Analysis of context

Legal framework in Czech Republic

According to Glafka, we can define key competences as a set of knowledge, abilities, skills, values and attitude. For individual’s personal development and participation in society are significant.

The variety and conception of key competences are based on:

  • values which are generally acknowledged in the society;

  • commonly held ideas on which individual’s competencies contribute to individual’s education, successful life and to strengthening the functions of civil society.

We can define a skill as the ability to accomplish a task with predefined results. Often skills are divided into basic and specific skills. In the area of work, some basic skills could include also time management, teamwork and leadership, self-motivation and others, whereas specific skills are useful only for a certain occupation. Certain environmental incentives and situations are usually requested to assess the level of skill being shown and used.

Among other activities and aims of our institution we also focus our interest in strengthening the cooperation between schools and companies who act as potential employers for graduates. Practically it doesn’t mean we deliver tailor-made activities for companies or training for employees. It is rather about connecting those two worlds, starting discussions about their needs – on both sides, raising awareness about gaps and imbalance on labour market – there is missing labour force in some fields, whereas for some professions there is no more need as market is full. The labour force is not “produced” by schools based on the real situation on the labour market – lately it was very popular to study economics so there are many people with economic background but needs of the labour market are different. Then there is imbalance on labour market. Often graduates form secondary vocational schools (upper and post-secondary education levels) are not equipped with knowledge and skills required by the labour market. There is missing dual system in Czech education system.

In the Czech Republic there haven’t been adopted any law or policy exclusively dedicated to adult education, yet. The Czech Republic follow the Strategy2020 (implemented the Strategy into the education system as a Strategy of educational policy of the Czech Republic till 2020) and there are no other policies applied in terms of adult education. In 1990 there was established The Association of Adult Education Institutions (the largest professional association of its kind) which among others promote the interest and needs of adult education institutions, cooperate with state authorities and other entities in preparation and implementation of legislative and other measures of adult education. In area of adult education there could be applied the following: Act 179/2006 Coll. on Verification and Recognition of Further Education Results.

Key competences and skills required in GLAFKA’s environment*

  • Verbal and written communication in native language (written and verbal)

  • Verbal and written communication in foreign language (English is must, other languages are welcomed)

  • Digital skills and competences – the level of skills and competences depends on the role/occupation of an employee (there are different requirement on ICT trainers and administrative staff, for example)

  • Teamwork – we usually work in teams, often on distant bases so team work is also very important to function perfectly

  • Learning – lifelong learning being very important for personal development and we expect our colleagues are open to new learning experiences

  • Organization – as planning, scheduling, be able to deal with multiple tasks

  • Problem solving – covering critical thinking, reasoning and problem solving

  • Information gathering and research

  • Empathy and patience and tolerance – especially when we work with seniors groups or any disadvantageous groups.

*) the level of mentioned skills and competences always reflect the responsibilities and tasks of each individual