Common use of Insufficient quality of initial education Clause in Contracts

Insufficient quality of initial education. The results of pupils and students at primary and secondary schools have deteriorated in practically all monitored areas. Pupils do not reach the results achieved by their peers ten or fifteen years ago.25 Although some research26 shows that the trend of deterioration might stop, the level of basic knowledge of Czech pupils is not sufficient. The current unfavourable situation is a result of several factors that will have to be systematically addressed to change this trend. 25 Results of international comparisons - PISA, TIMSS. 26 TIMSS and PIAAC from 2011, PISA 2012.  The quality of headmasters and teachers - the current position and role of teachers is not properly remunerated and does not carry the social prestige it deserves. The average age of teachers in the Czech Republic (international comparison) is high. The level of undergraduate preparation of teachers is low, there is not enough teaching practice and the preparation of teachers is not reflecting changes in the areas that bring social and technological development. There are no stimulation tools for professionals to become teachers. School management is efficient but it does not focus on students achieving better results, but on the economic and financial management of the schools. Most local education authorities cannot work with information on quality of schools.  Underinvestment into infrastructure of kindergartens, primary and secondary schools and other educational organisations, which does not correspond to demographic trends at the local level and to the needs for high-quality development of transferable and professional competences relevant for the labour market. The differences in the material and technical equipment of individual schools and educational facilities. Digital and open educational resources and software for individualisation of learning are not used efficiently, which is down to poor competencies of teachers, poor technical equipment and an insufficient internal connectivity of schools and bad internet access in rural areas in general.  The insufficient level of strategic leadership in education to achieve better results at all levels of initial education, connected with changes caused by decentralisation and an increased autonomy of schools, and a poor ability of the system to work on the principle of evidence-based policy. In the Czech Republic there is no developed monitoring of the quality of educational results27.  There is no definition of the quality of work of teachers and headmasters, quality of the work of schools and no regular feedback to all aforementioned entities with regard to the set quality criteria. Educational objectives for pupils are defined too generally, they are not prioritised, teachers have no duty to monitor individual progress of each pupil with regard to the objectives determined, and neither do they have the necessary guidance or suitable conditions. The insufficient progress in some of the above areas of initial education is noted in the Country-Specific Recommendations of the Council on the NRP 2014. With regard to initial education they mention the completion and introduction of a system for evaluation of schools, and making the teaching profession more attractive (Country-Specific Recommendation No 5). The recommendations are reflected in the development needs below. In implementing the ESIF interventions, a strong emphasis will be put on the above themes which must be interlinked with support of other deficiencies identified. Development needs:  Key competencies28 are the most important requirements of employers and also the base for lifelong learning, innovation and development of new technologies. With 27 This situation is also highlighted in expert opinions of OECD and in Council Recommendations on the NRP from 2013.

Insufficient quality of initial education. The results of pupils and students at primary and secondary schools have deteriorated in practically all monitored areas. Pupils do not reach the results achieved by their peers ten or fifteen years ago.25 Although some research26 shows that the trend of deterioration might stop, the level of basic knowledge of Czech pupils is not sufficient. The current unfavourable situation is a result of several factors that will have to be systematically addressed to change this trend. 25 Results of international comparisons - PISA, TIMSS. 26 TIMSS and PIAAC from 2011, PISA 2012.  • The quality of headmasters and teachers - the current position and role of teachers is not properly remunerated and does not carry the social prestige it deserves. The average age of teachers in the Czech Republic (international comparison) is high. The level of undergraduate preparation of teachers is low, there is not enough teaching practice and the preparation of teachers is not reflecting changes in the areas that bring social and technological development. There are no stimulation tools for professionals to become teachers. School management is efficient but it does not focus on students achieving better results, but on the economic and financial management of the schools. Most local education authorities cannot work with information on quality of schools.  • Underinvestment into infrastructure of kindergartens, primary and secondary schools and other educational organisations, which does not correspond to demographic trends at the local level and to the needs for high-quality development of transferable and professional competences relevant for the labour market. The differences in the material and technical equipment of individual schools and educational facilities. Digital and open educational resources and software for individualisation of learning are not used efficiently, which is down to poor competencies of teachers, poor technical equipment and an insufficient internal connectivity of schools and bad internet access in rural areas in general.  • The insufficient level of strategic leadership in education to achieve better results at all levels of initial education, connected with changes caused by decentralisation and an increased autonomy of schools, and a poor ability of the system to work on the principle of evidence-based policy. In the Czech Republic there is no developed monitoring of the quality of educational results27.  • There is no definition of the quality of work of teachers and headmasters, quality of the work of schools and no regular feedback to all aforementioned entities with regard to the set quality criteria. Educational objectives for pupils are defined too generally, they are not prioritised, teachers have no duty to monitor individual progress of each pupil with regard to the objectives determined, and neither do they have the necessary guidance or suitable conditions. The insufficient progress in some of the above areas of initial education is noted in the Country-Specific Recommendations of the Council on the NRP 2014. With regard to initial education they mention the completion and introduction of a system for evaluation of schools, and making the teaching profession more attractive (Country-Specific Recommendation No 5). The recommendations are reflected in the development needs below. In implementing the ESIF interventions, a strong emphasis will be put on the above themes which must be interlinked with support of other deficiencies identified. Development needs:  Key competencies28 are the most important requirements of employers and also the base for lifelong learning, innovation and development of new technologies. With 27 This situation is also highlighted in expert opinions of OECD and in Council Recommendations on the NRP from 2013.