This chapter explores the context for the development and implementation of micro-credentials as a tool for upskilling and reskilling in Czechia. It starts with a brief overview of key trends in the Czech labour market with an influence on demand for skills before examining current provision and availability of upskilling and reskilling opportunities and patterns of participation in adult learning in the country. The chapter also highlights recent policy initiatives relevant to the development of micro-credentials, including a pilot project to develop micro-credential standards and offerings in the higher education sector.
Towards a Harmonised Micro‑Credential Ecosystem in Czechia
Abstract
Unemployment in Czechia is exceptionally low although some groups still face difficulties in securing employment; labour shortages and skills mismatches represent growing challenges for the Czech economy. These challenges could slow down the adoption of new technologies. On the other hand, technological advancements and automation are expected to further intensify skill shortages and mismatches.
Demographic change is also starting to affect the supply of skills to the labour market – and increasing the need for lifelong learning.
Participation in adult learning in Czechia is low in EU and international comparison, and limited interest and family responsibilities are the most frequently cited reasons for low participation in adult learning nationally.
High rates of mismatch between skills and jobs and a low rate of tertiary education attainment in the workforce increase the overall need for upskilling and reskilling.
Employer-led non-formal provision dominates the supply and uptake of adult learning in Czechia, although most of this provision is not accredited. Modularisation of vocational education and training (VET) – which could support future offerings of micro-credentials - has been trialled but remains limited at the time of writing. Higher education institutions have a formal role in lifelong learning, but provision of such learning remains modest.
A pilot project to trial the introduction of micro-credentials in public higher education institutions between 2022-24 was widely regarded as successful. Micro-credentials are still being offered by higher education institutions and Czech institutions are cooperating with European partners to offer micro-credentials in the framework of European University Alliances.
The National Register of Qualifications, which provides a centralised system of learning outcomes for qualifications linked to specific vocational professions, offers a tool that can be exploited to support micro-credentials in VET and by private providers active in NSK fields. However, NSK does not cover all occupational fields and is seen by some stakeholders as overly rigid and slow to adapt to changes in occupational task mixes.
Efforts to develop a national approach to skills assessment and anticipation (SAA) in Czechia have been project-based and have not translated into a sustainable national system to support the development of work-force relevant education and training offerings.
A national pilot of an Individual Learning Account (ILA) model for financing upskilling and reskilling among adults was implemented to support acquisition of digital skills. This project had come to an end at the time of writing.
No single unit in the Ministry of Education, Youth and Sports has responsibility for developing a national approach to micro-credentials and cross-government cooperation on upskilling and reskilling policy is limited.
Unemployment in Czechia is exceptionally low although some groups still face difficulties in securing employment
The Czech labour market stands out among OECD peers for its sustained low rates of unemployment. Since 2016, the unemployment rate has remained consistently below 4%, significantly outperforming EU27 and OECD averages. With rates dropping as low as 2% in recent years, Czechia has essentially achieved full employment, meaning that most individuals seeking new work opportunities are already employed. Alongside low unemployment, employment rates have risen markedly, increasing from 65% of the active population in 2010 to 75% in 2024, well above the EU27 and OECD averages of 71% and 70%, respectively (OECD, 2024[1]).
While the headline figures for Czechia’s labour-market performance are impressive, certain groups continue to face challenges in securing employment. Certain populations of young people, women, individuals with lower educational attainment, and those in economically disadvantaged regions experience higher unemployment rates.
Youth unemployment remains notably higher than unemployment among older age groups. In 2025, the unemployment rate for individuals aged 15–24 stood at 10.5%, nearly four times the rate for those aged 25 and older, which was just 2.4% (OECD, 2024[1]). Additionally, 8% of young people aged 15–29 in Czechia are classified as not in employment, education, or training (NEET). Although this is slightly below the EU average of 11% (Figure 2.1), Czechia has the third-largest gender gap in NEET rates in the EU. While only 4.5% of young males are NEETs, the rate for young females is significantly higher at nearly 12% – a gap of 7.5 percentage points (p.p.), far exceeding the EU average gender gap of 2 p.p. (Eurostat, 2026[2]). These figures highlight a specific need for targeted interventions to support young women in accessing education, training, and employment opportunities.
Regional disparities in unemployment highlight further structural inequalities (Figure 2.2). In 2024, the Moravia-Silesia (3.9%) and North-West (3.8%) regions recorded the highest unemployment rates, exceeding the national average of 2.5%, while the Central Bohemian (1.2%) and Prague (1.7%) regions had the lowest rates (Eurostat, 2026[3]) (OECD, 2024[4]). These geographic inequalities reflect differences in employment opportunities and the supply of skilled labour and underline the relevance of region-specific policies to foster local economic development and expand upskilling and reskilling opportunities for those who are currently unemployed or underemployed.
Source: (Eurostat, 2026[2]), “Young people neither in employment nor in education and training by sex (NEET)” (database), https://doi.org/10.2908/SDG_08_20 (accessed on 13 April 2026).
Note: The regional breakdown is based on the NUTS classification (Nomenclature of territorial units for statistics). For more details, please consult NUTS - Nomenclature of territorial units for statistics.
Source: (Eurostat, 2026[3]), Unemployment rates by educational attainment level and NUTS 2 region (database), https://doi.org/10.2908/LFST_R_LFU3RT (accessed on 13 April 2026).
Labour shortages and skills mismatches represent growing challenges for the Czech economy
In the face of historically low unemployment rates, employers in Czechia face challenges in finding suitable candidates for certain roles. According to Eurostat annual data on job vacancies, the job vacancy rate in Czechia was 3.3% in 2024, above the EU average of 2.4%. Reflecting these pressures, the Czech Labour Office reports 120 shortage occupations, covering ICT, engineering and health professions, as well as shortages in construction trades, manufacturing and metalworking roles, transport occupations (including heavy truck and lorry drivers), and selected service and agricultural jobs. At the same time, the Czech Labour Office reports 155 surplus occupations. Surplus occupations include car, taxi and van drivers; general office clerks and other clerical support staff (e.g. secretaries and data entry clerks); shop sales assistants and cashiers; teachers’ aides and child-care workers; security guards; and a range of elementary jobs, such as cleaners and helpers, hand packers, manufacturing labourers, and other elementary workers (European Labour Authority, 2025[5]; European Labour Authority, n.d.[6]). The presence of a large number of surplus occupations alongside shortages suggests that tight overall labour market conditions coexist with skills and occupational mismatches, rather than reflecting a uniform scarcity of labour across all roles.
Note: Denmark does not report JVR data to Eurostat. The EU‑27 average number of identified shortage occupations is calculated using only the countries shown in the graph. The EU‑27 average JVR is taken from Eurostat. The JVR covers NACE activities B-S (“Industry, construction and services”, excluding activities of households as employers and extra‑territorial organisations) and excludes NACE activities A (“Agriculture, forestry and fishing”) due to data coverage.
Source: Eurostat and EURES National Coordination Offices (Eurostat, 2026[7]; European Labour Authority, 2025[5]).
The latest results from the OECD Survey of Adult Skills (PIAAC) reveal that Czechia's adult population performs broadly in line with the OECD average in terms of the generic skills needed for labour market integration and to support productivity. Adults in Czechia scored on a par with the OECD average in literacy (260 points), close to the OECD average in adaptive problem solving (250 points compared to 251 points), and above the OECD average in numeracy (267 points compared to 263 points) (OECD, 2024[8]). These results are more positive than those in neighbouring countries, with Czech adults achieving notably higher scores than their peers in Hungary and Poland. However, disparities in skills across demographic groups highlight several challenges. Adults with tertiary education in Czechia scored 38 points higher in literacy than those with upper secondary education, exceeding the average OECD gap of 33 points. Considerable gender differences were observed in numeracy, with men outperforming women by 11 points, though no significant differences were found in literacy or adaptive problem solving.
Technological advancements and automation are expected to further intensify skills-mismatch challenges
Despite the generally strong foundations noted above, the Czech labour force faces significant risks from rapid technological advancements. OECD analysis of 2019 data shows that over one-third of employment in Czechia was at high risk of automation, ranking just behind Hungary and the Slovak Republic among OECD countries with available data. This marks a substantial shift from 2012, when Czechia was around the OECD average in terms of automation risk (OECD, 2019[9]).
Although the two studies use different methodologies, the increase worsening position of Czechia relative to the OECD average is likely driven by the high proportions of employment in manufacturing and construction roles which include increasingly automatable tasks. While advances in artificial intelligence (AI) have rendered some tasks in high-skill occupations susceptible to automation, many other tasks remain challenging to automate, thereby safeguarding core elements of these jobs from significant disruption (OECD, 2023[10]). Even in the age of AI, jobs in high-risk occupations are predominantly held by lower-skilled workers, who are disproportionally young and male (Lassébie and Quintini, 2022[11]). These occupations often involve repetitive tasks and limited use of problem-solving skills, increasing their risk of automation. Addressing this challenge implies ensuring that individuals in these occupations at risk of automation are informed and have access to high-quality reskilling opportunities.
Share of employment in occupations at the highest risk of automation by country, 2019
Note: The SOC 3-digit occupations at highest risk of automation (top quartile). The results are based on a survey of experts who evaluated the degree of automatability for 98 skills and abilities. The risk of automation measure is then computed by occupation as the average rating for each skill or ability used in the occupation across all expert responses weighted by the skills or abilities’ importance in the occupation as rated by O*NET. The average is calculated using data from countries shown in the graph.
Source: Lassébie and Quintini (2022[11]), “What skills and abilities can automation technologies replicate and what does it mean for workers?: New evidence”, https://doi.org/10.1787/646aad77-en.
Demographic change is also starting to affect the supply of skills to the labour market – and increasing the need for lifelong learning
In addition to technological advancements, Czechia is facing the challenges of an ageing population. The country’s old-age dependency ratio is projected to double over the next four decades (Figure 2.5) in a trend comparable to the average in OECD countries, albeit less severe than in the countries ageing most rapidly. In 2020, Czechia’s old-age dependency ratio stood at 34%, above the OECD average of 30%. By 2060, this ratio is expected to rise to 48%, below the average projection for OECD countries of 59% (OECD, 2024[12]).
An ageing population and an increasing employment rate among older populations increase the importance of accessible lifelong learning opportunities. Between 2000 and 2022, employment rates for individuals aged 55–64 increased by over 20 percentage points in Czechia, rising from 36% in 2000 to 73% in 2022 (OECD, 2024[1]). This progress has been facilitated by pension reforms, such as a gradually rise in the retirement age and exemption of working pensioners from pension contributions – a measure designed to encourage extended participation in the labour market. In a society where living and working longer is becoming the norm, fostering a culture of lifelong learning is essential to keeping skills and knowledge current.
Number of people of retirement age (65+) per 100 people of working-age (20-64), in 1980, 2020 and 2060
Source: OECD (2024[12]), Society at a Glance 2024. Calculations from United Nations, World Populations Prospects – 2022 Revisions.
Employer-led non-formal education and training dominates adult learning in Czechia
Adult learning participation in Czechia is around the EU average. According to the 2022 EU Adult Education Survey, 46% of adults aged 25-64 took part in education and training in the previous 12 months, compared to an EU average of 47%. However, while the EU average increased from 44% in 2016, Czechia's participation rate has remained relatively unchanged over the same period. The rate of participation in non-formal education in Czechia (48%) is slightly higher than the EU average (47%), but participation in formal education remains low, with only 2% of adults participating compared to the EU average of 6%. Notably, formal education participation in Czechia has declined by two percentage points since 2007, highlighting a downward trend in Czechia that has not been observed across European countries. Participation in lifelong learning is primarily driven by job-related non-formal education and training sponsored by employers, with around 39% of Czech adults aged 25-64 engaging in such non-formal education, above the EU average of 34%. Informal learning is more widespread, although Czechia's participation rate of 58% lags behind the EU average of 64% (Eurostat, 2024[13]).
Additional evidence highlights the important role of employers in promoting lifelong learning. The 2020 EU Continuing Vocational Training (CVT) Survey reveals that 85% of enterprises in Czechia offer CVT courses, markedly higher than the EU average of 55% (Figure 2.6). Moreover, a high proportion of small and medium-sized enterprises (SMEs) provide CVT, with 82% of enterprises with 10 to 49 employees offering CVT, substantially above the EU average of 50%.
Available data also suggests that the duration of adult learning in Czechia tends to be shorter, and costs are lower than in many other EU countries. The EU Adult Education Survey shows that, on average, Czech participants in formal and non-formal education spend 42 hours in learning activities annually, significantly below the EU average of 144 hours. In non-formal education and training specifically, Czechia ranks the lowest in the EU, with an average of 30 hours per participant (Eurostat, 2024[13]). Furthermore, the EU CVT Survey reveals that Czechia's average expenditure on CVT courses is among the lowest in the EU, with enterprises spending EUR 320 pps (Purchasing Power Standard1, EU27) per participant, compared to the EU average of EUR 1 433 pps. Small enterprises, in particular, report notably lower spending on training than the average across EU countries (Eurostat, 2023[14]).
Share of enterprises providing CVT courses (2020)
Source: Eurostat (2023[14]), Continuing Vocational Survey, https://ec.europa.eu/eurostat/web/microdata/continuing-vocational-training-survey.
Mandatory training plays a significant role in explaining the high rates of employer-provided CVT courses and participation in adult learning in Czechia. Many adult learning courses are legally required, inflating participation figures. Mandatory qualifications, such as those provided in health and safety courses, are longstanding requirements that ensure demand for training in areas like social work, healthcare, and public administration. According to 2020 data from the Ministry of Education, Youth, and Sports (MŠMT) and the National Pedagogical Institute of Czech Republic (NPI ČR), frequently issued qualifications include security guards (147 994 exams in 2020), sports massage (16 532 exams), and nannies for children under compulsory school age (9 803 exams) (MŠMT; NPI ČR, 2021[15]).
The typical participant in education and training in Czechia is a young, urban, high-skilled individual in employment and holding an advanced educational qualification
As shown in Figure 2.7, participation rates in formal and non-formal education and training are significantly higher among employed individuals – at 52%, compared to an EU average of 54% – than among unemployed people (13%). The rate of participation in adult learning among unemployed people in Czechia is substantially below the EU average of 29%. Similarly, individuals outside the labour force in Czechia participate at significantly lower rates in adult learning (15%) than their European counterparts (24%).
Participation in adult learning is also notably higher among those with high levels of educational attainment (61%) compared to those with low levels (21%), reflecting patterns seen across the EU. High-skilled occupations are associated with greater participation in adult learning, likely driven by the demand for continuous skill development in more knowledge-intensive roles. Younger adults aged 25–34 show higher participation rates than older age groups (55–64), although Czechia lags behind the EU average for this younger cohort, with 48% of individuals participating compared to 56.5% across Europe. Despite displaying relatively comparable participation rates, Czech men participate at slightly higher rates than the EU average (47% vs 46%), while women participate less (44% vs 47%). Urban inhabitants, particularly those in larger cities, are more likely to participate in education and training than their rural counterparts, reflecting disparities in access to learning opportunities.
Participation rate in formal and non-formal education and training in Czechia by demographic characteristics (2022)
Note: 25-64 year-olds are the baseline group for every demographic group except age. Low educational attainment is ISCED 0-2 (Less than primary, primary and lower secondary education), high educational attainment is ISCED 5-8 (Tertiary education); low-skilled occupations refer to elementary occupations, high-skilled occupations refer to managers, professionals, technicians, associate professionals.
Source: Eurostat (2024[13]), Adult Education Survey, https://ec.europa.eu/eurostat/web/microdata/adult-education-survey.
Two in five Czech adults experience field-of-study mismatch
Czech workers frequently perceive that a mismatch existing between the field of study of their highest qualification and their job. According to the Survey of Adult Skills 2023, around 42% of workers hold a qualification in a field that does not align with the typical requirements of their job – the sixth highest proportion among OECD countries and above the OECD average of 38% (Figure 2.8). While field-of-study mismatch is not problematic as such – given the importance of transversal skills in the labour market –workers whose educational background does not align with their work may be in greater need for targeted upskilling than those whose background aligns more closely with the tasks they undertake.
The distribution of instruction hours in adult learning in Czechia also reveals country-specific trends. According to the 2022 EU Adult Education Survey, a significant share of time is allocated to adult education in arts and humanities (22.5%), while fields more closely aligned with labour market demands, such as business, administration and law, and services, account for 14% of time spent on instruction in adult learning. This contracts with average shares of instruction time spent on different fields across the EU, with a higher percentage of learning time in business, administration and law (20%), followed by health and welfare (16%) and arts and humanities (11.5%). In both Czechia and the EU more generally, instruction hours dedicated to critical fields like engineering, manufacturing and construction, as well as information and communication technologies, remain relatively low, ranging between 7% and 9% of total instruction time, despite their importance to labour market needs (Eurostat, 2024[13]).
Field of study mismatch (2023)
Note: Adults aged 25-65 who are not self-employed. Does not include adults who were only administered the doorstep interview due to a language barrier. Mismatch measures are defined in Table 4.2 and Box 4.4. Caution is required in interpreting results due to the high share of respondents with unusual response patterns. See the Note for Poland in the Reader’s Guide.
Source: OECD (2024[8]), Do Adults Have the Skills They Need to Thrive in a Changing World?: Survey of Adult Skills 2023, OECD Skills Studies, OECD Publishing, Paris, https://doi.org/10.1787/b263dc5d-en.
Czechia has one of the lowest rates of higher education attainment among OECD countries yet a quarter of adults report being overqualified
The comparatively low rate of participation in formal education among adults in Czechia may partly be a reflection of the relatively low level of educational attainment in the population. In 2023, 27% of adults aged 25-64 years-old held a higher education degree, compared to the OECD average of 41%. For the majority of adults, upper secondary education remains the highest level of education achieved (OECD, 2024[16]).
Interestingly, despite the low share of adults with higher education, almost one-quarter of Czech adults – 24% – are overqualified for their current roles (OECD, 2024[8]), further highlighting a potential mismatch between their qualifications and the demands of the labour market.
Limited interest and family responsibilities are the primary obstacles to participation in education and training in Czechia, while cost and scheduling constraints are less significant compared to other EU countries
In the 2022 EU Adult Education Survey, a large share of adults in Czechia expressed limited interest in participating in education and training. 51% of all respondents indicated they neither participated – nor wanted to engage – in education and training, compared to 42% across the EU-27. Among those who did not engage, 94% reported no desire to participate, significantly higher than the EU average of 80%. Even among those who participated in learning, only 6% expressed a desire to participate more, below the EU average of 16% (Eurostat, 2024[13]). These figures suggest that many individuals in Czechia feel their current skills are sufficient or are not aware of the evolving demand for skills and the effect it could have on their careers. Given the high risk of automation in Czechia, alongside a need for policy efforts to boost the digital and green transitions, addressing low desire to upskill poses a challenge for policymakers who are seeking to ensure the right supply of skills.
For those interested in education and training but unable to participate, family responsibilities emerged as the most commonly cited barrier, affecting 32% of respondents. In contrast, financial constraints (5%) and scheduling conflicts (11.5%), often significant barriers across the EU, were reported by comparatively few Czech respondents (Eurostat, 2024[13]). These patterns suggest that while traditional barriers such as cost and time are less pressing in Czechia, providing flexible and accessible learning opportunities - such as micro-credentials - could help individuals balance their learning aspirations with personal responsibilities.
Responsibility for lifelong learning in Czechia is fragmented
As in most OECD countries, the lifelong learning landscape in Czechia is fragmented, with a wide range of education and training providers operating independently. Adult education and lifelong learning are governed by multiple regulations and overseen by various public bodies (Table 2.1). VET schools, higher education institutions, and non-formal training providers each function within distinct frameworks. In addition to adult learning provided by formal education and training providers in VET and higher education, much of the lifelong learning in Czechia is provided by commercial training institutions, which operate outside the scope of the key legal frameworks.
The establishment of the National Register of (Vocational) Qualifications (Národní Soustava Kvalifikací, NSK) in 2015 marked a step towards standardising vocationally oriented training provision. The NSK is a public register of all professional qualifications that are verified and recognised in Czechia. It defines competency requirements for professional qualifications in competence units with qualification and evaluation standards. The NSK enables the comparability of various educational pathways, which makes it possible to link initial and continuing education, and to recognise prior learning. It serves as a referencing framework for the development of requalification courses and reforms in the vocational education and training sector. However, implementation of this national system has been uneven and is only relevant to lifelong learning opportunities explicitly related to specific vocational qualifications in the Register.
The remainder of this section maps the types of adult learning providers and programmes that exist in Czechia, and outlines the main legal and governance structures, funding mechanisms and quality assurance processes across the VET, higher education and adult learning sectors. It will also highlight key policy initiatives that have shaped lifelong learning over recent decades.
Note: The table includes only provision that targets adult learners and is officially recognised by the government. These categories are not mutually exclusive; for instance, a programme leading to an NSK qualification may also be classified as a retraining course.
Czechia’s VET system offers continuing education opportunities although modernisation has been slow and participation among adults is low
VET in Czechia is offered at upper secondary and tertiary levels. At the upper secondary level, initial vocational education and training (IVET) is provided by VET schools offering three-year study programmes leading to vocational certificates and four-year study programmes leading to the Maturita exam.2 These qualifications are situated at levels 3 and 4 of the European Qualifications Framework (EQF). At the tertiary level, higher vocational education and training, leading to qualifications at EQF level 6, is offered by tertiary professional schools (vyšší odborné školy, VOŠ). The VOŠ are often integrated with secondary schools, meaning diverse study opportunities are available under one roof.
The majority of IVET is provided through public secondary schools which are free and funded by the MŠMT and from the budgets of the region in which they operate. Private schools and church schools may collect tuition fees. All VOŠ, including public ones, charge tuition fees, which are regulated by ministerial decree. National curricula are adopted centrally for the whole country and approved by the MŠMT. Initiatives to introduce modularisation have resulted in some reforms to IVET programmes, although progress has to date been limited.
Public secondary VET schools also offer continuing vocational education and training (CVET) programmes for employed adults, such as follow-up studies – nástavbové studium, and shortened studies – zkrácené studium. These courses are shorter than full VET qualifications and require presence at school (usually on the weekend) combined with distance learning and self-study. Follow-up programmes enable learners with a EQF level 3 certificate (three-year IVET study programme) to obtain an EQF level 4 certificate (four-year study programme with a Maturita certificate). Follow-up programmes are mostly attended by young people but are also open to older adults who want to complement their initial three-year education by obtaining a Maturita certificate. Shortened programmes target learners who have already completed a secondary education programme (either a three or four-year programme), and learners may obtain either a VET certificate or an additional Maturita certificate in another field. Only 7% of all VET learners attend programmes that are not full-time, however, participation in shortened programmes has increased from 540 participants in 2008/09 to 5 300 participants in 2021/22. 70% of those attending follow-up and shortened programmes are over 20 years old (Cedefop, 2022[17]).
Public VET schools provide follow-up and shortened CVET courses free of charge to the learner with costs covered from core public subsidies. However, both secondary schools and VOŠ can offer additional courses as a supplementary, fee-based service. These courses, which do not lead to a formal qualification, are developed by the individual school and are tailored to meet employer demands (often developed in collaboration with employers). However, this type of training remains relatively uncommon in Czechia.
While collaborations between VET schools and local employers have increased, they remain limited. There is no dual apprenticeship system in Czechia, as VET is mostly school based, although work placements are becoming increasingly common. Legislative measures adopted since 2014 encourage and support cooperation between VET schools and employers through tax incentives, obligatory participation of employers in VET examinations and direct involvement of experts from the labour market in instruction at schools. The Confederation of Industry in the Czech Republic and the Czech Association of Employers in the Energy Industry, among others, are assisting their members in collaborating with VET schools on curriculum design and work placements to increase the harmonisation between education and training programmes and labour market developments. Some VET institutions have fostered a dynamic relationship with local and regional employers, who provide input on skill needs and innovations in technology, equipment, and work processes. However, such strong collaboration is not prevalent throughout the country, and many schools still only provide practical training in school facilities, making it costly to adjust to new equipment and work processes, as well as supply teachers with new skills (OECD, 2014[18]). Only 18% of VET graduates have completed at least one month of work experience as part of the study curriculum, compared to 60% on average in EU countries (OECD, 2025[19]).
The Ministry of Labour and Social Affairs (MPSV), in collaboration with the Confederation of Industry and the Czech Chamber of Commerce, has carried out a project to modernise VET in line with the expected skill demands of Industry 4.0 in 2021-22. This has involved collaborations between 36 companies and VET schools have been established for the updating of VET school curricula and in-company training programmes (Ministry of Labour and Social Affairs, 2026[20]). The project concluded in December 2022 although educational materials and information on how to establish dialogue between employers and education institutions are still available on the Ministry’s website (Ministry of Labour and Social Affairs, 2026[20]).
Lifelong learning is a core mission of higher education in Czechia although rates of participation among adults remain modest
Czech higher education is predominantly public, with 90% of students enrolled in bachelor’s, master’s and doctoral programmes attending public higher education institutions in (OECD, 2026[21]) 2022 (OECD, n.d.[22]). The establishment of private institutions became possible only in 1998. Additionally, military and police academies operate as state-run institutions.
While formal degree programmes remain the primary focus of higher education institutions, Czechia is among the few OECD countries where lifelong learning is legally enshrined as a core mission for Higher Education institutions (OECD, 2023[23]). Section 60 of the Higher Education Act (No. 111/1998.Coll) defines two types of non-formal lifelong learning programmes: profession-oriented or interest-oriented. Profession-oriented programmes focus on developing skills for specific professions or supporting continuing professional development. They cover a range of fields, including law, IT management, and education. Interest-oriented programmes cater to a broader audience. Courses designed specifically for older adults (aged 50+) are known as "Universities of the Third Age" programmes. In addition, some institutions offer preparatory courses, often referred to as "Year Zero". These courses help prospective students prepare for entrance exams, provide supplementary education and training, or grant access to first-year courses.
Most lifelong learning programmes in Czech higher education are not accredited at programme level, except for certain profession-oriented programmes (e.g. continuing professional development courses for schoolteachers, accredited by MŠMT). External accreditation by the National Accreditation Bureau for Tertiary Education applies at the institutional level but does not cover lifelong learning courses. As a result, quality assurance for lifelong learning primarily rests with individual institutions, which conduct evaluations through their internal quality assurance systems. At public higher education institutions, the Scientific Board of the institution or faculty, and the Internal Evaluation Board oversee the quality of lifelong learning programmes.
Higher education institutions may offer lifelong learning courses either free of charge or on a fee-paying basis. Most courses are funded through participant fees, as they fall outside the scope of public funding. However, universities of the third age courses benefit from limited public funding3 and are typically provided at no cost to participants.
There are no restrictions on the volume of lifelong learning programmes. A survey of public institutions shows that most non-accredited professional and interest-based programmes consist of 100 hours or fewer (78% and 91%, respectively). By contrast, 57% of accredited professional programmes exceed 100 hours (Kočí et al., 2023[24]).
Participants in lifelong learning are not classified as students; however, prior learning that they have acquired in lifelong learning programmes can be recognised for credits if they enrol in degree programmes. According to the Higher Education Act, institutions must issue certificates to all programme completers. If these graduates subsequently enter accredited degree programmes, institutions may recognise up to 60% of the credits earned in lifelong learning programmes towards their degree. Despite this framework, a recent study of public institutions indicates that fewer than 20% of lifelong learning programmes award European Credit Transfer and Accumulation System (ECTS) credits, suggesting limited recognition of these programmes towards formal qualifications (Kočí et al., 2023[24]).
Although the role of higher education institutions in upskilling and reskilling remains modest, the Czech higher education sector is committed to expanding its role in this area. The number of participants in profession-oriented lifelong learning has remained stable over the past decade, with around 29 000 participants in 2018. The MŠMT’s Strategic Plan for Higher Education for the period from 2021 identifies the development of competencies aligned with the needs of the 21st-century society and labour market, as well as improving the availability and relevance of flexible education forms, as two of its six key priorities (MŠMT, 2020[25]). Lifelong learning is recognised as a crucial mechanism for achieving these objectives. Implementation efforts are underway to expand the scope of public funding to cover a broader range of lifelong learning activities. In addition, there are plans to support the establishment of dedicated units within each institution, focusing on flexible learning formats, including online education and lifelong learning programmes. The Plan is valid until 2031 and is considered a “living” document which may be revised throughout this period.
Training offered by non-formal providers is widespread although many courses are not accredited
Lifelong learning is also offered outside the higher education and VET sectors by non-formal providers (Box 2.1). In Czechia, most non-formal education and training is provided by commercial training institutions, firms or organisations providing education for their employees, and non-profit organisations. There is no governing body that oversees the provision of training by non-formal providers, there is no register of non-formal training providers, nor is there any government funding for training provided by non-formal training providers, with the exception of retraining and digital education courses. According to the Administrative Register of Economic Entities, around 8 600 entities are registered as operating in the Education – Other Education industry (P85.59 CZ-NACE code) as of January 2025, which includes any commercial entity offering education that is not pre-primary, primary, secondary or higher education4 (MFČR - Ministry of Finance of the Czech Republic, 2023[26]).
Non-formal education and training is education that is institutionalised, intentional and planned by an education provider. Non-formal education and training serves as an addition, alternative or complement to formal education within the process of lifelong learning. It follows a defined learning plan but does not necessarily apply a continuous pathway structure that can be integrated with other training provisions. Non-formal education and training may be short in duration with a low intensity and is typically provided in the form of short courses, workshops or seminars. Non-formal education mostly leads to certificates that are not recognised as formal qualifications by relevant national education authorities or might not lead to any certificates. Importantly, non-formal education can be provided by providers of formal education, such as higher education institutions or VET schools.
Source: Based on UNESCO (2011), International Standard Classification of Education, https://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-isced-2011-en.pdf.
In Czechia, training by non-formal providers can be divided into two types: accredited training and non-accredited training. Non-formal providers can have their training programmes accredited through two mechanisms. Firstly, they can offer formal training programmes that lead to professional qualifications in accordance with the NSK. This provision and accreditation is regulated according to the Act on the Recognition of Further Education Results (No. 179/2006 Coll.). The courses must follow the structure and learning outcomes as defined by the NSK. Courses are accredited by different public authorities depending on the field of study (e.g. Ministry of Interior for security guard qualification (strážný/strážná) and Ministry of Health for health-related qualifications). Secondly, non-formal providers can organise retraining (“rekvalificace”) courses in collaboration with Labour Offices (the public employment service). These courses can either be NSK qualifications or other retraining courses that are regulated according to the Act of Employment (Section 108, Subsection 2 of the Act No. 435/2004), and the accreditation is awarded by the MŠMT in the case of NSK qualifications. The oversight of other retraining courses falls under the responsibility of the Ministry of Labour and Social Affairs. These courses are part of the active labour market policy framework, and therefore, primarily targeted at unemployed adults seeking job-related retraining.5 In both cases, it is the course and not the provider that is accredited.
Non-formal providers can also carry out assessments for the recognition of prior learning (RPL), which is authorised through the Act on the Recognition of Further Education Results (No. 179/2006). The evaluation standards for RPL are also defined by the NSK, and a non-formal provider can choose to offer training or RPL, or both. Accredited training and RPL by non-formal providers are fee-based services, though unemployed adults can apply for financial support through the retraining scheme by the Labour Office, which covers the cost of the RPL process fully.
Non-accredited courses make up the vast majority of the non-formal training sector in Czechia. These courses are mainly centred around two types of provision: in-company training by employers or through the hiring of external training providers (natural persons), or open-market provision mainly by commercial training providers (commercial entities). Though no data are collected on the factors contributing to the rise in adult education participation, stakeholders argue that one possible explanation is increased employer demand for workplace-related training. The Czech economy features many multinational corporations particularly in the automotive, electronics and technology sector, which are offering more company-provided training in line with technology and process innovations in their global supply chains. Non-formal training providers can also offer courses accredited by commercial entities, which are specific to the job-related skills and tasks of the commercial entity. Non-accredited courses are also fee-based, but adults tend to receive training support from their employers.
Several recent and ongoing initiatives have the potential to support the development of micro-credentials in Czechia. The most significant initiatives supported or led by public authorities are:
The Ministry of Education, Youth and Sports (MŠMT) supported the pilot project on “Improving access to higher education through micro-credentials” under “Specific goal C1” of the National Recovery Plan (NRP) over the period 2022-2024 (Charles University, 2024[27]). This project, co-ordinated by Charles University, involved public universities from across Czechia and developed a range of outputs including guidelines on implementing micro-credentials in higher education, a joint online catalogue of micro-credentials in higher education (Study in Czechia (DZS), 2026[28]) and a shared certification and verification system for micro-credentials issued by universities (Mikrocertifikat.cz, 2026[29]).
The Ministry of Labour and Social Affairs (MPSV), which has broad responsibility for upskilling and reskilling in the Czech labour market, has implemented – or is in the process of implementing –several projects on topics of broad relevance to micro-credentials policy, although none specifically on micro-credentials as such. Initiatives include a national target to increase adult learning participation by 2030, activities to enhance skills intelligence (Ministry of Labour and Social Affairs, 2026[20]), an online database of retraining (rekvalifikace) and further education courses provided under the provisions of the Employment Act (“Jsem v kurzu” – “I’m on (a) course”) (Ministry of Labour and Social Affairs, 2026[30]) and a piloting of individual learning accounts to cover the costs of upskilling and reskilling courses for learners6. Existing retraining programmes supported by the MPSV – and accredited by a dedicated unit in the MŠMT (Ministry of Education, Youth and Sports, 2026[31]) – are not formally micro-credentials although, as noted earlier in this chapter, they share some characteristics with micro-credential offerings in some other systems internationally. As also discussed, retraining courses are also linked to specifical learning outcomes and assessment standards in the National Register of Qualifications (NSK), offering a degree of standardisation across the country.
Some of the 14 Czech regions (kraje) have implemented initiatives aimed at improving the match between supply and demand of skills in their regions and supporting reskilling for workers displaced by economic change. While the formal responsibility of the regions in the field of education is limited to funding for the secondary school network, they are also responsible for managing European Union structural and investment funds, which has permitted some regions to invest in wider-ranging development of the skills system, as in the case of the TRAUTOM project in the Moravian-Silesian Region (see below) (Trautom, 2026[32]).
Additionally, as discussed below, universities have continued to develop their micro-credential offering, both on the basis of the micro-credentials pilot project and through partnerships with other European higher education institutions through the European University Alliances. In the VET sector, ongoing efforts to modularise secondary-level VET programmes (IVET) have sought to create greater flexibility for learners, enabling them to access targeted learning modules tailored to their specific needs, though the initiatives are still in an early phase.
The remainder of this chapter reviews provides some more details on these recent and existing initiatives, which provide a basis on which the proposed strategy set out in the next chapter can build.
Most progress has been made in developing a standardised approach to micro-credentials in the higher education sector through the 2022-24 pilot project
Czech higher education institutions have been actively involved in national and international initiatives to support the development of micro-credentials, in which a pilot project supported by the EU-funded National Recovery Plan (Národní Plán Obnovy, NPO) played a central role. The pilot project, “Improving access to higher education through micro-credentials” ran from 2022 to 2024 and invested around CZK 50 million (EUR 2 million) with the aim of establishing a co-ordinated approach to micro-credentials and digitalisation in teaching and course administration across all 26 public higher education institutions. Its key activities included analysing lifelong learning provision in higher education at both national and international levels, standardising certification processes for micro-credentials, and developing guidelines for awarding credit and for academic recognition. The project also delivered an online catalogue of micro-credential courses and created a unified credential verification system.
The project activities centred on standardisation to address the diversity in lifelong learning provision among participating institutions. An analysis of existing practices revealed considerable variation: some programmes were credit-based, while others were not; certificates ranged from paper formats to digital records, or, in some cases, no documentation was issued. To promote a cohesive approach, the project proposed standardisation in four key areas: 1) definition, 2) certification process and format, 3) credit recognition, and 4) management and dissemination of course information.
The first step in the project was to develop a common definition of micro-credentials (Box 2.2). This definition builds on the concept of lifelong learning in the Higher Education Act and incorporates elements from the EU Council Recommendation on micro-credentials, such as the articulation of learning outcomes and quality assurance requirements. Reflecting the project’s focus on digitalisation, the definition specifies that micro-credentials must be electronic records. It also requires the use of ECTS credits, with a suggested size range of 1 to 60 ECTS7.
The next step focused on standardising the certification process and format. Drawing on Annex I of the EU Council Recommendation, the project defined the essential information to be included on a certificate and its supplement (Table 2.2), along with detailed guidelines for describing each item. For instance, the type of quality assurance can be categorised using the Europass code "accreditation type" and specified as institutional licence, programme licence, institutional quality assurance, or programme quality assurance. The resulting standardised certificate format presents this information in both Czech and English, with the possibility to add additional languages.
In addition, to support the academic recognition of ECTS credits gained through micro-credentials, the project developed guidelines based on existing frameworks for credit awarding and recognition of prior learning. These guidelines aim to harmonise practices across institutions. Additionally, a unified electronic system was established to verify the authenticity of micro-credentials issued by participating institutions, ensuring transparency and trust. This system enables automatic verification of micro-credentials either through a unique verification code or by updating the JSON-LD file within the platform.
Another critical aspect of standardisation focused on the management and dissemination of course information. Information about lifelong learning courses is generally hosted on individual institutional websites and managed separately through each institution's student information system. To improve accessibility, the project sought to establish interoperability between these systems and a centralised online catalogue of micro-credentials, hosted on the website of the Czech National Agency for International Education and Research (Dům Zahraniční Spolupráce, DZS).
According to the common definition adopted by higher education institutions:
A micro-credential (mikrocertifikát) is an electronic record, a certificate of the completion of a small-scale learning module expressed in ECTS credits and the achievement of clearly defined and coherent learning outcomes, i.e. sets of knowledge, skills and attitudes that constitute capabilities (competencies).
These learning units are included in the European Qualifications Framework, are subject to the system of standardised quality assurance processes and are assessed against transparent and clearly defined criteria. A unit of learning may be, for example, a lifelong learning programme within the meaning of Section 60(1) of Act No. 111/1998 Coll., the Higher Education Act, or a set of programmes (several concurrent or related lifelong learning programmes).
Source: Charles University (2024[27]), Improving the permeability of education at the university level with micro-credentials, https://cczv.cuni.cz/CCZV-572.html, accessed on 29 April 2026.
Note: *In the future, universities are expected to discontinue issuing separate "supplement pages" and instead provide all relevant data through the unified system for verifying micro-credentials.
Source: Charles University (2023), Proposal for Unified Microcredentials and Methodological Manual, https://cczv.cuni.cz/CCZVEN-685-version1-npo_sc_c1_ps3_final_en.pdf.
Public higher education institutions reportedly offered over 80 micro-credential programmes as part of the initiative (MŠMT, 2024[33]). An analysis of the 29 programmes published in the shared online catalogue as of October 2024 (Czech National Agency for International Education and Research, 2023[34]) revealed that over 90% of the programmes listed in the catalogue were under 15 ECTS (Figure 2.9). Nearly half of these programmes were under 5 ECTS, reflecting institutions' efforts to distinguish micro-credentials from existing longer lifelong learning programmes.
Note: Based on data from 29 programmes listed in the online catalogue maintained by DZS (as of October 2024).
Source: DZS (n.d.), Microcredential Courses, https://www.studujnavs.gov.cz/.
The top three fields of study – “Business, Administration and Law”, “Arts and Humanities”, and “Engineering, Manufacturing and Construction” - accounted for approximately 70% of all programmes. Other fields included “Health and Welfare”, “Education”, “Information and Communication Technologies”, “Agriculture, Forestry, Fisheries and Veterinary”, and “Natural Sciences, Mathematics and Statistics”. Only 2 out of the 29 available programmes mentioned online provision, while 16 listed a physical venue address, suggesting that these courses are predominantly delivered in person on campus. Course prices varied widely, ranging from free to CZK 4 000 (around EUR 160) and up to CZK 46 000 (EUR 1 800). The micro-credentials offered reflect the flexible approach adopted in the pilot project in terms of programme orientation, with both professionally oriented and interest-driven lifelong learning programmes offered as micro-credentials.
The achievements of the activities supported under the NPO have been complemented through the Johannes Amos Comenius (JAC) Programme 2021–2027, co-funded by the European Regional Development Fund (ERDF) and the European Social Fund Plus (ESF+). This programme aims to provide equal learning opportunities for individuals to realise their potential and promotes “lifelong learning, in particular flexible upskilling and reskilling opportunities for all, taking into account entrepreneurial and digital skills, better anticipating change and new skills requirements based on labour market needs, facilitating career transitions, and promoting professional mobility” (Specific Objective 2.5). Under this initiative, higher education institutions were allocated support to strengthen their lifelong learning programmes, with a budget of CZK 500 million (approximately EUR 20 million) allocated for these activities. The call for proposals is expected to be announced at the end of 2025.
Cooperation with European higher education institutions is also supporting the development of micro-credentials in higher education
Institutions participating in the European University Initiative are actively collaborating with partner higher education institutions across Europe to develop micro-credentials. Primarily funded through Erasmus+, the initiative aims to enhance the international competitiveness of European higher education institutions while promoting European values and identity. Micro-credentials are recognised as a key tool to foster cooperation among partner institutions, and the majority of alliances funded under this initiative are involved in the co-development of micro-credentials.
Source: European Commission (2026[35]) European Universities alliances and their partners https://education.ec.europa.eu/education-levels/higher-education/european-universities-initiative/map#alliancelist (accessed on 2 June 2026).
By 2026, twelve Czech higher education institutions had become members of European University Alliances (Table 2.3), with most engaged in micro-credential development and delivery. For instance, Charles University, which led the national initiative under the NPO, is one of the core members of the 4EU+ Alliance. This alliance published a position paper on micro-credentials in 2022, outlining their shared understanding of micro-credentials as short learning experiences worth 1 to 15 ECTS credits that are outcomes-based and issued digitally. While these micro-credentials are primarily targeted at enrolled students, the alliance is exploring the possibility of extending them to non-enrolled adult learners in the future. Additionally, in 2024, the 4EU+ Alliance, in collaboration with MŠMT, secured additional financial support from the Erasmus+ Policy Experimentation Call to co-develop micro-credentials that address labour market needs, particularly in relation to the green and digital transitions (MŠMT, 2024[36]).
Czechia has established occupational and qualifications standards in vocational fields in the National Register of Qualifications (NSK)
The MŠMT has developed the National Register of (Vocational) Qualifications (NSK), a publicly accessible database of all accredited professional qualifications in Czechia. The NSK defines competency requirements for professional qualifications independently of the method used to acquire those competencies (e.g. through school-based learning, independent learning, professional experience etc). The NSK distinguishes between professional qualifications, which encompass one or some work activities (referred to as “competence units”), and complete professional qualifications, which cover all tasks and skills pertaining to a certain occupation in national standards. Complete professional qualifications are composed of several competence units. Each competence unit has a qualification standard and an evaluation standard. The qualification and evaluation standards go through an approval process by the relevant authorising body (often the ministry associated with that occupation) and the approval process is concluded by MŠMT.
The NSK is a common framework for initial and adult education and for the recognition of learning outcomes. It is governed by the Act on Verification and Recognition of the Results of Further Education (No. 179/2006 Coll.). This enables NSK qualifications to be issued through a process for recognition of prior learning, including competencies acquired through informal and non-formal learning.
The qualifications in the NSK are interconnected with the National System of Occupations (Národní Soustava Povolání, NSP) developed and kept up to date by the MPSV. The NSK uses information from the NSP to ensure its qualifications meet the competence requirements outlined for specific occupations in the NSP, ensuring the vocational training aligns with current labour market trends. The NSK also features qualification levels in its qualification standards that correspond to EQF levels 2 to 7.
Until 2008, the NSK contained mainly craft qualifications and certain service qualifications. The NSK2 project ran from 2009 to 2015 and included widening the register to all recognised vocational qualifications, their competencies and evaluation standards, and the register is updated periodically with new qualifications as demand increases. As of January 2025, there are 1 451 qualifications in the database (NPI ČR, n.d.[37]). The sectors that contain the most vocational qualification standards are Construction, Geodesy and Cartography (163), Agriculture and Forestry (139), and Mechanical Engineering and Mechanical Production (137). Around 381 500 certificates have been issued as of mid-March 2024. The majority of listed qualifications are for licensed occupations, which require workers to hold a recognised qualification to undertake work in the occupation. The most popular qualification by far is Security Guard with 148 000 certificate holders followed by Sports Massage with 16 500 certificate holders. Both occupations require a recognised qualification to work. As noted, Security Guard is one of the occupations with the largest surplus in supply according to the Czech Labour Office.
Skills assessment and anticipation is comparatively undeveloped in Czechia
There are no skill assessment and anticipation systems in Czechia that target skill shortages. There are, however, several systems that monitor employment needs by industry, occupation and education.
Kompas is a labour market prediction and monitoring system to anticipate changes in the labour market and support strategic policy planning (MPSV, n.d.[38]). Managed by the MPSV, the system was developed as a project from 2017 to 2022 with funding from the European Social Fund (ESF). The system combines national and regional data to estimate the impacts of technological trends, particularly digitalisation and automation, and on labour markets and regional development over a five-year horizon.
The Kompas system utilises data from the Czech Average Earnings Information System (ISPV) and the Labour Force Survey to generate employment predictions across industries, occupations and education levels. The predictions are reviewed by national and regional labour market experts. The model focuses primarily on employment forecasting and does not include detailed skill needs analysis.
In 2020, the MPSV extended the project to incorporate additional data sources and enhance the forecasting model. The statistical data is validated through qualitative reviews by national and regional experts (including sector councils) and results are reported both on a national and regional level. Outputs were used for career guidance, training design and public employment services. A dedicated website has been set up to ensure that labour market predictions are accessible to all stakeholders (MPSV, n.d.[38]). At the time of writing, it is not evident that the database and outputs are updated regularly by the MPSV.
Regular regional labour market forecasts are produced by regional Labour Offices. The MPSV’s Vacancy Monitor provides information about the structure and trends of vacancies and jobseekers.
Employer surveys are carried out by various organisations, including the NPI and employer associations. The Confederation of Industry and sector-specific associations, for instance, conduct surveys on an ad-hoc basis and identify short-term employment and skills needs. Additionally, the MPSV, the Confederation of Industries and the Chamber of Commerce also carried out a skill assessment project entitled “Competence 4.0” to identify the skill need of Industry 4.0 and how vocational education can be adjusted to better address the labour-market needs of the 4th industrial revolution (Ministry of Labour and Social Affairs, 2026[20]). The project developed, in addition to results on skill needs, a methodology for mapping future competencies using both quantitative analysis on employment (such as Kompas) and qualitative methods for skill need identification in collaboration with key stakeholders. Since the conclusion of the project, there are no planned updated to the analysis on skill neds.
The NPI has also created the “Information System on the Situation of Graduates in the Labour Market” (ISA), a web portal that leverages national data to provide prospective students with insights into employment rates among recent graduates, categorised by education level and field of study (NPI ČR, n.d.[39]). The portal also includes data on the alignment (or misalignment) between employees’ qualifications and their occupations. Additionally, NPI conducts tracer studies that analyse the labour market outcomes of graduates after competing upper secondary education (NPI, 2022[40]).
Modular curricula have been trialled in in vocational education and training but have not so far been implemented widely across the sector
The foundations for a micro-credentials system have also been established in the VET sector, with recent efforts focused on making educational offerings more flexible. This approach aims to better align programmes with diverse career pathways and encourage adult participation in learning. VET schools are increasingly adapting their offerings to meet the varied demands of employers by facilitating the modularisation of traditional programmes and developing new standalone short courses. Recognising demographic shifts, these institutions are increasingly targeting adults as learners, designing programmes to support their upskilling and reskilling needs. This section will explore a pilot initiative designed to advance modularisation in VET schools, laying the groundwork for the development of micro-credentials that are integrated into both initial and continuing VET systems.
Under the Modernisation of Vocational Education (Modernizace Odborného Vzdělávání, MOV) project, which ran from 2017 to 2020, Czech VET schools piloted the modularisation of their educational offerings. The primary objective of the MOV initiative was to enhance the quality of secondary vocational education by aligning it more closely with labour market needs and improving its capacity to support lifelong learning. The project, implemented by the NPI, operated with a total budget of approximately CZK 97 million under the Operational Programme Research, Development and Education (Operační Program Výzkum, Vývoj a Vzdělávání, OP VVV) 2014–2020, co-funded by the ERDF and ESF.
Although debates persist about the effectiveness of modularisation in VET – particularly regarding the value of a holistic approach that presents education as a cohesive set of learning outcomes – the MOV project highlighted key benefits of modularisation. It enables flexibility in educational pathways, allowing for the customisation of learning paths based on individual needs and facilitating curriculum adaptation to meet labour market demands. In addition, modularisation improves system fluidity by reducing barriers to transitions between educational sectors and levels, enabling the completion of educational journeys in stages, and incorporating certification to validate learning for those who leave education early.
As part of the pilot, 105 secondary vocational schools participated, collectively developing 1 158 modules. Of these, 44% were designed for programmes leading to a vocational certificate (Category H – EQF level 3), and 39% for programmes resulting in a Maturita (Categories L and M – EQF level 4). The remaining 17% were created for vocational certificate programmes catering to students with special educational needs (Category E – EQF level 2). Among the total modules, 752 were focused on professional components of vocational education, 205 on general components, and another 160 were linked to NSK qualifications (Kolektiv projektu MOV, 2020[41]). The fields of study with the largest number of modules developed, in descending order, were mechanical engineering; arts; agriculture and forestry; gastronomy, hospitality and tourism; construction; and electrical engineering (NPI ČR, n.d.[42]).
The modularisation effort aligns with key national strategic priorities, including the “Strategy for the Education Policy of the Czech Republic until 2030” and the “Long-term Plan for the Development of Education and the Education System of the Czech Republic 2023–2027”. Coupled with VET schools’ experience in offering short non-formal programmes - often developed in response to employer requests - this modularisation initiative provides a solid foundation for the development of VET micro-credentials. To ensure broader impact, all modules developed under the MOV project have been published as open educational resources, making them accessible for use beyond the project’s duration.
The National Recovery Plan has supported a piloting of Individual Learning Accounts alongside other skills-related measures
Beyond the higher education and VET sectors, progress has been made to support upskilling of the workforce. Substantial investments under the NPO have facilitated initiatives such as the piloting of individual learning accounts and the establishment of the Upskilling and Reskilling Committee. These efforts are particularly important as they create opportunities for providers outside the scope of the above-mentioned initiatives in higher education and VET, such as private higher education institutions and non-formal training institutions, to actively engage in micro-credential development. Additionally, these initiatives offer financial incentives not only to providers but also to learners and employers, fostering a more inclusive ecosystem for lifelong learning. The momentum established under the NPO continues with the implementation of other EU-supported projects. This section will outline the recent advancements achieved through the NPO and highlight plans to further strengthen the upskilling and reskilling policy agenda.
The NPO included reforms of labour market policies, with one initiative specifically aiming to enhance the availability and uptake of upskilling and reskilling programmes (Component 3.3.1). This initiative outlined five key measures: establishing the Upskilling and Reskilling Committee, developing an online course catalogue, providing financial assistance for digital skill training, creating regional training centres, and implementing legislative amendments. A total budget of CZK 7 billion (EUR 280 million) was allocated to this component.
The creation of an online portal and the provision of financial support set the stage for piloting individual learning accounts. These accounts grant individuals “the right to access a personal budget at an individual’s disposal to cover the direct costs of labour-market-relevant training, guidance and counselling, skills assessment or validation that are eligible for funding” (European Union, 2022[43]). By enabling universal access to high-quality learning opportunities and empowering individuals to take ownership of their lifelong learning journeys, these accounts are expected to play a transformative role in fostering skills development and adaptability.
In January 2023, the online tool Jsem v kurzu (“I’m on (a) course”) was launched to consolidate information on upskilling and reskilling courses, grouped into three categories: secured retraining, selected retraining, and digital training courses (Table 2.4). These courses are targeted at "job seekers" (uchazeči o zaměstnání) – individuals who are unemployed – as well as "job applicants" (zájemci o zaměstnání), which includes employed individuals seeking to upskill and reskill, economically inactive individuals (such as those on parental leave), and students.
While retraining courses function as active labour market policies, digital education courses are designed to serve a broader audience, providing a foundation for the development of individual learning accounts. Under the NPO, both job seekers and job applicants are eligible to access a budget of CZK 50 000 (EUR 2 000) to cover 82% of the costs of digital training courses listed in the online catalogue. This support is available for a period of three consecutive calendar years. To participate, individuals must register with the Labour Office and submit a course enrolment request at least one month before the course start date. The Labour Office reviews these applications, and most are approved. However, if individuals fail to complete the course without a justifiable reason, they will lose their eligibility for financial support.
In late 2024, 1 247 digital training courses were available on the portal. Unlike retraining courses, which require accreditation, these courses do not require formal accreditation. However, they must meet the minimum standards set by the MPSV and undergo a review by the ministry before being included in the catalogue.
Note: *To be eligible for selected retraining, one must be either a job seeker, in need of a career change, or at risk of job loss.
Source: MPSV (2024), Jsem v kurzu [I am on (a) course], https://www.mpsv.cz/jsem-v-kurzu.
The ILA pilot scheme was introduced with temporary EU funding (Recovery and Resilience Facility and European Social Fund+), with a budget of EUR 120 million for the period of 2023-2025 (OECD, 2025[44]). The initiative aimed to support 60 000 individuals in upskilling and reskilling by the end of 2025, with approximately 26 000 individuals having completed a course as of September 2024. In addition to individual support, it provided funding to employers and umbrella organisations to facilitate digital training for employees, with a focus on small and medium-sized enterprises. Employers could apply for ex-post reimbursement of fees for digital education courses they have covered, as well as wage compensation for employees participating in training, up to a maximum of 80 hours. Combined, the two streams of financial support aimed to train 130 000 individuals by the end of 2025. Furthermore, fourteen regional training centres were planned to be established by the end of 2025. These centres were intended to operate under the Labour Office’s oversight to facilitate the provision of digital training courses and ensure accessibility across regions. As of 2026, the ILA no longer offers digital training courses, but still offers secured retraining, meaning the ILA effectively no longer offers training to employed adults and has reverted to only offering training for NSK approved professional qualifications for unemployed individuals (Ministry of Labour and Social Affairs, 2026[30]).
Overall coordination for the development of micro-credentials is currently lacking in Czechia
The consultation exercise undertaken for this project confirmed the wide range of initiatives that have been undertaken in Czechia that could contribute to the development of a future harmonised national micro-credential system. However, it also confirmed two key aspects of developments in this area to date:
Virtually all recent, relevant initiatives related to micro-credentials and skills policy are project-based – most of them supported from European Union funds – with time-limited resources. Once the projects are completed, the systems or approaches developed or tested are not systematically embedded in ongoing practice and their longer-term use and viability sometimes appear to be in question.
Responsibility for the policy areas that would likely need to be involved in creating a harmonised micro-credentials system in Czechia is currently fragmented across the MŠMT and the MPSV at national level, while existing initiatives to develop micro-credentials or reskilling offerings with micro-credential characteristics within universities and at regional level are operating in a largely uncoordinated manner in the absence of a clear national framework. The impact of the Upskilling and Reskilling Committee established in 2021 to coordinate lifelong learning policy (see Box 2.3) appears to have been limited, although it may provide a basis for future cooperative policymaking.
Following Ministerial Order No. 14/2021, the Upskilling and Reskilling Committee was established in October 2021 to foster tripartite cooperation in the area of lifelong learning. The Committee brings together key stakeholders from public authorities, employer and industry representatives and trade unions, aiming to facilitate co-ordinated efforts to align lifelong learning initiatives with the country's evolving skills needs. The members include:
Public authorities
Ministry of Labour and Social Affairs (Ministerstvo práce a sociálních věcí, MPSV) (Chair)
Ministry of Education, Youth and Sports (Ministerstvo školství, mládeže a tělovýchovy, MŠMT) (Vice-chair)
Ministry of Industry and Trade (Ministerstva průmyslu a obchodu, MPO)
Employer and industry representatives
Confederation of Industry of the Czech Republic (Svaz průmyslu a dopravy ČR)
Czech Chamber of Commerce (Hospodářská komory ČR)
Confederation of Employers´ and Entrepreneurs´ Associations of the Czech Republic (Konfederace zaměstnavatelských a podnikatelských svazů České republiky)
Trade unions
Czech-Moravian Confederation of Trade Unions (Českomoravská konfederace odborových svazů)
Association of Independent Trade Unions (Asociace samostatných odborů ČR)
Source: MPSV (2021), Výbor pro rekvalifikaci a další vzdělávání [Upskilling and Reskilling Committee], https://www.mpsv.cz/documents/20142/2649574/V%C3%BDbor+pro+rekvalifikaci+a+dal%C5%A1%C3%AD+vzd%C4%9Bl%C3%A1v%C3%A1n%C3%AD.pdf/4add56fb-7a39-bf31-41de-c8456cc084f2.
Virtually all workshop participants consulted during the consultation phase argued that micro-credentials have the potential to play a valuable role in the Czech education, training and skills landscape. Equally, virtually all consultation participants supported the principle that a national framework that clearly define key features of micro-credentials – but leaves sufficient flexibility to allow micro-credentials to be responsive to skills demand and account for sectoral differences – is required as a foundation for a future national micro-credentials system. Consultation participants also generally argued that to develop such a framework and steer and oversee a future micro-credentials system a national coordination body would be needed.
This feedback from the consultation exercise regarding the absence of a national framework for micro-credentials echoes the final recommendations from the micro-credentials pilot project, which also recommended the creation of a national framework, including clear criteria for content, evaluation and recognition. However, the challenge for developing a future harmonised approach to micro-credentials will lie in identifying in establishing a suitable cross-sectoral coordination body for micro-credentials at national level – where no such body currently exists – and in identifying elements for a national framework that can serve all potential micro-credential providers and not simply the higher education sector.
References
[17] Cedefop (2022), Vocational education and training in Czechia: short description, Luxembourg: Publications Office, https://doi.org/10.2801/163428.
[27] Charles University (2024), Zlepšení prostupnosti vzdělání na úrovni vysokých škol pomocí mikrocertifikátů (Improving the permeability of education at the university level with micro-credentials), Charles University, https://cczv.cuni.cz/CCZV-572.html (accessed on 29 April 2026).
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← 1. “The purchasing power standard, abbreviated as PPS, is an artificial currency unit. Theoretically, one PPS can buy the same amount of goods and services in each country. However, price differences across borders mean that different amounts of national currency units are needed for the same goods and services depending on the country.”
← 2. The Maturita exam is a school leaving examination that is taken at the end of secondary school education and must be passed to gain admission into higher education institutions in Czechia. For VET, the Maturita exam comprises of a standardised state exam (determined by the Ministry of Education, Youth and Sports) and a vocational part (prepared and organised by individual vocational schools).
← 3. Universities of the third age courses are one of the activities eligible for funding under budget heading IV, which accounts for approximately 5% of total funding.
← 4. Excluding entities registered as operating in sports and recreation education, cultural education and driving school activities.
← 5. Retraining courses are an active labour market policy by the public employment service which provides funding for adults who are unemployed or at risk of unemployment and wish to reskill. These courses can also be offered by formal training providers who can register classes directly with the Labour Office without having to get the course accredited by the MŠMT, provided the courses fall within their area of specialisation.
← 6. The Czech ILA pilot ran from 2023-2025 and supported the development of digital skills in information technology and Industry 4.0. Individuals aged 15 and above could receive up to CZK 50 000 (EUR 2000) in training support, with a required co-financing contribution of 18% from participants. Eligible programmes were (and remain) listed on the Jsem v kurzu portal, where individuals can request funding and apply for training. The pilot was co-financed by EU funds, and discussions are underway on expanding the initiative into a national ILA system beyond the pilot phase (which, at the time of writing, is coming to an end).
← 7. 1 ECTS credit is equivalent to about 25 to 30 hours of study.