Financing for equity in pre-primary education
1. Education resources to subnational governments
2. Education resources to schools
3. Education resources to students and families
4. Social policies and family support programmes
Introduction
In the Czech Republic, education financing operates through a cooperative system involving both central and local governments. The Ministry of Education, Youth and Sports (MEYS) holds primary responsibility for allocatingand overseeing most public school funding. Since 2020, budgets have been allocated to public schools based on a teacher-based normative system that calculates funds according to the number of teachers, classes, and teaching hours rather than per student. Regional (14) and municipal (6,253) governments serve as intermediaries, distributing these funds to schools within their areas and supplementing budgets from their resources when needed.
Funding flows through multiple levels: the state budget provides earmarked funding for teacher salaries and support measures for children with special needs, while regional and local authorities cover operating and investment costs, textbooks, teaching aids, and teacher education. Private and denominational schools follow a separate funding model based on state subsidies per student and tuition fees. Further education is funded by the state only if offered by accredited institutions, with employers or individuals typically covering other training expenses. This multi-tiered approach ensures a structured distribution of resources across different types of education providers.
OECD (2019) illustrated the flow of public funding to public primary and lower secondary educational institutions in the Czech Republic.
1. Education resources to subnational governments
The allocation of resources to subnational levls for education follows a structured and equity-oriented approach managed primarily by MEYS. The central government distributes funds to regions and municipalities through a combination of direct normative funding and equalisation of transfers, ensuring that schools receive adequate resources while addressing regional disparities.
The largest equity-conscious funding mechanisms include the per-teacher normative system and regional equalisation transfers. The normative system allocates funds based on teaching hours, adjusted for regional salary costs and student needs, while equalisation transfers provide additional support to poorer regions with lower tax revenues or outdated infrastructure. These formulas combine base grants with needs-based supplements, such as extra funding per student in low-income areas.
2. Education resources to schools
The primary mechanism for funding public schools is the normative per-teacher allocation system introduced in 2020. Under this system, the MEYS calculates school budgets based on the number of pedagogical staff required, rather than per-student enrolment. This approach considers factors such as school size, study field costs, and the needs of students with disabilities or socioeconomically disadvantaged backgrounds. Funds are transferred directly from the state budget to schools, though regional and municipal governments retain oversight of certain operational expenditures.
The 2025 amendment to the Education Act (2004) introduced index-financing, which distributes funds to schools based on the level of difficulty of their conditions (e.g. proportion of pupils with a language barrier or from disadvantaged backgrounds). The aim is to reduce inequalities in education and ensure more funds are allocated to support students with more needs. In 2026, schools with more socially disadvantaged students will receive 10% extra funding. The amendment also financially anchors key positions such as school psychologists, social educators, and educators for children with special needs.
The Education of Children, Pupils, and Students with Special Educational Needs
The Education of Pupils with Special Educational Needs is a national initiative led by the Ministry of Education, Youth and Sports since the early 2000s, aiming to ensure equitable access to education for children with disabilities, chronic health issues, developmental or behavioural disorders, and those facing social disadvantages, including refugees and children in institutional care.
Support measures are provided free of charge to students with special educational needs and are financed from the state budget. In the first stage, they are provided by the school without the need for a recommendation from a school counseling facility. From the second to the fifth stage, a recommendation is required. Support measures can include, for example, personnel (especially teaching assistants and special educational subjects) and other aids.
Promoting equal opportunities (2022-2025)
Schools with a higher proportion of socially disadvantaged pupils and inequalities in education were support by the ministry’s "Support of Equal Opportunities" programme which is part of the National Recovery Plan. The main objective of the project was to test solutions for reducing inequalities in education. Schools in more demanding conditions were provided with multi-layered support focused on strengthening the competences of pedagogical staff to work with heterogeneous groups of pupils, especially pupils with social disadvantage. As part of this project, breakfast clubs and other activities supported the inclusion of disadvantaged pupils. More than 400 schools were supported.
The project also worked to design and verify a new school financing system using an index of socio-economic disadvantage. A new methodology for identifying socially disadvantaged students was createdand then anchored in the 2005 amendment to the Education Act.
Support for the integration of the Roma minority
Initiated in 2002, the "Support for the Integration of the Roma Minority" programme focuses on supporting the involvement of children in pre-school, primary, and secondary education. It strengthens cooperation between schools and families to prevent early school leaving and assist the transition from primary to secondary school.
Support for Educational Activities of National Minorities
The "Support for Educational Activities of National Minorities" programme managed by the Ministry of Education, Youth and Sports focuses on supporting the education of children, pupils and students from different linguistic and cultural backgrounds. Through multicultural education, the project strengthens the awareness children and youth up to age 26 of general human belonging, global cultures and mutual tolerance in order tofight against racism and xenophobia.
3. Education resources to students and families
The “Support for socially disadvantaged Roma pupils of secondary schools, conservatories and students of tertiary professional schools” programme, managed by the Ministry of Education, supports Roma students from low-income Czech families. The programme focuses on improving the educational outcomes of Roma pupils, preventing early leaving, increasing the number of Roma pupils and students who successfully complete their secondary education and pursue higher education. The programme provides a subsidy to continuously support cooperation with pupils’ families and motivate pupils to learn.
Introductory Courses for Refugees and Persons with Subsidiary Protection
The “Introductory Courses for Refugees and Persons with Subsidiary Protection” offer free instruction in the Czech language, civic and legal basics, and geographical orientation to individuals granted international protection. Established under Section 70 of the Asylum Act (Act No. 325/1999 Coll.) and backed by Government Resolution No. 543 (2008) and a ministerial directive, the programme is delivered in collaboration with civil society partners such as SOZE and funded through designated state budget allocations. It supports newly arrived refugee children and their families, aiming to ease their integration into Czech public education and broader society.
4. Social policies and family support programmes
Adopted in 2025 and informally known as the “super benefit,” this programme includes a child’s bonus as one of its four components. To qualify, families must be below a certain income level and dependent children must regularly attend compulsory school or preschool, with unjustified absences resulting in the loss of the benefit. All adult household members must also be employed or legally exempt (e.g. for caregiving).
5. School meal programmes
The Czech Republic run national school feeding programme. The state pays for overhead costs and staff, however, students are charged for meals at a subsidized price. According to the Education Act (2004), children in kindergartens and pupils of primary and lower secondary schools can access school meals for the duration of their stay at school facilities. School meals are regulated by Decree No. 107/2005 Coll.
Meals, primarily lunches, are prepared via school feeding facilities, focusing on balanced nutrition and excluding unhealthy items. Without relying on fortified foods or supplements, the school feeding system follows strict nutritional standards, created in cooperation with the Ministry of Health and input from nutritionists. It also includes complementary health activities such as screenings and hygiene education.
Support for School Feeding for Primary and Lower Secondary School Pupils
The "Support for School Feeding for Primary and Lower Secondary School Pupils" programme managed by the Ministry of Education, Youth and Sports supports access to school meals for pupils whose families find themselves in an unfavourable financial situation. These pupils are provided with free lunches in order to improve their school attendance. Funds supporting free meals are provided by the state as well as the European Union.
This profile was reviewed by Třeštíková Ludmila at the Ministry of Education, Youth and Sports of the Czech Republic; and Dr. Antonín Jančařík, Associate Professor at Charles University.
