An increasing number of OECD countries are seeking to exploit the potential of micro-credentials as a way to increase uptake of upskilling and reskilling in the face of rapid technological change and demographic aging. Micro-credentials record the learning outcomes that learners acquire on completion of learning activities that are smaller, more targeted, and more flexible than traditional formal education and training programmes and can theoretically be issued by a wide range of education and training providers. This report sets out a proposed strategy for the further implementation of micro-credentials across education and training sectors in Czechia. Developed as part of a project financed by the European Union’s Technical Support Instrument (TSI), the recommendations presented draw on an assessment of the Czech context, in-depth analysis of international policies and practice in other OECD countries and a wide-ranging consultation with stakeholders across Czech regions.akeholders.

The OECD Teaching and Learning International Survey (TALIS) is the world’s largest survey of teachers and principals. In 2024, educators from 55 education systems provided information about what they do and how they are doing. They explain if and how they use artificial intelligence, why they became teachers and if they wish to continue teaching. Governments use data from TALIS to make policies that improve teaching and learning conditions in their schools.

Education at a Glance is the authoritative source of information on the state of education worldwide. It offers comprehensive data on the structure, financing, and performance of education systems across OECD countries and partner economies. This publication features more than 100 charts and tables that present key insights into the output of educational institutions, the impact of learning across countries, access and participation in education, financial investment in education, and the roles of teachers and school organisation. The 2025 edition places a special focus on tertiary education, examining attainment rates, variations in labour market outcomes by field of study, completion rates, and the skills of adults with tertiary qualifications.

The Survey of Adult Skills offers unique insights on adults’ proficiency in literacy, numeracy, and problem solving. These skills are crucial for both personal and societal success, and form the foundation for continuous learning and innovation. In 2022-23, the survey assessed adults aged 16-65 in 31 countries and economies. By comparing results over time and with those of other participating countries and economies, participants can track the skill levels of its adult population, pinpoint barriers to skill development and use, and craft effective policies to address these challenges.

This report, linked with the Digital Education Outlook 2023, provides an overview of 29 countries' (or jurisdictions') digital education ecosystem and governance. Each chapter covers the devolution of responsibilities within countries; how it affects digital education; what digital tools for management and teaching and learning are made publicly available to schools, teachers and students; how they are provided or procured; how countries ensure the security, privacy, equity and effectiveness of this digital ecosystem while keeping incentives for private education technology (EdTech) companies. The information and analysis are based on a survey on digital education infrastructure and governance, interviews with national and regional government officials as well as desk-based research. Providing for the first time a holistic view of 29 countries' and jurisdictions' digital education ecosystem and governance, this report will be of interest to policy makers, academics and education stakeholders interested in the digital transformation of education at home and internationally.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of the Czechia.

This country policy profile on education in the Czech Republic is part of the Education Policy Outlook series. Building on the first policy profile for the Czech Republic (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Czech education system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in the Czech Republic.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in the Czech Republic.

The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time. This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

This report aims at providing an overview of recent efforts to improve equity in education in the Czech Republic in a comparative perspective. It starts by reviewing key indicators to situate the Czech Republic in comparison, and summarising international evidence on the impact of inequities and school failure as well as the key system and school-level policies that can promote equity and quality. It then provides an assessment of the main challenges of the Czech Republic from an international perspective, building upon the challenges identified in the national consultation process. It concludes by presenting some policies and practices that a range of countries have successfully implemented in order to address similar challenges and with considerations on how to make reform happen in the Czech Republic.

This policy profile on education in the Czech Republic is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the substantial comparative and sectorial policy knowledge base available within the OECD, the series also includes a biannual publication. It develops a comparative outlook on education policy by providing: a) analysis of individual countries' educational context, challenges and policies (education policy profiles) and of international trends and b) comparative insight on policies and reforms on selected topics.

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.

This spotlight report draws upon the OECD report Equity and Quality in Education: Supporting Disadvantaged Students and Schools. The first section reproduces the executive summary of the report. The second section presents a snapshot of some variables on equity in education and school failure in the Czech Republic based on the indicators used in the comparative report. It also outlines some recent policy developments and suggested policy options for the Czech Republic, which are also informed by the Country Background Report prepared by the Czech Republic.

The present country report describes the context of the policies and provisions related to support and aid for students with disabilities or learning difficulties in Czech Republic. The primary focus of the report is on the current policies and provisions as well as the key factors that are influencing transition policies in the educational field for disabled students. However, the report also includes references and descriptions of related factors in the field of employment. The report is structured according to the guidelines for country reports proposed by the OECD and covers the following topics: definitions of disability; data; policy and future developments; funding; provisions; support services; informational and learning resources as well as parental involvement.

Learning for Jobs is an OECD study of vocational education and training designed to help countries make their VET systems more responsive to labour market needs. It expands the evidence base, identifies a set of policy options and develop tools to appraise VET policy initiatives. The Czech Republic has done much to improve its VET system through the introduction of a new qualification system and a national standardised exam in apprenticeship programmes, among other initiatives. The Czech VET system is supported by an impressive date base on labour market outcomes of education and training. At the same time, the general skills of apprenticeship graduates are poor and their situation on the labour market is fragile. Students also need better information about career choices, and the provision of workplace training is highly variable.

This Country Note on Czech Republic forms part of the OECD Thematic Review of Tertiary Education. This is a collaborative project to assist the design and implementation of tertiary education policies which contribute to the realisation of social and economic objectives of countries. The principal objective of the review is to assist countries to understand how the organisation, management and delivery of tertiary education can help them to achieve their economic and social objectives. The focus of the review is upon tertiary education policies and systems, rather than upon the detailed management and operation of institutions, although clearly the effectiveness of the latter is influenced by the former.

This review covers children from birth to compulsory school age and includes the transition period into primary schooling. In order to examine thoroughly what children experience in the first years of life, the review has adopted a broad, holistic approach to study early childhood policy and provision. To that end, consideration has been given to the roles of families, communities and other environmental influences on children's early learning and development. Particular emphasis has been laid on aspects concerning quality, access and equity, with an emphasis on policy development in the following areas: regulations; staffing; programme content and implementation; family engagement and support; funding and financing.