvědčení o závěrečné zkoušce) and the apprenticeship certificate (výuční list) which attests to their skills in a given field. A central (national) section is also being prepared for this exam. The final examination - závěrečná zkouška - in two- and one-year courses which are general or vocational (ISCED level 2C/3C). However, graduates represent a very small proportion of total graduates. Secondary general schools Secondary general schools (gymnázia) provide secondary education which aims to provide pupils with key competencies and a broad outlook, preparing them above all for higher education and other types of tertiary education, for professional specialisation, as well as for life in society. Three types of courses are offered 4-year courses for pupils who have completed their compulsory school attendance; 6-year courses for pupils who have completed the 7th year; 8-year courses for pupils who have completed the 5th year. In addition to general courses, there are 12 fields of study (for example languages, humanities, natural sciences, mathematics, physical education etc.) with a special focus on these subjects in the curriculum. Some six- year courses and one eight-year courses provide instruction in some or all subjects in a foreign language - CLIL (so-called bilingual secondary general schools). However, the majority of these schools are general in their orientation. 74% of all leavers of upper secondary education terminate their studies with the school leaving examination Those leaving secondary general school (gymnázia) represent 30% of holders of the school- leaving exam (maturitní zkouška) and 22% of all those leaving upper secondary education Secondary technical and vocational schools Schools providing technical and vocational education have a long tradition in the Czech Re- public. These schools were intended to provide an education with an intermediate level of qualifications on the assumption that these students would move directly into the labour market. The education was geared towards developing their practical application of the tech- nical knowledge and skills acquired. According to the acquired school-leaving examination there are two types of education (except a minor programmes of vocational education lasting only 1-2 years) Technical secondary education completed by the school-leaving examination (maturitní zkouška) Vocational secondary education leading to an apprenticeship certificate (when a week of theoretical education and a week of practical training normally alternate). Some schools organise two year follow-up courses leading to the school-leaving examination for pupils who have an ap- prenticeship certificate. Many pupils choose de facto five-year professional education composed of three-year training, through which they gain an apprenticeship certificate, and a further two years completed by the school-leaving examination (maturitní zkouška). The framework educational programmes for technical and vocational education include gen- eral as well as technical/vocational education areas, cross-curricular subjects, key and spe- cific competences. There are specific framework education programmes for follow-up courses (ISCED 4A level), programmes of shortened study (4A or 4C) are based on the framework education programme for the appropriate upper secondary course. Conservatoires The conservatoire (konzervatoř) is a special type of school, providing artistic education, which can be acquired through studies in dance, music, singing and musical-dramatic art courses. Courses last either 6 or 8 years - admitting pupils who have completed their compulsory school education or pupils who have successfully completed 5 years of basic school. The admission procedure requires candidates to demonstrate their talent in the form of an aptitude test. The Framework Educational Programmes (FEP) for conservatoire courses were approved in 2010. The structure of these FEPS is similar to that of FEPS for upper secondary vocational education. Education is generally completed by passing an absolutorium examination, which awards those leaving "tertiary professional education in conservatoire" (ISCED 5B) with the quali- fication of a "qualified specialist" (DiS.). The absolutorium is a comprehensive professional examination consisting of a theoretical examination in vocational sub- jects specified by a curricular document, an examination in a foreign language, a thesis and a performance in one or two principal artistic branches, or an examination in artistic and pedagogical training. Pupils in upper secondary education enrolled in vocational stream (2010): Total: Males: Females: 73% 78.8% 67.3% Source: Eurostat 24 24 The Framework Educational Programme for Upper Secondary General Education (for secondary general schools) stipulates 8 educational areas, 5 cross-curricular subjects and also the key competences of a school leaver. The school head determines the optional subjects as well as the use of the disposable lessons. 6 7 8 9 Teachers Would-be teachers at secondary and post-secondary level of education must obtain a univer- sity qualification at Master's level - usually at a faculty of education, which includes relatively short practical experience. Graduates from academic Master's degree courses can gain teaching qualifications in consecutive higher education courses. Teachers of theoretical technical sub- jects gain Master's degrees from specialised higher education institutions (technical universi- ties, agricultural universities, faculties of medicine, universities of economics, theology and fine arts, etc.) and usually gain their teaching qualifications later. Different types of lower vocational qualifications (from non-tertiary education) are sufficient for practical education teachers. 25

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