Continuous professional development of education staff is regulated by law and is considered a professional obligation for early childhood educators, teachers, subject teachers, professional associates and principals. It is governed by the Preschool Education Act, the Primary and Secondary School Education Act, and the related by-laws.

Professional development is linked to performance evaluation and career advancement procedures. The Ordinance on the procedure, methods and conditions for promotion in the profession and the acquisition of professional titles for early childhood educators, professional associates and principals in kindergartens, as well as the Ordinance on the promotion of teachers, subject teachers, professional associates and principals in primary and secondary schools, define continuous professional development as a key requirement for acquiring higher professional titles (mentor, advisor, excellent advisor) and prescribe the minimum scope of professional training within a given period.

The system of continuous professional development is based on the principles of lifelong learning, improvement of the quality of educational practice, and the development of professional competences. It is implemented through formal, non-formal and informal forms of learning, and programmes must be approved by the Ministry of Science, Education and Youth and the relevant agencies. Continuous professional development is linked to performance evaluation and career advancement and represents an important element of professional motivation.

Planning and implementation take place at the national, regional, institutional and individual levels, with principals of kindergartens and schools playing an active role as key actors in organising and supporting the professional development of staff. Professional development is monitored through official records and individual portfolios, with particular emphasis on reflective practice, research activities, professional networking and international cooperation.

Organisational aspects 

Professional development is organised through programmes at the national, regional, local and institutional levels for staff in kindergartens and schools. It may take place during working hours or outside them, depending on the type and provider of the programme. In preschool institutions, training is often organised through internal professional working groups, development teams and in-house professional meetings, with adjustments to the work with children.

In cases where training takes place during direct work with children or students, the principal is responsible for organising the work and ensuring the continuity of the educational process, including the redistribution of duties or providing substitutes.

Training needs are identified at the national level through strategic documents and the priorities of the Ministry and the relevant agencies, at the institutional level through annual work plans and self-evaluation, and at the individual level through personal professional development plans.

The annual professional development plan forms an integral part of the annual work plan and programme of the kindergarten or the school curriculum. In the preschool system, planning is closely linked to the institution’s development plan and the improvement of the quality of educational work. Plans are aligned with national guidelines as well as with the development needs of each institution.

Providers of continuous professional development include the Ministry of Science, Education and Youth, the Education and Teacher Training Agency, higher education institutions, professional associations, civil society organisations and private providers with the appropriate authorisation. Programmes may be delivered in educational institutions or elsewhere, face-to-face, online or in a blended format.

Incentives, supporting measures and funding for participation in continuing professional development (CPD) activities

Participation in professional development programmes that are in the interest of the institution and the education system is recognised as working time. Professional development is often integrated into regular duties through internal training, professional meetings and development activities.

Employees are entitled to paid leave for professional development in accordance with the applicable legislation and collective agreements, particularly when they participate in programmes relevant for their promotion.

The most important professional incentive is the possibility of career advancement and the corresponding salary increase, in line with the promotion ordinances. In the preschool system, an additional incentive is the possibility of acquiring the status of mentor, advisor or excellent advisor.

The costs of participation in programmes (fees, travel and accommodation) may be financed from the institution’s budget, by the founder, through state programmes or from project funds. In the preschool system, local and regional self-government units, as the founders of kindergartens, play a key role in financing.

Decisions on the allocation of financial support are taken by the principal and the governing bodies of the institution, in accordance with the regulations, financial capacity and development priorities.

Public funding for professional development is organised through directly funded programmes of the Ministry and the relevant agencies, the regular budgets of institutions, and national and European projects.

Short, mandatory and professionally prioritised programmes are generally free of charge for participants, while longer and more specialised forms of training are often financed through a combination of public and personal funds.