6 │ CHANGES IN EDUCATIONAL CONTENT IN DISTANCE LEARNING Distance learning in basic and upper secondary schools in the Czech Republic 36 6 CHANGES IN EDUCATIONAL CONTENT IN DISTANCE LEARNING The complexity of distance learning and the lower efficiency of the learning process resulted in many recommendations aimed at reducing educational content to basic knowledge and skills and their careful practice. The Methodological Recommendation for Distance Learning, issued by the Ministry of Education, Youth and Sports in September 2020, places emphasis in basic schools on Czech language, Mathematics and Foreign Language, and in upper secondary schools on profile subjects in relation to the content of the Maturita examination or the school-leaver’s profile. On the contrary, the subjects whose content could be significantly reduced are development-focused subjects. Observations and interviews with the principals and teachers in the schools visited show that in most schools at least some of the above recommendations are used. Contrary to the assumption based on the situation at the beginning of the 2020/2021 school year, a longer period of distance learning was reflected in more frequent content reductions in most schools. For example, the content in development-focused educational fields was narrowed down to the necessary skills and knowledge or, as the case may be, reduced even more significantly in more than half of the schools, regardless of whether it was a basic or upper secondary school. The development of the approach of schools and teachers to the reduction of educational content shows the influence of experience from earlier periods of distance learning, which was reflected in the greater willingness of schools and teachers to reduce educational content as needed. In September 2020, teachers stated less often that they had made or planned to make some reductions, while in February 2021 a much larger number reported such steps. Similarly, plans for reductions in the School Educational Programme (hereinafter also referred to as “SEP”) or proposals for reductions in the relevant Framework Educational Programme (hereinafter also referred to as “FEP”) were more frequent in February 2021 than at the beginning of the 2020/2021 school year. CHART 16 | Comparison of the proportion of teachers who have made or will make content reductions (after the period of distance learning in the spring of 2020 and after a year of distance learning) In incomplete basic schools, content reductions in knowledge-focused subjects occur to a lesser extent, mainly due to a certain strengthening of distance learning of these subjects at the expense of the remaining subjects, but also due to the more frequently used individualised work with educational content. 0 %5 %10 %15 %20 %25 %30 %35 %40 %Je nějaký vzdělávací obsah z ŠVPv hospitovaném předmětu, kterýz důvodů přechodu na distanční výukuvyučující zjednodušil nebo zcela vypustil?Chystá se pedagog, případně ve spoluprácis dalšími, v souvislosti se zkušenostmiz distanční výuky upravit vzdělávací obsahv osnovách ve ŠVP? (Případně jej již upravili.)Existuje nějaký vzdělávací obsah,který by pedagog na základě zkušenostíz distanční výuky zredukovalz příslušného RVP?1. stupeň ZŠ září 20202020 1. stupeň ZŠ únor 20212021 2. stupeň ZŠ září 20202020 2. stupeň ZŠ únor 20212021 0% 5% 10% 15% 20% 25% 30% 35% 40% Is there any educational content that the teacher would like to has reduce in the relevant FEP dbased on the experience of distance learning? Is the teacher, including in cooperation with others, going to modify the educational content in the SEP curriculum based on the experience of distance learning? (Or has it been modified?) Is there any educational content from the SEP in the subject observed which, due to the transition to distance learning, has been simplified or completely omitted by the teacher? 1st stage of BS Sep 1st stage of BS Feb 2nd stage of BS Sep 2nd stage of BS Feb