Education and the labor market. Tertiary education Tertiary education

The Czech education system has developed over a long period. Compulsory education was introduced in 1774. Today, all types of education are available in the Czech Republic - school, basic, secondary, higher.

1. Preschool education in the Czech Republic

First education in the Czech Republic is only an addition to the upbringing and development of children in the family. This education can be obtained in nurseries and kindergartens even before the start of compulsory education. In such institutions, they develop the basic skills necessary for future schooling, and also provide social contact between children. All these circumstances are important to ensure that the child’s transition to basic schools is not so difficult.

In preschool educational institutions, children are taught to think logically, express their point of view, and train their memory and imagination. Such skills are needed to assess the level of intellectual data and develop the moral qualities of a child before entering basic school.

2. Basic education in the Czech Republic

Children can receive basic education in basic schools. This type of education lasts 9 years (from 6 to 15 years). Such education can be obtained in different types of schools, under different educational programs.

Types of schools that provide the opportunity to receive basic education:

— Basic school(can be public or private). In this school, children receive the necessary education. As a rule, it is divided into 2 levels.

— Gymnasium: training lasts 6 or 8 years. After graduating from high school, education can be continued at the intermediate level.

— Music and ballet schools: Dance schools enable students to complete basic education in 8 years and continue it at the secondary level.

— Special school: school for children with disabilities. With the help of this school, children will be able to integrate into special classes of basic schools or attend a special school.

— Auxiliary schools. They are intended for mentally retarded children.

3. Secondary education in the Czech Republic

Completion of nine years of compulsory education is required to enter secondary school. Upon completion of secondary education, students receive:

— Secondary education, which assumes that the student, after 1-2 years of study, will receive a certificate of the final exam.

— Secondary education (plus certificate of completion). It lasts 2 or 3 years and upon completion of their studies, students receive a final examination document and a certificate of completion, as well as professional qualifications, for example in trade fields. Often, graduates of these specialties do not continue their studies in the classical education system of the Czech Republic, but begin to build their careers in their chosen specialty.

— Secondary education with final exam. The study lasts 4 years, the graduate receives a certificate of passing the final exams. The final test consists of several exams, which include passing tests in the Czech language and other exams that directly depend on the specialization of study and partly on the choice of the student himself.

Since 2008, the final exam in the Czech Republic consists of two parts: a general part (state) and a specialized part (intended for certain types of schools). They are intended to better compare the results of a given exam between different schools.

4. Tertiary education in the Czech Republic

Tertiary education is training that continues from upper secondary education with a final examination. Tertiary education includes higher and higher vocational education.

Higher vocational education can only be obtained by students with complete secondary education, which ends with passing final exams. Their education system is the same as that of universities. Higher vocational schools are subject to some rules of secondary education (vacations, fixed class schedules, etc.).

Higher professional education expands the general as well as specialized knowledge of students. Also, with full-time education, which lasts 3 years, practice is provided. Higher professional education ends in "absolutorium". Education at higher vocational schools is paid and fees usually range from a couple of thousand to several tens of thousands of Czech crowns per year.

Higher education in the Czech Republic is available to all students who have completed upper secondary education (that is, those who have passed the final exam) and who successfully pass the entrance tests. Please note that the educational institution sets its own entrance exam system.

Most Czech universities have such accredited programs.

(on average about 1%); The 2 percent level of this indicator is exceeded by Finland (13.5% of all foreign students), Turkey (5.2%), Germany (4.1%), Poland (3.9%), Slovakia (2.9%), Iceland (2.3%), as well as the Czech Republic (2.1%).

2.6. Training by type of tertiary education (Table 13)

The structure of training in the field of tertiary education is characterized by the graduation rates that we discussed above. Tertiary education is divided into several types: tertiary education type 5B (secondary specialized education in Russia), tertiary education type 5A (higher education institutions) and training in “advanced research programs” level 6 (postgraduate education, i.e. postgraduate and doctoral studies, in Russian terminology). It should be clarified that when calculating graduation rates, not just individuals who have completed a particular training program are taken into account, but only those who have received the appropriate qualification (certificate, diploma or degree). In the case of Russia, this clause is especially important in relation to postgraduate education, where one should take into account not the number of graduates and doctoral students, but the number of awarded candidate and doctoral degrees (which, as is known, can be awarded without postgraduate and doctoral studies).

Estimates of graduation rates for tertiary education are, unfortunately, not entirely comparable. In some countries (including Russia), only gross graduation rates are available, which are calculated as the ratio of all those completing a given type of education to the population at the typical age of completion of that type of education. In other countries, so-called “net graduation rates” are calculated, equal to the sum of the shares of graduates of each type of training at all ages at which that type of training is completed. Therefore, comparisons of graduation rates between countries at the tertiary level should be done with some caution.

The graduation rate for tertiary level education type 5B (secondary vocational education) in Russia is 25.7%, which is one of the highest for this type of education. Higher values ​​of this indicator are observed only in Korea, Japan and Belgium. Russia occupies almost equally high positions in terms of graduation rates for first-level tertiary education programs of type 5A (bachelor and specialist training programs, in Russian terminology). The graduation rate here is 35.7%, and according to this indicator, Russia ranks 7th in the analyzed set of countries.

Russian specificity in this case lies in the structure of graduation by types of educational programs of this type. In most countries, the bulk of graduates complete short (lasting less than 5 years) programs (bachelor's degrees). Thus, in group I countries, the median graduation rate for programs of this type is 25 percent. points out of 31% of the aggregate coefficient for all first-tier programs. In Russia, the graduation rate for this type of education is only slightly more than 3 percent. points from 36% of the aggregate coefficient, and almost 33 percent. item composition-

Rice. 15. Graduation rates by level of tertiary education (median indicators by group of countries), %

Calculates the graduation rate for long-term first-level programs (lasting 5–6 years). In turn, in group I, the median graduation rate for “long” first-level programs is only 6 percent. points out of 31% of the aggregate indicator for all first-level programs. The highest indicator (second after Russia) here is in Finland, where the graduation rate for “long” first-level programs is 18%.

The graduation rate for second-level tertiary programs (master's programs) in Russia is only 0.4%, while in countries of groups I and II it averages 5–6%. Finally, the last, sixth stage of education, which also refers to tertiary education, corresponds to the Russian degrees of candidate and doctor of sciences. Here Russia again has a very high, by international standards, output ratio (1.4%), and ranks 7th in this indicator (Switzerland has the highest indicators here - 2.6% and Sweden - 2.5%). The large number of graduates essentially compensates for the lack of completion of second-level tertiary programs (masters). To be fair, we note that a similar situation (when the number of those receiving an academic degree exceeds the number of masters) is observed in some other countries, for example, in Thailand, Uruguay, Austria and Sweden.

2.7. Training by specialty (Table 14–15)

Specialists graduating from tertiary education programs are classified within ISCED into eight broad areas of knowledge (see section “Methodological explanations”). Relevant data are available mainly only for OECD countries, so we will compare Russian indicators with the median value for all countries for which information is available, without dividing into groups.

The modern Russian structure of specialist training in secondary and higher educational institutions differs quite significantly from the median indicators. Moreover, these differences are due to factors of two kinds: firstly, the distorted structure of training that developed in Soviet times and is largely preserved in the structure of training on a budgetary basis; secondly, the imbalances of the post-reform period, manifested in the structure of training on the basis of full cost recovery in both state and non-state educational institutions of secondary and higher vocational education.

A comparison of Russian data on the structure of training in tertiary programs of type 5B (secondary vocational education) with the median indicators for OECD countries reveals the following deviations (Fig. 16)13. On the one hand, the output structure still retains an increased

Rice. 16. Structure of graduation of specialists in tertiary programs of type 5B in enlarged areas of knowledge, %

13 For secondary vocational education institutions - data only for state educational institutions.

the share of such areas as “engineering, industrial and construction disciplines” and “agriculture and veterinary medicine”, which is a legacy of Soviet times. On the other hand, there is a significant bias towards “social sciences, business and law”, which reflects the trends of the last decade. At the same time, in comparison with the median indicators, we can talk about an insufficient share of specialists trained in Russia in the field of “arts and humanities” (in this case we are talking about librarians, museum workers and other mid-level specialists in the field of culture). The same applies to such areas as “natural science, mathematics and computer disciplines” (in relation to this type of education we are talking about specialists in the field of information technology). Finally, in Russia the share of mid-level specialists trained in such a field as “services” is still clearly insufficient (in fairness, it should be noted that the demand for specialties in this area is growing rapidly and in the coming years we can expect that the share of graduates in in this area will approach the median for OECD countries).

Share in total output of tertiary education type A and postgraduate education

Rice. 17. Structure of graduation of specialists in tertiary programs of type 5A in enlarged areas of knowledge, %

The structure of training of Russian specialists in tertiary programs of type 5A (higher professional education) is in many ways similar to the structure of training in secondary specialized educational institutions, but there are also important differences (Fig. 17). As in the case of tertiary education type 5B, a relative “overproduction” of specialists in “engineering, industrial and construction disciplines” and in “agriculture and veterinary medicine” has persisted since Soviet times. In the same way, there is a “post-reform” bias towards “social sciences, business and law.” As for the relative shortage of specialists with higher education, it is clearly manifested in such an area as “health care and social work”, apparently precisely at the expense of specialists in the field of social work.

3. ORGANIZATIONAL CHARACTERISTICS

3.1. Educational institutes (Tables 16–17)

The main distinguishing feature of educational institutions in Russia is the extremely low proportion of non-state educational institutions at almost all levels of education. The share of students in non-state educational institutions of the pre-tertiary level (primary, basic, high schools and educational institutions) is negligible 0.4–0.3%, in tertiary level institutions of type 5B (secondary vocational education institutions) - 3.7%, in higher educational institutions establishments (type 5A) - 12.1%. In the vast majority of countries, the share of students studying in non-state educational institutions is significantly higher (Figure 18), with a few exceptions. Such exceptions at the pre-tertiary level include Israel, where all primary and secondary educational institutions are public. At the tertiary level, educational institutions in Luxembourg, Greece, Tunisia and India are completely public, in addition, in Denmark, tertiary education institutions of type 5B are completely public, and in Germany and Australia - type 5A.

Proportion of students in public educational institutions

Education levels

Rice. 18. Share of students in public educational institutions by level of education (median indicators by group of countries)

In general, at all levels, perhaps except for higher education, the share of non-state educational institutions in Russia is much lower than the world average. At the same time, in Russia there are completely no non-state educational institutions financed primarily by the state (more than 50% of incoming funds). At the pre-tertiary level, in such educational institutions, on average for the analyzed set of countries, 5–10% of all students study, at the tertiary level of type 5B - on average about 20%, and at level 5A - about 10%. And, for example, in the UK all tertiary level educational institutions are of this type.

3.2. Organization of school education (Tables 18–19)

One of the important indicators of the organization of school education is the average number of students in a class. At the level of primary education (primary school), the median class size in countries of group III is 28 people, in countries of groups II and I - 20–21 people, while the average class sizes in state and non-state schools differ slightly. In Russia, in primary schools, the average class size is 16 people, which is the lowest figure in the world (Fig. 19), while in non-state schools this figure is 10 people! Approximately the same situation develops at the lower level of secondary (secondary) education (general school): in Russia the average class size is 21 people, including in non-state schools - 11 people, while the median figure even for the richest countries Group I is equal to 22 people, including 19 people in non-state schools.

10 000 25 000 40 000

GDP per capita, US dollars at PPP

Rice. 19. Average class size (number of students) in primary school

An essential characteristic of school education is data on classroom load. Of course, these data do not give a complete picture of the academic workload as a whole, since they characterize only the number of classroom hours, without taking into account the time spent on homework14, however, they allow us to identify some problem areas.

 In general, the classroom load of schoolchildren tends to decrease as the level of economic development of the country increases. As for Russia, the annual classroom load for children aged 7–8 years (748 hours) approximately corresponds to the median for the richest countries included in Group I. At the age of 9–11 years, the classroom load increases noticeably and is already between the median indicators for countries of groups II and III, and at the age of 12–14 years, the annual classroom load of Russian schoolchildren is already approaching the median indicator for countries of group III. Thus, by the standards of developed countries, Russian schoolchildren aged 7–8 years are slightly underloaded with classroom activities, and at older ages they are somewhat overloaded.

Nevertheless, in general, the annual classroom load of Russian schoolchildren is not excessive and corresponds to the median indicators for countries of the III or even II group. A much more significant problem is the weekly load. The fact is that Russia has perhaps the shortest academic year in the world: 31 academic weeks and 155 academic days (in accordance with the methodology of the UNESCO Institute of Statistics, these indicators do not include periods of preparation and passing exams). Such low rates exist only in Tunisia, and the average school year in all groups of countries is 38 school weeks and 190 school days.

 as a result of the weekly classroom load for Russian schoolchildren aged 7–8 years is equal to 24 hours, which is already one of the highest indicators in the world (in developed countries the median value of this indicator is 22 hours). At the age of 9–11 years, the Russian weekly classroom load is 29 hours (3rd place after Tunisia and Italy), and at the age of 12–14 years it is already 35 hours (2nd place after the Philippines - 37 hours, and in third place are Paraguay and Malaysia with 30 hours). It is clear from this that the way to reduce the academic workload of schoolchildren, the need for which has been repeatedly emphasized by Russian experts, lies more in the area of ​​reducing the duration of the holidays, rather than the weekly load in itself, since reducing the latter will lead to a decrease in the annual load relative to global standards.

3.3. Structure of curricula (Tables 20–21)

As for the content of the curriculum, i.e., the distribution of the number of hours allocated to the study of subjects compulsory for all students, here, too, Russian indicators differ in certain specifics. Russian schoolchildren aged 9–11 years old, within the framework of the “humanitarian” cycle, have much

14 The global trend is to reduce the classroom load while maintaining the academic load.

loads

Classroom

Rice. 20. Structure of the curriculum by educational areas in state educational institutions for students aged 9–11 years

More time than the average for all countries is devoted to studying the native language and literature, but less time is allocated to foreign languages ​​and aesthetic education (Fig. 20). And in the “natural engineering” cycle, significantly less time is devoted to natural science disciplines than the average for this age group in all countries.

For the age group 12–14 years, the situation is as follows (Fig. 21). In the Russian “humanitarian” cycle, an increased share of the native language and literature remains and a decreased

loads

Classroom

Rice. 21. Structure of the curriculum by educational areas in state educational institutions for students aged 12–14 years

young - foreign languages ​​and aesthetic education, and this gap from world indicators is increasing compared to the previous age group. In turn, within the framework of the “natural engineering” cycle in Russia, in this age group the share of natural science disciplines is overestimated compared to the median indicators and the share of time allocated to technical and industrial training is slightly underestimated. Finally, in Russia this age group clearly has little time allocated for physical education and sports.

3.4. Forms of training (Table 22)

In almost all countries, along with full-time education, there are various forms of part-time education (in Russia - evening, correspondence and external studies). Note that the literal translation from English more accurately reflects the content of the differences between different forms of education (“full-time students” and “part-time students”). An integral assessment of the ratio of various forms of training is given by the indicator of the average expected duration of full-time and part-time training. In Russia, the average expected duration of part-time education is 2.8 years - one of the highest indicators in the analyzed set of countries (7th place). Even more clear are the data on the share of part-time education in the total expected duration of education. In Russia, this figure is 18.8% (higher values ​​are observed only in Australia, Great Britain, Thailand and Portugal).

Rice. 22. Proportion of students in part-time forms of education

In fact, this “bias” towards part-time education in Russia is associated with only one level of education - tertiary education type 5A (Fig. 22). At the level of primary and secondary education, the share of part-time students is only 2.5%, which corresponds to the median for the set of countries we are considering. At the level of tertiary education type 5B (secondary vocational) part-time, 27.4% of students study in Russia, which corresponds to the median indicator for countries of group II and is significantly inferior to the indicators of group I, i.e. here we can rather talk about some potential for a possible increase share of part-time education. But at the level of tertiary education type 5A (higher vocational education), the share of part-time students in Russia is 47.8% (only Argentina has a higher figure, where educational institutions at this level, according to data, for some reason do not have full-time education at all ). Therefore, we can speak with a high degree of confidence about the excessive spread of non-full-time forms of education in Russian higher education, which leads to a certain decrease in its overall quality.

3.5. Teachers (Tables 23–24)

The annual classroom load of Russian teachers is very small by international standards. At the level of primary education (primary school) it is 620 hours per year (more

a low indicator exists only in Japan), at the lower and upper levels of secondary (secondary) education (primary and full school) - 558 hours, which is significantly less than the median even for the richest countries of group I (637 and 607 hours for lower and upper secondary education). It is not surprising, therefore, that the vast majority of Russian teachers work at 1.4 times the salary (leaving aside low wages as the main incentive for internal part-time work).

However, it is necessary to make an important caveat. As in the case of classroom workload for schoolchildren, here it is necessary to take into account not only the annual, but also the weekly workload of teachers. Due to the record low number of teaching weeks and days, the weekly classroom load of Russian teachers is quite high: 20 hours per week in primary school and 18 hours in primary and secondary schools. This weekly workload is almost exactly equal to the median for the corresponding educational levels across the entire set of countries analyzed. In this case, provided that they work at 1.4 times the rate, the weekly classroom load of Russian teachers is already one of the highest in the world.

The indicator of the number of students per teacher is important for analyzing the state of the education system. This indicator is calculated in full-time equivalents for both teachers and students, ensuring comparability across countries. On average, the student/teacher ratio varies inversely with income, reaching a minimum in high-income countries and a maximum in the poorest countries. In Russia, this indicator is generally very low (Figure 23), but with significant variation by level of education.

Student-teacher ratio

Rice. 23. Number of students per teacher (median indicators by country group)

At the level of pre-primary (preschool) education, the ratio of students to teachers in Russia is only 7 students/teachers. (lower rates are observed in only three countries: Iceland, New Zealand and Denmark). At the level of primary (primary) education, the ratio of students to teachers in Russia is 17, which is between the median indicators of groups II and III, i.e., corresponds to the level of economic development of Russia. At the level of secondary education (primary and full school), the indicator under consideration again turns out to be one of the lowest in the world - 11 students/teacher. (a lower rate at this level of education exists in only 7 countries).

At the level of tertiary education type 5B (secondary vocational), the Russian indicator (13 students/teacher) approximately corresponds to the median indicator for countries in group II. At the tertiary level 5A (higher professional), the Russian indicator is also 13 students/teacher, but for this level of education this indicator is already very low by international standards (here the median indicator even for the richest countries included in group I is 14 students/teacher).

Thus, in general, we can talk about the presence in Russia of an excess number of teachers relative to the number of students compared to world standards. This excess number is especially large at the level of pre-primary education and significant at the level of secondary education (primary and full school) and tertiary education type 5A (higher education institutions).

4. GENDER CHARACTERISTICS

4.1. Level of education (Table. 25–26)

Data on the level of education of the population by gender are available only for OECD countries, so we will compare Russian indicators with general median values ​​without breakdown by country groups. In Russia, for both sexes, there are some of the lowest indicators for the share of the population with lower secondary (secondary) and lower levels of education, and record highs for the share of the population with tertiary education. At the same time, in developed countries, the level of education of men is generally higher than that of women, but in Russia, on the contrary, women on average have a higher level of education (Table T2).

4.2. Students (Tables 27–28)

The above data that in developed countries the level of education of women is on average lower than that of men is, generally speaking, difficult to explain. This may be due to the educational structure of the older population; as for the current state of affairs in the field of education, here the situation looks exactly the opposite. On average, women show a greater propensity to study, and in all groups of countries the average expected years of schooling for women is higher than for men (among developed countries, the opposite relationship is observed only in Switzerland, the Netherlands, Germany and Korea). The corresponding median for all countries is 16.2 years for men versus 16.7 years for women. In Russia, this gap is even greater: 14.6 years versus 15.7 years, i.e., women, on average, study almost a full year longer than men.

Similar results are obtained by various indicators characterizing the share of women among students. If at the level of primary and secondary education, on average, the share of girls among students is 49% (which is associated with the biological characteristics of fertility), then at the level of tertiary education in developed countries, the majority of students are already girls (on average 55% of students), including in Russia (57%).

Data on the degree of propensity for education are even more clear (since here the initial difference in the absolute number of sexes is eliminated). The median graduation rate at the upper level of secondary (secondary) education for girls is 76.6%, for boys - 69.3%. Approximately the same gap (about 7 percentage points) is observed for all three groups of countries. In Russia, this coefficient is 84.5% for boys versus 90.8% for girls (a difference of 6 percentage points). At the same time, at the level of upper secondary (secondary) education, only in two countries (China and Peru) the graduation rate among boys is higher than among girls.

Tertiary

Tertiary

secondary

vein of secondary

secondary

type A and after-

(general pro-

(professional

university

ny programs)

Education levels

III group

Rice. 24. Proportion of women among teachers by level of education (median indicators by country group)

tertiary education than women. In this sense, Russia corresponds to the standards of economically developed countries: the gross enrollment ratio in tertiary education among men (60%) is 20 percent. points is inferior to the indicator for women (80%). In this case, we can already talk about insufficient coverage of men in tertiary education, although such a large gap in favor of women is no exception: in Sweden, New Zealand, Norway, Iceland and the USA it exceeds 25 percent. points.

4.3. Teachers (Table 29)

Some excessive feminization of Russian education in comparison with global standards is also evident at the level of teaching staff. In principle, the dependence of the share of women among teachers on the average per capita income in the country is ∩-shaped: this indicator reaches its lowest values ​​in the richest and least wealthy countries (groups I and III), the highest in countries of group II. In the richest countries, the share of men among teachers is increasing due to higher prestige and level of pay in the field of education, in the least rich - due to the insufficient level of emancipation and employment of women in general. By level of education, the share of women gradually decreases from pre-primary (pre-school) education, where in most countries it approaches 100%, to tertiary education type 5A, where in the vast majority of countries it does not exceed 50% (Figure 24).

In terms of the share of women among teachers, Russia ranks first in the world at all levels of education, except for the tertiary type 5A (higher professional), yielding the first two places here to New Zealand and the Philippines (only in these two countries the share of women among teachers at this level of education exceeds 50 %). Obviously, such a high proportion of women is not entirely normal.

Eastern European countries are often not included in the list of the most desirable places to study, so the Czech Republic can be called an exception to the rule. The Czech Republic offers Russian students excellent opportunities to obtain an internationally recognized diploma and start a career in the very center of Europe.

pros

1. The quality of education. Czech universities are famous not only for their age, even by European standards, but also high level of educational services and excellent equipment.
2. Foreign students, including Russian ones, can study at Czech universities for free subject to knowledge of the Czech language. Even if you have to pay for your studies (in an English-language program or at a private university), the cost of higher education in the Czech Republic is much lower than in other countries in Europe and America.
3. The Czech Republic is located in the heart of Europe and is part of the Schengen Agreement. During your studies you will have opportunity to travel inexpensively around Europe, and when looking for an internship and job, you will be able to consider offers in neighboring countries and easily travel for interviews.
4. Opportunity combine study and work.
5. Low, especially for Europe, the cost of living.

Minuses

1. For some, this feature of Czech education will seem like a plus, for others it will be a minus: The educational process in universities is not formalized, and communicating with the teacher by email instead of attending traditional lectures and seminars is already a common practice. For some, this replacement of personal communication may seem ineffective and even uncomfortable. Others, on the contrary, will appreciate the distance aspect of education for the opportunity to save time.
2. The second minus is language. Although young people in the Czech Republic know English, the older generation remembers Russian, and German is also held in high esteem, knowledge of Czech is still necessary for a successful career and a more comfortable life in the country. Czech is not always easy for Russian-speaking students, although it may seem simple at first.

If we do not take into account preschool educational institutions, as well as institutions providing basic education to Czech citizens (gymnasiums, special schools, music and ballet schools, basic and auxiliary schools), the education system in the Czech Republic should be considered as three-level. The main features of each of its levels are described below.

I. Secondary education in the Czech Republic

Secondary schools are divided into secondary vocational schools, gymnasiums and secondary vocational schools. Accordingly, all secondary education as a whole can be divided into three levels.

In addition, secondary school administrations can organize additional training programs for those citizens who have certificates of completion if their previous three-year study was aimed at a specialization “related” to the one for which the program is organized. Such training lasts no more than two years.

II. Tertiary education

This level represents training that continues secondary education with a final examination. Tertiary education is divided into higher and higher vocational education.

III. Continuing Education

The provisions of the educational policy of the European Union were formulated in 2000, at a conference in Lisbon. One of its main priorities is the area of ​​so-called “continuous education”, as well as continuous improvement of the level of qualifications of specialists.

To implement this direction of educational policy, many programs have been created, within the framework of which universities create additional courses intended for applicants, students, retirees and any other persons interested in improving their qualification level.

Also, the organization of “Third Age Universities” is popular in EU countries. Such programs are created, as a rule, by large universities; they are aimed mainly at people of retirement age. Training in such programs is free. The goals of creating “Third Age Universities” are to train retirees with the latest knowledge in the areas of the professions they once received, as well as to stimulate older people to an active lifestyle and encourage them to be interested in the events of the modern world.

Tertiary education is training that continues complete secondary education with a final exam. Tertiary education includes higher and higher vocational education.

Higher professional education Available to students with complete secondary education completed by passing a final exam. The education system is almost identical to the system of higher educational institutions, but higher vocational schools are subject to some rules of the secondary education system (vacations, fixed class schedule, etc.).

Higher professional education deepens general and specialized knowledge, full-time education lasts 3 years including practical training, in medical and some other specialties up to 3.5 years. The training ends with an “absolutorium”, a specific exam in selected specialties, a practical exam and the defense of the graduate’s written work - all this must be related to the specialty being studied. Simultaneously with the “absolutorium”, students receive the title “certified specialist” (the abbreviation DiS. is written after the name).

In higher vocational schools tuition is paid. Typically, payments range from several thousand to several tens of thousands of crowns per year.

Higher education available to all graduates with completed secondary education (i.e., who have passed the final exam) who successfully pass the entrance exams. Each university sets its own entrance exam system and tests the knowledge or abilities of applicants.

Most universities have the following accredited programs:

• Bachelor's: we are usually talking about three-year specialties, in which students receive a basic understanding of highly specialized areas. Students can, at the end of these three years, complete their studies by passing a state exam with the defense of a bachelor's thesis, or continue their studies in a master's specialty, in which they will receive a narrower specialization.
• Master's: operate as a five-year (or four- or six-year) study or as a two-year continuation of bachelor's study. During their studies, students gain both a basic understanding of highly specialized areas and a certain level of specialization. Finally, students pass the required state exams and defend their thesis.
• Engineering: This applies to technical and economic specialties.

After completing these types of higher education, some students continue to further deepen their specialization through doctoral programs. Completion from these programs is often conditional on specific publications and sometimes teaching.

In higher education institutions, you can choose full-time (formerly full-time), distance learning (formerly work-based education) or combine both forms training (combined form).

In addition to standard types of training, higher education institutions also offer other forms of education: retraining, third-age universities, training aimed at obtaining teaching qualifications, and others.

Given the growing interest, some universities in the Czech Republic offer a program leading to a title. Master of Business Administration. The training is problem-oriented, the work takes place in teams that solve real situations from practice. Students exchange experiences from their practice, their managerial knowledge and skills grow rapidly.

Since the quality of education was not previously guaranteed by the Ministry of Education, Youth and Physical Education of the Czech Republic (as it applies to universities), in 1998 it was created Czech Association of MBA Schools, which, upon successful completion of the difficult accreditation process, gives the program a certain “quality status”.

Tertiary education is training continuing complete secondary education with a final examination. Tertiary education includes higher and higher vocational education

Higher professional education Available to students with complete secondary education completed by passing a final exam. The education system is almost identical to the system of higher educational institutions, but higher vocational schools are subject to some rules of the secondary education system (vacations, fixed class schedule, etc.).

Higher professional education deepens general and specialized knowledge, full-time education lasts 3 years including practical training, in medical and some other specialties up to 3.5 years. Training ends " absolutorium”, a specific exam in selected specialties, a practical exam and the defense of a graduate’s written work - all this must be related to the specialty being studied. Simultaneously with the “absolutorium”, students receive the title “certified specialist” (the abbreviation DiS. is written after the name).

In higher vocational schools tuition is paid. Typically, payments range from several thousand to several tens of thousands of crowns per year.

Higher education available to all graduates with completed secondary education (i.e., who have passed the final exam) who successfully pass the entrance exams. Each university sets its own entrance exam system and tests the knowledge or abilities of applicants.

Most universities have the following accredited programs:

Bachelor's: We are usually talking about three-year specialties in which students gain a basic understanding of highly specialized areas. Students can, at the end of these three years, complete their studies by passing a state exam with the defense of a bachelor's thesis, or continue their studies in a master's specialty, in which they will receive a narrower specialization.

Master's degrees: operate as a five-year (or four- or six-year) study or as a two-year continuation of bachelor's studies. During their studies, students gain both a basic understanding of highly specialized areas and a certain level of specialization. Finally, students pass the required state exams and defend their thesis.

Engineering: This applies to technical and economic specialties.

After completing these types of higher education, some students continue to further deepen their specialization within doctoral studies programs. Completion from these programs is often conditional on specific publications and sometimes teaching.

In higher education institutions you can choose full-time(previously daytime), remote(previously on-the-job training) form or combine both forms training (combined form).

In addition to standard types of training, higher education institutions also offer other forms of education: retraining, third-age universities, training aimed at obtaining teaching qualifications, and others.

Given the growing interest, some universities in the Czech Republic offer a program leading to a title. MasterofBusinessAdministration. The training is problem-oriented, the work takes place in teams that solve real situations from practice. Students exchange experiences from their practice, their managerial knowledge and skills grow rapidly.

Since the quality of education was not previously guaranteed by the Ministry of Education, Youth and Physical Education of the Czech Republic (as it applies to universities), in 1998 it was created Czech Schools AssociationMBA, which, upon successful completion of the difficult accreditation process, gives the program a certain “quality status”.