Tertiary education in the CR Implementing Bologna Fourth Cro4 Bologna Seminar 11 November 2005 Věra Šťastná Ministry of Education, Youth and Sports

2 Tertiary System in the CR

3 Tertiary professional schools More practical orientation Academically lower than HE („short cycle“) – Diploma Specialist (DiS) degree Relatively small demands concerning creative activities – for teachers as well as students Relatively good employability of graduates A number of TPS realise a Bachelor's degree SP in cooperation with a HEI New legislation incentives for better recognition of TPE when entering a HEI 30 thousand students – relatively stable number

4 Higher education Bachelor's SP: 3-4 standard years/ ECTS Master's SP: 1- 3 standard years/ ECTS, on average 120 ECTS  In paralel 4-6 standard years/ ECTS, on average 300 ECTS Before the accreditation expires If the nature requires so Doctoral SP: 3 standard years Lifelong learning courses with different certificate

5 Higher education institutions –basic facts Institutions  HEIs of university type – Bachelor's, Master's and doctoral SPs, R&D – 26 HEIs – more than 90% students  HEIs of non – university type Bachelor's, Master's SPs, not allowed to provide doctoral SPs – 41 HEIs – 7% students At public HEIs :  Studies in Czech – free of charge for all  Students are financed for the standard duration of studies + 1 year After this period the HEI does not receive any money from the state Students are charged fees – the minimum amount is 15 – 20% of the average normative (e.g CZK), usually they are charged the normative belonging to the study programme The money goes into the scholarship fund  Studies in a foreign language – fee – in the competence of a HEI

6 Bachelor's degree Finished HE Diversified offer of study programmes at this level Sufficient qualification (at national as well as EU level) for employment Possibility to continue in a Master's SP  immediately  After a certain time, after some practical experience  Directly or after fulfilment of additional requirements  At the same or at another HEI (in the CR, abroad)

7 Numbers of students, graduets and drop out (2004)

8 Priorities at the level of the Ministry competitiveness Enlargement of the study offer at the tertiary level Public HE without tuition fees, without social barriers Institutional and programme diversification  Gradually harmonised in correspondence with Bologna Process  Responsive to the needs of the Czech as well as EU labour market  Responding to the needs, abilities and interest of students and learners Public funding at the level of developed OECD countries (% GDP) Effectiveness in use of public funds

9 Development instruments International *Bologna Process *Lisbon Process National *Policies and Strategies => Long Term Strategy of the Ministry Updating * Programme of Development Annual Report Evaluation/ SWOT analysis => Updating – new cycles Reform of HEIs => Reform of funding Long Term Strategy of a HEI Updating * Project of Development Annual Report Evaluation/ SWOT analysis => Updating – new cycles

10 Long term strategy 2006 – 10 Priorities Internationalization Quality an excellence of academic activities Quality and culture of academic life

11 Internationalisation – main objectives All main areas of HE - education as well as R&D Teaching in foreign languages  Doctoral SPs doubled - from approx. 30 % to 60 %; Master´s SPs up to approx. 50 % Joint degree SPs The language competencies of all categories of academic staff be improved so as to ensure that they are able to lecture and communicate in at least one foreign language Administrative and technical staff be able to provide services to foreign students and academic staff in at least one foreign language Participation in international programmes / educational and R&D / The use of the European Credit Transfer System (ECTS) be further enhanced– ECTS Label - 50% of public HEIs Diploma Supplement - all HEIs (while meeting the conditions of the Berlin Communication of September 2003) - DS Label Mobility  All students who will show interest and capacity will get an opportunity to spend at least one semester at a foreign HE institution  The proportion of foreign students in Czech HE institutions will go up to 10% of the overall number (incl. 1 semester stays)

12 Quality and excellence of academic activities – main objectives (1) The qualification and age structure of academic staff and its development Transferability of the system, enlarging access to education, lifelong learning - national QF for the tertiary sector, compatible with the QF for EHEA (Bergen2005) Combined and distance learning modes, and the introduction of learning supports (multi-media learning aids), Educational activities  the design of bachelor study programmes which will be modified to meet the diverse needs and interests  eliminating unnecessary extension of the standard length of studies Equal access to education and counselling – effective provision of counselling and guidance services

13 Quality and excellence of academic activities – main objectives (2) The employability of graduates, co-operation between HE institutions and regions, linking theory and practice, co- operation with clients The development of R&D at HE institutions, reinforcing the link between education and research  enhancing the scope and effectiveness of doctoral study programmes  co-operation between HE institutions and the consumers of R&D results The governance and integration of HE institutions Infrastructure of HE institutions Research and development infrastructure at national and international levels Availability of information resources and the development of information infrastructure Quality assurance at HE institutions

14 Quality and culture of academic life – main objectives social aspects concerning students and staff support of disadvantaged groups of applicants/students at HE institutions Support of students with exceptional talents Partnership and cooperation: student - teacher  Co-operation in the development and implementation of the relevant educational path  joint building of the academic area and sharing the vision as to the nature of the HE institution and studies  exchange of experience not only between students and academic staff, but also between students and doctoral students/visiting teachers/senior students culture of educational and research processes co-operation between HE institutions and graduates

15 Funding The funding of higher education from public resources - by 2008 expenditure on HE totalling 1% of GDP  support for effectiveness  focusing on outputs + development programmes + support for access to higher education for non-traditional social groups (co- operation with secondary schools, a scholarship fund). The funding of higher education from private resources  at present some 20% of overall budget of HEIs  aim - at least maintain the existing structure - increase the level of non-public funding at the same pace as with public funding. No tuition fees at national level at public HEIs  some 10% of all HE students – already pay tuition fees at some level, which is often not negligible (private HEIs + exceeding the standard length of studies more than 1 year)  full use will be made of the motivation function of tuition fees (exceeding the standard length of studies by more than 1 year)

16 Funding Eliminating the internal debt of HE institutions.  low standards of equipment and laboratory facilities, inappropriate premises, disintegration occurs, etc.  the remuneration of staff at HE institutions is insufficient (negative effects on the staff’s age structure and, most importantly, on their quality standards) Research and development - main objective to ensure that R&D foster, to a larger degree, economic growth and increase the technological standards of the country (prosperity and competitiveness)  focus on innovations  R&D funding from public resources up to 1% of GDP by 2010  The same time the proportion of private funding of R&D up to 2% of GDP.  This means that the level of public resources for R&D will have to reach 36 billion CZK in 2008, and the level of private resources will have to double.  Change the position of HE institutions increasing the rate of participation of HEIs in R&D as a whole from 15% to at least 20% (in developed countries even 30 %) - will amount to almost 6.5 billion CZK in 2008 increase, in a substantial manner, the level of private funding for R&D at HE institutions (a five-fold increase compared to the current situation).