OECD Reviews of Evaluation and Assessment in Education: Czech Republic 2012

image of OECD Reviews of Evaluation and Assessment in Education: Czech Republic 2012

This review provides analysis and policy advice to the Czech Republic on how the different assessment and evaluation procedures – student assessment, teacher appraisal, school evaluation and system evaluation – can be embedded within a consistent framework to bring about real gains in performance across the school system. The review focuses on primary and secondary education. The country review reports provide, from an international perspective, an independent analysis of major issues facing the evaluation and assessment framework, current policy initiatives, and possible future approaches.



School education in the Czech Republic

School governance in the Czech Republic is fairly decentralised and involves three levels of administration: the central government, regions and municipalities. This follows a major reform of public administration in 2002 which strengthened self-government. Each region is the organising body of secondary schools, while municipalities take responsibility for pre-primary and basic schools. The content of instruction in the Czech Republic is established at two levels as dictated by the 2005 Education Act, the main legislative document governing education. At the central level, the Ministry determines Framework Education Programmes (FEPs) for each educational area within pre-primary, basic and secondary education. In agreement with such framework, schools further develop School Education Programmes (SEPs), which consist of the operationalisation of FEPs to fit the context of individual schools. This reflects increased autonomy for schools from an education system which, prior to 1989, was characterised by a strong central direction and the standardisation of processes. Student learning outcomes in the Czech Republic are around or slightly below the OECD average but have shown a serious decline in recent years. There are also concerns about strong social selectivity and inequities in the education system, including misplacement of some students in special schools.


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