Czech Republic Data

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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2018/2019 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
171,229
162,707
333,936
1.1
300,072
285,951
586,023
1.2
220,923
209,595
430,518
1.3
193,049
182,198
375,247
1.4
1.2 All children/learners enrolled in any form of recognised education
191,195
175,899
367,094
2.1
298,015
283,808
581,823
2.2
213,365
203,017
416,382
2.3
198,752
192,368
391,120
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
188,742
174,772
363,514
3.1
290,170
279,579
569,749
3.2
205,320
197,873
403,193
3.3
196,882
190,696
387,578
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
184,262
172,580
356,842
4.1
287,490
277,692
565,182
4.2
203,131
196,400
399,531
4.3
168,449
169,422
337,871
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
4,480
2,192
6,672
5.1
2,680
1,887
4,567
5.2
2,189
1,473
3,662
5.3
28,433
21,274
49,707
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
2,453
1,127
3,580
6.1
7,845
4,229
12,074
6.2
8,045
5,144
13,189
6.3
1,870
1,672
3,542
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
2,453
1,127
3,580
7.1
7,815
4,202
12,017
7.2
7,922
5,058
12,980
7.3
1,386
1,185
2,571
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
8.1
NA
NA
NA
8.2
NA
NA
NA
8.3
NA
NA
NA
8.4
1.4c All children/learners educated in other recognised forms of alternative education
NA
NA
NA
9.1
NA
NA
NA
9.2
NA
NA
NA
9.3
NA
NA
NA
9.4
1.4d All children/learners educated in recognised forms of home schooling
NA
NA
NA
10.1
30
27
57
10.2
123
86
209
10.3
484
487
971
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
M
M
M
1.1
M
M
M
1.2
M
M
M
1.3
M
M
M
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
10,280
4,960
15,240
2.1
37,464
18,067
55,531
2.2
38,323
19,037
57,360
2.3
13,770
7,786
21,556
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
7,911
3,884
11,795
3.1
29,787
13,920
43,707
3.2
30,593
14,093
44,686
3.3
12,050
6,317
18,367
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
4,912
2,443
7,355
4.1
28,517
13,251
41,768
4.2
29,035
13,185
42,220
4.3
8,762
4,511
13,273
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
2,999
1,441
4,440
5.1
1,270
669
1,939
5.2
1,558
908
2,466
5.3
3,288
1,806
5,094
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
2,369
1,076
3,445
6.1
7,677
4,147
11,824
6.2
7,730
4,944
12,674
6.3
1,720
1,469
3,189
6.4
2.4a All children/learners with an official decision of SEN  educated in separate special (pre-)schools or units organised by the ministry of education
2,369
1,076
3,445
7.1
7,648
4,123
11,771
7.2
7,618
4,865
12,483
7.3
1,289
1,121
2,410
7.4
2.4b All children/learners with an official decision of SEN  educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
8.1
NA
NA
NA
8.2
NA
NA
NA
8.3
NA
NA
NA
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
NA
NA
NA
9.1
NA
NA
NA
9.2
NA
NA
NA
9.3
NA
NA
NA
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
NA
NA
NA
10.1
29
24
53
10.2
112
79
191
10.3
431
348
779
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4

Czech Republic - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

The last year of pre-primary education is compulsory, typically for 5-year-olds. After that, nine years of basic education is compulsory, with typical age range 6–14. Primary education (6–10) is provided at the 1st stage of basic schools, lower-secondary education (11–14) can be completed at the 2nd stage of basic schools or at the lower stage of the 8-year grammar schools and conservatories.

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-5 6-10 11-14 15-18
Is private sector education covered by the data provided for the country?
Yes

Institutions which provide education and are founded by entities other than public (public founder – Ministry of Education, Youth and Sports (MoEYS), other ministries, regional government, local government). These institutions have to be registered in the Register of Schools and School Facilities (under the responsibility of the MoEYS).

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
Yes

Ministry of Agriculture: ISCED 0 (kindergarten for children of employees in institutions under the responsibility of the Ministry of Agriculture)

Ministry of Defence: ISCED 3 (1 school with 2 places of instruction, mainly focused on preparing for a career as a professional soldier in the Army of the Czech Republic)

Ministry of Justice: ISCED 3 (1 school with several places of instruction, study programmes at ISCED 353 level for prisoners)

Ministry of the Interior: ISCED 3 (3 schools, study programmes mainly focused on the training of police officers and firefighters)

All of these schools must have recognised study programmes and must be registered in the Register of Schools and School Facilities.

Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
Yes

Individual education of children and pupils as referred to in Sections 34b and 41 of Act No. 561/2004 Coll., on Pre-school, Basic, Secondary, Tertiary Professional and Other Education (the Education Act), as amended by acts No. 178/2016 Coll., No. 101/2017 Coll., No. 167/2018 Coll. and No. 46/2019 Coll.

Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.
Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 80% or more
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.
Please describe what an ‘official decision’ is in the country.

An official decision of SEN for children, pupils or students meets the criteria set out in Act No. 561/2004 Coll., on Pre-school, Basic, Secondary, Tertiary Professional and Other Education (the Education Act), as amended by acts No. 178/2016 Coll., No. 101/2017 Coll., No. 167/2018 Coll. and No. 46/2019 Coll., in section 16, paragraph 1:

'A child, pupil and student with special educational needs is a person who requires the provision of support measures to fulfil his or her educational potential or to exercise or enjoy his or her rights on an equal basis with others. Supportive measures means necessary adjustments in education and school services appropriate to the health, cultural background or other living conditions of the child, pupil or student. Children, pupils and students with special educational needs have the right to the provision of support measures free of charge by the school and the educational establishment.'

What educational assessment procedures are carried out and who is involved?

Based on Decree No. 72/2005 Coll. on Providing Advisory Services in Schools and School Advisory Centres, as amended by Decree No. 197/2016 Coll., there is a complex psychological, educational and social assessment of children/learners in the pedagogical-psychological counselling centre (PPCC) or in the special pedagogical centre (SPC).

The PPCC or SPC team consists of a psychologist, a special education teacher and a social worker. Teams may request a consultation with a medical doctor.

What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

The school counselling institution (PPCC or SPC) in the recommendation sets out the period during which the provision of the support measure is necessary; this period will normally not exceed 2 years. The date of the re-assessment of special educational needs will be introduced by the school counselling institution in the report and recommendations.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Please describe which learners are considered ‘out-of-education’ in the country

Out of education – pupils who are educated in institutions not registered in the Register of schools and school facilities managed by the MoEYS.

Data on pupils who are out-of-education is not available in the Czech Republic.

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