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Czech Republic
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Diagram of the education system



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Key

- Diagram of education system in country language

- Old diagram using ISCED 1997 classification

- General methodological notes for ISCED diagrams

Education system in Czech Republic

Czech Republic
Overview of the education system (EAG 2017)
  • Arts and humanities, social sciences, information and journalism, followed by engineering are the most popular fields in the Czech Republic, studied by 22% and 20% of tertiary-educated adults.
  • Expenditure per student for all services in educational institutions is lower in the Czech Republic than on average across OECD and EU countries. This is mainly due to considerably lower teacher salaries at all levels of education compared to OECD and EU country averages.
  • Achieving upward educational mobility is challenging in the Czech Republic: adults without tertiary-educated parents are less likely to attain tertiary education themselves than on average in OECD countries.
  • Vocational education and training is much more prevalent in the Czech Republic than in other OECD and EU countries, with 73% of upper secondary students choosing this pathway over general programmes.
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    The following list displays indicators for which your selected country shows the highest and lowest values among countries. The list can be sorted by level of education or by age group. All rankings are calculated including available data from OECD and partner countries. Find out more about the methodology here.

    Show indicators for which your country ranks among the top or bottom: Sort by:

    Educational outcomes

    The level of upper secondary attainment among 25-64 year-olds is one of the highest among OECD and partner countries with available data. (93.4 %, rank 2/45 ) Download Indicator

    The level of upper secondary attainment among 25-34 year-olds is one of the highest among OECD and partner countries with available data. (93.4 %, rank 5/45 ) Download Indicator

    The level of upper secondary attainment among 55-64 year-olds is one of the highest among OECD and partner countries with available data. (89.6 %, rank 5/45 ) Download Indicator

    Czech Republic has one of the lowest percentages of young people expected to graduate from short tertiary education programmes during their lifetime. (0.3 %, rank 30/32 ) Download Indicator

    The percentage of today's young people expected to obtain a master's or an equivalent degree during their lifetime is one of the highest among OECD countries and partner economies with available data. (26.2 %, rank 5/38 ) Download Indicator

    Excluding mobile students, Czech Republic has one of the lowest percentages of young people expected to graduate from tertiary education during their lifetimes. (39.6 %, rank 18/24 ) Download Indicator

    Participation in education

    Excluding mobile students, Czech Republic has one of the lowest percentages of young people expected to graduate from tertiary education before the age of 30. (32.6 %, rank 16/20 ) Download Indicator

    Among OECD and partner countries with available data, Czech Republic has one of the highest percentages of female graduates from tertiary programmes. (62.9 %, rank 3/31 ) Download Indicator

    The enrolment rate among 15-19 year-olds in Czech Republic is one of the highest among OECD and partner countries with available data. (90.7 %, rank 10/42 ) Download Indicator

    Classroom environment

    The total compulsory instruction time for lower secondary students in Czech Republic is one of the longest among OECD and partner countries with available data. (3550 Hours, rank 10/37 ) Download Indicator

    In Czech Republic, compulsory instruction time for primary students, in hours per year, is one of the shortest among OECD and partner countries with available data. (687 Hours, rank 28/37 ) Download Indicator

    The number of students per teacher in tertiary institutions is one of the largest among OECD and partner countries with available data. (23.34 Ratio, rank 3/32 ) Download Indicator

    The number of students per teacher in primary schools is one of the largest among OECD countries and partner countries with available data. (18.97 Ratio, rank 9/42 ) Download Indicator

    The theoretical duration of primary and lower secondary education, in years, is one of the longest among OECD and partner countries with available data. (9 Years, rank 7/39 ) Download Indicator

    The number of instruction days per year for lower secondary students is one of the highest among OECD and partner countries with available data. (194 Days, rank 10/38 ) Download Indicator

    The number of instruction days per year for primary students is one of the highest among OECD and partner countries with available data. (194 Days, rank 10/38 ) Download Indicator

    Classes in in private primary institutions are comparatively small in Czech Republic. (15 Students, rank 27/34 ) Download Indicator

    Classes in lower secondary private institutions are comparatively small in Czech Republic. (19 Students, rank 26/34 ) Download Indicator

    The ratio of students to teaching staff in short-cycle tertiary programmes is comparatively low in Czech Republic. (11.17 Ratio, rank 14/21 ) Download Indicator

    Resources for education

    Annual expenditure per pupil at the pre-primary level is one of the lowest among OECD and partner countries with available data. (5031 USD Equivalent, rank 27/31 ) Download Indicator

    Annual expenditure per primary student is one of the lowest among OECD and partner countries with available data. (5101 USD Equivalent, rank 31/39 ) Download Indicator

    In Czech Republic, public expenditure on education as a percentage of total public expenditure is comparatively low. (7.8 %, rank 38/40 ) Download Indicator

    Teachers

    The number of hours per year pre-primary teachers spend teaching in public institutions is comparatively large in Czech Republic. (1159 Hours, rank 5/27 ) Download Indicator

    The percentage of primary teachers younger than 40 is especially low. (31.1 %, rank 29/36 ) Download Indicator

    The percentage of upper secondary teachers younger than 40 is especially low. (27.2 %, rank 25/34 ) Download Indicator

    The percentage of secondary teachers younger than 40 is especially low. (30.1 %, rank 27/36 ) Download Indicator

    The percentage of 25-64 year-old teachers (teaching both pre-primary and primary school, primary and secondary levels) who report that moderate or complex ICT(information and communication technologies) skills are required at work is relatively high. (72.3 %, rank 9/15 ) Download Indicator

    Who the teachers are

    The share of women among teaching staff in lower secondary education is one of the largest among OECD and partner countries with available data. (77.6 %, rank 8/38 ) Download Indicator

    The share of women among teaching staff in tertiary education (bachelor's, master's, doctorate or equivalent education) is one of the smallest among OECD and partner countries with available data. (40 %, rank 22/31 ) Download Indicator

    The share of women among teaching staff in tertiary education is one of the smallest among OECD and partner countries with available data. (40.1 %, rank 27/36 ) Download Indicator

    The share of women among teaching staff is one of the largest among OECD and partner countries with available data. (76 %, rank 7/29 ) Download Indicator

    Teachers' salaries

    After 15 years of experience, a lower secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (18488 USD Equivalent, rank 30/33 ) Download Indicator

    After 15 years of experience, an upper secondary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (18488 USD Equivalent, rank 30/33 ) Download Indicator

    After 15 years of experience, a pre-primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (14862 USD Equivalent, rank 25/27 ) Download Indicator

    After 15 years of experience, a primary teacher with minimum qualification can expect to have one of the lowest salaries among OECD and partner countries with available data. (18488 USD Equivalent, rank 29/33 ) Download Indicator

    The ratio of primary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.58 Ratio, rank 26/26 ) Download Indicator

    The ratio of lower secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.58 Ratio, rank 26/26 ) Download Indicator

    The ratio of upper secondary teachers' salaries to earnings of full-time, full-year workers with tertiary education is one of the lowest among OECD and partner countries with available data. (0.61 Ratio, rank 26/26 ) Download Indicator

    The salary progression from the start to the top of the salary scale for a lower secondary school teacher is among the least rewarding among OECD and partner countries with available data. (1.25 Ratio, rank 30/33 ) Download Indicator

    Salaries of primary school teachers with minimum training after 10 years of experience are especially low. (17956 USD Equivalent, rank 27/34 ) Download Indicator

    Salaries of primary school teachers with minimum training at the top of scale are especially low. (20351 USD Equivalent, rank 30/33 ) Download Indicator

    Starting salaries for lower secondary teachers with minimum training are especially low. (17621 USD Equivalent, rank 29/37 ) Download Indicator

    Salaries of lower secondary teachers with minimum training after 10 years of experience are especially low. (17956 USD Equivalent, rank 30/34 ) Download Indicator

    Salaries of lower secondary teachers with minimum training at the top of scale are especially low. (20351 USD Equivalent, rank 31/33 ) Download Indicator

    Starting salaries for upper secondary teachers with minimum training are especially low. (17621 USD Equivalent, rank 29/37 ) Download Indicator

    Salaries of upper secondary teachers with minimum training after 10 years of experience are especially low. (17956 USD Equivalent, rank 31/34 ) Download Indicator

    Salaries of upper secondary teachers with minimum training at the top of scale are especially low. (20351 USD Equivalent, rank 31/33 ) Download Indicator

    Starting salaries for pre-primary teachers with minimum training are especially low. (13615 USD Equivalent, rank 24/30 ) Download Indicator

    Salaries of pre-primary teachers with minimum training after 10 years of experience are especially low. (14164 USD Equivalent, rank 26/28 ) Download Indicator

    Salaries of pre-primary teachers with minimum training at the top of scale are especially low. (16580 USD Equivalent, rank 26/27 ) Download Indicator

    After 15 years of experience, an upper secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (33 USD Equivalent, rank 27/32 ) Download Indicator

    The ratio of pre-primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.11 Ratio, rank 26/27 ) Download Indicator

    The ratio of primary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.25 Ratio, rank 30/33 ) Download Indicator

    The ratio of upper secondary teachers' salaries at the top of scale to their starting salary is one of the lowest among OECD and partner countries with available data. (1.25 Ratio, rank 31/33 ) Download Indicator

    After 15 years of experience, a primary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (24 USD Equivalent, rank 29/32 ) Download Indicator

    After 15 years of experience, a lower secondary teacher can expect to have one of the lowest salaries per hour of net teaching time among OECD and partner countries with available data. (31 USD Equivalent, rank 28/33 ) Download Indicator

    The average actual pre-primary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (19803 USD Equivalent, rank 18/23 ) Download Indicator

    The average actual primary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (23211 USD Equivalent, rank 21/27 ) Download Indicator

    The average actual lower secondary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (23169 USD Equivalent, rank 22/27 ) Download Indicator

    The average actual upper secondary teacher's salary is one of the lowest per hour of net teaching time among OECD and partner countries with available data. (24141 USD Equivalent, rank 22/27 ) Download Indicator

    Economic and social outcomes

    Compared with other OECD and partner countries, the difference in earnings between 25-64 year-old men with tertiary education and those with upper secondary education is quite high. (188 Index, rank 7/37 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with tertiary education and those with upper secondary or post-secondary non-tertiary education is quite high. (180 Index, rank 7/37 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a short-cycle tertiary education degree and those with upper secondary or post-secondary non-tertiary education is low. (111 Index, rank 19/25 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a bachelor's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (157 Index, rank 9/30 ) Download Indicator

    Compared with other OECD and partner countries, the proportional difference in earnings between 25-64 year-old adults with a master's or equivalent degree and those with upper secondary or post-secondary non-tertiary education is high. (190 Index, rank 10/30 ) Download Indicator

    The proportion of 20-24 year-olds who are neither employed nor in education or training is comparatively small in Czech Republic. (11.3 %, rank 27/35 ) Download Indicator


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    General findings
    • In most OECD countries, the most popular tertiary degrees held by adults are in business, administration or law. However, interest in science, technology, engineering and mathematics (STEM) grows with higher levels of education, with almost double the share of students graduating from these fields at doctoral level than at bachelor’s level in 2015.
    • STEM-related fields tend to benefit from higher employment rates on average across OECD countries though inequities persist: natural sciences, mathematics and statistics graduates are more likely to have similar employment rates as arts and humanities graduates – both lower than the rates enjoyed by engineers or ICT specialists.
    • Gender parity is still a distant dream for some fields of study. At the tertiary level, women still represent approximately only one in four entrants to engineering, manufacturing and construction, but three out of four entrants in health and welfare on average across OECD countries.
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    • On average across OECD countries, expenditure has been increasing at a much higher rate than student enrolments at all levels, particularly tertiary. Total expenditure on tertiary educational institutions increased by more than twice the rate of students over the same period, reflecting the priority given by government and society to higher education.
    • While public expenditure on educational institutions has clearly been rising, it did not keep up with the increase in GDP between 2010 and 2014 on average across OECD countries. This has led to a decrease of 2% in public expenditure on educational institutions as a percentage of GDP over the same period.
    • The share of public funding is significantly higher at lower levels of education than for tertiary education on average across OECD countries. While the public sector still provides 91% of the funds at primary, secondary and post-secondary non-tertiary levels, it only provides for 70% of total expenditure at tertiary level.
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    • The teaching profession is getting older, particularly at higher levels of education. On average across OECD countries, 35% of primary to secondary teachers were at least 50 years old in 2015, up 3 percentage points from 2005.
    • The profession is still largely dominated by women, who make up seven out of ten teachers on average across OECD countries. However gender parity improves at higher levels of education – while 97% of teachers at the pre-primary level are women, they make up 43% at the tertiary level.
    • Primary and secondary teachers’ salaries are low compared to other similarly educated full-time workers. While salaries increase with the level of education taught, they still range between 78% and 94% of the salaries of full-time workers with tertiary education on average across OECD countries.
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    • In a majority of OECD countries, education now begins for most children well before they are five years old – 78% of three-year-olds are enrolled in early childhood education on average across OECD countries.
    • The proportion of children enrolled in private early childhood education programmes is considerably greater than the private enrolment shares at primary and secondary levels. On average, 55% of children in early childhood educational development programmes and 33% in pre-primary programmes attend private institutions.
    • Public expenditure accounts for 83% of all resources allocated for pre-primary education and 71% of funding for early childhood educational development.
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    • Based on current patterns, it is estimated that on average across OECD countries, 80% of today’s young people will graduate from upper secondary education before the age of 25.
    • General upper secondary education programmes are more popular than vocational programmes: 57% of 15-19 year-old students are enrolled in general programmes, compared to 43% in vocational programmes.
    • Adults with upper secondary as highest attainment level have lower employment advantages and are least likely to recover from economic downturns that those that have attained tertiary education.
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    • Based on current patterns of graduation, an average of 49% of today’s young people across OECD countries are expected to graduate from tertiary education at least once in their lifetime.
    • People’s relative earning advantage increases with their level of tertiary education. On average across OECD countries, those with a short-cycle tertiary degree earn only about 22% more than those with upper secondary education, while those with a master’s, doctoral or equivalent degree earn about twice as much.
    • Students become more mobile as they reach higher tertiary education levels. International students account for only 5.6% of total enrolment in tertiary programmes, but over a quarter of enrolments at doctoral level across OECD countries.
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    Note: These values should be interpreted with care since they are influenced by countries' specific contexts and trade-offs. In education, there is often no simple most- or least-efficient model. For instance, the share of private expenditure in education must be read against other measures designed to mitigate inequities, such as loans and grants; longer learning time is an opportunity to convey more and better content to students, but may hinder investments in other important areas. If you want further information on the nature of different variables, please take the time to read the analysis and contextual information, available at the website for each publication.
    All rankings for individual variables are compiled on the basis of OECD and G20 countries for which data are available. The OECD average includes only OECD countries which are listed here: http://www.oecd.org/about/membersandpartners/

    *TALIS averages are based on all countries participating in the TALIS survey, including partner countries and economies. This explains the difference between the OECD average and the TALIS average. Data from the TALIS survey and Education at a Glance (EAG) may differ. See Annex E of the TALIS technical report and Annex 3 of EAG 2017 for more details about the data collections.

    For additional notes, please refer to annexes in the list of links below the introductory country profile text.