Open AccessTHE STUDY OF UNIVERSITY PROGRAMS IN THE CZECH REPUBLIC FOCUSED ON EDUCATION
Author(s) -
Josef Malach,
Tatiana Havlásková
Publication year - 2018
Publication title -
pedagogìčna osvìta: teorìâ ì praktika. psihologìâ, pedagogìka
Language(s) - English
Resource type - Journals
eISSN - 2412-2009
pISSN - 2311-2409
DOI - 10.28925/2311-2409.2018.30.917
Subject(s) - accreditation , curriculum , commission , medical education , czech , political science , higher education , pedagogy , institution , certification and accreditation , sociology , public relations , medicine , law , linguistics , philosophy
The paper presents an overview of study felds at universities in the Czech Republic, which are aimedat achieving the qualifcations required for the performance of educational professions, respectivelyeducational roles. The fundamental dierentiation criterion is their main focus on one of the aspectsof complex education, specifcally education and upbringing. Professions of an educator, specialand social pedagogue or a leisure time teacher are considered to be the professions predominantlyfocused on education. University education for the previously stated occupational subgroupsimplemented so far is built on study programs that have been created by teams of academicsta and accredited by the Accreditation Commission. They are usually based on the eruditionand personal experience of their authors and assessors and without any professional standards.The amendment to the University Education Act has fundamentally changed both the proceduresfor the accreditation of study programs and the functioning of the newly established accreditationinstitution — the National Accreditation Ofce. The study introduces the legal standards applicableto accreditation procedures as well as the fundamental changes in functioning of universities dueto these rules. Apart from that, the curriculum design includes current education and trainingpractices with a number of national (both positive and negative) characteristics and odditiesidentifed on the basis of the (inter)national research, analysis, monitoring or good practice. Today´seducational reality is the result of the involvement of stakeholders who reect it critically in termsof their expectations and needs. They provide feedback to universities necessary for the innovationsof graduate profles, the aims and content of their studies and the future educators´ teaching andlearning processes. With regard to the implementation of the national digital education strategy,the possibilities of universities to respond to its objectives by preparing new subjects for teachereducation are mentioned.