STEM教育在捷克共和国的格局

EUROPEAN COMMISSION Contact:Maria Podlasek-Ziegler E-mail:EAC-UNITE-B2@ec.europa.eu STEM education landscape inCzech Republic Author:Dr. Adam Krcal, in collaboration with the study team Manuscript completed in January 2025 This document has been prepared for the European Commission however it reflects the views only of theauthors, and the European Commission is not liable for any consequence stemming from the reuse of thispublication. Luxembourg: Publications Office of the European Union,2026 © European Union,2026 The reuse policy of European Commission documents is implemented by Commission Decision2011/833/EU of 12December 2011 on the reuse of Commission documents (OJ L330, 14.12.2011, p.39).Unless otherwise noted, the reuse of this document is authorised under a Creative Commons Attribution4.0 International (CCBY4.0) licence (https://creativecommons.org/licenses/by/4.0/). This means thatreuse is allowed provided appropriate credit is given and any changes are indicated. For any use or reproduction of elements that are not owned by the European Union, permission may needto be sought directly from the respective rightholders. PrintISBN978-92-68-38342-1doi:10.2766/5895691NC-01-26-072-EN-CPDFISBN978-92-68-38341-4doi:10.2766/6482522NC-01-26-072-EN-N Contents 1.Backgroundto the country’s education system and STEMperformance.............................................................................................8 1.1.Structure of the national school education system.................................81.2.Governance of STEM education in the Czech Republic......................101.3.Introduction of the country’s performance in STEM education in 2014-2024.....................................................................................................131.3.1.Performance in STEM and diversity........................................................151.3.2.Performance in STEM at school-leaving exams......................................16 2.Overview of the main policy and structural challenges and factorsrelated to STEM education in schools.................................................18 2.1.Policy framework for STEM education in the Czech Republic.............18 2.2.Overview of the main structural challenges and factors related to STEMeducation in schools............................................................................202.2.1.Fragmented approach to STEM and rigid curriculum..............................202.2.2.STEM transitions between education levels............................................222.2.3.STEM teachers shortages......................................................................232.2.4.School-level capacity and resources to support STEM education...........252.2.5.Socioeconomic disparities and genderstereotypes in STEM education..252.2.6.Fallout from the Covid-19 pandemic.......................................................262.2.7.Career guidance.....................................................................................26 3.Overview of theidentified instruments promoting STEM education 27 3.1.Examples of best practices to support STEM education......................29 5.Methodological annex...........................................................................34 5.1.Bibliography.........................................................................................34 Thisdocument presents results of country-specific research on science,technology, engineering and mathematics (STEM) education and its support inthe Czech Republic. It was prepared in the context of a wider study ‘Study onPromotingSTEM education in schools’commissioned by the EuropeanCommission, Directorate-General for Education, Youth, Sport and Culture(DGEAC). 1.Background to the country’s education systemand STEM performance 1.1.Structure of thenationalschooleducationsystem The education system in the Czech Republic operates on a tiered structure,including pre-primary, primary, secondary, and tertiary levels, regulated by theMinistry of Education, Youth, and Sports (MŠMT). Early childhood education and care (ECEC; or ‘pre-school’) (ISCED level 0) inkindergartens serves children aged 2 to 6, with priority for children aged 3 andolder within the catchment area. While attendance at kindergartens is voluntary,from age 5, the final year before entering primary school, this education becomescompulsory. The ECEC curriculum includes basic literacy and numeracy skills,alongside artistic and physical activities. Assessments at this level are informaland observational, focusing on developmental milestones and school readiness. General education in the Czech Republic is provided through a single structure(ISCED level 1 & 2), beginning at age 6 and lasting nine years, encompassingthe first five years of primary education and four years of lower secondaryeducation. This stage is mandatory and publicly funded, featuring a curriculumthatincludes STEM subjects such as Mathematics,Informatio