Distance learning in basic and upper secondary schools in the Czech Republic 13/22 Figure No. 3 How the school affects the content coverage of education As at basic schools, distance education at upper secondary schools was most often dedicated to the practicing and to a large extent to making pupils familiar with new topics, regardless the type of upper secondary school. The share of schools where education was also used to teach extended curriculum, interesting facts, etc. was significantly lower. These included about a half of general secondary schools, but less than a third of schools with a predominance of pupils in programmes finished with VET certificate. Figure No. 4 What do teachers mainly use distance education for? 0 %10 %20 %30 %40 %50 %60 %70 %The content is definedmostly by teachers´thematicplansSchool leaders set prioritiesin terms of subjects andtopicsHeads of subjectdepartments or teachersthemselves agreed onpriorities regardless of theirthematic plansMost of the teachers decideindividuallyISCED IISCED 2ISCED 30 %20 %40 %60 %80 %100 %120 %ISCED IISCED 2ISCED 3To practice topics that have already been thaughtTo teach new topicsTo teach extended curriculum, interesting facts etc.