Home-Education in Czechia: Twenty Years of Experience

Home-Education in Czechia: Twenty Years of Experience

Yvona Kostelecká, Tomáš Kostelecký, Andrea Beláňová, Kateřina Machovcová
Copyright: © 2021 |Pages: 20
DOI: 10.4018/978-1-7998-6681-7.ch011
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The chapter deals with the development of home-education in Czechia since its legalisation in 2004. It analyses the way home-education works in a specific Czech legal and institutional context. An analysis of the available data showed a rapidly growing popularity of home-education since its legalisation. The concentration of home-schoolers under the supervision of just a handful of basic schools specialised in home-education was observed which was enabled by the legalisation of home education given parents are able to choose a school for their children regardless of their place of permanent residence. Although the law stipulates quite strict conditions for practicing home-education under the supervision of schools, the free school choice empowered home-educating parents are much more free to practice education however they liked as the administrative authorities were in a client-provider relationship with parents which gave parents power.
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In all countries where modern home–education has emerged, the process of its establishment has been always accompanied by debates over its legislative framework (Barbosa, 2016; Hagen, 2011; Paciorkowski, 2014; Polaszek, 2011). In different countries, legal rules for practicing home-education were developed through different trajectories and disputes over legislation have had different outcomes that ranged from very liberal approaches to home education (such as in the UK), to strictly regulative ones (such as in the Sweden), (see Bhopal & Myers, 2016; Jones, 2016; Malmström, 2017). In rare cases, home-education was not made legal at all, such as in Germany (Martin, 2010; Spiegler, 2009). Quite often, the legislative framework has reflected not only actual political interests and lobbying strength of both the pro- and anti-home-education advocate groups but also reflected specific histories of individual countries, various historical experiences with home-education, and differences in cultural traditions.

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