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At the levels ISCED1 and ISCED2 Informatics courses are seldom organised by schools. Schools tend to focus on the use of computers in teaching. They do not allocate a lot of lessons to informatics content at the level ISCED3. As a result most students graduate from upper secondary schools having no knowledge of algorithmic thinking.

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The secondary schools (i.e. mostly 4-year education from 15 to 18 years of age) have to provide informatics courses in the total amount equivalent to one year of 4 hours/week. It is up to the school how this is distributed throughout the study, a frequent variant is 2 hrs/week in the 1st grade and 2 hrs/week in the 2nd grade.

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There is a big difference between what is demanded by national curriculum documents and what is going on and taught in practice. Some schools concentrate on teaching the basics of informatics, mainly programming. In general, the basics of informatics or programming is taught more in secondary schools (ISCED3), and rarely in lower secondary schools (ISCED2). Programming is not demanded at the ISCED1 and ISCED2 levels.

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Hard to estimate. The above indicated option -- Informatics courses in 1st and 2nd grades, compulsory for all students -- is common but not universally applicable.

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According to the Framework Education Programme for Primary Education (2013), there is a compulsory educational domain (subject) called „Information and Communication Technology“ at the level ISCED1. It is organised on the basis of one lesson per week in one arbitrary school year, the latter being decided by school management. Usually Czech schools integrate this subject with other topics in Year 4 or 5 with pupils aged in 9-11.

According to the Framework Education Programme for Primary Education (2013), there is another compulsory educational domain (subject) called „Man and the World of Work“ at the level ISCED2 with a theme focused on the usage of digital technology.

Nevertheless, most of the Czech schools have been equipped with interactive whiteboards (IWB) connected to the Internet and these are used for the teaching of the majority of school subjects.

At the level ISCED1 cases of using computers, notebooks, tablets, mobiles in other school subjects are getting rarer. At the level ISCED1 some teachers use the Internet in their teaching because a lot of primary schools in the Czech Republic have classrooms equipped with a computer connected to the Internet. The quality of the teaching approach on how digital technology can be used in teaching depends on the teacher’s professionalism, and on his/her ability to think about what to do with the technology for learning on ISCED1.

At the levels ISCED1 and ISCED2, school education is directed to achieve six key competencies, none of which is digital competency. The same situation arises on the level ISCED3 in schools called „gymnazium“.

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At the ISCED1, ISCED2 and ISCED3 levels there is a compulsory separate subject called „Information and Communication Technology“ which is targeted at digital literacy development. The appropriate curriculum document not only introduces the aims and curriculum but it also specifies in which educational domains/subjects ICT should be used as well.

At level ISCED2 according to the Framework Education Programme there is another compulsory educational domain (subject) called „Man and the World of Work“ with a theme focused on using digital technology and this also contributes to digital literacy development.

At level ISCED2 a pupil's digital technology literacy is developed also in a „cross- curricular theme“ called Media Education.

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At the levels ISCED1, ISCED2 and ISCED3 the digital literacy curriculum is consistent across all schools. The quality and intensity of teaching focused on digital literacy depends on conditions in the schools (software, hardware, teacher expertise and professionalism, school management, etc.). At the level ISCED3 there could be substantial differences depending on secondary school specialisation (business college, technical school, language school, Art school, apprentice training school etc.). Nevertheless, at all these secondary schools the digital literacy curriculum is a separate compulsory subject. Schools can add extra lessons to this compulsory subject as a result of which nearly half of all secondary schools have more than 300% increase in the demanded volume of ICT lessons.

The Czech School Inspection monitors and evaluates how schools develop digital literacy, how ICT is used in teaching (how many hours per week, in which subjects, in which ways and in which learning activities, how computer labs are used etc.).

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On ISCED1, ISCED2 and ISCED3 levels there is a compulsory separated subject „Information and Communication Technology“ aimed to digital literacy development. Usually, the Czech schools integrate this subject in Year 4 or 5 with pupils aged in 9-11.

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There are two streams of studies for informatics teachers:

1. ICT Studies/ICT Education for teachers of lower and/or upper secondary education who teach the compulsory subject „ICT“
2. Informatics Studies for teachers of lower and/or upper secondary education who teach not only a compulsory subject „ICT“, but also Informatics as a subject. This is not obligatory for all pupils/students, and is taught only in some schools.

Recently a pre-service course for primary teachers on how to teach the subject ICT is starting to be taught in some faculties of education.

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Most often, the teachers have studied two equally weighted subjects during teacher training (one of which may be informatics); those which studied two subjects other than informatics and teach informatics, would undergo its study additionally as a third subject.

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Commonly 2 months per subject.

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As one subject within the two equal-weight subjects scheme.

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Full teacher training qualification (master's level) is required for teachers.

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Teachers do not have any special status, fixed term employment contracts in accordance with the law are normally used.

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