Common use of Unequal approach and low ability Clause in Contracts

Unequal approach and low ability. to develop individual potential of pupils and students The education system in the Czech Republic is not sufficiently able to level out the handicaps of disadvantaged pupils and students and to develop individual potential of each person: • The insufficient focus on pupils´ development and results by the school management, late or insufficiently identified educational needs (insufficient ability of teachers, unbalanced quality and capacity of the psycho-pedagogical counselling), insufficient follow-up development, support and catching-up measures for pupils, insufficient openness of schools (low cooperation with families, social services, low interconnectivity with out-of-school education) are the reasons leading to low individualisation of the education of each child allowing it to reach his/her personal best. • This is shown in the low participation of disadvantaged pupils, including those of Roma origin, in common pre-school education, and throughout the entire educational path where pupils who are at a disadvantage do not achieve the same results as their classmates, they opt for studies not requiring the school-leaving exam to be passed (with a lower chance of finding employment) or they leave the education system early. In many towns, a significant share of children and pupils with a socio-cultural disadvantage (often Roma children and pupils) is educated according to the Framework Education Programme for Primary Education with an annex for educating pupils with a light mental disability, or attends preparatory classes in practical schools. At the same time, primary schools within towns are gradually differentiating in terms of the share of pupils from the majority and the minority population. The above facts lead, inter alia, to a low share of pupils and students in the higher degrees of education (including tertiary education where only several dozens of Roma students are studying currently). The main obstacle for Roma pupils entering tertiary education is their low share among students studying and passing the secondary school-leaving exam. • The dependency of success in education (and consequently in employment) on the family and social origin persists and the share of the impact of the socio-economic environment of the school on the success rate of students is also increasing. Problems continue in particular with regard to children from excluded or vulnerable groups and socially excluded localities, parents from the majority society and the public have mostly a negative attitude to inclusive education. • The consequence of insufficient development of individual pupil needs is a negative attitude towards school (the index value, showing if pupils consider school to be a friendly environment, was the lowest in OECD countries in 2012), the increasing share of boys leaving school early (in 2020, it was more than 6% and the number is growing), the long term low and still decreasing number of pupils achieving best results, in particular in mathematics and natural sciences (PISA 2012). The development needs below also directly reflect the Country-Specific Recommendation No 5 on education. As, in line with this recommendation on education, the relevant investment priority "Socio-economic integration of marginalised communities such as the Roma" will be included for ESF interventions, the relevant ex-ante conditionality 9.2 will be used for ESF too. Development needs: ⮚ To support inclusive education in regional schools and support individual approach at all levels of the education system, promoting work with the public in order to increase awareness and gain support for inclusive education, supporting openness of schools and infrastructure for this purpose. ⮚ Supporting the participation of children with special educational needs, including Roma children, in pre-school education. ⮚ Comprehensive solutions for children from excluded or vulnerable groups, in particular in socially excluded areas - the local education system must respond to the needs of children at social disadvantage in a comprehensive manner and along the entire educational path, or at least from pre-school to the completion of secondary education, and to support their education in mainstream education. It is necessary to interlink support in education (including informal and special interest education), social inclusion and employment. ⮚ To support motivation of pupils to learn and to support measures that enable all pupils to develop their individual talents and achieve their personal best in terms of education, employment and personal development.

Unequal approach and low ability. to develop individual potential of pupils and students The education system in the Czech Republic is not sufficiently able to level out the handicaps of disadvantaged pupils and students and to develop individual potential of each person: •  The insufficient focus on pupils´ development and results by the school management, late or insufficiently identified educational needs (insufficient ability of teachers, unbalanced quality and capacity of the psycho-pedagogical counselling), insufficient follow-up development, support and catching-up measures for pupils, insufficient openness of schools (low cooperation with families, social services, low interconnectivity with out-of-school education) are the reasons leading to low individualisation of the education of each child allowing it to reach his/her personal best. •  This is shown in the low participation of disadvantaged pupils, including those of Roma origin, in common pre-school education, and throughout the entire educational path where pupils who are at a disadvantage do not achieve the same results as their classmates, they opt for studies not requiring the school-leaving exam to be passed (with a lower chance of finding employment) or they leave the education system early. In many towns, a significant share of children and pupils with a socio-cultural disadvantage (often Roma children and pupils) is educated according to the Framework Education Programme for Primary Education with an annex for educating pupils with a light mental disability, or attends preparatory classes in practical schools. At the same time, primary schools within towns are gradually differentiating in terms of the share of pupils from the majority and the minority population. The above facts lead, inter alia, to a low share of pupils and students in the higher degrees of education (including tertiary education where only several dozens of Roma students are studying currently). The main obstacle for Roma pupils entering tertiary education is their low share among students studying and passing the secondary school-leaving exam. •  The dependency of success in education (and consequently in employment) on the family and social origin persists and the share of the impact of the socio-economic environment of the school on the success rate of students is also increasing. Problems continue in particular with regard to children from excluded or vulnerable groups and socially excluded localities, parents from the majority society and the public have mostly a negative attitude to inclusive education. •  The consequence of insufficient development of individual pupil needs is a negative attitude towards school (the index value, showing if pupils consider school to be a friendly environment, was the lowest in OECD countries in 2012), the increasing share of boys leaving school early (in 2020, it was more than 6% and the number is growing), the long term low and still decreasing number of pupils achieving best results, in particular in mathematics and natural sciences (PISA 2012). The development needs below also directly reflect the Country-Specific Recommendation No 5 on education. As, in line with this recommendation on education, the relevant investment priority "Socio-economic integration of marginalised communities such as the Roma" will be included for ESF interventions, the relevant ex-ante conditionality 9.2 will be used for ESF too. Development needs: ⮚  To support inclusive education in regional schools and support individual approach at all levels of the education system, promoting work with the public in order to increase awareness and gain support for inclusive education, supporting openness of schools and infrastructure for this purpose. ⮚  Supporting the participation of children with special educational needs, including Roma children, in pre-school education. ⮚  Comprehensive solutions for children from excluded or vulnerable groups, in particular in socially excluded areas - the local education system must respond to the needs of children at social disadvantage in a comprehensive manner and along the entire educational path, or at least from pre-school to the completion of secondary education, and to support their education in mainstream education. It is necessary to interlink support in education (including informal and special interest education), social inclusion and employment. ⮚  To support motivation of pupils to learn and to support measures that enable all pupils to develop their individual talents and achieve their personal best in terms of education, employment and personal development.