Thursday, Oct. 5, Žofín Palace
Opening remarks: Petr Pavlík, Deputy Minister of Education, Czech Rep.
09:15 – 10:30 Educational Systems Evaluation
A measuring is an objective tool for comparison of different educational systems quality. Can we apply measuring by complex indexes to evaluation of educational systems? Is IREF index a relevant tool for measuring efficiency of education systems in different EU countries? Is PISA index appropriate tool for measuring quality of primary and secondary education in different countries worldwide? Are pupils, students, and graduates from top countries according to these indexes in better position on the education and job market? Outcomes of educational reforms have significant time delay, up to 20 years, which means that recent results are related to reforms many years ago – are interpretations of educational indexes’ results able to cope with this issue? Are we capable to project requirements on future graduates, i.e. how are the recent results valuable for future education strategies
Confirmed speakers: J. P. Delsol, Nicolas Lecaussin (IREF, France), Daniel Münich (CERGE-EI, Czech Rep.), Aleš Rod (CETA, Czech Rep.)
10:30 – 12:00 Educational Reforms and Innovations – Examples To Follow
A reform is a substantial change within a valid system. Do reforms and innovations produce expected improvement in education? Who are the reform-drivers and what are their incentives? Which are real results of a reforms and innovations? What about unexpected reform impacts on a society? How and when will the reform proceed?
Confirmed speakers: Arja-Sisko Holappa (Finnish National Agency for Education, Finland), Irene Kranz (Ministry of Education, Liechtenstein), Gintaras Steponavičius (Member or Parliament, Committe for Education and Science, Lithuania), Martin Roman (PORG Secondary Grammar School, Czech Rep.)
12:00 – 13:15 Lunch
12:05 – 12:30 Press Conference
13:15 – 14:45 Educational Reforms – Unfinished Business
Each reform is connected with social costs. The more ambitious a reform is, the higher its costs are. Realizing a reform is rational only if expected benefits exceed costs. Which were basic reform incentives? Which arguments in public debate are used for the reform support? Which obstacles remain to surmount to achieve the aim? Who are the most persistent reformopponents? Why? What are the reform goals?
Confirmed speakers: Nastia Flegar (Ministry of Education, Slovenia), Emilia Zankina (American University in Bulgaria, Bulgaria), Ján Oravec (The Entrepreneurs Association of Slovakia, Slovakia)
14:45 – 15:00 Coffee Break
15:00 – 16.30 Linking Theory To Practice
Theory is what a majority imagines when contents of education is discussed. Theory taught at schools cannot be antithesis to practice unless the theory or teaching is obsolete. Technological progress and its impact on real life requires clearer labor division and better coordination among institutions on different educational levels. How can employers affect public and private schools? Are schools open enough for ideas and approaches coming from entrepreneurial sector? Are private schools more flexible then public ones?
Confirmed speakers: Jan Veselý (IBM, Czech Rep.), Vratislav Janda (Nestlé, Czech Rep.)
16:30 Glass of Wine
Friday, Oct. 6, Anglo – American University
Parallel working groups
9:00 – 10:15 Education in Digital Era
A mankind without industrial revolution would need 2000 years for doubling income per capita. Progress induced by industrial revolution in England doubled average income per capita within 30 years from 1820 to 1850. Mass use of computers and digital revolution which we are living in has made our communication easier, has sped up many traditional processes, and has increased demand for continual lifelong learning. Are classical systém of public education coping successfully with demands of digital world? How shall educational system accommodate with digital era and prepare pupils and students for the next era, maybe postdigital one? Have private education suppliers any advantages over public education ones? Are e-learning and MOOC natural reactions on digitilazation? Are there any other, even more trendy forms of education supply?
Confirmed speakers: Olga Štěpánková (Czech Institute of Informatics, Robotics and Cybernetics, Czech Rep.), Petra Jirůtková (Khan’s school, Czech Rep.), Michal Kaderka (Alliance for Open Education / Gymnázium Na Zatlance, Prague, Czech Rep.)
09:00 – 10:15 Education Without Schools
Many private subjects substitute classical educational programs that are accredited by government authorities with an out-of-system education. Can programs focusing on developing particular skills and abilities compete with mainstream education? Does “learning by doing” workshops, such as coding skills or cooking practice, represent a growing competition to standard education? What intentions have founders of selected successful educational projects had? Do employers value certificates and references from such programs?
Confirmed speakers: Dita Přikrylová (Czechitas, Czech Rep.), Zdeňka Staňková (SvobodaUčení.cz)
10:15 – 10:30 Coffee Break
10:30 – 11:45 Education from the Employers‘ Perspective
Are empolyers generally satisfied with output (concerning quality and structure) of the Czech educational system? Is it still so important for them to have employers with academic degree generals or have they already started to differentiate among graduates from different institutions of higher education? Do they take into account national and international rankings of institutions where an applicant for was graduated? Is the gap between the output of an educational system on different levels and employer’s requirements increasing or decreasing? Is the work-force mobility a relevant topic for employers recently?
Confirmed speakers: Tomáš Ervín Dombrovský (LMC, s.r.o, Czech Rep.), Michaela Chaloupková (ČEZ a.s., Czech Rep.), Zdeňka Matoušková (Nestlé, Czech Rep.)
10:30 – 11:45 A Role of NGOs in Educational Systems
Non-governmental organizations (NGO) have complemented educational systems for decades. Does this interaction work sufficiently? Therefore, both EU, national grant agencies and private donors create financial sources for extending and deepening of knowledge, skills and abilities. Is this money inevitable and support the mainstream education? Or do activities induced by this money demonstrate low efficiency of some current educational systems? Is the position of NGOs respected sufficiently and taken into account as an inevitable part to the mainstream education? Also, are NGOs pioneers pushing through educational changes in connection with digitalization and other technological changes?
Confirmed speakers: Miroslava Kopicová (National Education Fund, Czech Rep.)