study analysis - university of Žilinafsi.uniza.sk/kkm/esec/study_analysis.pdf · competency based...

Competency Based e-portal of Security and Safety Engineering

Agreement number: 502092-LLP-1-2009-1-SK-ERASMUS-EMHE

This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein

Study analysis



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Contents

1 Introduction of the Study Analysis for the porpouse of eSEC project ............................................ 5

2 Introduction of the study analysis in Slovak Republic ..................................................................... 6

2.1 Analysis of condition of education in the field of security in the Slovak Republic from point

of view of partner´s organisation of eSEC project. ............................................................................. 7

2.1.1 Secondary school educational system ............................................................................... 7

2.1.2 University educational system .......................................................................................... 7

2.1.3 System of lifelong education ........................................................................................... 11

2.2 Grant agencies supporting individual grades of education in the Slovak republic.............. 12

2.3 Education in the area of security and safety on individual grades of education in the Slovak

Republic ............................................................................................................................................. 20

2.4 Swot analysis of education in the area of security and safety in the Slovak Republic ........ 33

2.5 Evaluation of questionnaire survey of identification and classification of required

competences provided by eSEC portal.............................................................................................. 35

3 Introduction of the study analysis in Portugal .............................................................................. 61

3.1 Analysis of condition of education in the field of security in Portugal from point of view of

partner´s organisation of eSEC project ............................................................................................. 62

3.1.1 Secondary school educational system ............................................................................. 62

3.1.2 University educational system ........................................................................................ 62

3.1.3 System of lifelong education ........................................................................................... 64

3.2 Grant agencies supporting individual grades of education in Portugal ............................... 65

3.3 Education in the area of security and safety on individual grades of education in Portugal ..

............................................................................................................................................. 69

3.4 SWOT analysis of education in the area of security and safety in Portugal ........................ 78

3.5 Evaluation of questionnaire survey of identification and classifcation of required

competences provided by eSEC portal.............................................................................................. 80



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4 Introduction of the study analysis in Czech republic .................................................................. 103

4.1 Analysis of condition of education in the field of security in the Czech republic from point

of view of partner´s organisation of eSEC project .......................................................................... 103

4.1.1 Secondary school educational system ........................................................................... 103

4.1.2 University educational system ...................................................................................... 104

4.1.3 System of lifelong education ......................................................................................... 108

4.2 Grant agencies supporting individaul grades of education in Czech republic ................... 111

4.3 Education in the area of security and safety on individual grades of education in Czech

republic ........................................................................................................................................... 115

4.4 Swot analysis of education in the area of security and safety in the Czech republic ........ 142


competences provided by eSEC portal............................................................................................ 144

5 Introduction of the study analysis in Slovenia ............................................................................ 167

5.1 Analysis of condition of education in the field of security in the Slovenia from point of view

of partner’s organisation of eSEC Project. ...................................................................................... 168


5.1.2 University educational system ...................................................................................... 174


5.2 Grant agencies supporting individual grades of education in Slovenia ............................. 178

5.3 Education in the area of security and safety on individual grades of education in Slovenia ..

........................................................................................................................................... 183

5.4 Swot analysis of education in the area of security and safety in Slovenia ........................ 189


competences provided by eSEC portal............................................................................................ 191



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6 Introduction of the study analysis in Italy ................................................................................... 220

6.1 Analysis of condition of education in the field of security in Italy from point of view of

partner’s organisation of eSEC project............................................................................................ 220


6.1.2 Universtity educational system ..................................................................................... 222


6.2 Grant agencies supporting individual educational grades of education in Italy ............... 225

6.3 Education in the area of security and safety on individual grades of education in Italy. .. 227

6.4 University of Forli – Cesena - 5th Bertinoro PhD School on Security of Wireless Networking

........................................................................................................................................... 237

6.5 SWOT analysis of education in the area of security in Italy ............................................... 238

7 Introduction of the study analysis in France ............................................................................... 242

7.1 General characteristics of Secondary Education in France ................................................ 242

7.2 General Characteristics of Higher Education in France ..................................................... 243

7.3 General Characteristics of Continuing Education in France (Formation Tout Au Long de La

Vie (FPTLV)) ..................................................................................................................................... 245

7.4 Grants for personal training ............................................................................................... 247

7.5 Education and Training opportunities in the Security Field offered in France, scope of the

study ........................................................................................................................................... 249

Only Master’s degrees and MBAs are listed for the area of Information Security. ............................ 250

7.6 Security education on individual levels of educational system (fill the name of institutions

and names of study programs/branches of study) ......................................................................... 251

7.7 SWOT analysis of education in the area of security in Italy ............................................... 266

8 Basic Security and Safety Competencies ..................................................................................... 268

Conclusion ........................................................................................................................................... 273



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1 Introduction of the Study Analysis for the porpouse of eSEC project

The whole document „Analysis Study“ includes analyses of environment in individual regions,

analysed by partner organisations of project eSEC focused on competences required by practice and

academic society in the field of security. A part of this material is the analysis of potential eSEC

users´structure and their requirements, the analysis of the structure and representation of expected

target groups of eSEC portal users: students, pedagogues, scientific employees, expert practice,

analysis of requirements for interactivity, user-friendly extremity, graphical surroundings and

multimediality of eSEC portal´s modules in connection to supposed skills of target groups users in

using ICT. In the conclusion of the document there is a partial analysis of eSEC portal´s modules

content based on analysis of required competences and its users´ structure, which defines the need

of individual moduls focused on thematic fields of security.



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2 Introduction of the study analysis in Slovak Republic

Provided material is dealing with a survey in form of analysis about condition of education in field of

security and safety in the Slovak Republic.

The first part of the survey is devided into five units and concluded by SWOT analysis of existing

educational institutions and their activities and maping a condition of further education in this field

for needs of creating eSEC portal.

It includes general characteristics of secondary school educational system, general characteristics of

university educational system, general characteristics of lifelong educational system, grant agencies

supporting individual grades of education and individual fields of science, education in the field of

security on individual grades of education and SWOT analysis of education in the field of security in

given country from partner´s country´s point of view.



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2.1 Analysis of condition of education in the field of security in the Slovak Republic from

point of view of partner´s organisation of eSEC project.

2.1.1 Secondary school educational system

Secondary school general education and upbringing is realised in the Slovak Republic mainly at:

• grammar schools,

• secondary technical schools,

• conservatory. Grammar schools prepare students chiefly for study at universities. Further they prepare students to perform some work activities in administration, culture and other areas. General education and upbringing is also a part of education and upbringing at secondary technical schools and conservatories. Secondary school technical education and preparation is realised at secondary technical schools. Their students are being prepared mainly to performance of technical activities, mostly technical-economical, economic, pedagogical, medical, social – legal, administrational, artistic and cultural, eventually they are being prepared to study at university. Complex artistic and artistic – pedagogical education is provided at conservatories. They prepare students for professional artistic realisation and for teaching artistic and technical subjects in educational programs of artistic specialisation. To apply for university study can only that student who graduated from secondary school and got a certification about the school leaving exams. Kinds of schools that provide the school leaving examination are as follows:

• grammar school- study lasts 4 or 8 years according to which grade of elementary school the study is connected to,

• secondary technical school - 4 or 5-year study,

• conservatory - study lasts 4 or 6 years, in the field of dancing it lasts 8 years according to which grade of elementary school the study is connected to.

Considering teaching and preparation of students for practice from a point of view of serurity, there

are not many institutions in secondary school system which would provide such a type of education.

2.1.2 University educational system

University education and upbringing is realised in the Slovak Republic mainly at: • public universities,

• state universities,

• private universities,

• foreign universities.



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Public university is a public service and self-governing institution, that is established and cancelled by

the law. By the law is also set its name, categorization and its residence. If a public university is

devided into faculties, at its establishing there are also established these faculties.

Among state universities belong:

• military universities,

• police universities,

• medical universities.

At military universities there are students who are at military service. Police universities educate

experts mainly for Police force. It is possible to study here even if you are not employed in Police.

Medical universities educate students, who are preparing for individual categories of medical staff.

Private university is a legal entity with a residence in the Slovak Republic or with a residence in

a member country of EU or of states that are contractual parties of Agreement about European

Economic Area and Swiss Confederation, which was established or funded for education and

research, is entitled to operate as a private school, if Slovak government granted an approval for its

operation in the name of state.

Foreign universities provide university education in the territory of the Slovak Republic according to

legal regulations of the state of their residence based on granted entitlement issued by the Ministry

of Education of the Slovak Republic. The rights and duties of students of foreign universities are not

regulated by the law about universities, but by the legal regulations of the state of their residence.

About the equivalence of obtained certificate of education and certificates of education issued in the

Slovak Republic is decided equally as in case of certificates of education obtained by study abroad.

Universities are divided according to their character and range of their activities in the Slovak

Republic into:

• varsity colleges,

• non- varsity colleges.

Varsity colleges provide education in study programes of all three grades with significant share of

study programes of the second and the third grade.They realise study programes in connection with

their activities in the field of science, technique or the arts and in accordance with actual state and

development of these areas. The word „university“, or from it derived forms can have in their name

only universities.

Non-varsity colleges are marked as technical colleges, they provide university education

predominantely in the study programes of the first grade. University college, that reaches excellent

results in the field of science and technique as well as at realising of the study programes of the third

grade is research university.



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General conditions to be accepted for study at university are fulfiled by those secondary school

graduants who have obtained school report of school leaving exam issued after successful passing of

school leaving exam after attending ordinarily 13, exceptionally after 12 years of study. Universities

usually arrange also entrance examinations.

Study at universities is provided in three grades:

• bachelor study program – 1.grade,

• magister, engineer and doctorate study program – 2.grade,

• doctorate study program– 3.grade.

Bachelor study program lasts at least three years and maximally four years of study (architecture,

fine art and design).

Magister, engineer and doctor study program lasts at least one year and maximally three years so

that standard length of study according to bachelor study program and a following study program of

the second grade in the same field or similar field of study was together at least five years. The study

can be also running continuously connecting first and second grade of university degree. In this case

the whole length of study is at least four years and maximally six years.

Standard length of doctorate study program in its internal form is at least three years and maximally

four years, in external form maximally five years.

Universities grant their graduants these academic degrees:

1.grade: bachelor(Bc.).

2.grade :

• magister (Mgr.),

• in the field of art (Mgr. art.),

• engineer in technical, agricultural and economic areas of engineering programs (Ing.),

• in the field of architecture and urbanism academic degree engineer architect (Ing. arch.),

• doctor of general medicine in the area of general human medicine (MUDr.),

• doctor of dental medicine in the area of human dental medicine (MDDr.),

• doctor of veterinary medicine in the area of veterinary medicine (MVDr.). 3.grade :

• doctor - philosophiae doctor (PhD.),

• doctor of art - artis doctor (ArtD.),

• licentiate (of catholic) theology (ThLic.),

• doctor (of catholic) theology (ThDr.).



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Rigorous exams as a supplement to the second grade of university study.

Graduants with academic degree of magister can take rigorous exam, part of which is also defending

their rigorous work in front of panel committee. Rigorous exam does not substitute the third grade of

university study. After successful completing of rigorous exam universities grant these academic

degrees :

• doctor of natural sciences (RNDr.) in natural sciences study programs,

• doctor of pharmacy (PharmDr.) in pharmaceutical study programs,

• doctor of philosophy (PhDr.) in social and artistic sciencies study programs,

• doctor of Laws (JUDr.) in legal study programs,

• doctor of pedagogy (PaedDr.) in teaching study programs and physical educational study programs ,

• doctor of theology (ThDr.) in theological study programs except study programs in the area of catholic theology.

System of assessment generally used by universities till the academic year 2002/2003:

• excellent (the hightest rate),

• very good,

• good (the lowest rate),

• did not pass.

In some school subjects students´ perfomances are assessed by a credit or classified credit. In this

case the requirements for results in particular subjects are lower than for exams.

Credit system since school year 2002/2003: Established standard load of student for the whole

academic year, which is expressed by number of 60 credits per academic school year, 30 credits per

semester, 20 credits per trimester.

Assessment by a mark according to this system differentiates six classifying grades :

• A (excellent) = 1 (excellent results),

• B (very good ) = 1,5 (overaverage results),

• C (good) = 2 (average results),

• D (satisfactorily) = 2,5 (accepted results),

• E (sufficiently) = 3 (results fulfil only minimal criteria),

• FX (insufficiently) = 4 (results don´t fulfil even minimal criteria).

Academic school year begins on the 1 of September of current year and finishes on the 31 of August

of the following year. It consists of two semesters ( winter and summer) or of three trimesters.The

organisation of academic year is set by the statute of faculty or by statute of university, unless the

university is divided into faculties.



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Study program can be realised in the following forms of study :

• Full – time study,

• External form of study.

Full – time study form is characterised by daily attendance of student at educational activities.

External form of study includes mainly self – study and individual consultations.

Study program in both forms of study can be realised through following methods of study by:

• attendance method,

• distance method,

• combined method.

Attendance method of study is based on teaching where there is a direct contact of students with

their lectorer.

Distance method substitudes a direct contact of student with his/her teacher by communication

through means of communication, mainly means based on using information technologies.

2.1.3 System of lifelong education

Lifelong education represent all activities, that are realised throughout life with a goal of improving

knowledge, skills and abilities. Lifelong education as a fundamental principle of upbringing and

education applied in educational system of the Slovak Republic is created by:

• school education,

• further education following related grade of education achieved in school education

School education is upbringing and education realised in kindergartens, at elementary schools,

grammar schols, secondary technical schools, conservatories, at schools for children with special

pedagogical-educational needs and study in accredited study programs at universities. By successful

completion of school education students get a grade of education.

Further education is education in educational institutions of further education, which follow after

related school education and enable to obtain partial or full qualification or to complete, restore,

extend or deepen the qualification achieved in school education or to satisfy interests and obtain

competence to interfere into social life of civil society.By successful completion of further education

students cannot achieve a grade of education. Further education is realised in official langue of the

state and according to the interest of participants further education can be realised also in other

than official language.



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Other kinds of lifelong education are :

• other technical education in accredited education program, which leads to completion, restoration, extention or deepening of qualification required to performance of technical activity,

• retraining/requalification education in accredited education program, which leads to obtaining partial qualification or full qualification – professional competence for one or more work activities in other profession than in profession for which a person achieved qualification through school education,

• continuous education in education programs, by which a participant of further education completes, extends or restores qualification as a condition to perform professional activity,

• interest-education, civil education, senior education and other kinds of education, through which a participant of further education satisfies his/her interests, interferes in social life and generally develops his/her personality.

Education institutions realise accredited education programs and non-accredited education

programs. Education programs can be realised :

• by attendance form,

• by distance form,

• by combined form.

Education institutions within the bounds of lifelong education are:

• grammar schools, secondary technical schools, conservatories, schools for children with special pedagogical-educational needs, basic artistic schools, language schools and universities that except school education realise also education programs,

• legal entities, whose subject of business is education and activities closely connected with education,

• physical persons –entrepreneurs, whose subject of business is education or activities closely connected with education.

2.2 Grant agencies supporting individual grades of education in the Slovak republic

Within the Slovak Republic there are different agencies supporting education, whose activity is based

on support of research or support of study.These agencies can be divided into these two basic

groups:

• agencies supporting research and development,

• agencies mediating information.

Among main agencies supporting research and development within the Slovak Republic we rate

following organisations:



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Agency for support of research and development – APVV

In accordance with the law number172/2005 of Code about organisations of state support of

research and development and about completing the law number 575/2001of Code about

organisation of government activity and organisation central state administration of later regulations

wording there was established central grant institutuion of the government of the Slovak Republic in

the area of funding research and development – Agency for support of research and development.

The agency was established for purpose of supporting of research and development ( of basic and

applied research and experimental development) providing financial means for solving projects:

• of research and development in all fields of science and technology,

• in the framework of the agency,

• within the bounds of internaitonal agreements about scientific and technical cooperation and projects in the framework of international programs and iniciatives in the area of research and development including costs for their preparation.

List of grant schemes offered by APVV:

• General challenges – support of projects of research and development in individual groups of fields of science and technology.

• Program LPP – support of human potencial in the area of reasearch and development and popularisation of science.

• Program VMSP – support of research and development in small and medium businesses.

• Program VVCE – support of formation and activity of research and education centres of excellence.

• Program SUSPP – support of cooperation of universities and Slovak Academy of Sciences with business environment.

• Program PP7RP – support of preparation of projects 7. of Framework program of research and development.

• Bilateral cooperation.

• Multilateral cooperation.

More information about APVV is available on website http://www.apvv.sk

Scientific grant agency of Ministry of Education of the Slovak Republic and Slovak Academy of

Sciences (VEGA)

VEGA is an internal agency for the Department of Education and Slovak Academy of Sciences(SAV),

which provides mutual coordinated procedure at selecting and assessing of projects of basic research

solving at workplaces of universities and institutes of science of SAV.



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More information and instructions for leaders of projects is available on website

http://www.minedu.sk/index.php?rootId=416

Culture and educational grant agency of Ministry of Education of the Slovak Republic (KEGA)

KEGA is an internal grant agency of Ministry of Education of SR focused on financial support of

projects of applied research in the area of education and creative art iniciated by solvers from public

universities or from Ministry of Education of SR in assigned thematic areas from institutional financial

means of public universities.

More information, basic documents as well as details about financing of projects is available on

website : http://www.minedu.sk/index.php?lang=sk&rootId=499.

Slovak academic information agency – SAIA

SAIA is a non -governmental non-profit organisation which has strengthened by its programs and its

services civil society and helped to internationalise education and science in Slovakia since 1990.

Agency SAIA includes several scholarship programs, namely :

• National scholarship program,

• Operation Austria – Slovakia, cooperation in science and education,

• CEEPUS (Central European exchange program for university studies),

• Fund NIL for support of cooperation in the area of education,

• Central European University in Budapest.

National scholarship program (NŠP)

National scholarship program supports mobility of students, doctorates, lectorers and scientific

employees. National scholarship program is funded by Ministry of Education of SR. Scholarships are

appointed for students of Slovak universities and doctorates to cover life expences for study stay

during magister study (2.grade of university education),eventually for research stay during doctorate

study at chosen foreign university, or research workplace.

More information about NŠP is available on website www.saia.sk, www.stipendia.sk.

Operation Austria – Slovakia, cooperation in science and educationí

Operation Austria – Slovakia is a bilateral program, whose aim is to intensify cooperation in the area

of education and science between Austria and Slovakia.Program is funded by the Ministry of

Education of SR and Federal Ministry for science and education of the Austrian Republic. Program

financially supports projects on bilateral themes; conferencies, trainings and seminars for doctorates;



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cooperation in the area of teaching (lectures and block seminars, common study programs etc.) and

dufferent forms of study.

More information about „Operation Austria - Slovakia“ is available on website www.aktion.saia.sk,

www.scholarships.at.

CEEPUS (Central European exchange programs for university studies)

Member countries of the program: Albania, Bosnia and Herzegovina, Bulgaria, the Czech Republic,

Montenegro, Croatia, Macedonia, Hungary, Poland, Austria, Romania, Slovakia, Slovenia, Serbia.

Program is funded by national ministries for system of universities. Cooperation of universities is

oriented to preparation of common programs and common diplomas, mobility of students, doctors

and lectorers, technical excursions and summer technical schools.

More information about „Operation Austria - Slovakia“ is available on website www.saia.sk a

www.ceepus.info.

Fund NIL for support of cooperation in the area of education

Fund arose with a goal to strengthen bilateral and multilateral cooperation in the area of education

among Slovakia and institutions in Norway, in Iceland and in Liechtenstein.

Fund supports following activities within approved projects: mobility of students, teachers and

research employees; organising of common language courses; lecture stays; bilateral and multilateral

conferences and seminars within target countries; issueing of common learning devices and scientific

publications; elaboration of common study programs (Joint Degrees).

Program finishes in April 2011. Fund NIL is funded by governments of Norway, Iceland and

Liechteinstein within Financial mechanism of European Economic Area, Norwegian financial

mechanism and is co-financed from budget of the Slovak Republic.

More information about „ Operation Austria “ is available on website www.saia.sk and email address

fondNIL(at)saia.sk.

Central European University in Budapest

Central European University in Budapest(CEU) with residence in Budapest is an internationally

respected institution of further education in the area of social and humanistic sciences.



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Language of instruction is English. It is registered in the state of New York. CEU provides scholarships

for its study programs and grants also other grants oriented to support of academic cooperation and

development of teaching within the region of central and eastern Europe and countries of former

Soviet Union and Asia.

Scholarships:

• Full CEU Scholarship – it covers school fee, board and lodging, pocket money and insurance,

• Partial CEU Scholarship – it covers school fee, lodging, board and insurance benefit,

• Tuition Waiver – remitment of whole school fee or its part.

Scholarship is granted for one school year. Scholarships of doctorate programs are granted for the

whole length of study.

More information about requirements on applicants is published on the website

http://www.saia.sk/?c=154 or www.ceu.hu

Curriculum Resource Center (CRC)

Curriculum Resource Center (CRC) provides consultancy and trainings in elaborating of study

programs and lesson plans in the area of social and humanistic disciplines.CRC offers weekly

seminars for university lectorers. The goal of the seminars is to introduce innovative approaches in

planning of study programs to participants.Within the program"Course Development Competition"

CRC provides 10-month grants fro the projects related to cration and innovation of curriculum and

study programs.

More information about requirements on applicants is available on the website

http://www.ceu.hu/sep or http://www.saia.sk/?c=152, or on http://web.ceu.hu/crc/index.html

Educational Foundation of Jan Hus

Educational Foundation of Jan Hus is an international, non-political, non-denominational, educational

and cultural organisation. Help of this foundation is based not just on granting foundation benefits to

individual projects, but also on active approach of foundation to preparation and realisation of

a project.

This support is mainly meant to university workplaces. However, application for foundation benefit

can be sent by any organisation, whose project corresponds with orientation of the foundation and

conditions of relevant programs.



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Programs of the foundation:

a) Cursus Innovati – is an open grant program for projects from the area of higher education which develop non-applied humanistic, social and scientific and related disciplines.

b) Scholarship of educational foundation of Jan Hus – is one –year and is given to selected applicants up to 35 years who are active in humanistic and social and scientific disciplines.

c) Summer school of French philosophy – the goal of this program is to support long-term cooperation of French, Czech and Slovak students and teachers of philosophy. A finale of this cooperation is annually summer school of French philosophy, which is organised alternately by Educational Foundation of Jan Hus in the Czech Republic, Educational Foundation of Jan Hus in the Slovak Republic and Association Jan Hus in France.

More information and instructions for elaboration of projects is on the website

http://www.vnjh.sk/sk/index.php?include=aktprog_rvv_ci

Structual funds of EU

a) European social fund (ESF) European social fund is the oldest of structual funds. It was founded as early as in 1957 by the Roman

Treaty about founding of European Economic Community. Priorities of ESF are strengthening

economic and social cohesion through improving of job potential and work opportunities, supporting

higher rate of employment and increasing number and quality of work places. These goals are

planned to be achieved also by investment into areas of education and technical preparation.

Detailed information about timetable of challenges and about projects in program period 2007-2013

is available on http://www.minedu.sk/index.php?lang=sk&rootId=426

b) European fund of regional development (EFRR) EFRR has a goal to strengthen economic and social cohesion by equalising main regional differences,

by supporting development and structural changes in regional economies. In the department of

education there is funded Operation program Research and Development ("OP VaV") from EFRR in

the period 2007-2013.

Only just based on program document OP VaV support for research and development activities and

for infrastructure of universities will be provided in the period 2007–2013. Geographically it covers

the whole territory of Slovakia. Administrative body for OP VaV in program period 2007-2013 is a

branch for OP VaV in sector of European affairs at Ministry of Education of SR. Mediatory body under

the rule of Administrative body for OP VaV j is Agency of Ministry of Education for structual funds of

EU.

Detailed information regarding to challenges for submitting projects and methodical instructions is

available on http://www.minedu.sk/index.php?lang=sk&rootId=158



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Swiss financial mechanism

Individual forms of help are set by Swiss federal council and they will be realised by stipulated form

of withdrawing means from Swiss financial mechanism. Project proposals are realised as:

• individual projects, • block grants, • scholarship fund, • technical assistance.

To submit applications for providing an irretrievable allowance from Swiss financial mechanism are

entitled authorities of public and private sector, as well as non-government and no-profit

organisations, which are appointed as legal subcets and are operating in public

interest.Further,national, regional and local authorities, educational and research institutions and

public-private partnerships.

More information about Swiss financial mechanism and current challenges is available on

http://www.swiss-contribution.sk/index.php?ID=3531

Slovak academic association for international cooperation (SAAIC) Main agency, which provides information about current challenges is Slovak academic association for

international cooperation (SAAIC), it is a voluntary association of physical persons and legal entities,

whose goal is to support and coordinate programs of international cooperation of Slovak universities

and other institutions, chiefly with countries of European community within education and other

programs.

Association with its activities creates mostly information system about realised programs and about

other international activities, provides information and consulting services about international

education and other programs, organises national and international seminars and conferences,

promotes Slovak education system abroad and issues information materials.

Published information is from following programs:

• Program of lifelong education o Comenius o Erasmus o Leonardo o Grundtvig o Cross- section o Jean Monet

• Tempus



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• Erasmus Mundus • Other European programs and activities • European language logo • Euroguidance • Eurydice • Programs from years 2000 - 2006

o Socrates o Leonardo da Vinci

More information about individual programs and current challenges is available on

http://www.saaic.sk



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2.3 Education in the area of security and safety on individual grades of education in the Slovak Republic

Area of security Name of secondary school (Name of study program)

Name of university (Name of study program) Lifelong education (Name of study

program)

Private security Secondary technical school, Protection of persons and property

Bratislava (Study field – Protection of persons and property)

Secondary technical school of wood processing Zvolen

Zvolen study field – Protection of persons and property)

University of Zilina in Žilina, Faculty of special engineering – (study program – Sesurity management in study field – Protection of persons and property)

University of Security Management, Košice (study program – Security management )

Technical University,Košice Faculty of Mechanical Engineering,

(study program – Safety and protection of health at work, Security of technical systems and work safety

Fire protection Secondary school of fire protection, Žilina (study program – Mechanic of fire technology, Study field –civil engineering –fire protection)

University of Žilina in Žilina, Faculty of Special Engineering – (study program Rescue services in study field Rescue services)

Technical University Zvolen – Woodprocessing Faculty - (study program Protection of persons and property against fire, fireman and rescue services, fire protection and safety, technical security of persons and property )

Economic security Universiy of Žilina in Žilina, Faculty of Special Engineering – (study program Critical management in study field Civil Security)

Economic University Bratislava,

Faculty of Commerce (study program International business, world economy,



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program)

foreign trade enterprising, international financial management)

Slovak Agricultural University Nitra,

Faculty of European studies and regional development - (study program Protection against economic disasters)

Catholic University Ružomberok

Pedagogical faculty -(study program Social work

Constantine the Philosopher University in Nitra, Faculty of social sciences (study program – Social work )

Constantine the Philosopher University in Nitra,

Faculty of Social Sciences and Health Service (workplace Sládkovičovo) – (study program Social work in Roma community)

TTU Trnava, Faculty of Health Service and Social Work

(study program Social work, social work focusing on missionary and charity work)



22



program)

Pedagogical University in Prešov, Faculty of Humanistic and Natural Sciences - (study program Social pedagogy)

Pedagogical University in Prešov, Philosophical Faculty- (study program Social work)

University of Matej Bel in Banská Bystrica,

Pedagogical Faculty (workplace Rimavská Sobota)- (study field Social and missionary work with Roma community (workplace RS)

St.Elizabeth University of Health and Social sciences in Bratislava -

workplace Bardejov,

workplace Nové Zámky,

workplace Prešov (study program Social work)

Constantine the Philosopher University in Nitra, Faculty of social sciences and health service (study program Social work in Roma community )



23



program)

University of Matej Bel in Banská Bystrica ,

Pedagogical Faculty - (study program Social work)

Catholic university in Ružomberok,

Theological Faculty (workplace Spišská Kapitula), (study program Social work)

Environmental security

Central European University in Skalica, (study program Environment and regional development).

Technical University in Zvolen, Faculty of Ecology and Environment Science (study program Ecology and protection of biodiversity, environmental engineering )

Slovak Agricultural University in Nitra,

Faculty of Agrobiology and Food Sources – ( study program Protection of plants, nutrition and protection of plants )


Faculty of Natural Sciences - ( study program Environmental science)



24



program)

Alexander Dubek University of Trenčín,

Faculty of Industrial Technologies (study program Environmental engineering)

Technical University in Košice,

Faculty of Mining, Ecology, Management and Geotechnologies (study program

Mineralurgology and environmental technologies)


Faculty of Electronics and Informatics - (study program Electroenergetics in environment)


Metallurgical Faculty (study program Environmental analisis)

Technical University in Košice, Faculty of Civil Engineering

(study program Environmental engineering, environmental engineering of buildings, engineering constructions and traffic structures, Structures with environmental learning)



25



program)

Technical University in Košice, Faculty of Mechanical Engineerng - (study program Environmental managemant, technique of environmental protection)

Slovak Technical University in Bratislava,

Material - technological Faculty - (study program Environmental and security engineering, engineering of environment, environmental and security engineering)


Faculy of Civil Engineering (study program Engineering of environment, landscape science, constructions and environment)


Faculty of Natural Sciences (study program Environmental science)

University of Prešov, Faculty of Humanistic and Natural Sciences - (study program Environmental ekology)



26



program)


Faculty of Natural Sciences (study program Environmental chemistry, environmental policy in organisations, environmental management of museum facilities, environmantal management of educational facilities, systemic ekology

Pavol Jozef Safarik University in Košice, Faculy of Natural Sciences (study programy - general ecology and ecology of individual and populations)


Faculty of Europaen Studies and regionaldevelopment (study program Environmental management )

Health safety Catholic University in Ružomberok, Faculty of Health Service - (study program Birth assistance)

University of Prešov, Faculty of Health Service (study program Nursing, Birth assistance)

Pavol Jozef Safarik University in Košice,

Faculty of Medicine (study program - Anatomy, Histology and Embryology,



27



program)

Epidemiology, Physiotherapy, Gynecology and Obstetrics, Hygiene,

Surgery,Clinical biochemistry, Laboratory examination methods in health service, Medical pharmacology, Neurosciences, Pharmacology, Normal and pathological physiology, Nursing, Otorinolaryngology,

Pathological anatomy and forensic medicine, Pediatrics, Birth assistance, Psychiatry, Public health service, Internal diseases, General medicine, Dental medicine)

Comenius University in Bratislava,

Pharmaceutical Faculty (study program Pharmacy – social pharmacy, medical and diagnostic devices)


Faculty of Social Sciences and Health Service (study program Public health service)


Jessenius Faculty of Medicine (study program Medical biophysics)

University of Prešov, Faculty of Health Service (study program Physiotherapy,



28



program)

Nursing, Dental Hygiene)


Faculty of Biotechnology and Foodprocessing– (study program Safety and protection of foodstuffs )

Industry security Technical University in Zvolen

Faculty of Ecology and Environmental Science (study program Safety of technical systems, Ecotechnoque)

Slovak Agricultural University in Nitra, Faculty of Mechanization - (study program Operational safety of technique, Reliability and safety of technical systems)

University of Žilina,

Elekctrotechnical faculty -(study program Secure managing of operations, secure managing of operations in industry)

University of Žilina, Faculty of Mechanical Engineering (study program Industrial Engineering)



29



program)


Faculty of Mining, Ecology, Managment and Geotechnologies - (study program Rescue, fire and safety technique)

Technical University in Košice, Faculty of Manufacturing Technologies – (study program Integrated managing systems in manufacturing )

Technical University in Košice, Metallurgical Faculty

(study program Integrated systems of managment, processing and recycling of waste)

Technical University in Košice, Faculty of Mechanical Engineering - (study program Safety of technical systems, safety of technical systems and safety of work, industrial engineering)


Material – technological Faculty - (study program Integrated security)



30



program)

Transport infrastructure security

University of Žilina in Žilina, Faculty of Special Engineering – (study program- Traffic in critical situations in the study field Traffic services)

University of Žilina in Žilina, Electrotechnical Faculty (study program

Safe management of processes in traffic)

Energy infrastructure security


Metallurgical Faculty (study program Thermal power engineering, thermal power engineering and gas)

Information security

National security University of Žilina in Žilina, Faculty of Special Engineering – (study program Critical management in the study field Civil Security)

Internal security University of Economics in Bratislava, Faculty of National Economy,

(study program Economic policy, human resources in social – economic development, national economy, social development and social policy, public administration and regional development, social development and social policy)

Constantine the Philosopher in Nitra, Philosophical Faculty (study program



31



program)

Politics)

University of Prešov, Philosophical Faculty - (study proram Politics)


Economic Faculty

(study program Public economy and services)

University of St.Cyril and Methodius in Trnava,

Philosophical Faculty

(study program Politics)

Pavol Jozef Safarik University in Košice,

Faculty of Public Administration – (study program Public administration)


Philosophical Faculty

(study program Political science)



32



program)

College of Economics and Management in Public Administration in Bratislava (study program Public administration)

International security

University of Economics in Bratislava,

Faculty of International Relations (study program Economic diplomacy, international economic relations)


Faculty of Political Sciences and International Relations (study program International relations, politics, theory of policy, European studies )

Comenius University in Bratislava, Faculty of Management (study program International management )


Faculty of Social and Economic Sciences

(study program European studies)



33

2.4 Swot analysis of education in the area of security and safety in the Slovak Republic

SWOT analysis of education in the area of security and safety in given country from view of

partner´s institution:

� Strong points

Science, research • Good and strong theoretical basics of science and research.

• Strong basic research. Education, students

• Offer of accredited study programs of all grades of university education.

• Persisting interest of students and employees to travel out to abroad universities. Human resources

• Interest to join national and international projects. Management,finances,development

• Experience with acquisition and administration of sources.

� Weak points

Science, research • Language preparedness of teachers and students.

Education, students

• Quality of personal relation between a teacher and a student. Human resources

• Disinterest of employees to join national and international projects. Management, finances, development

• Dependence of financial sources from number of enrolled students.

� External opportunities

Science, research

• Possibilities of active involvement into national and international scientific projects.

• Active presence of teachers, scientific workers in international and national scientific communities, committees, councils, boards, tape-rooms of foreign and international scientific magazines.

• Creation of international networks based on experience with international projects in the erea of education(TEMPUS, Leonardo, ESF and others).

• Bilateral relations enabling to develop common projects. Education, students

• Offer of accredited study programs of all grades of university education in English language for foreign students.

• Introducing electronic education for students.

• Increased interest of study in the area of security and safety. Human resources



34

• Potential of qualified and recognized by society experts acting in EU to involve them into education within institution.

Management, finances, development

• Possibilities of acquisition of financial means from sources of European Union,

• Good evaluation of institution in ranking and rating of independent national/international agency.

• Investment into area of university education system for education and science in connection with proclaimed policy of building society based on knowledge and knowledge economy.

� External threats

Science, research • Reduction of grant volume for scientific and research tasks.

Education, students • Decreasing number of potential students.

Human resources

• Inefficient organisation structure of institutions through internal legislation.

• Demand for qualified experts on labour market and a related lack of qualified teachers.


• Fundamental changes in redistribution of financial resources from state budget, inefficient evaluation of institution in ranking and rating of independent national /international agency.

• Introducing of fees for study (school-fee), increasing of costs connected with board and lodging and with this related gradual change of students´ behaviour.



35


competences provided by eSEC portal.

A. Objectives of the questionnaire

1. Justification of need to create eSEC portal from view of target groups. 2. Requirements of target groups on individual modules of eSEC portal in terms of

contents,form and significance. 3. Acquisition of information sources usable within modules of portal from target groups. 4. Providing information to target groups about realisation of project .

B. General information about course of survey

1. Way of questionnaire realisation:

• Early preparation of questionnaire was realised by Slovak partner – February 2010.

• Revision of questionnaire in form of brainstorming by all partners during second common meeting March - 2010.

• Final revision was realised by an expert on methodology of questionnaire creation Doc. Ing. Jiří Horáček, CSc., from Universiy of Žilina in Žiline – March 2010.

• Creation of electronic version of questionnaire in English and Slovak version and uploading to website through available service prostredníctvom voľne dostupnej služby spreadsheets.google.com – April 2010.

• Distribution of questionnaires to target groups through email - April 2010.

2. Number of asked: 350 3. Return of questionnaires: 146 z 350 (42%) 4. Time period of survey realisation: April – June 2010 5. Form of addressing to respondent: electronic form, email – covering letter in English and

Slovak language (see Annex 1); questionnaire (see Annex 2 for complete questionnaire):

Slovak version

https://spreadsheets.google.com/viewform?formkey=dFR6MTEzZmluYkJINnhYdzBfWTFzNHc

6MA

English version

https://spreadsheets.google.com/viewform?formkey=dEVLeTBTRGhxaXpGSEN6RjdINUpfc1E

6MA

6. Area of survey : Slovak Republic



36

C. Evaluation of questionnaire

List of questionnaire questions (see Annex 2 for complete questionnaire):

1. Age (open question).

2. Gender (closed question).

3. Experience – number of years (open question).

4. What is your current profession? (closed question).

5. What is your present achieved education grade? (closed question).

6. What is the area of security you are working/studying in? (closed question).

7. What information sources do you use and how often do you use them? Can you supply direct

reference to the source? (open question).

8. What are ,in your view, deficiences by yourself used electronic information sources? (closed

question).

9. Does your activity (your employer/your study/research) require further form of lifelong education?

(closed question)

10. If you decide to study further, respectively you are just studying and you are going to study

abroad fellowship/stay, do you have a particular idea, at which institution could you gain required

competences?(closed question)

11. Which form of education do you prefer?(closed question)

12. Have you met during your study/your profession with a software/ tool/service, which would help

you choose study program/fellowship/subjects according to yourself required

parametres/competences?(closed question).

13. Which modules from following ones, would you welcome the most on preparing eSEC

portal?(closed question).



37

Follow – up question:

Providing you are interested in just realising European project and you have an interest to participate

in preparing portal eSEC devoting to issue of Security and Safety, please, state your contact , or what

form of participation you can offer (open question).

C.1. Structure of questions of respondents according to individual questions:

In this part of survey there are statistically evaluated individual questions of statistical survey with

described analysis of their evaluation.

1. Age (question nr.1)

In terms of respondents´age the most frequent group is the group up to the age of 30, which makes

72 per cent of all respondents.

Age Frequency

<30 105

31 - 40 13

41 - 50 14

51 - 60 10



38

>61 3

2. Gender (question nr.2)

In terms of gender representation in questionnaire survey there is equally represented presence of

men, 54 per cent and women,46 per cent

Gender Frequency

Woman 67

Man 78



39

3. Experience (question nr..3)

As it is seen from the chart, 66 per cent of respondents have no practical experience in the area of

security and safety, which also affirms the fact that 66 per cent of students took part in the

survey.There is 14 per cent of respondents in the survey who have experience in the range of 1 to 10

years, there is 10 per cent of respondents who have experience in the range of 11 to 20 years and 7

per cent of respondents have experience in the range of 21 to 30years, 2 per cent of respondents

have experience in the range of 21 to 30 years and 1 per cent of all respondents has experience of

more than 41 years.

Years Frequency

0 96

1 - 10 21

11 - 20 14

21 - 30 10

31 - 40 3

<41 1



40

4. Profession (question nr..4)

Profession Frequency

„enthusiast“ 2

Expert from practice ( state administration / self – government/ third sector/ private

sector) 24

Student (e.g.Bc./ Ing./ Mgr./ Dr/ PhD...) 96

Teacher, eventually researcher of university/ institute( assistant/ lecturer/ professor) 23

66 percent of students, 17 per cent of experts from practice (state administration / self –

government/ third sector/ private sector), 16 per cent of teachers, eventually researchers of

university/ institute( assistant/ lecturer/ professor) and 1 per cent of „enthusiasts“ took part in the

survey.



41

5. Achieved education (question nr.5)

Achieved education Frequency

secondary school education 3

1.grade of university education 94



In terms of achieved education there are 2 per cent of respondents with achieved secondary school

education, 65 per cent of respondents with achieved 1.grade university education, 14 per cent of

respondents with achieved 2.grade of unversity education and 19 per cent of respondents with

achieved 3.grade university education.



42

6. Area of security which you are working in (question nr.6)

Area of security Frequency

Fire protection 20

Protection of persons and property/ private security 88

Economic security 8

Environmental security 11

Occupational and health safety 22

Industrial security 7

Transport infrastructure security 7

Energetical security 2

Public security 38

Information security 6

International security 6

National security 22



43

In terms of area of security and safety in which the respondents are working the area of Safety of

persons and security of property is represented the most frequently, which makes 37 per cent of

respondents´answers. The second most frequent area of security is Civil security, in which 16 per

cent of respondents are working. Safety and protection of health at work and security of state are

subjects of identically 9 per cent of respondents, fire protection is represented by 8 per cent of

respondents. The rest of areas of security and safety creates 21 per cent of respondents.

C.2. Evaluatin of respondents´opinions of set goals and individual questions:

7. What information sources do you use and how often do you use them? (question nr.7)

Source of information Points Order

Television/radio 444 1

Internet sites – of professional associations and organisations 404 2

Internet sites – of educational institutions (university,research institutions) 346 3

Video databases (e.g.YouTube) 345 4

Internet sites– of electronic magazines 334 5

General binding legal regulations (laws, orders, regulations,...) 327 6

Technical publications (books, textbooks,...) 324 7



44


Internet sites– of professional chats (social networks) 283 8

Internet sites – of job offers 256 9

Internet sites – of physical persons (e.g.. blogs) 253 10

Internet sites – of governmental and European organisations 248 11

Technical periodical press 233 12

Technical standards 218 13

Internet sites –grant agencies 167 14

Thesis - Bc. 133 15

Thesis - Ing./Mgr. 123 16

Conferences 113 17

Expositions/ Exhibitions 110 18

Courses/short – term trainings (1-3 days) 101 19

Thesis and qualification works - PhD., Doc. 97 20

Practical fellowships (1 and more months) 48 21

In terms of sources of information, which respondents use the most frequently television/ radio and

Internet sites are rated among highest ones.Detailed and hierarchically organised evaluation is

available in the chart above.



45

8. What are, in your view, deficiences by yourself used electronic information sources?(question nr.8)

Question Yes No Yes No

They don´t enable to react directly in form of messages/link to

published information 100 45 68,97% 31,03%

They don´t provide complex information, that you require to

your activity / study 115 30 79,31% 20,69%

Insufficient updating of published information 114 31 78,62% 21,38%

Charged information sources (texts, contributions, publications,

surveys….) 94 51 64,83% 35,17%

They require membership in particular organisation/

institution/ university. 100 45 68,97% 31,03%

Necessity of long registration on website 79 66 54,48% 45,52%

They don´t provide information about preparing events 58 87 40,00% 60,00%



46


Complicated operating (e.g. links to other sites and subsites ) 63 82 43,45% 56,55%

Too big amount of information–site is unclear 82 63 56,55% 43,45%

They provide only regional / local information 67 78 46,21% 53,79%

Contributors are only of one of stated target groups:

Student/practice /academic sphere / wide public 81 64 55,86% 44,14%

Disturbing graphical working – out of site 49 96 33,79% 66,21%

It does not provide interpretative dictionary of stated technical

terms 103 42 71,03% 28,97%

What are , in your view, deficiences by yourself used electronic information sources? considering

respondent´s profession.

They don´t enable to react directly in form of messages/link to published information :

„ enthusiast“: yes 100% , 0% no

Expert from practice ( state administration / self – government/ third sector/ private sector) yes

54,17% , 45,83% no

Student (e.g.Bc./ Ing./ Mgr./ Dr/ PhD...) yes 73,96% , 26,04% no

Teacher, eventually researcher of university/ institute ( assistant/ lecturer/ professor) yes 60,87% ,

39,13% no

They don´t provide complex information, that you require to your activity / study:

„ enthusiast“ : yes 100 %, 0 % no

Expert from practice ( state administration / self – government/ third sector/ private sector): yes

75,00% , 25,00% no

Student (e.g.Bc./ Ing./ Mgr./ Dr/ PhD...): yes 83,33% , 16,67% no

Teacher, eventually researcher of university/ institute (assistant/ lecturer/ professor : yes 65,22% ,

34,78% no



47

Insufficient updating of published information :



66,67% , 33,33% no


Teacher, eventually researcher of university/ institute (assistant/ lecturer/ professor): yes 82,61% ,

17,39% no

Charged information sources (texts, contributions, publications, surveys….):



66,67% , 33,33% no



39,13% no

They require membership in particular organisation/ institution/ university :

„ enthusiast“ yes 100 %, 0 % no


58,33% , 41,67% no



30,43% no

Necessity of long registration on website :



41,67% , 58,33% no



48



43,48% no

They don´t provide information about preparing events:



29,17% , 70,83% no



56,52% no

Complicated operating (e.g. links to other sites and subsites ) :

„ enthusiast“ yes 100 % , 0 % no


29,17% , 70,83% no



60,87% no

Too big amount of information–site is unclear :



33,33% , 66,67% no



43,48% no



49

They provide only regional / local information:

„ enthusiast“ yes 100 %, 0 %


25,00% , 75,00% no



65,22% no

Contributors are only of one of stated target groups: Student/practice /academic sphere / wide

public :

„ enthusiast“ 100 % yes , 0 % no


41,67% , 58,33% no



47,83% no

Disturbing graphical working – out of site :



20,83% , 79,17% no


Teacher, eventually researcher of university/ institute( assistant/ lecturer/ professor): yes 34,78% ,

65,22% no

It does not provide interpretative dictionary of stated technical terms :



41,67% , 58,33% no



50


Teacher, eventually researcher of university/ institute ( assistant/ lecturer/ professor): yes 56,52% ,

43,48% no

From evaluation of contingency „What are, in your view, deficiences by yourself used electronic

information sources, considering respondent´s profession“ can be stated that information sources

don´t provide complex information, that respondent requires to his/her activity/ study, there is

insufficient updating of published information, it does not provide interpretative dictionary of stated

technical terms and it requires membership in a particular organisation/ institution/ university.

9. Does your activity (your employer/ study / research) require further form of lifelong education? (question nr.9)

Answer Frequency

Yes, it is compulsory (by law) 19

Yes, but it is voluntary 83

No 43



51

Does your activity (your employer/ study / research) require further form of lifelong

education?considering respondent´s profession.

Answer „

enthusiast“

Expert from

practice

Studen

t

Teacher, eventually

researcher

Frequenc

y

Yes, it is compulsory(by

law) 1 16 50 16 83

Yes, but is is voluntary - 4 12 3 19

No 1 4 34 4 43

Total sum 2 24 96 23 145

At most of activities the employment/ study requires further form of lifelong education, which is

voluntary, however, as it was confirmed by 57 per cent of respondents.

10. If you decide to study further, respectively you are just studying and you are going to study abroad fellowship/stay, do you have a particular idea, at which institution could you gain required competences? (question nr.10)

Answer Frequency

Yes 37

No 108



52

As many as 74 per cent of respondents have no particular idea, at which institution could they gain

required competences, if they decide for fellowship of abroad stay.

11. Which form of education do you prefer? (question nr.11)

Type of education Frequency

e-education with limited distant approach 4

e-education /classical textbooks´ texts 19

Attendance /distant /combined 64

Self - study (if necessary) 58

44 per cent of respondents prefer attendance / distant eventually combined form of education, 40

per cent of respondents prefer self – study, 13 per cent prefer e-education and classical

textbooks´texts and 3 per cent prefer e- education with limited distant approach.



53

12. Have you met during your study/your profession with a software/ tool/service, which would help you choose study program/fellowship/subjects according to yourself required parametres/competences?(question nr.12)

Answer Frequency

Yes 25

No 120

As many as 83 per cent of respondents have not met during study / profession with software/ tool

/service, which would help them choose study stay/ fellowship/ subjects according to themselves

required parametres/ competences.

13. Which from following modules, would you welcome the most on preparing eSEC portal?

Activity Points Order

Scientific peer reviewed journal 438 12

Professional journal focused on practice 575 2

Terminological dictionary 539 4

Blogs 404 13



54


Chat 393 14

Thesis and qualification works from division/field 529 7

Supply and demand on labour market 530 6

Foreign study stays 497 9

Foreign fellowships 512 8

Preparing events–trainings, seminars, exhibitions, conferences, workshops. 570 3

Videos 464 11

Published technical works/ textbooks/ surveys 584 1

List of educational institutions from division/field 534 5

Possibility of creating European individual study program 477 10

From preparing modules of eSEC portal, potential future users, respondents of the surveyy, would

most welcome: Published technical works/ textbooks/surveys, Professional journal focused on

practice, Preparing events – trainings ,seminars, exhibitions, conferences, workshops,erminological

dictionary, List of educational instituions from the field.

Preferences of eSEC portal modules according to profession – weighted average



55

The results correspond with an average according to individual target groups, students would in

addition welcome Supply and demand on labour market, Chat and Blogs. Teachers and researchers

would prefer Scientific peer reviewed journal.

D. Evaluation of questionnaire regard to set aims

In terms of respondents´age the most frequent group is the group up to the age of 30 years, which

makes 72 per cent of all respondents. In terms of gender representation in questionnaire survey,

there is equal presence of genders, where 54 per cent of all respondents are men and 46 per cent are

women.66 per cent of respondents have no practical experience in the area of security and safety,

what is also confirmed by the fact, that 66 per cent of participated respondents were students. 14

per cent of respondents have experience in the range of 1 to 10 years, 10 per cent of respondents

have experience in the range of 11 to 20 years, 7 per cent of respondents have experience of 21 to

30 years, 2 per cent of respondents have experience in the range of 21 to 30 years and 1 per cent

have experience of more than 41 years. In the survey on whole there were participated 66 per cent

of students, 17 per cent of experts from practice (state administration/ self-government/ third

sector/ private sector), 16 per cent of teachers, eventually researchers of university/ institute

(assistant/ fellow/ lecturer /professor) and 1 per cent of „enthusiasts“.

Justification of need to create eSEC portal in terms of target groups

As many as 83 per cent of respondents have not met during their study /profession with a software/

tool/ service, which would help them choose study stay/ fellowship/ subjects based on by

themselves required parametres/ competences. As 57 per cent of survey respondents stated, at

most activities employment/ study requires further form of lifelong education, which is, however,

voluntary and they have an interest in it. After adding 12 per cent of respondents who stated that

education is compulsory, eventually it is required by law, this group makes together 69 per cent of

respondents.

Based on evaluation of question What are , in your view, deficiences by yourself used electronic

information sources, can be stated, that information sources don´t provide complex information,

which respondent requires at his/her activity/ study, there is insufficient updating of published

information, it does not provide terminological dictionary of stated technical terms and it requires

a membership in a particular organisation/ institution/ university, which should be at creating eSEC

portal avoided.



56

Other supporting argument for creating eSEC portal is, that as many as 74 per cent of respondents

have no particular idea at which institution they would obtain required competences, if they decide

for fellowship or foreign stay.

Requirements of target groups for individual eSEC portal modules in terms of content, form and

significance

As many as 74 per cent of respondents have no particular idea at which institution they would

obtain required competences if they decide for fellowship or foreign stay.Potential future users,

survey respondents would most welcome from preparing eSEC portal modules these ones: Published

technical works/ textbooks/surveys, Professional journal focused on practice, Preparing events –

trainings, seminars, exhibitions, conferences, workshops, Terminological dictionary, List of

educational institutions from the field. According to individual target groups the results correspond

with an average, students would in addition welcome Supply and demand of labour market, Chat,

Blogs. Teachers and researchers would also prefer Scientific peer reviewed journal.

Acquisition of information sources usable within the portal modules from target groups is elaborated

and written out of respondents´ answers in detail in next part of this document, as a separate part.

Providing information about realisation of project to target groups

Yet through questionnaire survey there was an effort to spread information about preparing project

eSEC and to present eSEC portal (http://www.esecportal.eu/), which is temporarily operating

through information website http://esec2012.blogspot.com/ (where there is until origin of the portal

redirected also registrated site of portal http://www.esecportal.eu/).

By follow-up question (Providing you are interested in just realising European project and you have

an interest to participate in preparing portal eSEC devoting to issue of Security and Safety, please,

state your contact, or what form of participation you can offer) we tried to get contacts to mailing

list, whose members we are gradually going to send information and news about eSEC portal.

From complex anylising of respondents´answers it is possible to state a relevance of creating the

portal, which in the area of security and safety will create environment that supports achieving

competences in the area of security and safety whether directly through the portal, through the

sources on the portal or indirectly through individual links and portal options.



57

Thanks to the results of this analysis we will proceed at gradual completing of the portal. Last but not

least it is needed to emphasize the fact, that the survey did not prove the existence of similar tool

neither in the area of security and safety nor in other related disciplines.

E. Acquisition of information sources usable within portal modules from target groups (Question: 7,

12, 14).

Respondents could voluntarily leave a message to information sources used by themselves, from

answers of 145 respondents there were selected these information sources:

Professional periodicals

• Civilná ochrana

• Zbrane

• Data Security Management

• PC Revue

• Infoware

• Alarm Magazín

• Transport

• 112

• Spektrum

• Fedération Internationale des Ingenénieurs – Conseils

• Zabezpeceni a Kriminalita

• SAFE

• Rescue report

• Požiarnik

• Spravodajca PTEÚ MV SR

• Slovgas

• Energetika

• Jaderná bezpečnost

• Fire Safety

• http://www.atpjournal.sk/

• CHEMagazín

Professional texts/ textbooks / study books (scripts)

• Orlíková,K.:Hasební látky, Ostrava, SPBI Ostrava,1995

• Orlíková,K.Štroch,P.:Chemie procesu hoření,Ostrava, SPBI Ostrava,1999

• Monoši,M.Slezák,J.Tomek,M.:Požiarna ochrana – I,Žilina,RVS FŠI ŽU Žilina, 2000

• Kohout,J.Melník,M.: Anorganická chémia 1 – základy anorganickej chémie, Bratislava, STU-CHTF, 1997

• Ondrejovič,G. a kolektív: Anorganická chémia 2, Bratislava, STU-CHTF, 1995

• Leško,J.Tržil,J.Štarha,R.: Anorganická chémie,Ostrava,VŠB–TU Ostrava, 2000

• Tržil,J. a kol.:Sbírka příkladu z chémie,Ostrava,VŠB – TU, Ostrava,1984

• Heslop,R.B.Jones,K.:Anorganická chemie,Praha,SNTL, Praha,1982



58

• Orlíková,K.:Organická chemie pro horníky a hutníky I. A II.díl,Ostrava, VŠB – TU Ostrava,1980

• Orlíková,K.:Organická chemie pro horníky a hutníky III.,Ostrava, VŠB – TU Ostrava,1992

• DALOŠ, A..a KOLEKTÍV , 2003: Nebezpečné látky a ekologické havárie.Vydanie 1., skriptá Žilina : Žilinská univerzita, Fakulta špeciálneho inžinierstva, 2003, s 230, ISBN 80-8070-056-7

Scientific conferences

• Současnost a budoucnost krizového řízení

• Riešenie krízových situácií v špecifickom prostredí

• Požární ochrana Ostrava

• LOGVD

Exhibitions/company presentations

• FIRECO

• CeBIT, Security, Ifsec, IDET, Prago Alarm

• Elosys Trenčín, Ampér Praha

Legislation (laws, regulations, etc.)

• Zákon č. 570/2005 Z.z. o brannej povinnosti

• Zákon č. 473/2005 Z.z. o súkromnej bezpečnosti

• Ústava Slovenskej republiky č. 460/1992 Zb. v znení neskorších predpisov.

• Ústavný zákon č. 227/2002 Z. z. o bezpečnosti štátu v čase vojny, vojnového stavu, výnimočného stavu a núdzového stavu v znení neskorších predpisov.

• Zákon č. 50/1996 Zb. o územnom plánovaní a stavebnom poriadku (stavebný zákon ) v znení neskorších predpisov.

• Zákon č. 42/1994 Z. z. o civilnej ochrane obyvateľstva v znení neskorších predpisov.

• Zákon č. 82/1994 Z. z. o štátnych hmotných rezervách v znení neskorších predpisov.

• Zákon č. 129/2002 Z. z. o integrovanom záchrannom systéme v znení neskorších predpisov.

• Zákon č. 319/2002 Z. z. o obrane Slovenskej republiky v znení neskorších predpisov.

• Zákon č. 321/2002 Z. z. o ozbrojených silách Slovenskej republiky v znení neskorších predpisov.

• Zákon č. 261/2002 Z. z. o prevencii závažných priemyselných havárií v znení neskorších predpisov.

• Zákon č. 414/2002 Z. z. o hospodárskej mobilizácii v znení neskorších predpisov.

• Zákon č. 110/2004 Z. z. o fungovaní Bezpečnostnej rady Slovenskej republiky v čase mieru.

• 12. Zákon č. 541/2004 Z. z. o mierovom využívaní jadrovej energie v znení neskorších predpisov.

• 13. Zákon č. 666/2004 Z. z. o ochrane pred povodňami v znení neskorších predpisov.

• 14. Zákon č. 314/2001 Z. z. o ochrane pred požiarmi v znení neskorších predpisov.



59

• 15. Zákon č. 387/2002 Z. z. o riadení štátu v krízových situáciách mimo času vojny a vojnového stavu v znení neskorších predpisov.

• 16. Zákon č. 515/2003 Z. z. o krajských úradoch a obvodných úradoch a o zmene a doplnení niektorých zákonov v znení neskorších predpisov.

• Uznesenie vlády č. 283/2003 z rokovania dňa 23.4. 2003 určenie ÚOŠS za subjekty hospodárskej mobilizácie

• Vyhláška MV SR č. 75/1995 Z. z. o zabezpečovaní evakuácie v znení neskorších predpisov.

• Vyhláška MV SR č. 303/1996 Z. z. na zabezpečovanie prípravy na civilnú ochranu v znení neskorších predpisov.

• Vyhláška MV SR č. 314/1998 Z. z. o podrobnostiach na zabezpečovanie hospodárenia s materiálom civilnej ochrany v znení neskorších predpisov.

• Vyhláška MH SR č. 98/2003 Z. z., ktorou sa ustanovujú podrobnosti o výdavkoch na hospodársku mobilizáciu z prostriedkov štátneho rozpočtu.

• Vyhláška MH SR č. 119/2003 Z. z., ktorou sa vykonávajú niektoré ustanovenia zákona o hospodárskej mobilizácii.

• Vyhláška MH SR č. 125/2003 Z. z., ktorou sa ustanovujú podrobnosti o predaji životne dôležitých výrobkov alebo životne dôležitých tovarov s využitím mimoriadnych regulačných opatrení a o odberných opatreniach.

• Vyhláška MPDT SR č. 164/2003 Z. z., ktorou sa ustanovujú podrobnosti o organizácii telekomunikačných služieb na obdobie krízovej situácie.

• Vyhláška MŽP SR č. 259/2005 Z. z., ktorou sa ustanovujú podrobnosti o zásobovaní vodou na obdobie krízovej situácie.

• Vyhláška ÚJD SR č. 55/2006 Z. z. o podrobnostiach v havarijnom plánovaní pre prípad nehody alebo havárie.

• Vyhláška MV SR č. 388/2006 Z. z. o podrobnostiach na zabezpečovanie technických a prevádzkových podmienok informačného systému civilnej ochrany v znení neskorších predpisov.

• Vyhláška MV SR č. 523/2006 Z. z. o podrobnostiach na zabezpečenie záchranných prác a organizovania jednotiek civilnej ochrany v znení neskorších predpisov.

• Vyhláška MV SR č. 532/2006 Z. z. o podrobnostiach na zabezpečenie stavebnotechnických požiadaviek a technických podmienok zariadení civilnej ochrany v znení neskorších predpisov.

• Vyhláška MV SR č. 533/2006 Z. z. o podrobnostiach o ochrane obyvateľstva pred účinkami nebezpečných látok v znení neskorších predpisov.

• Vyhláška MV SR č. 599/2006 Z. z., ktorou sa ustanovujú podrobnosti o výdavkoch na civilnú ochranu obyvateľstva z prostriedkov štátneho rozpočtu v znení neskorších predpisov.

Web pages

• www.minv.sk

• www.cernak.sk

• www.justice.sk

• www.securityrevue.com

• www.minedu.sk

• www.hazz.sk

• www.minv.sk

• www.education.sk



60

Contacts (question 14)

www.sherlock.sk

[email protected] - Distančné vzdelávanie v oblasti bezpečnosti

[email protected] - špecifické prostredie zdravotníctva a jeho pripravenosť na riešenie krízových javov

[email protected] - spolupráca v oblasti biometrie

Ing. Roman Hrdý Ph.D., ESTO Cheb s.r.o., [email protected] problematika požární bezpečnosti letadel, stabilní hasicí zařízení, hasiva na bázi halogenderivátů uhlovodíků,likvidace ekologických havárií.

[email protected] - pomoc v oblasti znalectva železničnej dopravy

Ing. František Faktor, PhD - [email protected] - koncepcia dopravnej infraštruktúry v SR

Michal Randa [email protected] - Johnson Controls Building Efficiency

[email protected] www.riskconsult.sk

Vladimir Bahno, 0903 545 747, [email protected], Slovak Telekom, a.s. Bratislava

Frantisek Hromo, Safety Manager Mondi SCP , e-mail: [email protected] , www.mondigroup.com

[email protected] - ochrana pred požiarmi, hasiace látky, problematika horenia a hasenia



61

3 Introduction of the study analysis in Portugal


security and safety in Portugal.



for needs of creating eSEC portal.

It includes general characteristics of secondary school educational system, general characteristics of

university educational system, general characteristics of lifelong educational system, grant agencies

supporting individual grades of education and individual fields of science, education in the field of

security on individual grades of education and SWOT analysis of education in the field of security in

given country from partner´s country´s point of view.













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3.1 Analysis of condition of education in the field of security in Portugal from point of view

of partner´s organisation of eSEC project


Portuguese educational system is structured in four levels: the Pre-school, not mandatory and

destined for children between 2 and 6 years; Basic level, which is organized in three cycles and

constitutes mandatory minimum education, 1st Cycle (4 years of schooling), 2nd Cycle (2 years) and

3rd Cycle (3 years); the Secondary level, with 3 more years of schooling; and then the higher

education.

The higher education is adequate to the Bologna process, generally 3 years for the first Cycle

(Licenciatura) and two more for the Master. The PhD has generally a minimum of 3 years of study

and research, depending on the areas.

Considering teaching and preparation of students for practice from a point of view of security, there

are only small aproaches during the secundary level. Neverthless there should be mentioned the two

non superior schools: the national firemen school (Escola Nacional de Bombeiros, www.enb.pt) that

prepares the volunteer firemem according to their hierarchi and needs; and also the Firemen

Sappers School of Lisbon (Escola do Regimento de Sapadores Bombeiros de Lisboa,

www.rsblisboa.com.pt).


Portuguese higher education network is presently constituted by: 13 public universities (integrating

52 organic units); 1 religious based university (integrating 16 organic units); 15 State-run polytechnic

institutes (that integrate 99 organic units); 6 institutions of military and police education; 48 private

or cooperative university institutions; 62 private and cooperative polytechnic institutions;

The higher education system in Portugal is divided in two main sub systems, the Universities and the

Polytechnic Institutes. The university system has a strong theoretical basis and is highly research-

oriented while the polytechnic system provides a more practical training and is more profession-

oriented.

The higher education system comprises the public higher education and the private higher

education. To the public higher education belong institutions of the state and the foundations for it

created. The private higher education is made up of institutions owned by private entities and

cooperatives.

In the Portuguese higher education system the student access is conditioned by the numerus clausus.

The number of vacancies/places for each institution/degree is fixed annually. Students enter the

higher education system trough a national access procedure that is run by the Ministry of Science,

Technology and Higher Education. They are then placed in a graduation - institution in accordance to



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their preferences and classifications. After 12 years of schooling (9 years of basic education and 3

years of secondary education), the condition that makes the candidate eligible for higher education is

the combination of classifications obtained at the secondary level and the grades obtained in the

12th year at national level exams, in the essential disciplines for the desired graduation. Each higher

education institution/degree can stipulate that a student undertakes one or two entry exams and the

student is required to obtain at least 95 points out of 200.

Through the classification obtained in these entry exams and the average of the final marks obtained

in secondary education (10th, 11th and 12th year) the students’ mark is calculated.

Any citizen over 23 years old who does not have the secondary education diploma (12th grade) can

also apply to a limited number of vacant places available, through special examination which includes

an interview.

Another important way to access to higher education is by Technology Specialization Courses (CET), a

post-secondary non-higher formation. For these students also a limited number of vacancies is

available

Polytechnics Institutes conferred licentiate and master academic degree, while University Institutes

conferred licenciado, master and doctor academic degree. Licentiate and master academic degree

are based in credit, the unit's work student.

The cycle of studies leading to a licentiate degree is 180-240 credits, and a normal length between six

and eight semesters of students' work. The classification is expressed in the range of 10 -20 numeric,

a scale integer 0-20. The cycle of studies leading to master's degree has 90 to 120 credits and a

normal length between three and four semesters of work.

The academic degree of Master is awarded like licentiate degree. The cycle of studies leading to PhD

degree integrates the development of a thesis, developed for this purpose, suitable for nature of the

branch of knowledge or specialty.

Academic school year begins on September of current year and finishes on the 31 of July of the

following year. It consists of two semesters (first and second).

In Polytechnic Institute of Leiria, some study program couses can be realised through following

methods of study:



• Combined method.


their lectorer.



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Distance method substitudes a direct contact of student with his/her teacher by communication

through means of communication, mainly means based on using information technologies.


Lifelong education represents all activities that are realised throughout life with a goal of improving


education applied in educational system of Portugal is created by:


• further education following related grade of education achieved in school education.












Other kinds of lifelong education are:

• other technical education in accredited education program, which leads to completion, restoration, extension or deepening of qualification required to performance of technical activity,





programs. Education programs can be realised by:

• attendance form,



65

• distance form,

• combined form.


• secondary technical schools, artistic schools, language schools and universities that realise also education programs,



3.2 Grant agencies supporting individual grades of education in Portugal

The main support for research and development within Portugal is the “Fundação para a Ciência e a

Tecnologia (FCT)”. The mission of FCT consists in continuously promoting the advancement of

scientific and technological knowledge in Portugal, exploring opportunities that become available in

any scientific or technological domain to attain the highest international standards in the creation of

knowledge, and to stimulate their diffusion and contribution to improve education, health,

environment, and the quality of life and well being of the general public.

More information in http://alfa.fct.mctes.pt/fct.phtml.en.

The Scientific Community Support Program (FACC), provides selective funding to Portuguese

scientific coummunity initiatives that foster R&D activities or dissemination of information, in any

scientific area, that cannot be supported by one of the FCT’s specific programs, but which serve to

complement and articulate with the regular programs, namely:

• Organization of scientific meetings in Portugal;

• Publication of scientific periodicals;

• Operation of scientific societies or scientific institutions of a similar nature;

• Publication of non-periodical scientific literature.

More information in: http://alfa.fct.mctes.pt/apoios/facc/index.phtml.en

FCT grants through public calls and administers, directly or indirectly, or in cooperation with other

agencies, a great variety of fellowships and grants according to the applicable regulations.

Most grants awarded are either Bolsas de Doutoramento (BD) or Bolsas de Pós-Doutoramento (BPD)

through a annual call for individual grants.

With the support of FCT, the Agência de Inovação offers a permanent open call for Bolsas de Estágio

em Organizações Científicas e Tecnológicas Internacionais (BEST) for engineers seeking internships at

CERN, ESA or ESO.



66

In accordance with a mandate to strengthen scientific organizations and decentralization of the grant

awarding process, FCT finances, through R&D projects and units, Bolsas de Investigação Científica e

Tecnológica no âmbito de Unidades de I&D and Bolsas de Investigação Científica e Tecnológica no

âmbito de Projectos de Investigação respectively. Bolsas de Cientista Convidado (BCC) and Bolsas de

Integração na Investigação (BII) are handled in a similar fashion.

Institutions can appply at all times for grants open through institutional application, namely Bolsas de

Gestão em Ciência e Tecnologia (BGCT). Additionally, a permanent call for Bolsas de Licença Sabática

(BSAB) is available to individual applicants.

More information in http://alfa.fct.mctes.pt/apoios/bolsas/index.phtml.en

The support to the internationalization of the National Scientific and Technological System lies, in the

framework of the current FCT structures, with the Department of European, Bilateral, and

Multilateral Relations. That includes the support to the participation of the scientific community in

Multilateral Programmes and Scientific Networks, in International Organizations, as well as in joint

projects or undertakings, part of scientific and technological cooperation agreements or bilateral

agreements between Portugal and other countries and institutions.

FCT supplies information, supports and follows the participation of the scientific and technological

community in some of the programs of the European Union in Science and Technology, like in the 7th

Framework program. It collects and disseminates the information needed to pursue those programs:

• Marie Curie Actions, People Programme.

• Initiatives under Article 169 of the EU Treaty

• ERANETs, Coordination of the National Programmes in the European Space through networks of Funding Agencies.

• Research Infrastructures, Capacities Programme

• Eurofleets

• JTIs, Joint Technology Initiatives.

• ERC, European Research Council, Ideas Programme.

FCT is a member or represents Portugal in several Multilateral Programmes and Scientific Networks

dedicated to transnational cooperation:

• COST, European Cooperation in Science and Technology.

• CYTED, Programa Ibero Americano de Ciência e Tecnologia para o Desenvolvimento.

• ESF, European Science Foundation. FCT also supports and follows the participation of the scientific and technological community in the

international organizations of which Portugal is a member.

• CERN, European Organization for Nuclear Research.

• EMBC, European Molecular Biology Conference.

• Related Organizations:

• EMBL, European Molecular Biology Laboratory.



67

• EMBO, European Molecular Biology Organization.

• Installation Grants.

• Young Investigators Programme.

• ESA, European Space Agency.

• ES0, European Southern Observatory.

• ESRF, European Synchrotron Radiation Facility.

• GBIF , Global Biodiversity Information Facility.

• IUPAC , International Union of Pure and Applied Chemistry Polymers.

• EurOcean, European Centre for Information on Marine Science and Technology.

• OECD, Organization for Economic Co-Operation and Development.

• UNESCO, United Nations Educational, Scientific and Cultural Organization.

FCT supports the Portuguese participation in joint projects with institutions from other countries in

the framework of scientific or cultural agreements. This also includes scientific and technological

cooperation with the CPLP countries.

• Argentina.

• CAPES, Brazil.

• ASCR, Czech Republic.

• CNRS, France.

• Pessoa Programme, France.

• DAAD, Germany.

• NKTH, Hungary.

• India.

• Itália.

• CNRST, Morocco.

• Poland.

• Slovakia.

• Slovenia.

• Spain.

• Tunisia.

• British Council, United Kingdom.

Cultural Agreements with Bulgaria, Croatia, Slovakia, Greece, Ireland, Luxemburg, Mexico and

Romania.

More information in http://alfa.fct.mctes.pt/apoios/cooptrans/index.phtml.en

There is also direct support from the European Union, namely within the following programs:

Program of lifelong education: Comenius, Erasmus, Leonardo, Grundtvig, Cross- section, Jean Monet,

Tempus

• Erasmus Mundus



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• Other European programs and activities

• European language logo

• Euroguidance

• Eurydice

• Programs from years 2000 - 2006

• Socrates

• Leonardo da Vinci

The Universities and Politehcnic Institutes can also provide grants, using their own resources or

resources related to a particular project or investment, according to the FCT rules.

On the private sector the Calouste Gulbenkian Foundation is the major entity that supports

education and development grants. Calouste Gulbenkian Foundation is a Portuguese private

institution of public utility whose statutory aims are in the fields of arts, charity, education and

science. The Calouste Gulbenkian Foundation also has a delegation in the United Kingdom (UK

Branch) and a centre in Paris (the Calouste Gulbenkian Cultural Centre).

The Foundation actively pursues its statutory aims in Portugal and abroad through a wide range of

direct activities and grants supporting projects and programmes. It also organises international

conferences, meetings and courses, awards subsidies and scholarships for specialist studies and

doctorates in Portugal and abroad, and supports programmes and projects of a scientific,

educational, artistic and social nature.

More information in: http://www.gulbenkian.pt/index.php?section=9&langId=2



69

3.3 Education in the area of security and safety on individual grades of education in Portugal

Area of security Name of school (Name of study program) – not higher education

Name of university (Name of study program) Lifelong education (Name of study program)

Private security / Civil Protection /

Civil Security

Politechnic Institute of Leiria- Instituto Politécnico de Leiria – (study program – Emergency Logistics CET)

Politechnic Institute of Castelo Branco – Instituto Politécnico de Castelo Branco – (study program – Civil Protection CET)

Politechnic Institute of Leiria- Instituto Politécnico de Leiria – (study program – Civil Protection)

Politechnic Institute of Beja – Instituto Politécnico de Beja – (study program – Civil Protection)

Politechnic Institute of Castelo Branco – Instituto Politécnico de Castelo Branco – (study program – Civil Protection Engineering)

Superior Institute of Language and Administration of Lisbon – Instituto Superior de Linguas e Administração de Lisboa – (study program – Security Management and Civil Protection)

University of Coimbra – Universidade de Coimbra – (study program – Master in Social Dinamics, natural and technological)

University of Porto – Universidade do Porto – (study program – Master in Risks, Citys and territory management)

Fire protection

University of Coimbra – Universidade de Coimbra – (study program – Master in Urban Fire Safety)

National Firemen School, Escola Nacional de Bombeiros, Lisbon.

(study program –fire fight operations and technology)

Economic security

ISCTE - Universitary Institute of Lisbon – (study program – Economy)

University of Azores – (study program – Economy)



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University of Algarve – (study program – Economy)

University of Aveiro – (study program – Economy)

University of Beira Interior – (study program – Economy)

University of Coimbra – (study program – Economy)

University of Évora – (study program – Economy)

University of Madeira – (study program – Economy)

University of Minho – (study program – Economy)

New University of Lisbon – (study program – Economy)

University of Porto – (study program – Economy)

Technical University of Lisbon – (study program – Economy)

University of Trás-os-montes e Alto Douro – (study program – Economy)

Superior Institute of Management – (study program – Economy)

Autonomous University of Lisbon Luis de Camões – (study program – Economy)

Lusiada University – (study program – Economy)

Lusofona University – (study program – Economy)

Potucalense University Infante D. Henrique – (study program – Economy)



71




Superior Institute of Intercultural and Transdiciplinar studies – (study program – Environment, Safety and Hygiene at work)

Superior Institute of Intercultural and Transdiciplinar studies, S. André – (study program – Environment, Safety and Hygiene at work)

Politechnic Institute of Coimbra – (study program – Integrate Management in Quality, Environment and Security)

Superior Institute of Maia – (study program – Quality Management, Environment and Security)

Health safety

University of Algarve – (study program – Medicine)

University of Azores – (study program – Medicine)

University of Beira Interior – (study program – Medicine)

University of Coimbra – (study program – Medicine)

University of Madeira – (study program – Medicine)

University of Minho – (study program – Medicine)

University of Lisbon – (study program – Medicine)

New University of Lisbon – (study program – Medicine)

University of Porto – (study program – Medicine)

Technical University of Lisbon – (study program – Medicine)

Escola do Regimento Sapadores de Bombeiros de Lisboa - (study program – safety operations and technology)

National Firemen School, Escola Nacional de Bombeiros, Sintra - Lisbon.

(study program – safety operations and technology)



72



Superior School of Nursing of Coimbra – (study program – Nursing)

Superior School of Nursing of Lisbon – (study program – Nursing)

Superior School of Nursing of Porto – (study program – Nursing)

Politechnic Institute of Beja, Superior School of Health – (study program – Nursing)

Politechnic Institute of Bragança, Bragança Superior School of Health – (study program – Nursing)

Politechnic Institute of Castelo Branco, Superior School of Health Dr. Lopes Dias – (study program – Nursing)

Politechnic Institute of Guarda, Guarda Superior School of Health – (study program – Nursing)

Politechnic Institute of Leiria, Leiria Superior School of Health – (study program – Nursing)

Politechnic Institute of Portalegre, Leiria Superior School of Health – (study program – Nursing)

Politechnic Institute of Santarém, Santarém Superior School of Health – (study program – Nursing)

Politechnic Institute of Setúbal, Superior School of Health – (study program – Nursing)

Politechnic Institute of Viana do Castelo, Superior School of Health – (study program – Nursing)

Politechnic Institute of Viseu, Viseu Superior School of Health – (study program – Nursing)

University of Azores, Superior School of Nursing of Angra do Heroismo – (study program – Nursing)

University of Azores, Superior School of Nursing of Ponta Delgada – (study program – Nursing)



73



University of Algarve, Superior School of Health – (study program – Nursing)

University of Aveiro, Superior School of Health – (study program – Nursing)

University of Évora, Superior School of Nursing São João de Deus – (study program – Nursing)

University of Madeira, Superior School of Nursing of Madeira – (study program – Nursing)

University of Minho, Superior School of Nursing – (study program – Nursing)

University of Trás os Montes e Alto Douro, Superior School of Nursing of Vila Real – (study program – Nursing)

School of the Military Health Service – (study program – Nursing)

Superior School of Nursing of the Red Cross of Oliveira de Azeméis – (study program – Nursing)

Superior School of Nursing Dr. José Timóteo Montalvão Machado – (study program – Nursing)

Superior School of Nursing S. Francisco das Misericordias - (study program – Nursing)

Superior School of Nursing of S. José de Cluny – (study program – Nursing)

Superior School of Nursing of Santa Maria – (study program – Nursing)

Superior School of Nursing of the Red Cross of Portugal – (study program – Nursing)

Superior School of Health Egas Moniz – (study program – Nursing)

Superior School of Health Jean Piaget, Algarve – (study program – Nursing)

Superior School of Health Jean Piaget, Vila Nova de Gaia – (study program – Nursing)

Superior School of Health Jean Piaget, Viseu – (study program – Nursing)



74



Superior School of Health Jean Piaget/Nordeste – (study program – Nursing)

Superior School of Health Ribeiro Sanches – (study program – Nursing)

Politechnic Institute of Health of the North, Superior School of Health of Vale do Ave – (study program – Nursing)

Politechnic Institute of Health of the North, Superior School of Health of Vale do Sousa – (study program – Nursing)

Superior Institute of Health of Alto Ave – (study program – Nursing)

Atlantic University, Atlantic Superior School of Health – (study program – Nursing)

Fernando Pessoa University, Ponte de Lima Unit – (study program – Nursing)

Fernando Pessoa University, Superior School of Health – (study program – Nursing)

Politechnic Institute of Bragança – (study program – Clinical Analysis and Public Health)

Politechnic Institute of Castelo Branco – (study program – Clinical Analysis and Public Health)

Politechnic Institute of Coimbra – (study program – Clinical Analysis and Public Health)

Politechnic Institute of Lisbon – (study program – Clinical Analysis and Public Health)

Politechnic Institute of Porto – (study program – Clinical Analysis and Public Health)

University of Algarve – (study program – Clinical Analysis and Public Health)

Superior School of Health Egas Moniz – (study program – Clinical Analysis and Public Health)

Superior School of Health Jean Piaget, Algarve – (study program – Clinical Analysis and Public



75



Health)

Superior School of Health Jean Piaget, Vila Nova de Gaia – (study program – Clinical Analysis and Public Health)

Superior School of Health Ribeiro Sanches – (study program – Clinical Analysis and Public Health)

Superior School of Health of Vale do Ave – (study program – Clinical Analysis and Public Health)

Superior Institute of Health of Alto Ave – (study program – Clinical Analysis and Public Health)

Atlantic University, Atlantic Superior School of Health – (study program – Clinical Analysis and Public Health)

Fernando Pessoa University – (study program – Clinical Analysis and Public Health)

Industry security

Superior Institute of Maia – (study program – Security Engeneering at work)

Superior Institute of Education and Science – (study program – Security Engeneering at work)

Superior Institute of Intercultural and Transdiciplinar Studies– (study program – Security and Higiene at work)

Superior Institute of Language and Administration of Bragança – (study program – Security and Higiene at work)

Superior Institute of Language and Administration of Leiria – (study program – Security and Higiene at work)

Superior Institute of Language and Administration of Santarém – (study program – Security and Higiene at work)



76



Superior Institute of Language and Administration of Vila Nova de Gaia – (study program – Security and Higiene at work)

Lusofona University – (study program – Security and Higiene at work)


Politechnic Institute of Porto, Superior School of Technology and Management of Felgueiras – (study program – Informatic Security in Computer network)

Internal security

Lusofona University of Humanities and Technologies – (study program – Security Studies)

Superior Institute of Information Science and Administration – (study program – Comunitary Security)

Lusiada University – (study program – Security Policy)


University of Beira Interior – (study program – Political Science and International Relationships)

New University of Lisbon – (study program – Political Science and International Relationships)

Fernando Pessoa University – (study program – Political Science and International Relationships)

Lusofona University of Humanities and Technologies – (study program – Political Science and International Relationships)

University of Coimbra – (study program – International Relationships)

University of Évora – (study program – International Relationships)

University of Minho – (study program – International Relationships)

Technical University of Lisbon, Superior Institute of Social And Political Science – (study



77



program – International Relationships)

Superior Institute of Intercultural and Transdiciplinar Studies– (study program – International Relationships)

Autonomous Universit of Lisbon, Luis de Camões – (study program – International Relationships)

Lusiada University – (study program – International Relationships)



78

3.4 SWOT analysis of education in the area of security and safety in Portugal



Strong points:

Science, research

• Good scientific interest.

• Strong basic research.

• Good scientific Contacts Education, students

• Offer of accredited study programs of the first and second cycle of the Bolognha process.

• Quality of personal relation between a teacher and a student.

• Some interest of students to travel out to abroad universities. Human resources

• Interest to develop this field of study.

• Interest to join national and international projects.

• Teachers directly involved in activities of civil protection. Management, finances,development

• Experience with acquisition and administration of finance sources.

Weak points:

Science, research

• Language preparedness of teachers and students.

• Lack of civil protection applied science research. Education, students

• Difficulty to get an initial job on the field.

• Lack of stability perspectives for the students. Human resources

• Some difficulty to get people interested in this area of work.

• Lack of post graduated specialists in the area. Management, finances,development

• Not many finance sources available to help the development of this field of study.



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External opportunities:

Science, research



• Creation of international networks based on experience with international projects in the area of education (TEMPUS, Leonardo, ESF and others).


• Possibility to offer study programs in association with foreign institutions.

• Introducing electronic education for students. Human resources

• Potential of qualified and recognized experts to involve them into education within institution.

• Possibility to get new researchers interested within the international projects.

• Potential to qualify new experts with higher levels of education (PhD). Management, finances, development




External threats

Science, research

• Reduction of grant volume for scientific and research tasks. Education, students

• Decreasing number of potential students.

• Difficulty to get jobs. Human resources

• Demand for qualified experts on labour market and a related lack of qualified teachers in the applied field.


• Changes in redistribution of financial resources from state budget.

• Waiting for the national evaluation of the offered graduations.

• Increasing fees for study (school-fee), increasing of costs connected with board and lodging.



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Justification of need to create eSEC portal from view of target groups.

Requirements of target groups on individual modules of eSEC portal in terms of contents,form and

significance.

Acquisition of information sources usable within modules of portal from target groups.

Providing information to target groups about realisation of project .


Way of questionnaire realisation:

Early preparation of questionnaire was realised by Slovak partner – February 2010.

Revision of questionnaire in form of brainstorming by all partners during second common meeting

March - 2010.

Final revision was realised by an expert on methodology of questionnaire creation Doc. Ing. Jiří

Horáček, CSc., from Universiy of Žilina in Žiline – March 2010.

Creation of electronic version of questionnaire in Portuguese version and uploading to website

through available service in May 2010.

Distribution of questionnaires to target groups through email - May 2010.

Number of asked: not quantified

Return of questionnaires: 115

Time period of survey realisation: May – July 2010

Form of addressing to respondent: electronic form, email – with an initial message in Portuguese

language explaining the objectives and asking for the participation in the survey and the link to the

questionnaire site:



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Portuguese version

http://spreadsheets.google.com/viewform?formkey=dDlOOXZ2Y3BYczBCMjd3LTR0R0lHR0E6MQ

English version

https://spreadsheets.google.com/viewform?formkey=dEVLeTBTRGhxaXpGSEN6RjdINUpfc1E6MA

Area of survey: Portugal








6. What is the area of security you are working /studying in? (closed question).



8. Could you provide us with some indications about the limitations of these resources? (closed

question).


(closed question)










82





in preparing portal eSEC devoting to issue of Security and Safety, please, state your contact, or what





Age (question nr.1)

In terms of respondents´age the most frequent group is the group until the age of 40, which makes


Age Frequency

18 - 25 22

25 - 30 23

30 - 35 19

35 - 40 17



83

40 - 50 15

50 - 60 4

Gender (question nr.2)

In terms of gender representation in questionnaire the presence of men is predominant, 80 per cent.

Gender Frequency

Woman 20

Man 80



84

Experience (question nr..3)


security and safety, and 15 per cent have less than a year. There is 41 per cent of respondents in the

survey who have experience in the range of 1 to 10 years, there is 30 per cent of respondents who

have experience until to 25 years.

Years Frequency

0 11

<1 15

1 - 5 26

5 - 10 15

10 - 15 12

15 - 20 11

20 - 25 7

25 - 30 3



85

Profession (question nr..4)


„enthusiast“ 6


sector)

57



26 percent of students, 57 per cent of experts from practice (state administration / self –

government/ third sector/ private sector), 11 per cent of teachers, eventually researchers of

university/ institute( assistant/ lecturer/ professor) and 6 per cent of „enthusiasts“ took part in the

survey.



86

Achieved education (question nr.5)








respondents with achieved 2.grade of unversity education and 4 per cent of respondents with




87

Area of security which you are working in (question nr.6)


Fire protection 16


Economic security 2






Public security 9



National security 8

In terms of area of security and safety in which the respondents are interested the area of fire

protection is represented the most frequently, which makes 16 per cent of answers. Other areas like



88

Environmental security, Occupational and health safety, Industrial security, and Transport

infrastructure security are also significantly represented.


What information sources do you use and how often do you use them? (question nr.7)



Conferences 361 2



Thesis - Bc. 267 5








Encyclopedias,e.g. Britannica, Wikipedia 217 13



Internet sites – of educational institutions (university,research 201 16



89








In terms of sources of information, which respondent’s use the most frequently Courses/short – term

trainings and Conferences are rated among highest ones.Detailed and hierarchically organised

evaluation is available in the chart above.

Could you provide us with some indications about the limitations of these resources? (question

nr.8)

Question Yes No % Yes

% No

A They don´t enable to react directly in form of messages/link to published information 50 65 43 57

B They don´t provide complex information, that you require to your activity / study 74 41 64 36

C Insufficient updating of published information 75 40 65 35



90

Question Yes No % Yes

% No

D Charged information sources (texts, contributions, publications, surveys….) 70 45 61 39

E They require membership in particular organisation/ institution/ university. 73 42 63 37

F Necessity of long registration on website 55 60 48 52

G They don´t provide information about preparing events 67 48 58 42

H Complicated operating (e.g. links to other sites and subsites ) 40 75 35 65

I Too big amount of information–site is unclear 65 50 57 43

J They provide only regional / local information 44 71 38 62

K Contributors are only of one of stated target groups: Student/practice /academic sphere / wide public 52 63 45 55

M Disturbing graphical working – out of site 39 76 34 66

N It does not provide interpretative dictionary of stated technical terms 47 68 41 59

Could you provide us with some indications about the limitations of these resources? considering




91



92

Question

„Enthusiast“ Student Teacher Expert from practice

% Yes % No % Yes % No % Yes % No % Yes % No

A 57 43 60 40 38 62 35 65

B 71 29 60 40 77 23 63 37

C 57 43 73 27 62 38 63 37

D 43 57 43 57 77 23 68 32

E 57 43 60 40 77 23 63 37



93

F 29 71 47 53 38 62 52 48

G 57 43 50 50 77 23 58 42

H 43 57 30 70 54 46 32 68

I 71 29 57 43 62 38 54 46

J 43 57 27 73 69 31 37 63

K 57 43 40 60 62 38 43 57

M 57 43 33 67 31 69 32 68

N 71 29 63 37 62 38 55 45

Could you provide us with some indications about the limitations of these resources? (question

nr.8)

From evaluation of contingency „Could you provide us with some indications about the limitations of

these resources, considering respondent´s profession“can be stated:

For the enthusiasts the more important limitations are:

They don´t provide complex information, that you require to your activity / study;

Too big amount of information–site is unclear;

It does not provide interpretative dictionary of stated technical terms.

For the experts from practice the more important limitations are:


Insufficient updating of published information

Charged information sources (texts, contributions, publications, surveys….);

They require membership in particular organisation/ institution/ university;

For the students the more important limitations are:




94

It does not provide interpretative dictionary of stated technical terms;

For the teachers the more important limitations are:


Charged information sources (texts, contributions, publications, surveys….);

They require membership in particular organisation/ institution/ university.

They don´t provide information about preparing events;

They provide only regional / local information.

Does your activity (your employer/ study / research) require further form of lifelong education?

(question nr.9)

Answer Frequency

Yes, it is compulsory (by law) 23 %

Yes, but it is voluntary 40 %

No 37 %



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Answer „Enthusiast“ Expert from practice Student Teacher Frequency

Yes, but it is voluntary 2 27 11 6 46

Yes, it is compulsory (by law) 1 14 5 6 26

No 4 24 14 1 43

Total Sum 7 65 30 13 115

At most of activities the employment/ study requires further form of lifelong education, 62%, some

which is voluntary, 40%.

If you decide to study further, respectively you are just studying and you are going to study abroad

fellowship/stay, do you have a particular idea, at which institution could you gain required

competences? (question nr.10)

Answer Frequency

Yes 31

No 84





96

Which form of education do you prefer? (question nr.11)







per cent prefer e-education and classical textbooks´text,s 24 per cent of respondents prefer self –

study, and 6 per cent prefer e- education with limited distant approach.



97

Have you met during your study/your profession with a software/ tool/service, which would help


parametres/competences?(question nr.12)

Answer Frequency

Yes 12

No 103



required parametres/ competences.

Which from following modules, would you welcome the most on preparing eSEC portal?







98


Blogs 308 13

Chat 295 14

Thesis and qualification works from division/field 437 9

Supply and demand on labour market 461 5



Preparing events–trainings, seminars, exhibitions,

conferences, workshops. 508 1

Videos 470 3



Possibility of creating European individual study

program 437 9


most welcome: Preparing events–trainings, seminars, exhibitions, conferences, workshops; Published

technical works/ textbooks/surveys; Videos; Foreign fellowships; Supply and demand on labour

market, List of educational instituions from the field, Foreign study stays; Terminological dictionary

and Thesis and qualification works from division/field.

Preferences of eSEC portal modules according to profession – weighted average



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there is a majority of men respondents 80%. 26 per cent of respondents have less then a year of

experience in the area of security and safety, what is. 26 per cent of respondents have experience in

the range of 1 to 5 years, 15 per cent of respondents have experience in the range of 5 to 10 years,

12 per cent of respondents have experience of 10 to 15 years, 11 per cent of respondents have

experience in the range of 15 to 20 years. In the survey on whole there were participated 26 per cent

of students, 57 per cent of experts from practice (state administration/ self-government/ third

sector/ private sector), 11 per cent of teachers, eventually researchers of university/ institute

(assistant/ fellow/ lecturer /professor) and 6 per cent of „enthusiasts“.



100




themselves required parametres/ competences. As 40 per cent of survey respondents stated, at




respondents.

Based on evaluation of question What are , in your view, deficiences by yourself used electronic





portal avoided.





significance

As many as 73 per cent of respondents have no particular idea at which institution they would obtain

required competences if they decide for fellowship or foreign stay.Potential future users, survey

respondents would most welcome from preparing eSEC portal modules these ones: Published




with an average, students would in addition welcome Supply and demand of labour market. Teachers

and researchers would also prefer scientific peer reviewed journal.


Through questionnaire survey there was an effort to spread information about preparing project










101









12, 14).



- "IP15, Directiva ATEX, Manual de implementação da directiva ATEX, Manual de exploração de

segurança contra incêndios em edifícios"

- "Revista Segurança, Revista Segurança Comportamental, Revista Business Insurance,

Revista Protecção Civil"

- http://groups.google.pt/group/proteccao-civil-portugal/?pli=1; www.proteccaocivil.pt

- www.iaem.com / .br / .es"

- ANPC

- FEMA

- "Revista Segurança em Protecção Civil”

- "http://www.wetterzentrale.de/topkarten/tkfaxbraar.ht, sciencedirect - Portal electronico"

- "www.meteo.pt, http://mrnathan.munichre.com

- "New Additions, December 2009, Emergency Plans, Coastal counter-pollution plan, Management of

major incidents handbook”

- "http://www.gmes.info/, http://www.unisdr.org/”

http://www.ema.gov.au/www/emaweb/emaweb.nsf/Page/Publications_PublicationsAtoZ_Publicatio

nsAtoZ"



102


[email protected];

[email protected];

[email protected];

[email protected], 918538260;

[email protected];

[email protected];


http://proteccaocivil.4shared.com;

[email protected];

[email protected];

[email protected];

[email protected];

[email protected];

[email protected];

[email protected];

[email protected];

[email protected];


[email protected];


[email protected];

[email protected];

[email protected], 912507005 - António Neves;


[email protected], 933552674.



103

4 Introduction of the study analysis in Czech republic

This document gives an overview of educational situation in field of security and safety in the Czech

Republic.

The plan of this survey is as follows. In first section you can find five units. The rest of the document

reports a SWOT analysis of offered educational institutions and their relating activities. First unit

deals with the general characteristic of the Czech education system. This includes background of

secondary, university and lifelong educational systems. Next unit offers an overview of grant

agencies supporting research and development in the Czech Republic. Finally, a SWOT analysis of

education in the field of security in given country from partner´s country´s point of view is presented.


analyzed by partner organizations of project eSEC focused on competences required by practice and

academic society in the field of security. A part of this material is the analysis of potential eSEC users´

structure and their requirements, the analysis of the structure and representation of expected target

groups of eSEC portal users: students, pedagogues, scientific employees, expert practice, analysis of

requirements for interactivity, user-friendly extremity, graphical surroundings and multimediality of

eSEC portal´s modules in connection to supposed skills of target groups users in using ICT. In the

conclusion of the document there is a partial analysis of eSEC portal´s modules content based on

analysis of required competences and its users´ structure, which defines the need of individual

modules focused on thematic fields of security.

4.1 Analysis of condition of education in the field of security in the Czech republic from

point of view of partner´s organisation of eSEC project


Secondary education in the Czech Republic comprises three main types of schools:

• grammar schools,

• secondary technical schools and vocational schools,

• conservatory.

Grammar School in the Czech Republic prepares its students to go on to higher education

institutions, such as universities or colleges. The program usually takes eight years, after 5th year of



104

basic school or four years - after 9th year of basic school. However, it is also possible to change to

Grammar School (language focused) after the 7th year in six-year secondary general school.

In either case there are exams at the end. If passed, a secondary school leaving certificate, is issued.

This allows the student to study at a tertiary education institution.

Technical School takes four years and students usually come to this school after successfully finishing

grade 9 at a basic school. Technical school is finished with exams for the leaving exam as well.

However, classes focus on technical subjects.

Conservatory is an alternative to a Grammar School and has a special focus on either dance, music

and drama. The programs that focus on dancing usually take eight years, beginning with grade 6

whereas the programs that focus on music and drama only take six years. With the successful

completion of a conservatory two diplomas are issued. The first one is the leaving exam allowing you

to start studying. The second one, the absolutorium, is a special final certificate for the participation

in dance, or music and drama classes, respectively.

Special schools (also called apprentice schools) train for special work. This includes technical colleges,

business academies, agricultural and nursing. Study lasts four years.

Vocational schools in the Czech Republic take three or four years. The focus of the programs is

practical experience and they are tailored towards specific jobs (branches of industry, agriculture,

medicine, national economy…). Four year programs at a vocational school prepare students to take

exams for their leaving exam whereas three year programs lead to a vocational certificate, the

vocational certificate. The latter does not entitle you to study at a tertiary institution. Those who

have completed their upper secondary education in the fields of study requiring apprenticeship

certificates can continue in follow-up courses, which are completed with a school-leaving

examination or they may extend their qualifications in shortened study courses.

Pupils and students are evaluated by marks from 1 to 5, 1 is the best, 5 is the worst. Considering

teaching and preparation of students for practice from a point of view of security, there are not

many institutions in secondary school system which would provide such a type of education. Mostly

you can attend Secondary Nursing School or Police Academy.


By law, higher education institutions are of two types:

• university,

• non-university.



105

University type higher education institutions provides all levels of study programs (Bachelor’s,

Master’s and Doctoral) and carry out associated scholarly, research, development, artistic or other

creative activities.

Non-university type higher education institutions usually offer only Bachelor’s degree programs, but

never Doctoral programs. They carry out associated scholarly, research, development, artistic or

other creative activities.

Czech university education consists of 3 types of higher education institution:

• public universities,

• state universities,

• private universities.

Public higher education institutions are entitled to manage their own property although a substantial

part of their activity is directly financed by the state. Funds for higher education institutions are set

annually by the Act on State Budget. Public higher education is offered by universities and colleges.

Universities perform research, science and development activities in addition to teaching, while

colleges focus on teaching. Public universities offer great varieties of different subjects, from

humanities, business and economics up to medical subjects and law. Their educational emphasis is

on theoretical knowledge and university programs take three to five years.

Although public universities do not prepare their students for specific jobs in a way that private

universities do, they are still perceived as more prestigious than private ones. Higher education is

free except for students who have exceeded the standard length of study, are going for a second

degree or are studying in a program offered in a foreign language.

Public universities offer a comprehensive range of study fields and subjects within Bachelor, Master

and Doctoral (Ph.D.) study programs as well as non-degree courses.

State higher education institutions (University of Defence and Police Academy) are established by the

relevant ministries (Defence and the Interior). Their autonomy is limited: they do not have a Board of

Trustees, they have no autonomy in salaries, and their budget is linked to the budget of the relevant

ministry. Their educational activities are partly governed by the appropriate legal regulations

applying to the field of defense and domestic affairs, respectively.

Private higher education institutions can only function as legal entities after obtaining the approval of

the Ministry of Education, Youth and Sports which is based on the recommendation of the

Accreditation Commission (seventeen of them have the status of public benefit organization). The

first private colleges were set up around the year 2000. The most popular subjects offered by private

colleges are business, finance, and law. The quality of the programs is guaranteed by the Ministry of

Education, Youth and Sports. Private colleges usually offer bachelor´s degrees, although a few have

master´s programs.



106

The minimum requirement for admission to a higher education institution is secondary education

completed with a school-leaving examination. The requirement for admission to a Master's program

following on from a Bachelor's program is the successful completion of the Bachelor's program. The

requirement for admission to a Doctoral program is the successful completion of a Master’s program.

Students may apply for admission to several fields of study. Each higher education institution decides

on the number of enrolled students and on specific admission proceedings (results of entrance

examination, upper secondary school results, approval of credits from previous studies of other fields

of study or of tertiary professional school, etc.). In general, admission to studies at higher educational

institutions is limited primarily by the capacity of each institution. This number of students which will

be funded in the academic year is limited at the central level by the amount of money allocated to

school through formula funding.

The admission proceedings usually include an entrance examination, in particular a written test, an

oral examination or both. If the number of applicants who meet the conditions is higher than the

maximum number which can be enrolled, applicants are ranked based on the examination results.

Study programs have to be accredited. The accreditation is granted by the Ministry of Education,

Youth and Sports based on an opinion of the Accreditation Commission, which is established by the

Government. Within the accreditation process, decisions are also taken on authorization to award

academic degrees. The Accreditation Commission also carries out an evaluation of faculties in the

individual specializations.

Study programs consist of three grades:

• Bachelor study program,

• Magister study program,

• Doctoral study program

Each of programs may be in:

• a day form study (full-time),

• a distance form,

• a combination of both.

Each study program is usually divided into specializations. Fields of study are divided according to an

approved list of the Classification of Core Fields that applies nation-wide. There are more than 150

core fields of study at higher education institutions. The classification of fields of study corresponds

essentially with the traditional classification of academic fields, e.g. humanities, social sciences,

science, medicine, education and teacher training, mathematics, computer science, engineering,

economics, agriculture, military and police sciences, arts and architecture, physical education and

sport.



107

Bachelor’s study programs are focused on professional training and provide a basis for studies in

Master’s study programs. The programs last 3-4 years and graduates acquire the qualification.

Bachelor's degree programs prevail at private institutions. Bachelor’s degree studies end with a final

state examination and part of which is usually the defense of a thesis.

The academic degree obtained is:

• bachelor (Bc.),

• bachelor in the field of art (BcA.).

Master’s study programs aim to provide theoretical knowledge based on the latest scientific findings,

research and development, at mastering their applications and to develop creative skills. These study

programs follow on from Bachelor’s degrees. Their standard length is 1-3 years. If the character of

the study programs so requires, accreditation can be granted to a Master’s degree programs (4-6

years long), which does not follow on from a Bachelor’s one.

Therefore the standard study program is between three and seven years. Master’s degree studies

end with a state examination part of which is the defense of a thesis.

The academic degree awarded is:

• Magister (Mgr.),

• Magister in the field of art (MgA.),

• Engineer (Ing.),

• Engineer Architect (Ing. arch.).

Students of medicine, veterinary medicine and hygiene are the exception. They finish their studies

with a state examination – Rigorous Exam – and they are awarded the degree:

• doctor of medicine (MUDr.),

• dentist (MDDr.),

• doctor of veterinary medicine (MVDr.).

A Doctoral study program can follow the completion of a Master's program. It is aimed at scientific

work, independent creative activity in the area of research and development or at independent

theoretical and creative skills in art. It is offered solely in universities and lasts 3-4 years.

Doctoral studies finish with a state doctoral examination and defense of a thesis. The degree for all

fields of study is:

• doctor (Ph.D.),

• doctor theology (Th.D.).



108

As a document attesting to the closure of studies and the awarding of particular academic degree is

the higher education diploma and diploma supplement.

Having been awarded the academic degree, magistr students can sit a state examination Rigorious

Exam which includes the defense of a thesis – Rigorious Work. Those who have passed the exam and

successfully defended their thesis are awarded the degree of doctor; the abbreviation differing

according to the field of study:

• doctor of Laws JUDr.,

• doctor of philosophy PhDr.,

• doctor of natural sciences RNDr.,

• doctor of pharmacy PharmDr.,

• doctor of theology ThDr.,

• doctor of catholic theology (the degree is – licentiate) – ThLic..

The academic year lasts 12 months; the start is fixed by the head of the higher education institution.

Courses are divided into semesters, years or blocks, which are composed of a period of teaching, an

examination period and a vacation.

The structure of the academic year is decided by each institution. It usually begins in October and is

divided into two semesters: winter and summer, with approx. a five-week examination period after

each semester. The summer vacation is in July and August.

Universities use followings types of grading:

a) 4-point grade system:

• excellent,

• very good,

• good,

• did not pass. b) six-grade system with half-grades between 1 & 2 and 2 & 3, grades are represented by

letters A-F. The grades are then:

• A (1) excellent,

• B (1-) very good,

• C (2) good,

• D (2-) satisfactorily,

• E (3) sufficiently,

• F insufficiently.


Lifelong education constitutes a basic conceptual change in the approach to education and its

organizational principles, where all the potential for learning – whether in traditional educational

institutions in the framework of the educational system or outside of it – is seen as a single

interconnected unit, that facilitates diverse and numerous transitions between education and



109

employment and that permits obtaining of the same qualifications and competence in various ways

and at any time during one’s lifetime.

The formal educational system forms the essential basis for this concept of lifelong learning, but

constitutes only one of its parts. Everybody should have the opportunity to receive education at

various times during their lifetime in accordance with their capabilities, requirements and interests.

Lifelong learning conceives all learning as an uninterrupted continuum “from the cradle to the

grave”. It is based on good basic and general education for everyone, from the early childhood.

Lifelong learning can be divided into two basic stages, denoted as initial and further education.

Initial education includes:

• basic education,

• secondary education,

• tertiary education.

Basic education (primary and lower secondary), which has a general character and usually

corresponds to the period of compulsory education.

Secondary education (upper secondary), which has a general or vocational character, which is

terminated by a school-leaving examination, apprentice’s certificate or final examination. Secondary

education also encompasses follow-up study for graduates of secondary education with apprentice’s

certificates, ending with a school leaving examination.

Tertiary education encompasses a broad sector of available education, usually following after passing

a school-leaving examination. It provides specialized professional or artistic education. It includes

higher education provided by universities and higher educational institutions, tertiary technical

education provided by tertiary technical schools and, to a certain degree, also higher artistic

education in conservatories. Initial education occurs primarily at a young age and can be terminated

at any time after completing compulsory education through entering the labor market or joining the

economically inactive population.

Further education occurs after attaining a certain level of education or following the first entrance of

the learner into the labor market. Further education can emphasize a diverse spectrum of

knowledge, skills and competences important for participation in the working, civic and personal life

In the ideal case, lifelong learning is considered to be a continuous process; however, in actual fact, it

consists in the continual preparedness of an individual to learn rather than in continuous study. In

this, it is based on the principles that a specific acquired competence is not as valuable as the ability

to learn. Thus, there is a tendency to speak rather about lifelong learning rather than lifelong

education, to emphasize the importance of the learning activities of each individual that are not

organized in character, i.e. independent learning, e.g. at work, during stays in nature, at cultural

events, etc.



110

Thus, lifelong learning includes:

• formal education,

• non-formal education,

• informal learning.

Formal education, which is performed in educational institutions, usually in schools. Its functions,

targets, contents, organizational forms and methods of assessment are defined by legal regulations.

This encompasses obtaining levels of education that usually follow one from another (basic

education, secondary education, secondary education with an apprenticeship certificate, secondary

education with a school-leaving examination, tertiary technical education in conservatories, tertiary

technical education, higher education (university education), whose completion is confirmed by the

relevant certificate (certificate, diploma, etc.).

Non-formal education, which emphasizes gaining knowledge, skills and competences that can

improve the social and working position of the individual. Non-formal education is provided by

employers, private educational institutes, NGO’s, schools and other organizations. These include

organized leisure time activities for children, adolescents and adults, foreign language courses,

computer courses, retraining courses and also short-term training and lectures. This kind of

education requires the participation of a professional instructor, teacher or trained organizer. It does

not lead to obtaining a level of education.

Informal learning, which is understood as a process of obtaining knowledge, acquiring skills and

competences from everyday experience and activities at work, in the family and in one’s leisure time.

It also includes self-education, where the learner has no way of testing his acquired knowledge (e.g.

television language courses). In contrast to formal and non-formal education, it is not organized, is

usually not systematic and is not institutionally coordinated. Lifelong learning assumes

complementariness and intermingling of these forms of learning throughout one’s entire lifetime,

basically always and everywhere. Consequently, the term “lifelong” is also not wholly satisfactory, as

it emphasizes only the temporal dimension of education. Consequently, recently the term “lifewide”

learning has been coined, emphasizing that learning occurs in all environments and life situations.

Adult education at institutions offering courses leading to a defined educational qualification is

financed by the Ministry of Education, Youth and Sports as follows: at the universities on the same

basis as for full-time studies, at the secondary schools based on a certain percentage of the average

cost per pupil in full-time studies for the particular field of study depending on the form of education

(5 per cent in e-learning, 15 per cent in distance study to 40 per cent in evening study or in a form

combining all forms). The only exceptions are courses in which adults can complete their basic

education, which are fully funded.

The funding of educational activities at the institutional level is up to the employer. Total company

expenditure on training is assessed by a sample survey.



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Retraining is financed from various sources. Unemployed people registered as seeking work are

entitled to attend retraining sessions financed fully by Labor Offices, which can also cover expenses

for transport, accommodation and meals from the state budget contributions.

4.2 Grant agencies supporting individaul grades of education in Czech republic

In the Czech Republic there are numerous Grant Agencies and organizations providing financial

support to scientist and research institutions such as:

• GAČR - Czech Science Foundation

• GAAV - Grant Agency of the Academy of Sciences of the CR

• IGA MZ – Internal Grant Agency of the Ministry of Health

• Grant Agency of the Charles University

• NAEP – National Agency for European Educational Programs

The Czech Science Foundation – GACR was established in 1993 as an independent institution. It

promotes progress over the whole range of basic research in the Czech Republic. The main function

of the Czech Science Foundation is to provide, on the basis of public tender, financial support for

research projects submitted by individuals or organizations. The main source of the funds available is

the state budget, but contributions from other sources are also possible. The Grant Agency provides

financial support to scientific projects that are part of so-called standard project programs, doctoral

projects, postdoctoral projects and projects from the programs of the European Science Foundation.

Basic aims of the Czech Science Foundation are:

• to promote research through long-term funding, based on the peer reviewed evaluation of submitted proposals, science-policy expertise and global cooperation

• to provide financial support for excellent research projects and at the same time to audit the effective use of the financial means

• to raise the public understanding of science and to enhance the esteem and social status of scientific research

• to develop high-quality research environments and to improve scientific career opportunities

• to support multi- and interdisciplinary research projects and communication

• to represent Czech science among international research organizations and in national and international scientific bodies

• to cooperate and support international scientific co-operation on research projects through agreements with research councils all over the world

The Czech Science Foundation is administered by a Presidium appointed by the Government of the

Czech Republic, which is assisted by Discipline Committees. The work of the GACR is monitored by an

independent Supervisory Board appointed by the Czech Parliament. All organizational and

administrative work is provided by the GACR Office.



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The Grant Agency of the CR announces a public competition for the solution of the grant projects of

basic research in specified disciplines and approved programs. The announcement is published in the

Commercial Journal and in the information system of research and development;

The grant applicant may draw up and submit a grant application for the public competition in the

following disciplines of basic research:

• technical sciences,

• natural science,

• medical sciences,

• human and social sciences,

• agricultural sciences.

The public competition may be entered by a natural or legal person with the seat of business in the

Czech Republic, the organizational components of the state or territorial self-governing units or the

organizational units of the Ministry of Defence or the Ministry of the Interior that work in research

and development. The research and development public competition may also be entered by a legal

person with the seat of business in an EU member state or in a state that is part of the European

Economic Area or the citizen of such a state, if they meet the competence conditions.

More information about GAČR are available at agency website www.gacr.cz

The Academy of Sciences of the Czech Republic (AS CR) is set up as a complex of 53 public research

institutions with the Academy Head Office as an internal organization unit. The Academy employs

about 7,000 employees more than a half of whom are researchers with university degrees.

List of all institutions of the Academy of Sciences, including contacts, can be found here:

www.cas.cz/en/institutes.php.

The primary mission of AS CR and its institutes is to conduct basic research in a broad spectrum of

the natural, technical and social sciences and the humanities.

This research, whether highly specialized or interdisciplinary in nature, aims to advance

developments in scientific knowledge at the international level, while also taking into account the

specific needs of both Czech society and national culture. Scientists of the Academy institutes also

participate in education, particularly through doctoral study programs for young researchers and by

teaching at universities as well. The Academy also fosters collaborations between applied research

and industry. The integration of Czech science into the international context is being promoted by

means of numerous joint international research projects and through the exchange of scientists with

counterpart institutions abroad.



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The Academy of Sciences is financed primarily from the state budget. The pattern of research funding

at the Academy conforms to current international standards. In addition to basic institutional

financing of research objectives of Academy institutes, target-oriented financing is being more widely

practiced to carry out research projects and grants selected on the basis of public competition. AS CR

was the first institution in the Czech Republic to establish its own Grant Agency (www.gaav.cz) which

financially supports research projects selected through a peer-review procedure involving reviewers

from abroad. Individual Academy institutes obtain additional financial resources by participating in

national as well as international research programs.

In order to speed up the process of transformation of scientific knowledge into practice, the

Academy opens The Program of Targeted Research and Development

(www.cas.cz/cz/Dokumenty/infoprog.htm).

The Technology Center of the AS CR (www.tc.cz/) is also involved in this area, as it contributes to

cooperation with industry mainly through its activities in technology transfers, the search for industry

partners for research and development projects and the support of the formation and development

of small innovative companies in the area of business. The Technology Center of the ASCR serves as

National Information Centre for European Research: provides information and advisory services

related to the EU Framework Programs (www.cordis.lu/), monitors Czech participation in

international research cooperation programs and coordinates and manages methodically the

national information network NINET. The Technology Centre has designed, together with several

Academy departments, the project of the Scientific Park of the ASCR, whose concept is based on a

model well-tried in EU countries.

Internal Grant Agency of the Ministry of Health is scientific advisory body of the Ministry of Health of

the Czech Republic for field of health research and development. The main function is advisory body

for evaluation of accepted project designs in public competition of health research and development.

More information you can find at www.mzcr.cz.

Most Czech research organizations (including the Institutes of the Academy of Sciences CR) will be

placed on the register of public research institutions as of 1 January 2007. During the second quarter

of 2007 at the latest all Academy Institutes will begin to function properly as public research

institutions in compliance with the valid laws as well as the Statutes of the ASCR.

Research is taking place at universities, e.g. :

• Czech Technical University in Prague (www.cvut.cz)

• Czech University of Agriculture in Prague (www.czu.cz)

• Mendel University of Agriculture and Forestry in Brno (www.mendelu.cz)

• Charles University in Prague (www.cuni.cz)

• Institute of Chemical Technology Prague (www.vscht.cz)

• University of Economics Prague (www.vse.cz)

• Masaryk University in Brno (www.muni.cz)

• University of South Bohemia in České Budějovice (www.jcu.cz)



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• Technical University in Ostrava (www.vsb.cz)

• Palacký University Olomouc (www.upol.cz/en)

• University of West Bohemia in Plzeň (www.zcu.cz)

• University of Pardubice (www.upce.cz)

• Brno University of Technology (www.vutbr.cz)

• University of Veterinary and Pharmaceutical Sciences Brno (www.vfu.cz)

• University of J. E. Purkyně in Ústí nad Labem (www.ujep.cz)

• Tomáš Baťa University in Zlín (www.utb.cz)

• University Hradec Králové (www.uhk.cz)

• Silesian University in Opava (www.slu.cz)

• Technical University in Liberec (www.tul.cz)

• Academy of Arts, Architecture and Design (www.vsup.cz)

• Polytechnical University Jihlava (www.vspji.cz)

Research is taking place in many other institutes, such as:

• Institute of Clinical and Experimental Medicine in Prague (www.ikem.cz)

• Research Institute of Biopharmacy and Veterinary Drugs (www.biopharm-research-institute.cz/)

• Veterinary Research Institute Brno (www.vri.cz/)

• General Teaching Hospital in Prague (www.vfn.cz/)

• City Hospital in Čáslav, Prague Psychiatric Centre, Research Institute of Geodesy, Topography and Cartography in Zdiby, and others.

• Scientific programs are also announced by individual ministries of the Czech government from their budgets in areas within their competence.

• The European Union

Czech scientists are also involved in scientific programs organized by the EU, of which the Czech

Republic became a member state in 2004. Programs are announced within the 7th Framework

Program for International Cooperation in Research and Development for the years 2007-12.

The National Agency for European Educational Programs (NAEP) was established by the Czech

Ministry of Education in 2007 as a part of Centre for International Services MoEYS. NAEP is a

successor of the Socrates and Leonardo da Vinci National Agencies and it is responsible for

implementation of the Lifelong Learning Program and other educational programs in the Czech

Republic.

NAEP provides promotion of educational programs, assistance and consultancy services,

management of funds and contracts for decentralized actions, monitoring, dissemination and

valorization, organization of seminars and conferences.

More information about individual programs and current challenges is available on

http://www.naep.cz



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4.3 Education in the area of security and safety on individual grades of education in Czech republic

Area of security Name of secondary school (Name of study

program) Name of university (Name of study program)

Lifelong education (Name of study program)

Private security

Secondary school of Persons and Property Protection Plzeň, Malé Svatoňovice, Ostrava - Michálkovice, Brno-Nový Lískovec, Karviná - Darkov, Zlín-Želechovice – (study field Security-Law Activity, Public-Administration Activity, Technical Lyceum)

Public-Law Secondary School, Prague – (study field Security-Law Work)

Secondary School of Public Administraton Vodňany –(study field Scurity-Law Wrk)

TRIVIS - Public Administraton Secondary School, Karlovy Vary –(study field Scurity-Law Work)

Secondary School of Diplomacy and Public Administration– (study field Scurity-Law Work, Public Administration)

Brno University of Technolofgy, Faculty of Chemistry – (study program Population Protection in field Crisis Management and Population Protection)

Police Academy of the Czech Republic – (study program - Security Law Studies in fields Security Law Studies, Police Activities, Criminalistics and Other ForensicActivities,

study programe Public Administration in fields Security Management in the Public Administration)

Tomas Bata University in Zlín, Faculty of Applied Informatics – (study program Security Technologies, Systems and Management)

University of South Bohemia in České Budějovice , Faculty of Health and Social Studies– (study program Population Protection)

Anglo-American University – (study field EU Policy, Law and Administration, Public Policy)



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Secondary Vocational School, Brno– (study field Scurity-Law Work)

Police College and Secondary Police School of the Ministry of the Interior in Holešov – (study field Security and Law)

Fire protection

Fire Service College in Frydek-Mistek -(study field – Fire Protection)

VŠB-Technical University of Ostrava, Faculty of Safety Engineering, Prague, Ostrava, Most – (study program Fire Protection and Industrial Safety in fields Occupation and Process Safety, Emergency Planning and Crisis Management, Engineering Safety of Persons and Property;

Study program Fire Protection and Industrial Safety in fields Occupational and Process Safety, Planning and Crisis Management, Engineering Safety of Persons and Property, Fire Protection Engineering and Industrial Safety, Safety and Security Planning)

VŠB-Technical University of Ostrava – (study program Fire Protection and Safety)

Economic security

Drtinova Secondary School, Prague – (study field Social Work, Public Administration)

Evangelical Academy – Secondary Social School, Prague – (study field Social Work, Romany Experimental study)

Social Secondary School of St. Zdislava-

Masaryk University, Faculty of Social Studies -(study program Social Antropology - Media and Communication in field Economic Policy;

Study program Social Work)

Palacký University Olomouc, Faculty of Health Science -(study program Geneal Nursing, Midwifery, Radiology Assistant, Physiotepy, Long-term Nursing Care of Edults, Health Care Management, Medical Laboratory Technician)

VŠB-Technical University of Ostrava – (study program Public Administration)

Masaryk University, Faculty of Social Studies, Brno – (study field Introduction to Security Policy)



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(Study field Social Work)

Social Secondary School, Prague - (Study field Social Work)

Social Secondary School, Benešov - (Study field Social Work, Public Administration)

Private Secondary School DANAÉ, Prague– (study field Pubic Administration)

Secondary School for Administration of European Union, Prague– (study field Public Administration)

Secondary School, Kladno – (study field Social Work)

Secondary School and Language School, Volyně – (study field Social Work)

The College of European and Regional Studies - (study program Law and Security in study field Law and Security in Public Administration)

Tomas Bata University in Zlín, Faculty of Humanities -(study program Specialization in Pedagogy in field Social Pedagogy)

The Private College of Economic Studies – (study program Protection and Safety of Organizations in field Management of an Organization, Accounting, International Economics and Law in Enterprise and Security Management)

University of New York in Prague, s.r.o. - (study program Applied Social Sciences in study field Communication and Mass Media )

University of South Bohemia in České Budějovice, Faculty of Theology -(study program Pastoral and Social Assistant, Social and Charity Work)

University of South Bohemia in České Budějovice, Faculty of Health and Social Studies -(study program Social Policy and Social Work in field Social Work in Public Administration)



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Secondary Technical School prof. Švejcar, Pilsen - (Study field Social Work, Public Administration)

Secondary Social School PERSPEKTIVA, Dubí III-Pozorka – (study field Social Work)

Grammar School and Secondary Technical School, Klášterec nad Ohří – (study field Social Work)


Secondary Industrial School of Food Technologies, Prague – (study field Ecology and Environment)

Secondary Agricultural School, Brandýs nad Labem – (study field Ecology and Environment)

Secondary Agricultural School Caslav –

Brno University of Technolofgy, Faculty of Civil Engineering – (study program Civil Engineering in field Building Constructions)

Brno University of Technolofgy, Faculty of Chemistry – (study program Chemistry and Chemical Technologies in field Chemistry and Technology of Environmental Protection)

Brno University of Technolofgy, Faculty of Mechanical Engineering – (study program Mechanical Engineering in

VŠB-Technical University of Ostrava – (study program Geology and Environment I,II



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(study field Ecology and Environment)

Secondary School, Hořovice – (study field Ecology and Environment)

Secondary Agricultural School, Rakovník – (study field Ecology and Environment)

Secondary Agricultural School, Písek – (study field Ecology and Environment)

Jakub Krčín High School of Fiery nd Water Management Třebň – (study field Ecology and Environment)

Secondary Technical School for Protectiong and Creating of he Environment, Veselí nad Lužnicí – (study field Protecting and Creating of the Environment)

Church Secondary Technical School Spálené Poříčí - (Study field Ecology and

field Environmental Engineering, study program Machines and Equipment in field Design and Process Engineering (Environmental Engineering))

Czech University of Life Sciences Prague, Faculty of Agrobiology, Food and Natural Resources – (study program Soil Conservation and Protection, Diseases of Crops of Temperate Climate, Plant Protection, Care of Biosphere, Soil Assessment and Protection, Natural Resources and Environment,)

Czech University of Life Sciences Prague, Faculty of Environmental Science – (study program Engineering Ecology in field Nature Conservation - Landscape Engineering, study program Care of Biosphere in field Waste Use and Management, Sustainable Biosphere Development)

Czech Technical University in Prague, Faculty of Civil Engineering - (study program Civil Engineering in fields Environmental Engineering, Historical Constructions, Building Structures, study program Buildings and Environment)

Charles University in Prague, Faculty of Humanity Studies – (study program Ecology and Environment Conservation in



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Environment, Social Work)

Secondary Technical School for Protection and Conservation of Environment, Děčín – (study field Ecology and Environment, Social Work)

Secondary Forestry School and Secondary Technical Social School in Šluknov – (study field Ecology and Environment)

Secondary Agricultural and Ecology School in Žatec – (study field Ecology and Environment)

Secondary Technical School, Česká Lípa – (study field Ecology and Environment)

Economic and Forestry Secondary School, Frýdlant – (study field Ecology and Environment)

Secondary Technical School Kostelec nad

field Social and Cultural Ecology)

Charles University in Prague, Faculty of Science – (study program Ecology and Environmental Protection in field Environmental Protection, study program Environmental Chemistry)

Jan Evangelista Purkyně University in Ústí nad Labem, Faculty of the Environment - (study program Engineering Ecology in field Environment Conservation in the Industry)

Jan Evangelista Purkyně University in Ústí nad Labem – (study program Ecology and Environment Conservation in field Environment Conservation in the Industry, Water Management, Waste Management, Landscape Revitalization)

Masaryk University, Faculty of Social Studies – (study program Environmental Humanities)

Masaryk University, Faculty of Social Studies – (study program Media and Communication in field Environmental



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Orlicí – (study field Ecology and Environment)

Czech Forestry Academy Trutnov – Secondary School – (study field Ecology and Environment)

The Secondary School of Agriculture in CHrudim, Hradec Králové – (study field Ecology and Environmental Protection)

FRAMEKO – Medical Secondary School, Jihlava– (study field Ecology and Environment)

Secondary Vocational School of Forestry and Fishery, Bzenec – (study field Ecology and Environment)

Secondary Vocational School of Horticulture and Secondary Training College Rajhrad – (study field Ecology and Landscape Conservation)

Studies)

Mendel University in Brno, Faculty of Forestry and Wood Technology – (study program Landscaping – Landscape Engineering)

Palacký University Olomouc, Faculty of Science– (study program Ecology and Environmental Protection study in fields Environmental Protection and Creation, Landscape Protection and Creation)

Palacký University Olomouc, Faculty of Science– (study program Geology in fields Environmental Geology, Geology and Environment Conservation - Chemistry)

Palacký University Olomouc, Faculty of Science – (study program Chemistry in field Environmental Chemistry)

Tomas Baťa University in Zlín, Faculty of Technology – (study program Chemistry and Materials Technology in field Environmental Protection Engineering)

University of South Bohemia (USB) in České Budějovice,



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Secondary Professional School in Šumperk – (study field Ecology and Environment)

Secondary Vocational School and Grammar School, Staré Město – (study field Ecology and Environment)

Secondary Agricultural School, Český Těšín– (study field Ecology and Environment)

Secondary School of Natural Sciences and Agricultural, Nový Jičín – (study field Protection and Restoration of the Environment)

Faculty of Science – (study program Environmental Science and Environment Conservation )

University of South Bohemia (USB) in České Budějovice, Faculty of Agriculture – (study program Agricultural Production Quality Control, Economics of the Service and Travel Industry, Accounting and Financial Business Management, Agricultural Technology Trade and Services, Ecological and Alternative Systems of Landscape Management, Applied and Landscape Ecology, Economics of Business Management, General Plant Production, General Zootechnics, Plant Protection, Special Zootechnics, Zoo - hygiene and Disease Prevention)

University of Ostrava, Faculty of Science – (study program Environmental Science and Environment Conservation in field Senery Protetion and Creation )

University of Pardubice, Faculty of Chemical Technology – (study program Ecology and Environment Protection study in field Management of Environment Protection, study program Chemical and Process Engineering in fields Environ, Environmentsl Engineering )

VŠB – Technical University of Ostrava, Faculty of Metallurgy and Materials Engineering – (study program Thermal



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Engineering and the environment)

VŠB – Technical University of Ostrava, Faculty of Mining and Geology – (study program Environmental Engineering, Environmental Biotechnology, Environmental Engineering, Mineral raw material processing and recycling, Environmental Management)

Health safety

Church Secondary Health School, Prague Prague – (study program Health Assistant)

Girl´s Catholic Secondary School, Prague – (study field Care Services)

Integrated secondary school, Jesenice – (study field Social Care)

Jedlička Institute and Schools, Prague – (study field Nursing Assistant, Dietary Assistant, Healthcare Lyceum, Cosmetic Services, Sports and Rehabilitaion Masseur)

Charles University in Prague, Faculty of Pharmacy in Hradec Králové – (study program Pharmacy)

Charles University in Prague, Faculty of Medcine in Hradec Králové – (study program Nursing)

University of Veterinary and Pharmaceutial Sciences Brno – (study programe Pharmacy)

Tomas Bata University in Zlín, Faculty of Humanities - (study program Nursing in fields General Nurse, Midwife)

Masaryk University, Faculty of Medicine -(study program Nursing in field General Nurse, Nurse – midwife, study

University of Ostrava – study field Nursing care in anesthesiology, resuscitation and intensive care;

Evidence based Nursing; Consultancy in Social Work; Social Care; General Nurse; Health Rescuer

Banking Institute – College of Banking, Prague – study field Economy and Management of Health and Social Services)

University of West Bohemia, Faculty of Health Care Studies – (study field Nurses of Clinical Practice)



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Secondary Nursing School, Prague – (study field Health Assistant, Hospital Attendant, Social Work, Health Lyceum)

Secondary Nursing School, Prague - – (study field Social Work)

Secondary Nursing School, Prague – (study field Laboratory Assistant, Eye Technician, Dentist Technician Assistant)

Secondary Nursing School, Benešov – (study field Health Assistant, Social Work)

Secondary Nursing School, Beroun – (study field Health Assistant, Social Work)

Manager Academy, Beroun – (study field Public Administration)

program Specializations in Health Science in fields Dietitian, Human Nutrition, Laboratory Assistant, Optometrics, Physiotherapy, Radiology Assistant)

University of South Bohemia (USB) in České Budějovice, -(study program Nursing in field General Nurse, Midwife, Nursing in Selected Clinical Fields – specialization Surgery, specialization Internal Medicine, specialization Paediatrics, study program Public Health in field Specialist in Public Health Protection, study program Protection of Inhabitants in field Civil Emergency Awareness; study program Specialization in Health in fields Physiotherapy, Radiological Assistant, Health Technician, Health Rescuer, Nutritional Therapist; study program Rehabilitation in fields Rehabilitation and Psychosocial Care for Handicapped Children, Adults and Seniors; Prevention and Rehabilitation of Social Pathology; study program Social Policy and Social Work in field Social Work in Public Administration)

University of Ostrava, Faculty of Health Studies – (study program Nurse, Midwife, Health Laboratory Assistant, Radiongrapher, Rescue Worker, Occupation Therapy, Physiotherapy, Orthotist-Prosthetist, Public Health Protection Assistant, The Social Pathology and Logistic in Hazardous Situations, Pediatric Nursing, Geriatic Nursing, Community Midwifery, Specialist in the Protection of Public Health)

The Slesian University in Opava – (study program Nursing, Economy of Health and Social Services, Ethics in Nursing, Nursing Care of Senions, Nursing Care in Psychiatry, Human Needs and Nursing Process, First Helps Basics, Health Psychology)



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Secondary School in Breznice – (study field Social Care, Nursing)

Secondary School, Čelákovice – (study field Social Care)

Secondary Nursing School, Kladno – (study field Health Assistant, Social Care, Health Lyceum)

Secondary Nursing School, Kolín – (study field Health Assistant, Laborytory Assistant, Health Lyceum)

Private Secondary Nursing School, Mělník – (study field Health Assistant)

Secondary Medical School, Mladá Boleslav – (study field Health Assistant, Social Care)

Secondary Medical School, Nymburk – (study field Medical Lyceum, Medical Assistant, Assistant of a Dental Technician,

The Slesian University in Opava, Faculty of Public Policies – (study program Nursing in field General Nurse, study program Specialization in Pedagogy in field Social Pathology and Prevention, study program International Territorial Studies in field Central European Studies, study program Social Policy and Social Work in field Public Administration and Social Policy)

Technical University of Liberec, Institute of Health Studies – (study program Nursing

Jan Evangelista Purkyně University in Ústí nad Labem, Institute of Health Studies - (Study program Health service Specialization in fields Occupation therapy, Physiotherapy, study program Nursing in fields General Nursing, Midwifery)

University of Pardubice - (study program Nursing, Health and Social Care, Specialization in Healthcare)

College of Polytechnics Jihlava - (study program Nursing, Midwife)

The College of Nursing, Prague – (study program General Nurse, Midwife)



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Social care – providing assistance, Dental Technician)

Secondary School of Nursing, Příbram – (study field Medical Lyceum, Healthcare Assistant, General Nurse, Certified Paramedic)

Secondary School of Nursing, Česé Budějvice – (study field Medical Lyceum, Healthcare Assistant, Laboratory Assistant,Dental Technicia Assistat)

Secondary School of Nursing, Jindřichův Hradec – (study field Healthcare Assistant, Social Care)

Secondary School of Nursing, Písek– (study field Healthcare Assistant)

Secondary School of Nursing, Tábor – (study field Healthcare Assistant)

The University of West Bohemia, Pilsen , Faculty of Health Care – (study program Nursing in fields General Nurse, study program Specialization in Health Care in fields Occupation Therapy, Physiotherapy, Radiological Assistant, Health Rescuer, study program Public Health Service in field Public Health Protection, study program Midwifery in field Midwife)

Palacký University Olomouc, Faculty of Health Sciences – (study program Midwifery, General Nursing, Radiology Assistant, Physiotherapy, Long-term Nursing Care Management, Medical Laboratory Technician)

Military Schools, Brno, Faculty of Military Health Sciences – (study program Military General Medicine)



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Bussiness Academy and Secondary School of Nursing,Domažlice – (study field Healthcare Assistant)

Secondary School of Nursing, Klatovy – (study field Healthcare Assistant, Healthcare Lyceum)

Secondary Medical School, Plzeň – (study field Nursing Assistant, General Nurse, Dental Lab Assistant, Health Lab Assistant)

Secondary Medical School, Cheb – (study field Nursing Assistant, Social Care)

Secondary School of Nursing, Děčín – (study field Healthcare Assistant, Social Care)

Secondary School of Nursing, Chomutov – (study field Healthcare Assistant, Social Care)

Secondary School of Nursing, Most – (study



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field Healthcare Assistant, Healthcare Lyceum)

Secondary School of Nursing, Rumburk – (study field Healthcare Assistant, Healthcare Lyceum)

Secondary School of Nursing, Ústí nad Labem – (study field Healthcare Assistant, Laboratory Assistant, Dentist Lab Assistant, Healthcare Lyceum)

Secondary School of Nursing, Liberec – (study field Healthcare Assistant)

Secondary School of Nursing, Trutnov – (study field Healthcare Assistant, Healthcare Lyceum)

Secondary Medical School, Hradec Králové – (study field Dental Assistant, Laboratory Assistant, Health Assistant, Health Lyceum)



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Secondary Medical School, Trutnov – (study field Health Assistant, Health Lyceum)

Secondary Medical School, Chrudim – (study field Health Assistant, Social Care)

Secondary School of Nursing, Žďár nad Sázavou – (study field Healthcare Assistant, Healthcare Lyceum)

Secondary School of Nursing, Svitavy – (study field Health Assistant)

Secondary School of Nursing, Ústí nad Orlicí – (study field Health Assistant)

Secondary School of Nursing, Havlíčkův Brod – (study field Health Assistant, Health Lyceum)

Secondary School of Nursing, Jihlava – (study field Health Assistant, Health Lyceum)



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Church Secondary Medical School, Brno - (study field Health Assistant, Health Lyceum)

Secondary School of Nursing, Brno, Jaselská – (study field Healthcare Assistant, Healthcare Lyceum)

Secondary Vocational School of Medicine and Social Kyjov – (study field Healthcare Assistant, Healthcare Lyceum, Social Care)

Secondary School of Nursing, Znojmo – (study field Healthcare Assistant)

Secondary School of Nursing, Hranice – (study field Healthcare Assistant)

Secondary School of Nursing, Olomouc – (study field Healthcare Assistant, Nutrition Assistant, Laboratory Assistant)



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Secondary School of Nursing, Šumperk – (study field Healthcare Assistant)

Church Secondary Vocational School Bojkovice – (study field Healthcare Assistant, Social Care)

Secondary School of Nursing, Uherské Hradiště – (study field Healthcare Assistant, Health Lyceum)

Secondary School of Nursing, Zlín – (study field Healthcare Assistant, Health Lyceum)

Grammar School and Secondary School of Nursing, Havířov – (study field Healthcare Assistant, Social Care)

Secondary School of Nursing, Karviná – (study field Healthcare Assistant, Health Lyceum)

Secondary School of Nursing, Opava –



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(study field Healthcare Assistant, Health Lyceum)

Medical School in Ostrava – (study field Pharmacy Assistant, Nutrition Assistan, Dental Assistant, Health Lyceum, Nurse)

Industry security

Anglo-American University – (study program Quantitative Asset and Risk Management)

Czech Technical University in Prague, Faculty of Civil Engineering – (study program Safety and Risk Engineering in field Construction Risks, Fire Safety of Constructions)

Institut of Chemical Technology Prague, Gaculty of Food and Biochemical Technology – (study program Food Chemistry and Analysis in field Food Quality and Safety)

The University of Economics, Prague, Faculty of International Relations – (study program International Trade, Tourism and Regional Development)

VŠB-Technical University of Ostrava, Faculty of Metalurgy and Materials Engineering – (study program Material Engineering in field Material Recycling, Geoscience and Industrial Tourism)



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Tomas Bata University in Zlín, Faculty of Logistics and Crisis Management – (study program Process Engineering in field Risks Control)

Transport infrastructure

security

Czech Technical University in Prague, Faculty of Transportation Sciences – (study program Technique and Technology in Transport and Connection in field Security of Information and Telecommunication Systems) )

Energy infrastructure

security

VŠB-Technical University of Ostrava, Faculty of Electrical Engineering and Computer Science – (study program Electrical Engineering, Communication and Computer Systems in fields Commercial Electrical Engineering, Electronics and Communication Technology, Control and Information Systems, Electrical Machines Apparatus and Drives, Electrical Power Engineering;

Study program Electrical Engineering in fields Measurement and Control Engineering, Electronics, Electrical Power Engineering)

VŠB-Technical University of Ostrava, Faculty of Metallurgy and Materials Engineering – (study program Metallurgical Engineering in field Thermal Engineering and Industrial Ceramics, Thermal Engineering and the Environment, Thermal Engineering and Fuels in Industry)



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Brno University of Technolofgy, Faculty of Information Technology – (study program Security of Information Technologies)

Masaryk University, Faculty of Informatics – (study program Security of Information Technologies)

National security

Internal security

Secondary Technical and Vocational School, Mladá Boleslav – (study field Public Administration)

The Secondary School of Public Administration, Neratovice – (study field Public Administration)

The Agriculture Secondary School, Poděbrady – (study field Public Administration)

Integrated Secondary School, Středokluky – (study field Public Administration)

Anglo-American University – (study program Humanities and Social Sciences in fields Politics and Society, Humanities, Society and Culture;

Study program Public Policy)

CEVRO Institut, Prague – (study program Public Policy)

Czech University of Life Sciences Prague, Faculty of Agrobiology, Food and Natural Resources – (study program Public Administration in Agriculture and Landscape Management)

Tomas Baťa University in Zlín, Faculty of Technology – (study program Economic Policy and Administration in field

Tomas Baťa University in Zlín, Faculty of Technology – (study program Economic Policy and Administration)

Banking Institute – College of Banking, Prague – study field Public Administration and EU)



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Secondary Technical School Stříbro – (study field Public Administration)

1. KŠPA – School for Enterprising, Kladno, Prague, Litoměřice, Černovice – (study field Public Administration)

Secondary Technical School InterDACT, Most – (study field Public Administration, Social Work)

Private Secondary Technical School LIVA, Most – (study field Public Administration)

Secondary Technical School, Ústí nad Labem – (study field Administration, Social Work)

Grammar School and Secondary Technical School, Hořice– (study field Social Work)

Grammar School, Hostinné– (study field

Public Sector Administration and Regional Development)

Masaryk University, Faculty of Science -(study program Applied Geography - Media and Communication in fields Geoinformatics and Regional Development, Geoinformatics and Sustainable Development)

Masaryk University, Faculty of Social Studies -(study program Media and Communication in field European Studies, Political Science, Public Policy and Human Resources, Security and Strategic Studies, Social Policy and Social Work)

Masaryk University, Faculty of Science -(study program Economic Policy, Environmental Studies, Political Science, Public Policy and Human Resources)

Police Academy of the Czech Republic, Prague – (study program Public Policy in field Security Management in Public Policy)

University College of International and Public Relations Prague – (study program Diplomacy, State Administration and Self-government, European Studies and Public



136




Social Work)

Grammar School, and Secondary Technical School, Moravské Budějovice– (study field Public Administration, Social Work)

Evangelical Academy Brno – (study field Social work and Law)

Secondary Vacational and Secondary Technical School Lomnice u Tišnova – (study field Community Care Service, Socio-administrative activities)

Secondary Vocational School, Olomouc– (study field Public Administration)

Private Secondary Vocational School Frýdek-Místek– (study field Social Work, Public Administration)

Administration, Public Relations, Media Relations, Political Science)

The University of Economics, Prague, Faculty of International Relations – (study program Tourism and Regional Development, Political Science, European Studies)

The University of Economics, Prague, Faculty of Economics and Public Administration – (study program National Economy, Public Administration and Regional Economics, Applied Environmental Economics, Policy and Management, Economics, Regional Studies and Public Administration, Economics and Economic Policy, Regional Studies – Public Administration, General Economic Theory and History of Economic Theory)

Jan Evangelista Purkyně University in Ústí nad Labem, Faculty of Philosophy - (Study program Politology, Political Phylosophy)

Palacký University Olomouc, Philosophical Faculty – ( study program Political Science in field Political Science and European Studies, European Studies focused in European Law)



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The Private College of Economic Studies Znojmo– (study program The Economics of Public and Social Administration)

The University of Economics, Prague – (study program Political Science, European Studies)

The University of West Bohemia, Pilsen, Faculty of Economics – (study program Economic Policy and Administration in field Public Economics)

The University of West Bohemia, Pilsen, Faculty of Philosophy– (study program Political Science in field Political Science)


Charles University in Prague, Faculty of Social Sciences – (study program International Economic and Political Studies (IEPS) in field Security Studies, Political Studies and International Relations)

University of New York in Prague - (study program International Economic Relations in field International and European Economics Studies)



138




Anglo-American University - (study program International Relations - International Relations and Diplomacy)

Metropolitan University Prague - (study program International Territorial Studies in fields Anglophone studies, International Relations and European Studies, study program International Economic Relations in field International Trade)

European Polytechnic Institute, Ltd. – (study program Management and Marketing in field Management and Marketing of Foreign Trade)

Masaryk University, Faculty of Social Studies -(study program Media and Communication in field European Studies, International Relations, Political Science, Public Policy and Human Resources, Security and Strategic Studies, Social Policy and Social Work)

Masaryk University, Faculty of Law - Study program Law and Legal Science in field Law and International Trade)

Masaryk University, Faculty of Science -(study program International Territorial Studies in field European Studies,



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International Relations, Economic Policy, Environmental Studies, Political Science, Public Policy and Human Resources)

University College of International and Public Relations Prague – (study program International Relations, Diplomacy, State Administration and Self-government, European Studies and Public Administration, Public Relations, Media Relations, Political Science)

The University of Economics, Prague, Faculty of International Relations – (study program Tourism and Regional Development, International Trade, International and European Studies – Diplomacy, International Politics and Diplomacy, Political Science, International Economic Relations, Commercial and International Economic Law, International Political Relations, European Studies)

Mendel University in Brno, Faculty of Regional Development and International Studies – (study program Regional Development, International Territorial Studies)

University of South Bohemia (USB) in České Budějovice – (study program European Territorial Studies)



140




CEVRO Institu (school of political studies) – (study program Political Science in field Political Science and International Relationsships, Security in Africa)

The University of Economics, Prague – (study program Political Science, International Economic Relations, Commercial and International Economic Law, International Political Relations, European Studies)

The University of West Bohemia, Pilsen, Faculty of Philosophy– (study program Political Science in fields Political Science, International Relations)



141



142

4.4 Swot analysis of education in the area of security and safety in the Czech republic



Strong points

Science, research

• Grant and project opportunities Education, students

• Offer of many accredited study programs Human resources

• Transparency of qualifications, competences and work experiences under the EU Management, finances, development

• Support of ministry and grant agencies

Weak points

Science, research

• Discharge especially on public schools Education, students

• Low interest of aboard scholarship

• Low offering of domestic internships and work

• Low offer of programs in field of security Human resources

• Disinterest of employees to join national and international projects. Management, finances, development

• Insufficient financial cover of needs for all students

External opportunities

Science, research





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• Creation of international networks based on experience with international projects in the area of education.


• Offer of exchange programs Human resources

• Career Opportunities

• Gain of new knowledge and experiences from collaboration on projects Management, finances, development


• Good evaluation of institution in ranking and rating of independent national/international agency

External threats

Science, research

• Reduction of grant activities Education, students

• Decreasing number of foreign students Human resources

• Loss and lack of qualified people Management, finances, development

• Fundamental changes in redistribution of financial resources from state budget



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competences provided by eSEC portal


Justification of need to create eSEC portal from view of target groups.

Requirements of target groups on individual modules of eSEC portal in terms of contents, form and

significance.

Acquisition of information sources usable within modules of portal from target groups.

Providing information to target groups about realization of project.


Way of questionnaire realization:

Early preparation of questionnaire was realized by Slovak partner – February 2010.

Revision of questionnaire in form of brainstorming by all partners during second common meeting

March - 2010.

Final revision was realized by an expert on methodology of questionnaire creation Doc. Ing. Jiří

Horáček, CSc., from Universiy of Žilina in Žiline – March 2010.

Distribution of questionnaires to target groups through email - May 2010.

Number of asked: 320

Return of questionnaires: 144 of 320 (45%)

Time period of survey realization: May – June 2010

Form of addressing to respondent: electronic form, email – covering letter in English and Czech

language (see Annex 1); questionnaire (see Annex 2 for complete questionnaire):

Czech version

https://spreadsheets.google.com/viewform?formkey=dEZvLVBJN1pEdnBDcnlRMm5oVkx4V1E6MQ

English version

http://spreadsheets.google.com/viewform?formkey=dEdJVHJtX0xlU083eERxMTBHaHdEM1E6MQ



145

Area of survey : Czech Republic











8. What are, in your view, deficiencies by yourself used electronic information sources? (closed

question).


(closed question)




11. Which form of education do you prefer? (closed question)



parameters/competences?(closed question).

13. Which modules from following ones, would you welcome the most on preparing eSEC portal?

(closed question).



146


Providing you are interested in just realizing European project and you have an interest to participate

in preparing portal eSEC devoting to issue of Security and Safety, please, state your contact, or what





Age (question nr.1)

In terms of respondents´ age the most frequent group is the group up to the age of 30, which makes


Age Frequency

<30 124

31 - 40 9

41 - 50 5

51 - 60 6

>61 0



147

Gender (question nr.2)


men, 81 per cent and women, 19 per cent

Gender Frequency

Woman 28

Man 116



148

Experience (question nr..3)


security and safety, which also affirms that some of the students which took part in the survey, have

had some experience yet. Therefore there is 30 per cent of respondents in the survey who have

experience in the range of 1 to 10 years, there is 3 per cent of respondents who have experience in

the range of 11 to 20 years and 4 per cent of respondents have experience in the range of 21 to 30

years. In this survey there were no respondent with the experience in the range of 31 to 40 years or

more than 41 years.

Years Frequency

0 90

1 - 10 43

11 - 20 5

21 - 30 6

31 - 40 0

<41 0



149

Profession (question nr..4)


„enthusiast“ 4


sector) 14



76 percent of students, 11 per cent of teachers, eventually researchers of university/ institute(

assistant/ lecturer/ professor) , 10 per cent of experts from practice (state administration / self –

government/ third sector/ private sector) and 3 per cent of „enthusiasts“ took part in the survey.



150

Achieved education (question nr.5)








respondents with achieved 2.grade of university education and 6 per cent of respondents with




151

Area of security which you are working in (question nr.6)


Fire protection 2


Economic security 2






Public security 23





152


National security 0

In terms of area of security and safety in which the respondents are working the area of Information

security is represented the most frequently, which makes 47 per cent of respondents´ answers. The

second most frequent area of security is protection of persons and property/ private security, in

which 17 per cent of respondents are working. Public security has 16 per cent of respondents,

occupational and health safety is represented by 11 per cent of respondents. The rest of areas of

security and safety create 9 per cent of respondents.

C.2. Evaluation of respondents´ opinions of set goals and individual questions:

What information sources do you use and how often do you use them? (question nr.7)



Internet sites – of professional associations and organizations 390 2



Video databases (e.g. YouTube) 360 5

Internet sites – of educational institutions (university, research institutions) 355 6

Technical publications (books, textbooks...) 334 7



153


General binding legal regulations (laws, orders, regulations...) 310 8



Internet sites – of governmental and European organizations 254 11





Thesis - Bc. 143 16

Conferences 110 17





In terms of sources of information, which respondents use the most frequently television/ radio and

Internet sites are rated among highest ones. Detailed and hierarchically organized evaluation is

available in the chart above.



154

What are, in your view, deficiencies by yourself used electronic information sources?(question

nr.8)


They don´t enable to react directly in form of messages/link to

published information 95 49 65,97% 34,03%

They don´t provide complex information, that you require to your

activity / study 120 24 83,33% 16,67%



surveys….) 110 34 76,39% 23,61%

They require membership in particular organization/ institution/

university. 98 46 68,06% 31,94%





155


Complicated operating (e.g. links to other sites and sub sites) 65 79 45,14% 54,86%



Contributors are only of one of stated target groups: Student/practice

/academic sphere / wide public 74 70 51,39% 48,61%


It does not provide interpretative dictionary of stated technical terms 118 26 81,94% 18,06%

What are , in your view, deficiencies by yourself used electronic information sources? considering


They don´t enable to react directly in form of messages/link to published information:



64,29% , 35,71% no


Teacher, eventually researcher of university/ institute ( assistant/ lecturer/ professor) yes 62,50% ,

37,50% no




85,71% , 14,29% no



12,50% no




156

„ enthusiast“ : yes 50 % ,50 % no


57,14% , 42,86% no



18,75% no




71,43% , 28,57% no



31,25% no




64,29% , 35,71% no



37,50% no



Expert from practice ( state administration / self – government/ third sector/ private sector): yes 50%

, 50% no




157


43,75% no




28,57% , 71,43% no



62,50% no




42,86% , 57,14% no


Teacher, eventually researcher of university/ institute (assistant/ lecturer/ professor): yes 50% , 50%

no



Expert from practice ( state administration / self – government/ third sector/ private sector): yes 50%

, 50% no



43,75% no




158

„ enthusiast“ yes 25 %, 75 %


21,43% , 78,57% no



81,25% no


public :



57,14% , 42,86% no



56,25% no


„ enthusiast“ yes 50 % ,50 % no


28,57% , 71,43 % no



68,75% no




85,71% , 14,29% no




159


18,75% no

From evaluation of contingency „What are, in your view, deficiencies by yourself used electronic




technical terms and it requires membership in a particular organization/ institution/ university.

Does your activity (your employer/ study / research) require further form of lifelong education?

(question nr.9)

Answer Frequency



No 51

At most of activities the employment/study requires further form of lifelong education, which is




160

If you decide to study further, respectively you are just studying and you are going to study abroad

fellowship/stay, do you have a particular idea, at which institution could you gain required

competences? (question nr.10)

Answer Frequency

Yes 29

No 115



Which form of education do you prefer? (question nr.11)





161






per cent of respondents prefer self – study, 16 per cent prefer e-education and classical textbooks´

texts and 4 per cent prefer e- education with limited distant approach.

Have you met during your study/your profession with a software/ tool/service, which would help


parametres/competences?(question nr.12)

Answer Frequency

Yes 19

No 125



required parameters/ competences.



162

Which from following modules, would you welcome the most on preparing eSEC portal?



Preparing events–trainings, seminars,

exhibitions, conferences, workshops. 580 2

Published technical works/ textbooks/

surveys 579 3

Thesis and qualification works from

division/field 545 4

Supply and demand on labor market 539 5

List of educational institutions from

division/field 532 6




Possibility of creating European individual

study program 487 10

Videos 451 11


Blogs 390 13

Chat 370 14

From preparing modules of eSEC portal, potential future users, respondents of the survey, would

most welcome: Professional journal focused on practice, Preparing events – trainings, seminars,

exhibitions, conferences and Published technical works/ textbooks/surveys.



163


In terms of respondents´ age the most frequent group is the group up to the age of 30 years, which


there is 81 per cent of men and 19 per cent of women. 63 per cent of respondents have no practical

experience in the area of security and safety. 30 per cent of respondents have experience in the

range of 1 to 10 years, 3 per cent of respondents have experience in the range of 11 to 20 years, 4

per cent of respondents have experience of 21 to 30 years and no respondent has more than 30

years of experience. In the survey on whole there were participated 76 per cent of students, 11 per

cent of teachers, eventually researchers of university/ institute (assistant/ fellow/ lecturer

/professor) , 10 per cent of experts from practice (state administration/ self-government/ third

sector/ private sector), and 3 per cent of „enthusiasts“.




themselves required parameters/ competences. As 59 per cent of survey respondents stated, at




respondents.

Based on evaluation of question What are , in your view, deficiencies by yourself used electronic




a membership in a particular organization/ institution/ university, which should be at creating eSEC

portal avoided.



164





significance

As many as 80 per cent of respondents have no particular idea at which institution they would obtain

required competences if they decide for fellowship or foreign stay. Potential future users, survey

respondents would most welcome from preparing eSEC portal modules these ones: Professional

journal focused on practice, Preparing events – trainings, seminars, exhibitions, conferences,

workshops, Published technical works/ textbooks/surveys,

Thesis and qualification works from division/field, Supply and demand of labor market and List of

educational institutions from the field. According to individual target groups, students would in

addition welcome Terminological dictionary, Chat, Blogs. Teachers and researchers would also prefer

Scientific peer reviewed journal.



Providing information about realization of project to target groups


eSEC and to present eSEC portal (http://www.esecportal.eu/) which is temporarily operating through

information website http://esec2012.blogspot.com/ (where there is until origin of the portal






From complex analyzing of respondents´ answers it is possible to state a relevance of creating the









165


12, 14).




• Computer

• Computerworld

• Connect!

• Data Security Management

• Databázový svět

• Chip

• Interval

• IT Security

• PC World

• Security Portal.cz

• Security Magazín

• Security Revue

• SAFE

• 112

• Policista


• LAUCKÝ, Vladimír. Technologie komerční bezpečnosti I. Vyd. 3. Zlín : Univerzita Tomáše Bati ve Zlíně, 2010. 81 s. ISBN 978-80-7318-889-4

• MARTIN, Robert C; BERKA, Jiří. Čistý kód. Vyd. 1. Brno : Computer Press, 2009. 423 s. ISBN 978-80-251-2285-3.

• JAŠEK, R. Informační bezpečnost a ochrana zdraví při práci s výpočetní technikou. Ostrava: Repronis, 2003. 98 s. ISBN 80-7042-275-0.

• DOUCEK, Petr; NOVÁK, Luděk; SVATÁ, Vlasta. Řízení bezpečnosti informací. 1. vyd. Praha : Professional Publishing, 2008. 239 s. ISBN 978-80-86946-88-7.

• HOFREITER L et.al. : Terminológia bezpečnostného manažmentu. Výkladový slovník. Košice: Multiprint, 191 s. ISBN 80-969148-1-2.


• Internet, bezpečnost a konkurenceschopnost organizací

• Information Security Summit Praha

• Konference Security Praha

• Bezpečnostní konference komunikačních a informačních systémů

• Požární ochrana Ostrava



166


• Security Forum 2010

• Security Upgrade 2010

• INVEX

• CeBIT

• Prago Alarm

• Ampér Praha


• Zákon č. 121/2000 Sb. o právu autorském, autorský zákon

• Zákon č. 227/2000 Sb. o elektronickém podpisu

• Zákon č. 239/2000 Sb. o integrovaném záchranném systému

• Zákon č. 22/1997 Sb. o technických požadavcích na výrobky

• Zákon č. 44/1988 Sb. o ochraně a využití nerostného bohatství (horní zákon)

• Zákon č. 154/1994 Sb. o Bezpečnostní informační službě

• Zákon č. 153/94 Sb. o zpravodajských službách České republiky

• Zákon č. 67/92 Sb. o Vojenském obranném zpravodajství

• Zákon č. 124/92 Sb. o Vojenské policii

• Zákon č. 273/2008 Sb. o Policii České republiky

• Zákon č. 18/97 Sb. o mírovém využití jaderné energie a ioniz. záření (atomový zákon)

• Ústavní zákon č. 1/1993 Sb. ve znění ústavního zákona č. 347/1997 Sb., 300/2000 Sb., 448/2001 Sb., 395/2001 Sb. a 515/2002 Sb.

• Ústavní zákon č. 110/1998 Sb. o bezpečnosti České republiky

Web pages

• http://www.mvcr.cz

• http://portal.justice.cz/

• http://www.securityrevue.com

• http://www.security-portal.cz/

• http://eas.utb.cz

• http://www.tsoft.cz/ http://e-konference.utb.cz/



167

5 Introduction of the study analysis in Slovenia


security and safety in the Slovenia



for needs of creating eSEC portal. It includes general characteristics of secondary school educational

system, general characteristics of university educational system, general characteristics of lifelong

educational system, grant agencies supporting individual grades of education and individual fields of

science, education in the field of security on individual grades of education and SWOT analysis of

education in the field of security in given country from partner´s country´s point of view.













168

5.1 Analysis of condition of education in the field of security in the Slovenia from point of

view of partner’s organisation of eSEC Project.


In Slovenia post-compulsory education begins with upper secondary education. It is divided into

general upper-secondary education, technical upper-secondary education and vocational upper-

secondary education.

Secondary education is provided in upper-secondary schools. The schools can specialise with the

provision of a single type of education, e.g. general upper-secondary schools (gimnazije).

Alternatively they can provide several types of education courses by becoming a school centre, which

combines various types of upper secondary schools.

Following the completion of compulsory education, approximately 98 % of students continue their

education at upper-secondary level. 40 % of students enrol onto general courses, more than 30 % of

students enrol onto technical courses, while others (approx. 30 %) enrol onto short vocational upper-

secondary courses. A small percentage of students (less than 2 %), who do not enrol onto secondary

education courses after the completion of their compulsory schooling choose either to enrol onto

vocational training courses, to enter the labour market, or to repeat the grade 9 of elementary

school in order to improve their grade for the overall success.

The main objectives of secondary education in Slovenia are:

• to provide all residents with opportunities to acquire upper-secondary level of education; • to enable all residents to acquire the highest level of education possible while maintaining

high standards of knowledge; • to increase the level of creativity of the highest number of residents possible and to foster

the development of society; • to enable students' involvement in the European integration processes.

Much of the organisation of the upper-secondary education system in Slovenia is centralised. The

most important decisions concerning upper secondary education (e.g. the content and structure of

programmes, staffing requirements and salaries, etc) are taken at the national level. However

schools do have a certain level of autonomy in the implementation of the core national curricula,

choice of teaching methods, staffing and employment matters and admission procedures.

General upper-secondary education in Slovenia

Gimnazije offer students (aged 15-18) four years of general education aimed at upgrading and

extending the knowledge gained during compulsory education. The primary missions of gimnazije

are:

• to give students the knowledge and skills in accordance with international quality education



169

standards that they need to continue their education at universities or other institutions of

tertiary education;

• to develop critical judgement and responsibility;

• to foster responsibility towards themselves and towards other people and the environment;

to develop general cultural and civilisation values;

• to prepare them for active citizenship;

• to encourage creativity and to develop the ability of artistic expression and the perception of

artistic work; and

• to support decisions concerning further education and professional careers.

The emphasis is on subjects and topics, such as mother tongue, literature, national identity, history

and culture, the development and preservation of cultural heritage and education about other

cultures and civilisations. Upon the completion of gimnazija, students undertake state wide external

examinations (Matura), which allow them to enrol into any type of tertiary education course. Those

who fail to complete gimnazija and/or do not wish to pursue further education, can acquire

professional and vocational skills and knowledge in short 1-year vocational courses, after the

completion of which they can search for a suitable job in the labour market.

Students may enrol in the gimnazija after the successful completion of elementary school. One of the

important criteria for enrolment is their overall success grade in elementary school, although schools

may specify additional admission criteria.

Gimnazije which specialise in the arts may require candidates to undertake special talent tests,

gimnazije specialised in sports may require candidates to provide evidence of their previous

achievements in sport.

In cases, when the number of candidates exceeds the number of available student places, the central

enrolment procedure for the admission of candidates is taken into consideration. This nationally

determined procedure is agreed by the Minister of Education, based upon the proposal of the Expert

Council.

The nationally determined admission criteria for the school year 2006/2007 were specified as

follows: overall success in grade 9 of the elementary school (max. 70 points) and achievements at

different competitions and projects depending on the specific criteria of the individual school (max.

15 points). Admission criteria for the sports gimnazije included the candidates' achievements and

results in the field of sport. If there were more candidates who achieved the required number of

points set for admission, candidates were selected on the basis of their pondered grades in specific

subjects in grade 9 of compulsory school.

The language of instruction in gimnazije is Slovenian. However in areas where members of the Italian

national minority live, some schools provide secondary education in Italian (with Slovenian as a

compulsory second language), while others offer education in Slovenian (with Italian as a compulsory

second language). Gimnazija in the area where members of the Hungarian national minority live



170

provide bilingual education (in Slovenian and Hungarian).

There are two other general upper-secondary schools, which offer the 2-year International

Baccalaureate courses (UNESCO,UN) in Year 3 and 4 of gimnazija and the programme of

International school in English language. Citizens from other EU members have the right to receive

upper-secondary education under the same conditions as Slovenian citizens.

Upper-secondary education is governed by the Gimnazije Act (enacted in 1996, Amendments 2001,

2006) and the Matura Act (enacted in 2003, with an amendment in 2006).

Gimnazije can be publicly or privately owned. Public gimnazije are funded by the State (possibly by

city municipalities) and are maintained by the Ministry of Education and Sport. Out of six privately

owned gimnazije, one provides the nationally determined curriculum, 4 are catholic and one is the

Waldorfska gimnazija (in accordance with Steiner pedagogical principles). The courses of private

gimnazije must meet the standards of the national gimnazija curriculum in order to receive public

financial support and be able to issue publicly recognised educational certificates and qualifications.

Therefore, they must be evaluated by the National Council of Experts and approved by the Minister

of Education.

Gimnazije provide various types of courses with different specialisms. All courses last 4 years.

Gimnazije are divided into two major groups:

• Gimnazije with no specific fields of study, which can however organize some classes with a special

interests, for example:

• Classes, intended for students, actively involved in sports;

• European classes with emphasis on social sciences, foreign language learning,

international cooperation and out-of-school activities linked to European and

global issues;

• Gimnazije offering specific fields of study: Classical gimnazije; Gimnazije with

International Baccalaureate courses; Catholic gimnazije and the Waldorf

gimnazija.

• Specialist gimnazije:

• Technical gimnazije, which offer a range of technical subjects from various

technical fields (engineering, electrical engineering, computer science,

construction and building, wood engineering, nutrition and agriculture);

• Gimnazije specialized in economics

• Gimnazije specialized in arts, which are additionally subdivided to Music,

Dance, Arts, Theatre and Drama.

Gimnazije schooling is free. Privately-owned gimnazije receive public funding (to cover at least 85 %

of the public gimnazije costs), based on their compliance with the statutory requirements for the

provision of general education. They may also collect admission fees (which are not very high) from

their students. Publicly-owned gimnazije are also entitled to charge fees for certain services (i.e.,

learning materials, excursions, etc).



171

The State pays for students' medical health insurance and subsidises school meals and school

transportation, depending on the social status of an individual student's family. The State is also

responsible for the organisation of the network of school dormitories, where students from distant

and/or remote locations can reside during their education. Students who live there can attend

different schools. These dormitories perform educational activities and employ educators, who help

students to plan their learning. Students have to pay for their residence in dormitories (approx. 90

€/month). They must pay also for their study books, although they can as well borrow them. The

state encourages the formation of "textbooks funds".

All gimnazije are coeducational. The number of students at an individual school may vary: from 60 to

approx. 1100 students. In large school centres, which have combined various types of upper-

secondary schools, the number of students can be up to 3000.

Vocational and technical upper-secondary education in Slovenia

Upper secondary vocational and technical education and training are governed by the Vocational

Education Act (enacted in 2006). It is divided into 20 broad technical/vocational fields within which

several courses are available. Courses differ in their length (including number of credit points),

admission criteria, options for the continuation of education, level of vocational standards for the

specific profession and levels of qualification. According to the new Act all courses must be evaluated

with credit points (1 credit point equals to 25 hours of coursework). Young people and adults can

acquire vocational qualifications through alternative means outside the formal school system, by

participating in the certified national vocational qualification scheme. Adults, who have acquired a

secondary vocational qualification and have at least 3 years of work experience, may acquire a

secondary technical education by taking a master craftsman, foreman or managerial examination

with the competent association.

The objectives of vocational and technical education and training are to develop key competences,

skills and vocational qualifications at an internationally comparable level and to provide knowledge

and skills for employment, further education and lifelong learning. All courses include general

education for continuous personal development, environmental studies and personal health care.

Every vocational or technical course must also contain subjects aimed at: the development of

communication skills; the development of knowledge and awareness, learning about national

integrity, national identity, one's own cultural tradition as well as other cultures and civilisations, the

development of talents and training for artistic expression and perception of arts. Courses must be

provided at an internationally comparable level and must enable participants' involvement in the

European labour market.



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The course structures consist of:

• technical upper secondary education (srednje tehniško in strokovno izobraževanje),

• vocational upper secondary education (srednje poklicno izobraževanje),

• vocational-technical upper secondary education (poklicno tehniško izobraževanje) and

• shorter vocational education (nižje poklicno izobraževanje).

In addition, to the courses leading to vocational qualifications, the so-called vocational courses are

available, which are usually regarded in international comparisons as a form of post-secondary non-

tertiary vocational education. Furthermore, short specialisation and training courses are intended

mainly for adult learners and are provided in the form of courses, seminars and workshops. Their

purpose is to provide additional knowledge and skills, competences or work experience, which adults

need to be more competitive in the labour market. Types and levels of vocational and technical

education are specified by the law as follows:

Shorter vocational education courses are intended for those, who have successfully completed

elementary school or at least Grade 7 of elementary school or those, who have successfully

completed a special education programme, adapted for children with special needs. Courses may last

from two to three years (120 credit points) and end with a final exam. Successful completion of a

shorter vocational education course allows candidates to enrol into any other vocational or technical

upper secondary education course, during which students strengthen and upgrade their general

knowledge as well as acquire basic vocational competences and practical skills. They become trained

for independent fulfilment of simple vocational tasks, which are carried out in accordance with

standardized work procedures and appropriate instructions; or help with more complex work tasks,

typical for certain professions with broad profiles.

Vocational upper secondary education courses are intended for those, who have successfully

completed elementary school. Coursework is organised either as a full-time course which is provided

entirely within schools or in dual-mode (instruction is shared between school and the workplace,

provided by schools in combination with employers). Courses last approximately three years (180 to

240 credit points) and end with a final exam. General knowledge and technical skills in the relevant

professional field allows students and apprentices to undertake independent work in occupations

with broad profiles. Successful completion of the final exam allows candidates to continue their

education in relevant technical-vocational courses. Those who choose not to continue their

education and enter an employment contract, may, after 3 years of work experience, undertake a

master craftsman, foreman, managerial examination, after which they are awarded a qualification of

a technician, equivalent to the qualification acquired in technical upper secondary education.

Technical upper secondary education courses are intended for students who have successfully

completed elementary school. The courses last from 4 to 5 years (240-300 credit points) and end

with the vocational matura examination (poklicna matura). The vocational matura examination leads

to the award of the qualification of a technician, which allows students to enrol into professionally-



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oriented (1st Cycle professional) higher education courses or higher vocational education courses

(short Cycle non-degree). If students pass an additional exam in one of the general matura

examination subjects, they may also enrol into academic higher education (1st Cycle academic)

courses, which support this option. Technical upper secondary education provides learners with basic

and technical education. Learners are prepared for their occupation(s) as well as for the continuation

of their education at higher vocational colleges and professionally-oriented higher education

institutions. Students who complete the course are equipped with technical qualifications for the

independent fulfilment of complex, non-standard, technologically more complex work processes and

tasks.

Combined vocational-technical education is intended for students, who have already successfully

completed upper secondary vocational education. It lasts approximately two years (120 credit

points) and ends with the vocational matura examination. Technical-vocational education therefore

provides vocationally qualified candidates with the possibility of acquiring technical qualification and

thus gaining access to higher education. If candidates pass an additional exam in one of the general

matura examination subjects, they may also enrol into specific academic higher education (1st cycle

academic) courses, which support this option. The characteristics and objectives are equal to

characteristics and objectives of technical upper secondary education.

Professional fields of vocational and technical education and training are the following:

• electrical engineering and computer science;

• economics, trade and management-administration services;

• hair styling services;

• catering and tourism;

• housekeeping services;

• construction and geodesy;

• wood engineering and carpentry;

• chemistry;

• agriculture;

• mechanotronics;

• design and photography;

• preschool care;

• glass processing and optics;

• mechanical engineering, metallurgy and mining;

• textile and leather;

• printing and paper science;

• environmental care/ecology;

• health, pharmaceutics and cosmetics;

• nutrition and veterinary science.

Admission procedures are administered at a central level. Students in the final grades of elementary

schools discuss their further career plans with their teachers and school counsellors, Students also



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receive information from post secondary schools, which organise information days for potential

students prior to the beginning of the admission-enrolment process. Based on the upper secondary

schools' proposals the Ministry of Education and Sport prepares and coordinates public admission

criteria for enrolment into post secondary education courses. The Ministry also administers and

manages the candidates' applications and selection procedures. Upper secondary schools can decide

to limit enrolment or increase the number of available student posts, after they have established the

exact number of applicants. Further selection procedures in case of oversubscription are also

managed by the Ministry. Selection criteria include the students past study record, results achieved

at national competitions in specific fields/ and special skills and knowledge, which are important for

successful education or successful fulfilment of work tasks in a certain profession.

Upper secondary education is provided in schools or folk high schools. If the course consists of

workplace training, schools provide the education together with employers in the dual education and

training system. In general, schools offer several types of courses of various length in different

occupational areas. Schools may vary in size (from 100 to up to 3000 students). School centre, which

provide education for a very large number of students, usually comprise several types of schools.

Vocational and technical schools, gimnazija and in some cases also higher vocational education

college, they all may be under the roof of one school centre.

Education in public upper secondary schools is free. Students and apprentices from economically

deprived families receive school meals at a subsidised price. Students can buy study books or borrow

them at school. Schools may charge fees for special services (i.e. administrative costs, special

equipment, etc). All vocational and technical schools are coeducational.


University education and upbringing is realised in the Slovenia mainly at:

• public universities- higher education institutions,

• Independent higher education institutions.

Public university is a public service and self-governing institution, that is established and cancelled by

the law. By the law is also set its name, categorization and its residence. If a public university is

devided into faculties, at its establishing there are also established these faculties.

Independent higher education institutions is a legal entity with a residence in the Slovenia, which

was established or funded for education and research, is entitled to operate as a private school, if

Slovenian government granted an approval for its operation in the name of state.



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Higher education institutions in the Republic of Slovenia; list of HEIs, entered in the register of HEIs

(Higher Education Act, Article 16: A HEI may commence with activities, after being entered in the

register of HEIs.):

• University of Ljubljana

• University of Maribor

• University of Primorska

• Independent higher education institutions o University of Nova Gorica o Emuni University o Other independent HEIs

Higher education institutions are divided according to their character and range of their activities in

the Slovenia into:

• varsity colleges,

• non- varsity colleges.

Varsity colleges provide education in study programes of all three grades with significant share of

study programes of the second and the third grade.They realise study programes in connection with

their activities in the field of science, technique or the arts and in accordance with actual state and

development of these areas. The word „university“, or from it derived forms can have in their name

only universities.

Non-varsity colleges are marked as technical colleges, they provide university education

predominantely in the study programes of the first grade. University college, that reaches excellent

results in the field of science and technique as well as at realising of the study programes of the third

grade is research university.

General conditions to be accepted for study at university are fulfiled by those secondary school

graduants who have obtained school report of school leaving exam issued after successful passing of

school leaving exam after attending ordinarily 12, exceptionally after 13 years of visiting primary and

secondary school (combined). Universities usually arrange also entrance examinations if there is so

many candidates in some programes.

Study at universities is provided in three grades:

• bachelor study program – 1.grade,

• magister, engineer and doctor (of medicine, dental, veterinary) study program – 2.grade,

• doctorate study program– 3.grade.

Bachelor study program lasts at least three years and maximally four years of study.



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Magister, engineer and doctor (of medicine, dental, veterinary) study program lasts at least one year

and maximally three years so that standard length of study according to bachelor study program and

a following study program of the second grade in the same field or similar field of study was together

at least five years or maximal six years. The study can be also running continuously connecting first

and second grade of university degree. In this case the whole length of study is at least five years and

maximally six years.

Standard length of doctorate study program in its internal form is at least three years and maximally

four years. For external students maximally five years. Higher education institutions grant their

graduants these academic degrees:

1.grade: bachelor(Bc.).

2.grade :

• magister (Mgr.),

• in the field of art (Mgr. art.),

• engineer in technical, areas of engineering programs (Dipl. Ing.),

• in the field of architecture and urbanism academic degree engineer architect (Dipl. Ing. arch.),

• doctor of general medicine in the area of general (human) medicine (MUDr.),

• doctor of dental medicine in the area of (human) dental medicine (MDDr.),

• doctor of veterinary medicine in the area of veterinary medicine (MVDr.). 3.grade :

• doctor - philosophiae doctor (PhD.),

• doctor of art - artis doctor (ArtD.),

• doctor (of catholic) theology (ThDr.).

System of assessment generally used by higher education institutions:

• excellent (the hightest rate) – grade 10,

• very good – grade 8 or 9,

• good – grade 7,

• satisfactory (the lowest rate) – grade 6,

• did not pass – grade from 1 to 5.

In all schools subjects students´ perfomances are assessed by a credits. In this case the requirements

for results in particular subjects are lower than for exams. Credit system since school year

2003/2004: Established standard load of student for the whole academic year, which is expressed by

number of 60 credits per academic school year, 30 credits per semester.

Assessment by a mark according to this system differentiates five classifying grades :

• excellent (the hightest rate) – grade 10,

• very good – grade 8 or 9,



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• good – grade 7

• satisfactory (the lowest rate) – grade 6,

• did not pass – grade from 1 to 5.

Academic school year begins on the 1 of October of current year and finishes on the 31 of September

of the following year. It consists of two semesters (winter and summer). The organisation of

academic year is set by the statute of university or by faculty if it is not a member of university.

Study program can be realised in the following forms of study :

• Full – time study,

• External form of study.

Full – time study form is characterised by daily attendance of student at educational activities.

External form of study includes mainly self – study and individual consultations.

Study program in both forms of study can be realised through following methods of study by:



• combined method.


their lectorer. Distance method substitudes a direct contact of student with his/her teacher by

communication through means of communication, mainly means based on using information

technologies.


Lifelong education represent all activities, that are realised throughout life with a goal of improving


education applied in educational system of the Slovenia is created by:


• further education following related grade of education achieved in school education







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Other kinds of lifelong education are :

• other technical education in accredited education program, which leads to completion, restoration, extention or deepening of qualification required to performance of technical activity,





programs. Education programs can be realised:

• by attendance form,

• by distance form,

• by combined form.


• grammar schools, secondary technical schools, conservatories, schools for children with special pedagogical-educational needs, basic artistic schools, language schools and universities that except school education realise also education programs,



5.2 Grant agencies supporting individual grades of education in Slovenia

Within the Slovenia there are different agencies supporting education, whose activity is based on

support of research or support of study.These agencies can be divided into these two basic groups:

• agencies supporting research and development,

• agencies mediating information.



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Among main agencies supporting research and development within the Slovak Republic we rate

following organisations:

The Slovenian Research Agency (ARRS)

As an independent public funding organisation perform tasks relating to the National Research and

Development Programme and creation of European Research Area.

ARRS:

• provides framework for scientific research within the national budget and other sources,

• promotes high quality scientific research in Slovenia and its application,

• fosters internationaly comparable evaluation standards in Slovenia,

• provides the transparency of organising research community in Slovenia,

• promotes international research cooperation,

• analyses R&D activities and provides science policy expertise.

The Agency performs the following tasks:

• selects and finances research and infrastructure programmes that provide a public service in the research field;

• manages young researcher projects and other projects assigned to the Agency as part of the National Research and Development Programme and the annual plan of the ministry responsible for science;

• monitors the usefulness, innovation level, efficiency, quality, competitiveness and professionalism of the work research organisations allocated funding or other incentives;

• monitors and supervises programmes and projects from the first and second points of this list;

• promotes international cooperation and co-financing and implements commitments undertaken within international agreements, memorandum and protocols signed by the Republic of Slovenia;

• manages the databases set out in the Research and Development Act and other regulations;

• ensures the acquisition of additional funding for the National Research and Development Programme;

• evaluate and analyses the implementation of research and development work;

• participates in national research and development policy making;

• collaborates with the Technological development agency and other agencies and organisations;

• in accordance with regulations provides the ministry responsible for science with an annual work plan, financial plans, annual reports and periodic self-assessment reports on the quality of the Agency’s work;

• promotes links between public research institutes and users;

• performs other professional tasks consistent with its founding statute.



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The Slovenian Research agency is throughout different international initiatives and forums connected

with similar institutions from other European countries and even broader. As a full member the

agency participates in two most important associations of research councils:

• ESF – European Science foundation,

• EUROHORCs – European Heads of Research Councils.

Cooperation with similar institutions from other countries is important due to the exchange of good

practices, harmonisation of positions about the further development of European science policy and

especially because of permanent development of competent, reliable and independent evaluation

systems. Besides that, the agency is co-organiser of the annual conference Bled forum on Europe,

which is focused on future challenges of Europe.

Public Agency for Technology of the Republic of Slovenia (TIA)

was founded by the Republic of Slovenia. TIA is an independent public agency responsible for the

enhancement of technology development and innovation in the Republic of Slovenia. Our main

activities are grant programs aimed at technology development and foster cooperation of R&D

institutions and universities with industry.An important part of our activities are international

projects. Through the cooperation with partners abroad we strive to develop new policies in

technology development and services to the Slovenian industry. More information on

http://www.arrs.gov.si/en/

European Research Area

Slovenia in the European Research Area: Europe has a long-standing tradition of excellence in

research and innovation, and European teams continue to lead progress in many fields of science and

technology. However European centres of excellence are scattered across the continent and all too

often their efforts fail to add up in the absence of adequate networking and cooperation. In the past,

collaborative actions have been initiated at European and Community level. With introduction of the

6th Framework Programme the European Commission FP6 decided to bring European endeavours

together and build a research and innovation equivalent of the "common market" for goods and

services. That structure is called the European Research Area and is regrouping all Community

supports for the better coordination of research activities and the convergence of research and

innovation policies, at national and EU levels.

European Structural Funds



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The National Foundations for the Use of Structural Funds; The national foundations for the use of

financial resources from the European structural funds in the 2007-2013 programming period were

adopted by the Government of the RS at the session of 16 February 2007. They comprise three key

programming documents, relating to:

• the 2007-2013 National Strategic Reference Framework, as an action plan of the Republic of Slovenia for the 2007-2013 period, which defines how Slovenia will achieve its strategic goals and objectives; it is a joint programming document of Slovenia and the European Commission, collaborating in its implementation and funding as partners;

• the 2007-2013 Operational Programme for Human Resources Development as a programme supported by the European Social Fund;

• The Operational Development Programme for Strengthening the Regional Development Potential for the 2007-2013 Period as a programme supported by the European Regional Development Fund.

National Strategic Reference Framework (NSRO)

The NSRO includes programmes and projects that will be co-financed by funds from the European

budget and will meet the criteria of the new EU regulations in the field of the cohesion Policy for the

2007-2013 period. At another level – that is, on the basis of the NSRO – operational programmes will

be prepared.

The Centre of the Republic of Slovenia for Mobility and European Educational and Training

Programmes (CMEPIUS)

CMEPIUS is a public institution working in the field of international projects and international

mobility. It was established in October 2003 and continues the work of the previous EU Programmes

Agency. It performs two main tasks:

• co-ordinating the Lifelong Learning European Community Programme (successor of SOCRATES and LEONARDO da VINCI), and

• supporting development in education and training.

In addition, CMEPIUS pursues national programmes of mobility (bilateral and multilateral

scholarships of the Republic of Slovenia and scholarships for Slovenes living abroad) and activities of

some other European programmes in the area of education and training, including Erasmus Mundus,

the eTwinning National Support Centre, and the European Language Label initiative. Within the

activities of the European Research Area (ERA) the Centre also acts as a Bridgehead Organisation of

the EURAXESS National Centre.

The team of the Centre is strongly dedicated to opening doors to experience for individuals and

institutions through international programmes. We aim to offer opportunities to people of all ages

and interests and to support the institutions of different profiles in their way to realisation of

international projects in the field of education and training.



182

Lifelong Learning Programme

The European Commission’s Lifelong Learning Programme enables people at all stages of their lives

to take part in stimulating learning experiences, as well as helping to develop the education and

training sector across Europe.With a budget of nearly €7 billion for 2007 to 2013, the programme

funds a range of actions including exchanges, study visits and networking activities. Projects are

intended not only for individual students and learners, but also for teachers, trainers and all others

involved in education and training.

It is an umbrella programme integrating various educational and training initiatives. LLP is divided in

four sectorial sub programmes and four so called 'transversal' programmes.

Structure: the sectorial sub programmes focus on different stages of education and training and

continuing previous programmes:

• Comenius for schools,

• Erasmus for higher education,

• Leonardo da Vinci for vocational education and training,

• Grundtvig for adult education.

The transversal programmes aim to complement the sectorial sub programmes and to ensure that

they achieve the best results possible. They aim to promote European cooperation in fields covering

two or more of the sub-programmes. In addition they seek to promote quality and transparency of

Member States' education and training systems.

Four key activities focus on:

• Policy cooperation and innovation (including study visits for education and training specialists),

• Languages,

• Information and communication technologies – ICT,

• Dissemination and exploitation of results.

The Jean Monnet programme also falls under the LLP umbrella, in addition to the sectorial and

transversal programmes; The Jean Monnet programme stimulates teaching, reflection and debate on

the European integration process at higher education institutions.



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5.3 Education in the area of security and safety on individual grades of education in Slovenia

Security and Safety studies in a whole in Slovenia are covered only at the University of Maribor, Faculty of Criminal Justice and Security, others institutions

have subject which cover different view on Security and Safety but they do not have complet programs. Currently there is no secondary school in the area of

Safety and Security and only one Lifelong program in the area of private security. Institutions are listed in a following table:

Area of security Name of university (Name of study program) Lifelong education (Name of study program)

Private security University of Maribor, Faculty of Criminal Justice and Security

University of Maribor, Faculty of Organizational Sciences

University of Maribor, Faculty of Agriculture and Life Science

University of Maribor, Faculty of Law

Univeristy of Ljubljana, Biotechnical Faculty

Univeristy of Ljubljana, Faculty of Economics

Univeristy of Ljubljana, Faculty of Social Sciences

Univeristy of Ljubljana, Faculty of Socila Work

Univeristy of Ljubljana, Faculty of Medicine

Univeristy of Ljubljana, Faculty of Law

Univeristy of Ljubljana, Faculty of Theology

Zbornica za razvoj slovenskega zasebnega varovanja,

program: Tehnik varovanja



184


Univeristy of Ljubljana, Faculty of Health Studies

University of Primorska, Faculty of Humanities Koper

University of Primorska, Faculty of Management Koper

University of Primorska, Faculty of Education Koper

University of Primorska, Faculty of Tourism Studies Portorož

University of Primorska, Colege of Health Care Izola

University of Nova Gorica, School of Humanities

Fire protection University of Maribor, Faculty of Criminal Justice and Security

Economic security University of Maribor, Faculty of Criminal Justice and Security





Univeristy of Ljubljana, Faculty of Socila Work




185



Environmental security University of Maribor, Faculty of Criminal Justice and Security

University of Maribor, Faculty of Agriculture and Life Science





University of Nova Gorica, School of Environmental Sciences

Health safety University of Maribor, Faculty of Agriculture and Life Science

Univeristy of Maribor, Faculty of Medicine


Univeristy of Ljubljana, Faculty of Medicine

Univeristy of Ljubljana, Faculty of Health Studies


University of Primorska, Colege of Health Care Izola

University of Nova Gorica, School of Humanities



186


Industry security University of Maribor, Faculty of Criminal Justice and Security

University of Maribor, Faculty of Energy technology

University of Maribor, Faculty of Mechanical Engineering

Univeristy of Ljubljana, Faculty of Mechanical Engineering

Univeristy of Ljubljana, Faculty of Natural Sciences and Engineering

University of Nova Gorica, School of Applied Sciences

Transport

infrastructure security

University of Maribor, Faculty of Criminal Justice and Security

University of Maribor, Faculty of Logistics

University of Ljubljana, Faculty of Maritime studies and Transport

Energy infrastructure

security

Univeristy of Maribor, Faculty of Enery technology

Information security University of Maribor, Faculty of Criminal Justice and Security (programs in all three

grades, 1. Grade program as a join program with Univeristy of Maribor, Faculty of

Electrical Engineering and Computer Science


Univeristy of Maribor, Faculty of Electrical Engineering and Computer Science

University of Ljubljana, Faculty of Computer and Information Science



187


University of Primorska, Faculty of Mathematics, Natural Sciences and Information

Technologies

National security University of Maribor, Faculty of Criminal Justice and Security




University of Ljubljana, Faculty of Social Sciences


Internal security University of Maribor, Faculty of Criminal Justice and Security


University of Maribor, The Faculty of Economics and Business







188


International security University of Maribor, Faculty of Criminal Justice and Security


University of Maribor, The Faculty of Economics and Business




Study analysis of security education in Italy in aspect of eSec project partner organization 2010

189

5.4 Swot analysis of education in the area of security and safety in Slovenia



� Strong points Science, research

• Good and strong theoretical basics of science and research.

• Strong basic research. Education, students

• Offer of subjects in lots of study programs of all grades of university education.

• Persisting interest of students and employees to travel out to abroad universities. Human resources

• Interest to join national and international projects. Management,finances,development

• Experience with acquisition and administration of sources.

� Weak points Science,research

• Language preparedness of teachers and students. Education,studentsi

• Few programs devoted to the field of Security and Safety

• Quality of personal relation between a teacher and a student. Human resources

• Disinterest of employees to join national and international projects. Management,finances,development

• Dependence of financial sources from number of enrolled students.

� External opportunities Science,research



• Creation of international networks based on experience with international projects in the erea of education(TEMPUS, Leonardo, ESF and others).


• Offer of accredited study programs of all grades of university education in English language for foreign students.

• Some special programs in the field of Security and Safety at the UM, FCJS


190

• Introducing electronic education for students.

• Increased interest of study in the area of security and safety. Human resources

• Potential of qualified and regognized by society experts acting in EU to involve them into education within institution.

• Specialists from different field of Security and Safety Management, finances,development




� External threats Science ,research

• Reduction of grant volume for scientific and research tasks.

• No special programs, no transfer of knowledge from the scientific research to practise Education, students

• Decreasing number of potential students. Human resources

• Inefficient organisation structure of institutions through internal legislation.

• Demand for qualified experts on labour market and a related lack of qualified teachers. Management, finances, development

• Fundamental changes in redistribution of financial resources from state budget, inefficient evaluation of institution in ranking and rating of independent national /international agency.

• Introducing of fees for study (school-fee), increasing of costs connected with board and lodging and with this related gradual change of students´ behaviour.


191




5. Justification of need to create eSEC portal from view of target groups. 6. Requirements of target groups on individual modules of eSEC portal in terms of

contents,form and significance. 7. Acquisition of information sources usable within modules of portal from target groups. 8. Providing information to target groups about realisation of project .


7. Way of questionnaire realisation:

• Early preparation of questionnaire was realised by Slovak partner – February 2010.

• Revision of questionnaire in form of brainstorming by all partners during second common meeting March - 2010.

• Final revision was realised by an expert on methodology of questionnaire creation Doc. Ing. Jiří Horáček, CSc., from Universiy of Žilina in Žiline – March 2010.

• Creation of electronic version of questionnaire in English and uploading to website through available service: spreadsheets.google.com – May 2010.

• Distribution of questionnaires to target groups through email - June 2010. 8. Number of asked: 216 9. Return of questionnaires: 86 of 216 (40%) 10. Time period of survey realisation: June – August 2010 11. Form of addressing to respondent: electronic form, email – covering letter in English and

Slovak language (see Annex 1); questionnaire (see Annex 2 for complete questionnaire):

https://spreadsheets.google.com/viewform?formkey=dG04dS12Vms3dEh3aXZoUUUxai1hU

Wc6MQ

12. Area of survey : Slovenia


192











8. What are ,in your view, deficiences by yourself used electronic information sources? (closed

question).


(closed question)












in preparing portal eSEC devoting to issue of Security and Safety, please, state your contact , or what




193



14. Age (question nr.1)

In terms of respondents´age the most frequent group is the group up to the age of 30, which makes


Age Frequency

<30 68

31 - 40 12

41 - 50 4

51 - 60 2

>61 /


194

15. Gender (question nr.2)


men = 49% and women = 51%.

Gender Frequency

Female 44

Male 42

16. Experience (question nr..3)

As it is seen from the chart, 53% of respondents have 1-10 yers of practical experience in the area of

security and safety. Some of those are students, which they already started to work partime on

security topics and some of them are young professionals. There is 28% of respondents in the survey

who have no practical expirience – some students and enthusiasts, there is 10% of respondents who

have experience in the range of 11 to 20 years and 6% of respondents have experience in the range

of 21 to 30years, 2% of respondents have experience in the range of 21 to 30 years and no one of

respondents have experience of more than 41 years.


195

Years Frequency

0 24

1 - 10 46

11 - 20 9

21 - 30 5

31 - 40 2

<41 0


196

17. Profession (question nr..4)


Enthusiast 3


sector) 11

Student (e.g.Bc./ Ing./ Mgr./ Dr/ PhD...)

63



197

73%of students, 13% of experts from practice (state administration / self – government/ third sector/

private sector), 10% of teachers, eventually researchers of university/ institute( assistant/ lecturer/

professor) and 3% of Enthusiasts took part in the survey.

18. Achieved education (question nr.5)






In terms of achieved education there are 48% of respondents with achieved secondary school

education, 35%of respondents with achieved 1.grade university education, 10% of respondents with

achieved 2.grade of unversity education and 7% of respondents with achieved 3.grade university

education.


198

19. Area of security which you are working in (question nr.6)


Fire protection 5


Economic security 16






Public security 22



199



National security 23

In terms of area of security and safety in which the respondents are working the area of Information

security is represented the most frequently, which makes 14% of respondents´answers. Almosr the

same frequent are areas of Public security, National security and Protection of persons and property/

private security. The rest are other areas of security and safety.


20. What information sources do you use and how often do you use them? (question nr.7)


200





Internet sites – of educational institutions (university,research institutions) 250 4



201










Thesis - Bc. 132 14






Conferences 74 20


In terms of sources of information, which respondents use the most frequently Internet sites are

rated among highest ones. Detailed and hierarchically organised evaluation is available in the table

and chart above.

21. What are, in your view, deficiences by yourself used electronic information sources?(question nr.8)


202


203


They don´t enable to react directly in form of messages/link to published

information 46 40 53,5% 46,5%

They don´t provide complex information, that you require to your

activity / study 56 30 65,1% 34,9%



surveys….) 65 21 75,6% 24,4%

They require membership in particular organisation/ institution/

university. 68 18 79,1% 20,9%



Complicated operating (e.g. links to other sites and subsites ) 20 66 23,3% 76,7%



Contributors are only of one of stated target groups: Student/practice

/academic sphere / wide public 40 46 46,5% 53,5%


It does not provide interpretative dictionary of stated technical terms 51 37 59,3% 43,0%

What are , in your view, deficiences by yourself used electronic information sources? considering


They don´t enable to react directly in form of messages/link to published information :



66,7% , 33,3% no


204


Teacher, eventually researcher of university/ institute ( assistant/ lecturer/ professor) yes 100% , 0%

no




77,8% , 22,2% no

Student (e.g.Bc./ Ing./ Mgr./ Dr/ PhD...): yes 65,1 % , 34,9% no


66,7% no


„ enthusiast“ : yes 33,3%, 66,7% no


55,6% , 44,4% no



77,8% no


„ enthusiast“ : yes 66,7%, 33,3% no


33,3% , 66,7% no



11,1% no



205

„ enthusiast“ yes 66,7%, 33,3% no


100% , 0% no



11,1% no




77,8% , 22,2% no


Teacher, eventually researcher of university/ institute (assistant/ lecturer/ professor): yes 100% , 0%

no


„ enthusiast“ yes 0% , 100% no


44,4% , 55,6% no



66,7% no


„ enthusiast“ yes 100% , 0% no


44,4% , 55,6% no



206


44,4% no


„ enthusiast“ yes 66,7%, 33,3% no


33,3% , 66,7% no



77,8% no


„ enthusiast“ yes 0%, 100%


11,1% , 88,9% no



66,7% no


public :

„ enthusiast“ 33,3% yes , 66,7% no


22,2% , 77,8% no



33,3% no



207

„ enthusiast“ 33,3% yes , 66,7% no


44,4% , 55,6% no



66,7% no


„ enthusiast“ 0% yes , 100% no


66,7% , 33,3% no



22,2% no

From evaluation of contingency „What are, in your view, deficiences by yourself used electronic




technical terms and it requires membership in a particular organisation/ institution/ university.


208

22. Does your activity (your employer/ study / research) require further form of lifelong education? (question nr.9)

Answer Frequency



No 26



Answer „

enthusiast“

Expert from

practice

Studen

t

Teacher, eventually

researcher

Frequenc

y

Yes, it is compulsory(by

law) 0 4 8 4 16

Yes, but is is voluntary 3 7 33 5 48

No 0 0 32 0 22


209

Total sum 3 11 63 9 86

At most of activities the employment/48study requires further form of lifelong education, which is


23. If you decide to study further, respectively you are just studying and you are going to study abroad fellowship/stay, do you have a particular idea, at which institution could you gain required competences? (question nr.10)

Answer Frequency

Yes 51

No 35




210

24. Which form of education do you prefer? (question nr.11)






55% of respondents prefer attendance / distant eventually combined form of education, 44% of

respondents prefer self – study, 1% prefer e-education and classical textbooks´texts and nobody do

not prefer e- education with limited distant approach.


211

25. Have you met during your study/your profession with a software/ tool/service, which would help you choose study program/fellowship/subjects according to yourself required parametres/competences?(question nr.12)

Answer Frequency

Yes 34

No 52

As many as 60% of respondents have not met during study/profession with software/tool /service,

which would help them choose study stay/fellowship/subjects according to themselves required

parametres/competences.

26. Which from following modules, would you welcome the most on preparing eSEC portal?





Blogs 108 13


212


Chat 106 14

Thesis and qualification works from division/field 149 8/9

Supply and demand on labour market 149 8/9



Preparing events–trainings, seminars, exhibitions, conferences, workshops 170 1

Videos 154 6



Possibility of creating European individual study program 146 10


most welcome: Preparing events – trainings, seminars, exhibitions, conferences, workshops;

Published technical works/ textbooks/ surveys; List of educational institutions from division/field and

others (see table).

Preferences of eSEC portal modules according to profession – weighted average:


213







there is equal presence of genders, where 49 per cent of all respondents are men and 51 per cent are

women. 59 per cent of respondents have no practical experience in the area of security and safety.

This can be interpreted with fact that 73 per cent of participated respondents were students, but

some of them are part time students hence practical expiriance. 27 per cent of respondents have

experience in the range of 1 to 10 years, 9 per cent of respondents have experience in the range of

11 to 20 years, 5 per cent of respondents have experience of 21 to 30 years. In the survey on whole

there were participated 73,3 per cent of students, 12,8 per cent of experts from practice (state

administration/ self-government/ third sector/ private sector), 10,5 per cent of teachers, eventually

researchers of university/ institute (assistant/ fellow/ lecturer /professor) and3,5 per cent of

„enthusiasts“.


As many as 60 per cent of respondents have not met during their study /profession with

a software/tool/service, which would help them choose study stay/fellowship/subjects based on by

themselves required parametres/competences. As 55 per cent of survey respondents stated, at most

activities employment/study requires further form of lifelong education, which is, however,



respondents.

Based on evaluation of question What are, in your view, deficiences by yourself used electronic





portal avoided.


214





significance

As many as 74 per cent of respondents have no particular idea at which institution they would

obtain required competences if they decide for fellowship or foreign stay.Potential future users,

survey respondents would most welcome from preparing eSEC portal modules these ones: Published




with an average, students would in addition welcome Supply and demand of labour market, Chat,

Blogs. Teachers and researchers would also prefer Scientific peer reviewed journal.

















215





12, 14).


answers of some respondents there were selected these information sources:


They mainly read/follows SSCI journals from Thomson Reuters & Web of Science, FRONTEX sites,

Police Intranet and Slovenian journal Varstvoslovje.


They study/read books from the wide field of Security and Safety from the publishing Companies as

Sage, Routledge, Willan, IOS Press, Novapublishing, McGraw Hill, Springer, FRONTEX suplied, Police

Academy books, Slovene Police scripts and for the students – prescribed study books in the learning

process.


The respondents attends (mainly proffesionals and professors/researchers) from the wild field of

Security and Safety nationaly and internationaly...


• Infosek, Infosek EXPO, Neprekinjeno poslovanje, ...

• CeBIT, Sejem Zaščite, ...


• Kazenski zakonik (KZ-1) (Ur.l. RS, št. 55/2008, 66/2008, 39/2009, 55/2009 Odl.US: U-I-73/09-19)


216

• Obligacijski zakonik (OZ) (Ur.l. RS, št. 97/2007-UPB1)

• Pomorski zakonik (PZ) (Ur.l. RS, št. 120/2006-UPB2)

• Resolucija o strategiji nacionalne varnosti Republike Slovenije (ReSNV), (Ur. l. RS, št. 56/2001)

• Ustava Republike Slovenije (URS) (Ur.l. RS, št. 33I/1991-I, 42/1997, 66/2000, 24/2003, 69/2004, 69/2004, 69/2004, 68/2006)

• Zakon o delavcih v državnih organih (ZDDO) (Ur.l. RS, št. 15/1990, 2/1991-I, 5/1991, 18/1991, 22/1991, 4/1993, 18/1994, 41/1994, 70/1997, 87/1997, 38/1999, 56/2002)

• Zakon o delovnem času in obveznih počitkih mobilnih delavcev ter o zapisovalni opremi v cestnih prevozih (ZDCOPMD) (Ur.l. RS, št. 64/2007-UPB2)

• Zakon o delovnih razmerjih (ZDR) (Ur.l. RS, št. 42/2002, 79/2006, 46/2007 Odl.US, 103/2007, 45/2008-ZArbit))

• Zakon o dostopu do informacij javnega značaja (ZDIJZ) (Ur.l. RS, št. 51/2006-UPB2, 117/2006-ZDavP-2)

• Zakon o državni upravi (ZDU-1) (Ur.l. RS, št. 113/2005-UPB4, 126/2007-ZUP-E)

• Zakon o državnem tožilstvu (ZDT) (Ur.l. RS, št. 94/2007-UPB5)

• Zakon o eksplozivih in pirotehničnih sredstvih (ZEPI) (Ur.l. RS, št. 35/2008)

• Zakon o elektronskih komunikacijah (ZEKom-UPB1) (Ur.l. RS, št. 13/2007- UPB 1, 102/2007-ZDRad)

• Zakon o gozdovih (ZG) (Ur.l. RS, št. 30/1993, 13/1998 Odl.US, 24/1999 Skl.US: U-I-51/95, 56/1999 (31/2000 - popr.), 67/2002, 110/2002-ZGO-!, 112/2006 Odl.US: U-I-40/2006-10, 115/2006, 110/2007)

• Zakon o graditvi objektov na mejnih prehodih (ZDVGOMP) (Ur.l. RS, št. 44/2007- UPB1)

• Zakon o grbu, zastavi in himni Republike Slovenije ter o slovenski narodni zastavi (ZGZH) (Ur.l. RS, št. 67/1994, 14/1999 Odl.US)

• Zakon o informacijskem pooblaščencu (ZInfP) (Ur.l. RS, št. 113/2005, 51/2007-ZUstS-A)

• Zakon o izobraževanju odraslih (ZIO) (Ur. l. RS, št. 110/2006-UPB1)

• Zakon o izvajanju carinskih predpisov Evropske skupnosti (ZICPES) (Ur.l. RS, št. 25/2004, 28/2006, Odl.US: U-I-315/2005-9, 111/2007)

• Zakon o izvrševanju kazenskih sankcij (ZIKS-1) (Ur.l. RS, št. 110/2006-UPB1, 76/2008, 40/2009)

• Zakon o izvrševanju proračunov Republike Slovenije za leti 08 in 2009 (ZIPRS0809) (Ur.l. RS, št. 114/2007)

• Zakon o javnem naročanju (ZJN-2) (Ur.l. RS, št. 128/2006, 16/2008)

• Zakon o javnih cestah (ZJC) (Ur.l. RS, št. 33/2006-UPB1, 45/2008, 57/2008)

• Zakon o javnih financah (ZJF) (Ur.l. RS, št. 79/1999, 124/2000, 79/2001, 30/2002, 56/2002-ZJU, 127/2006-ZJZP, 14/2007-ZSPDPO, 109/2008)

• Zakon o javnih uslužbencih (ZJU) (Ur.l. RS, št. št. 63/2007 - UPB3, 65/2008, 69/2008 - ZTFI-A in 69/2008 - ZZavar-E)

• Zakon o javnih zbiranjih (ZJZ) (Ur.l. RS, št. 113/2005-UPB2)

• Zakon o javni rabi slovenščine (ZJRS) (Ur.l. RS, št. 86/2004, 91/2008 Odl.US)

• Zakon o kazenskem postopku (ZKP), (Ur.l. RS, št. 32/2007 - UPB4, 40/2007 - ZDT-E, 102/2007 - ZSKZDČEU, 21/2008 - odl. US, 23/2008 - ZBPP-B, 65/2008 - odl. US, 68/2008, 89/2008 - odl. US in 118/2008 - popr. sklep US)

• Zakon o kemikalijah (Zkem) (Ur.l. RS, št. 110/2003-UPB1, 47/2004-ZdZPZ, 61/2006-ZBioP, 16/2008)

• Zakon o letalstvu (Zlet) (Ur.l. RS, št. 113/2006-UPB1, 10/2007 - skl.US, 33/2009)

• Zakon o materialni dolžnosti (ZmatD) (Ur.l. RS, št. 87/2001)

• Zakon o morskem ribištvu (ZMR-2) (Ur.l. RS, št. 115/2006)

• Zakon o nacionalnih poklicnih kvalifikacijah (ZNPK) (Ur. l. RS, št. 1/2007 ? UPB2)


217

• Zakon o nadzoru državne meje (ZNDM-2-UPB1) (Ur.l. RS, št. 35/2010, )

• Zakon o napotitvi oseb v mednarodne civilne misije in mednarodne organizacije (ZNOMCMO) (Ur. l.RS, št. 20/2006)

• Zakon o občinskem redarstvu (ZORed) (Ur.l. RS, št. 139/2006)

• Zakon o obrambi (ZObr) (Ur.l. RS, št.103/2004-UPB1, 138/2004 Skl.US: U-I-329/04-7, 53/2005 Skl.US: U-I-329/04-15, 117/2007 Odl.US: UI-287/05-20)

• Zakon o obveznih zavarovanjih v prometu (ZOZP) (Ur.l. RS, št. 93/2007-UPB3)

• Zakon o odgovornosti pravnih oseb za kazniva dejanja (ZOPOKD) (Ur.l. RS, št. 98/2004-UPOB1, 65/2008)

• Zakon o odpravi posledic naravnih nesreč (ZOPNN) (Ur. l. RS, št. 75/2003, 98/2005, 90/2007, 102/2007)

• Zakon o ohranjanju narave (ZON) (Ur.l. RS, št. 96/2004-UPB4, 61/2006-ZDru-1, 63/2007 Odl.US, 117/2007 Odl.US: U-I-76/07-9, 32/2008 Odl.US: U-I-386/06-32)

• Zakon o omejevanju porabe alkohola (ZOPA) (Ur.l. RS, št. 15/2003)

• Zakon o omejevanju uporabe tobačnih izdelkov (ZOUTI) (Ur.l. RS, 93/2007-UPB3, 27/2009 Odl.US)

• Zakon o organizaciji in delovnem področju ministrstev (ZODPM) (Ur.l. RS, št. 71/1994, 47/1997, 82/1997 Odl.US, 60/1999, 119/2000, 30/2001, 52/2002-ZDU-1)

• Zakon o organizaciji in financiranju vzgoje in izobraževanja (ZOFVI) (Ur.l. RS, št. 16/2007-UPB5, 101/2007 Odl.US, 36/2008, 22/2009 Odl.US U-I-205/07-10)

• Zakon o orožju (ZOro-1) (Ur.l. RS, št. 23/2005-UPB1)

• Zakon o osebnem imenu (ZOI - 1) (Ur. l. RS, št. 20/2006-ZOI-1)

• Zakon o osebni izkaznici (ZOIzk) (Ur.l. RS, št. 71/2008-UPB2, 11/2009 - UPB2p)

• Zakon o plovbi po celinskih vodah (ZPCV) (Ur.l. RS, št. 30/2002, 110/2002)

• Zakon o policiji (Ur.l. RS, št. 107/2006, 14/2007-ZVS, 42/2009, 47/2009 Odl.US: U-I-54/06-32 (48/2009 popr.), 66/2009-UPB7, 22/2010)

• Zakon o potnih listinah državljanov Republike Slovenije (ZPLD-1) (Ur.l. RS, št. 3/2006-UPB1, 44/2008, 41/2009)

• Zakon o prekrških (ZP-1) (Ur.l. RS, št. 3/2007-UPB4,29/2007 Odl.US, 58/2007 Odl.US, 16/2008 Odl.US, 17/2008, 76/2008-ZIKS-1C)

• Zakon o preprečevanju korupcije (ZPKor) (Ur.l. RS, št. 2/2004, 92/2005 Skl.US, 97/2005 Odl.US, 100/2005 Skl.US, 20/2006-ZNOJF-1, 33/2007 Odl.US)

• Zakon o preprečevanju nasilja v družini (ZPND) (Ur.l. RS, št. 16/2008)

• Zakon o preprečevanju uporabe prepovedanih drog in o obravnavi uživalcev prepovedanih drog (ZPUPD) (Ur.l. RS, št. 98/1999, 2/2004-ZPNNVSM)

• Zakon o prevozih v cestnem prometu (ZPCP-2) (Ur.l. RS, št. 131/2006, 5/2007 - popr., 123/2008)

• Zakon o prevoznih pogodbah v cestnem prometu (ZPPCP-1) (Ur.l. RS, št. 126/03, 102/07)

• Zakon o prevoznih pogodbah v železniškem prometu (ZPPŽP) (Ur.l. RS, št. 61/2000)

• Zakon o prevozu nevarnega blaga (ZPNB) (Ur.l. RS, št. 33/2006-UPB1, 41/2009)

• Zakon o prijavi prebivališča (ZPPreb) (Ur.l. RS, št. 59/2006, 111/2007)

• Zakon o proizvodnji in prometu s prepovedanimi drogami (ZPPPD) (Ur.l. RS, št. 108/1999, 44/2000, 2/2004, 47/2004, 37/2005 Odl.US: U-I-335/02-20, 16/2008 Odl.US: U-I-414/06-7)

• Zakon o razmerjih plač v javnih zavodih, državnih organih in v organih lokalnih skupnosti (ZRPJZ) (Ur.l. RS, št. 18/1994, 13/1995 Odl.US: U-I-117/93-28, 36/1996, 20/1997, 39/1999, 86/1999 Odl.US: U-I-134/96, 98/1999, 66/2000 Odl.US: U-I-274/97-19)

• Zakon o regijskem parku Škocjanske jame (ZRPSJ) (Ur.l. RS, št. 57/96, 7/1999-ZVKD, 110/2002-ZGO-1)


218

• Zakon o sistemu plač v javnem sektorju (ZSPJS) (Ur.l. RS, št. 95/2007-UPB7, 110/2007 Skl.US, 17/2008, 58/2008, 69/2008, 80/2008-Odl.US, 20/2009-ZZPF)

• Zakon o službi v Slovenski vojski (ZSSloV), (Ur. l. RS, št. 68/2007, 58/2008-ZSPJS-I)

• Zakon o sodelovanju v kazenskih zadevah z državami članicami Evropske unije (ZSKZDČEU) (Ur.l. RS, št. 102/2007)

• Zakon o splošnem upravnem postopku (ZUP) (Ur.l. RS, št. 24/2006-UPB2, 105/2006-ZUS-1, 126/2007, 65/2008)

• Zakon o tajnih podatkih (ZTP) (Ur.l. RS, št. 50/2006-UPB2)

• Zakon o trošarinah (ZTro) (Ur.l. RS, št. 2/2007-UPB3, 25/2009, 41/2009)

• Zakon o tujcih (ZTuj-1) (Ur.l. RS, št. 71/2008 -UPB5)

• Zakon o upravnem sporu (ZUS-1) (Ur.l. RS, št. 105/06, 26/07 -Odl.US, 122/07-Skl.US, 65/08, 119/08-Odl.US)

• Zakon o upravnih taksah (ZUT) (Ur.l. RS, št. 42/2007-UPB3, 126/2007)

• Zakon o varnosti cestnega prometa (ZVCP-1) (Ur.l. RS, št. 56/2008-UPB5. 57/2008-ZLDUVCP, 73/2008 Odl.US: U-I-295/05-38)

• Zakon o varnosti na smučiščih (ZVSmuč) (Ur.l. RS, št. 3/2006-UPB1, 17/2008, 52/2008)

• Zakon o varnosti v železniškem prometu (ZVZelP) (Ur.l. RS, št. 61/2007)

• Zakon o varstvu javnega reda in miru (ZJRM-1) (Ur.l. RS, št. 70/2006)

• Zakon o varstvu kulturne dediščine (ZVKD), (Ur.l. RS, št. 7/1999, 110/2002-ZGO-1, 126/2003-ZVPOPKD, 63/2007 Odl.US, 16/2008-ZVKD-1)

• Zakon o varstvu okolja (ZVO-1) (Ur.l. RS, št. 39/2006-UPB1, 49/2006-ZMetD, 66/2006 Odl.US, 112/2006 Odl.US, 33/2007-ZPNačrt, 57/2008-ZFO-1A, 70/2008)

• Zakon o varstvu osebnih podatkov (ZVOP-1) (Ur.l. RS, št. 94/2007-UPB1)

• Zakon o varstvu pred ionizirajočimi sevanji in jedrsko varnost (ZVISJV) (Ur. l. RS, št. 102/04-UPB2, 70/2008-ZVO-1B)

• Zakon o varstvu pred naravnimi in drugimi nesrečami (ZVNDN) (Ur.l. RS, št. 51/2006-UPB1)

• Zakon o varstvu pred požarom (ZVPoz) (Ur.l. RS, št. 3/2007-UPB1)

• Zakon o varstvu pred utopitvami (ZVU) (Ur.l. RS, št. 42/2007-UPB1)

• Zakon o varuhu človekovih pravic (ZVarCP), (Ur.l. RS, št. 71/1993, 15/1994, 56/2002-ZJU)

• Zakon o vinu (ZVin) (Ur.l. RS, št. 105/2006)

• Zakon o višjem strokovnem izobraževanju (ZVSI) (Ur.l. RS, št. 86/2004)

• Zakon o Vladi Republike Slovenije (ZVRS), (Ur. l. RS, št. 24/2005 -UPB1, 109/2008)

• Zakon o vodah (ZV-1) (Ur.l. RS, št. 67/2002, 110/2002, 2/2004, 41/2004, 57/2008)

• Zakon o vojaški dolžnosti (ZvojD) (Ur.l. RS, št. 108/2002-UPB1)

• Zakon o volilni in referendumski kampanji (ZVRK) (Ur.l. RS, št. 41/2007, 103/2007-ZPolS-D, 105/2008-Odl.US)

• Zakon o zagotavljanju pogojev za opravljanje funkcije predsednika republike (ZZPOFPR) (Ur.l. RS, št. 15/2003)

• Zakon o zasebnem varovanju (ZzasV) (Ur.l. RS, št. 126/2003, 7/2007 Skl.US, 16/2007 Odl.US, 102/2007, 96/2008-Odl.US, 41/2009)

• Zakon o zaščiti prič (ZZPrič) (Ur.l. RS, št. 81/2006-UPB1, 117/2006-ZDoh-2, 110/2007)

• Zakon o zaščiti živali (ZZZiv) (Ur.l. RS, št. 43/2007-UPB2)

• Zakon o zavarovalništvu (ZZavar) (Ur.l. RS, št. 109/2006-UPB2, 9/2007, 102/2007, 69/2008, 19/2009)

Web pages

• iFADO


219

• PRADO

• FRONTEX

• SLOVENE POLICE INTRANET

• www.delo.si

• www.dnevnik.si

• www.gizmodo.com

• www.infosek.net

• http://www.iso27001security.com/

• http://searchsecurity.techtarget.com/?asrc=TAB_searchSecurity, ...


• [email protected]







220

6 Introduction of the study analysis in Italy

6.1 Analysis of condition of education in the field of security in Italy from point of view of

partner’s organisation of eSEC project

The basic principles relating to education are laid down in the Italian Constitution of 1948 and

include: freedom of education; the State’s duty to provide a network of educational establishments

of every type and level, open to all without distinction; the right of private individuals to set up

schools at no cost to the State; the right to education and basic vocational training for those unable

to work and the disabled (Articles 34 and 33 of the Constitution).

The Italian educational system provides:

1. Scuola dell'infanzia nursery school (non-compulsory) for children between 3 and 6 years of age, lasting 3 years;

2. first cycle of education (8 years) a. primary education elementary school for children 6 to 11 year-olds (which lasts 5

years); b. lower secondary school for children between 11 and 14 years of age, (lasting 3 years)

or middle school; 3. Second cycle of education:

a. Upper secondary school or vocational training for 15- to 18- or 19-year-olds (which lasts 5 years). This level of education is provided by licei, technical institutes, art institutes and vocational institutes. Vocational and art institutes also offer three-year courses. The second pathway is initial vocational training (three-year courses) for students who have completed the first cycle of education and is organized by the Regions;

b. post-secondary non-tertiary education, within the higher technical education and training system (Istruzione e Formazione Tecnica Superiore – IFTS), offers higher technical education and training pathways and courses provided by Higher Technical Institutes (Istituti Tecnici Superiori – ITS);

4. Higher education a. and university, b. university institutes, c. or Fine Arts academies for those 19 and older.

Education in Italy is free and compulsory is compulsory for 10 years (up to 16 years of age), (was for

eight years for children between the ages of 6 and 14) before the reform.

Moreover, the higher education system is divided into State and non-State establishments.

The Italian public administration has been a highly centralised organization for a long time, so starting from 1997 consequent delegated provisions have granted schools from the school


221

year 2000/01 a wide autonomy for teaching methods, organization, research, experimentation and development. Autonomy of schools is exercised within a general framework set by the MIUR to guarantee the coherence of the education system.


Italian secondary school is divided into lower secondary (middle school), and upper secondary

education (high and vocational schools). Secondary school is compulsory till 16 years. Every tier

involves an exam at the end of the final years. The lower and upper secondary levels of education

have recently been reformed by law 53/2003 and subsequent Decrees; in particular these include the

length of compulsory education, the reform of the upper secondary level of education and a few

aspects of the organization and curriculum at lower secondary level

Lower secondary school

Italian students have to attend lower secondary school –middle school (scuola media) – a sort of bridge between elementary education and higher education (college or university) - which lasts three years, the training ends with a standard examination. Attendance is compulsory and the student’s achievements and behaviour is observed by teachers and noted on a personal report.

Upper secondary school

The State upper secondary education is offered by the licei, the technical institutes, the vocational institutes, and the arts institutes. The overall length of study is 5 years (from 14 to 19 years of age) both in the licei and in the technical institutes, except for the liceo specialising in arts subjects which offers a course of study of 4 years plus an additional year. Vocational institutes and arts institutes offer courses lasting either 3 or 5 years.

At present the traditional secondary schools last five years, when students are 19. At the end there is an examination with a board of examiners composed of three external members and


222

three internal members supervised by an external president. Students passing the final examination then have access to all types of university and higher education courses.

Secondary schools are of different types and allow students to choose alternative career paths

depending on their interests and aptitude. There is the Liceo, the Istituto Tecnico (technical institute)

and the Istituto Professionale (professional institute). The Liceo includes secondary schools oriented

towards the study of the arts and sciences.

The Licei are again divided into four types: Liceo Classico, focusing on humanities has a classical bias:

general culture, the study of Latin and Ancient Greek, history and philosophy are the main subjects.

Liceo Scientifico, where the emphasis focusing on sciences aims to develop and deepen scientific and

mathematical topics, such as geometry, calculus, biology, chemistry or physics; Liceo Linguistico,

focuses on languages and Liceo Artistico, which is oriented toward the arts. The reform propose to

potenziate the lyceum system.

The licei run for 5 years and result divided into two periods:

• 1st – 2 years propedeutico

• 2nd - 3 years

Art school focuses on visual arts and connected expressive means and forms

Technical schools focus on practical subjects such as business administration, information technology, chemistry and subjects related to technical and administrative skills in the agricultural, industrial and commercial fields. The final diploma gives access to any university course.

Vocational schools are more oriented to prepare students to enter the job market: they prefer practical subjects, in order to qualify the students to start searching for a job as soon as they have finished attending school.

6.1.2 Universtity educational system

Italian higher education is shared between

- The university sector - The non university sector

The university sector

At the present, the university sector is made up of 89 university institutions which are classified as follows:

• 58 State University,


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• 17 non State University,

• 2 University for foreigners,

• 6 Higher schools specialized in postgraduate university studies,

• 6 Distance university.

Based on the regulation on university autonomy of 1999, all universities and university-level

establishments are autonomous bodies, as regards both their administrative management, teaching

methods and scientific research.

However, still now the entire system is subject of a reform, in a recent past another reform (starting

from the academic year 2000/2001) foresees a new organization of the courses to obtain the 1st and

2nd cycle qualifications:

• three-year laurea (L) course (1st cycle); (no 43)

• two-year (LS)laurea specialistica/magistrale course (2nd cycle); (no 100)

• First-level Diploma di specializzazione courses, whose duration can vary (2nd cycle)

• and first-level Master universitario course, lasting at least one year (2nd cycle).

• The 3rd cycle offers Research Doctorate courses, lasting three years. (3rd cycle).

The complete list of laurea is accessible on the national website http://offf.miur.it. Each class

includes several laurea courses; for each course there is a study plan, established by each faculty in

its own Statute, setting out the compulsory subjects and supplementary courses to be selected by

the students to complete their individual study plans.

Furthermore, the reform (1999) has introduced the CFU (university credits) system, which represents

the quantity of learning work required by students: with one credit = a 25 hours of study, so that

each full-time student need to reach 60 credits.But it is still in act a reform the university

The non-university sector

The education in non-university sector is provided in institutions which have their own particular structures, regulations and organization can be subsumed as follows:

• Afam institute: Higher schools of design: 20 State art academies and 26 legally recognized academies, higher institutes for applied art and 4 higher institutes for artistic industries;

• 54 Conservatoires and 21 officially recognized music institutes and the National Academy of Dance: music conservatories and recognized music institutes, higher institutes, higher institutes for musical and choreographic studies, national academies and the National Academy of Drama ‘Silvio D’Amico’;

• higher education in language mediation: higher schools for language mediators, higher integrated education (FIS): programmes of higher technical education & training (IFTS) ;


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• a few specific fields (e.g. archiving, diplomatic, restoration, military studies etc.) which, along their respective institutions, fall under the supervision of ministries other than of education.


In the last years according with many factors: as the recent disaster, as the new communication

strategy around the theme (sometimes correct, sometimes too partisan and exasperated), the big

revision of the national laws operated by many European states on the risk

assessment/prevention/protection etc...etc..

However, the boom of this kind of things was rapidly extended also at the traditional institution as

university and other school which in few times arranged course in security and safety for his student,

for the technicians, for a lot of specialists already worked.

We’ll give examples of the private and public offers in the security topic, just to explore what the

relation with cost / timing / and finality.

Another reason according with the unbelievable exploit of the lifelong public and private education

was the mandatory rules for the professional order that impose every member a minimum annual

credits to reach to maintenance the inscription at the order.

Anyway, in Italy the new tradition of the lifelong education could be define as non-traditional studies

and include:

• Distance higher education

• Lifelong higher education

• Other forms of non-formal higher education

Lifelong higher education

Universities also offer short advanced study courses and post-experience courses in the framework

of lifelong education. A degree is not obligatory for admission. An Attendance Certificate is issued at

the end of these courses. There are also Universities of the Third Age.

Other forms of non-formal higher education

Alongside the state higher education system, other educational opportunities have been established

locally by the Regions which establish and manage vocational programmes in a broad variety of fields

and at various levels. They train participants for better occupational opportunities in industry, trade

and crafts. With respect to university education, regional post-secondary courses offer an alternative

route which is more centred on specific technical notions and skills. They are open to holders of a

secondary school leaving qualification (corsi post-diploma) or to Laurea graduates (corsi post-laurea).

Their main purpose is to train professionals in new functions required by the ever-changing


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production system and the further specialization of already existing professional profiles. Some post-

secondary professional programmes are set up jointly by the Regions and the Ministry of Labour and

benefit from financial contributions from the European social fund. The regional office for

professional training (Assessorato Regionale alla Formazione Professionale) or information offices

run by local bodies (e.g. the Informagiovani) give information on regional/provincial professional

programmes.

6.2 Grant agencies supporting individual educational grades of education in Italy

The complexity of Italian system that we saw in the previous paragraphs, maintains his characteristic

also to how concern the Grant agencies.

In Italy, research is conducted through a network of Science Parks, Business Incubators, several

Private Research Institutes and Public Research Organizations (PRO), and many european funded

programme. These “entities/organizations” can work autonomously or come together, can have

different funds, to develop research and business ideas within public-private consortia, but

everybody according to the MIUR (Ministry for Education University and Research) that established

guidelines of the national research plan.

Listed as follows the Grant agencies not public fully funded:

Public Research Organizations

• The National Research Council (CNR), working in all scientific disciplines.

• The National Agency for New Technologies, Energy and Environment (ENEA), operating in the fields of energy, environment and new technologies.

• The National Institute for Nuclear Physics (INFN) dedicated to the study of the fundamental constituents of matter etc, participates in CERN activities.

• The Italian Space Agency (ASI)

Research (as well the universities, which produce the most part of the research) in Italy have ever

had an old tradition of public financing, however in the past years have registered a gradual but

important increase in R&D expenditure, confirming the strong commitment the country is

undertaking in order to align Italy with other European leaders performed by private companies,

public administration entities.

As well other resources also in the academic research the investments in Italy are unevenly

distributed.

Technology parks bring together companies, venture capitalists, universities, laboratories and

research centres, increasing the wealth of the local communities, creating a fertile and collaborative

working environment and offering a wide range of services.

European Union funded Programme:


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• with the Framework Programme, supporting with PEOPLE – to fund training, mobility and career development of researchers; and IDEAS - to fund excellent individual investigators in cutting-edge frontier research through European-level competition.

• With the Interreg and other funded programmes admitted university, public administration and SME;

• Student mobility programmes: Erasmus, Mundus, Leonardo etc…

• Public bodies (the ministries, the regions, the Public administrations...).

Private Funds and Private Research Institutes

• Industries,

• The Bank,

• Others.

Private research organizations:

• ENI Tecnologie: Eni is an integrated energy company, committed to developing its activities in research, production, transport, transformation and marketing of oil and natural gas.

• Centro Ricerche Fiat: C.R.F centre of expertise in innovation, research and development, with laboratories for power train systems testing, electromagnetic compatibility investigations and related:

• Telecom Italia Lab: TIL is the company of Telecom Italia Group

• Centro Sviluppo Materiali: research and development applied to metals as steel, aluminum etc., ceramics and coated products.

Prestigious private science institutions:

• Mario Negri Institute: is a not-for-profit biomedical research organization aim to help defend human health and life.

• -San Raffaele Institute: carried out biomedical research and clinical activities

• The Italian Institute of Technology: (IIT) promote excellence in basic and applied research and to contribute to the economic development of Italy.


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6.3 Education in the area of security and safety on individual grades of education in Italy.

Security areas Name of secondary

school (Name of

study program)

Name of higher education institution (Name of study program) Name of lifelong education institution (Name of study program)

Protection of Persons

and Property

University of Forli, Faculty of Law – (Applied criminology for the

investigation and security).

Polythecnic of Milan - Legislation on occupational safety

University of UNIKORE Enna, Faculty of Law – (Defence and security

science).

University of Castellanza "CARLO CATTANEO” (Criminal and forensic).

Superior school S. Anna in Pisa - Clinical risk and patient safety - LS

University of Catanzaro "Magna Grecia" - Management functions for

the Coordination of prevention sanitary occupations

University of Naples “FEDERICO II” - Techniques and prevention in the

workplace

University of Bologna - Techniques and prevention in the workplace

University of Parma - Techniques and prevention in the workplace

University of Trieste - Techniques and prevention in the workplace

University of Milano - Techniques and prevention in the workplace

University of Pavia - Techniques and prevention in the workplace

University of Molise - Techniques and prevention in the workplace


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school (Name of

study program)


University of Torino - Techniques and prevention in the workplace

University of Florence - Techniques and prevention in the workplace

University of Pisa - Techniques and prevention in the workplace

University of Genova - Techniques and prevention in the workplace

University of Siena - Techniques and prevention in the workplace

University of Perugia - Techniques and prevention in the workplace

University of Padova - Techniques and prevention in the workplace

University of Verona - Techniques and prevention in the workplace

University of Siena - Biotechnology for Human Health

University of Cassino - Sciences and techniques of prevention and

rehabilitation activities

University Institute of Physical Education – Motorian science

adaptative

University of Milano - Human Food Quality and Safety LS

University of Rome "La Sapienza" - Science of Chemical Safety and

food hygiene in the workplace

Fire protection University of Pisa - Agro-florestal protection and management - LT


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school (Name of

study program)


University of TUSCIA -VITERBO - Forest Preservation and restoration

and soil conservation LS

University of Milano - Valorisation and protection of the mountain

area environment LT

University of Milano - Manufacturing Sciences and Plant Protection LT

Economical security University of Modena– (Public and territorial policy assessment)

University of Parma - Financial e Risk Management

University of Rome "La Sapienza" - intermediaries, international

finance and risk management

University of Brescia - money, finance and risk management

Eastern Piemonte University "Amedeo Avogadro" - methods for the

analysis and evaluation of complex social phenomena

Eastern Piemonte University "Amedeo Avogadro" - methods for the

study and management of territory and tourism

University of l'Aquila - Applied Biology in food security and nutrition

University of Pisa - land sustainable management and development

University of Torino - Strategic, economic and administrative sciences

LS


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school (Name of

study program)


University of Perugia - Territorial, environmental and agro-

alimentary economy and management

Environmental security Polytechnic of Milan - Seismic design of the structures for sustainable

construction - LM

Polytechnic of Milan - 120 hours safety in the site: Training

Coordinator for the planning and execution of work

Polytechnic of Milan - Civil engineering for risk mitigation - LS Polytechnic of Milan - 40 hours: to update the site safety

coordinators

Polytechnic of Milan - Sustainable Construction and infrastructure for

land protection and development –master II

Polytechnic of Milan - hydrologeological prospection to the

lanslides preventing and forecast

University of Basilicata - Seismic Risk LS

University of Basilicata - Pollution Control LS

University of Basilicata - Integrated Water Cycle Management LS

University of Basilicata - Systems Engineering Urban and Regional

Location of watercourses and Risk Management Plumbe - LS

University of Calabria in Rende - Natural Risk Managment -LS

University of "Roma tre" - Civil engineering applied to the natural risk

protection - LM

University of Rome "La Sapienza" - chemical engineering in the

process, safety and environment - LT

University of Rome "La Sapienza" - safety and protection engineering


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school (Name of

study program)


- LT

University of Genova - Environmental engineering: sustainable

development and risk management - LT

University of Genova - Building and Environmental Restoration - phd

University of Genova - Water quality and soil protection LT

University of Genova - Transportation and Logistic engineering - LT

Polythecnic of Bari - Urban Planning and Technical environment

University of Pisa - Engineering in industrial and nuclear security - LS

University of Pisa - Engineering in industrial and nuclear security-LT

University of Trento - Environmental Control Engineering

Second University of Naples - Soil and Civil Protection - LS

University of Catania – Toxicology -LS

University of Cagliari - toxicology of the environmental pollutions –

Master II l

University of Pisa - Social-environmental toxicology - LS

University of Genova - Science and Engineering of Materials - LT

University of Perugia - Quality control in the pharmaceutical industry


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school (Name of

study program)


and food - LM

University of Genova - Marine environmetal conservation and

management - LS

University of Genova - Natural hazards and anthropogenic territory

risks - LS

University of Genova - Monitoring and conservation of natural

resources -LT

Superior school S. Anna in Pisa - Clinical risk and patient safety - LS

University of Rome "La Sapienza" - Environmental monitoring and

control of environmental changes -LM

University of Milano – Bicocca - Sustainable environmental

management at the local scale (Gesal) - LM

University of Milano – Bicocca -Management and recovery of natural

resources - LM

University of Milano – Bicocca -Valorization and protection of the

mountain area environment – master II

Polytechnic University of Marche - Techniques of Environmental

Control and civil protection -LS

Eastern Piemonte University "Amedeo Avogadro" - Studies and

managment of the natural and antrophic environmental -LS


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school (Name of

study program)


University of Catania - Geology applied to land conservation -LS

University of Catania - Oceanology and Marine Environment

Protection-LT

University of Catania - Geophysics applied to homeland defence

University of Messina - Land protection and management (GERIT)

University of Messina - Natural and anthrophic risks analysis and

management

University of Palermo - Geological sciences for civil protection -LS

University of Palermo - Environmental analysis and management -LT

University of Palermo - Geology and application for the territory

University of Pisa - Valorisations and management of the natural

resources LS

University of Siena - Technologies for Environmental Monitoring and

Recovery LT

University of Venice "Ca' Foscari - Chemical and environmental

compatibility LS

University of Siena - Conservation and managment of the cultural

heritage LS


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school (Name of

study program)


University of Perugia - Civil Protection coordination activities

Politecnic University of Marche - Environmental sustainability and

civil protection

University of Camerino - Geo-environmental resources and risks

University of Camerino - Management of the natural environments

and protected areas

University of Pisa - Agro-florestal protection and managment

University of Bologna - Aquaculture and fishery productions hygiene

University of Salerno - Science and Techniques of Prevention and

Safety

University of Valle d'Aosta - Science and Techniques of Prevention

and Safety

University of Venice "Ca' Foscari - Chemical Sciences for Conservation

and Restoration

University of Sannio - Geology Resources, Environment and Land

University of l'Aquila - Animal protection and wellness LT

University of Naples “FEDERICO II” - Environmental assesstement

and control


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school (Name of

study program)


University of Padova - Land protection and rehabilitation LS

University of Florence - Protection and management of wildlife

resources LT

University of Florence - Agricultural Sciences for the food and

environmental safety in the tropics LT

University of TUSCIA -VITERBO - Planning and Environmental

Management LS

Technological security University of Milano - Prevention and safety engineering process

industry - LT

Second University of Naples - Biotechnology for Health and the

Environment

University of Siena - Technologies Analysis of Ecotoxicological

Impacts

University of Perugia - Chemical-industrial biotechnology LS

University of Venice "Ca' Foscari - Chemical technologies for industry

and the environment LT

University of Naples “FEDERICO II” - Technology of the animal

production and food security


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school (Name of

study program)


Superior school S. Anna in Pisa - Environmental Management and

Control: Technology and Management in the waste cycle LS

University of Milano - Technology of the animal products

University of Bari - Biotechnology for Food Quality and Safety LM

University of TUSCIA -VITERBO - Science and technology for the

quality of crops LS

University of Bologna - Production and quality of the products LT

Transportation security

Superior school S. Anna in Pisa - Environmental Assessment and

Integrated Management in Urban Areas

University of Genova - Transportation and Logistic engineering - LT

University of Palermo - Urbanistic planning and environmental

policies LT

University of Torino - Science policy and infrastructure systems LM

University of Venezia "IUAV" - planning and environmental policies LT

University of Torino - Strategic science and infrastructure systems LS

University of Pisa - maritime and naval sciences LS

University of TUSCIA –VITERBO - Science of Planning and Rural


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school (Name of

study program)


Environment LT

Energy security Polytechnic of Milan - energy quality certificatory

Information security University of Milano - Security in the informatics system LT 6.4 University of Forli – Cesena - 5

th Bertinoro PhD School

on Security of Wireless Networking

Military security

National security University of Catania - Science in Public Safety Administration

curriculum LT

University of Pisa - Governmental sciences and sea LS

University of Torino - Strategically sciences of the organizational

policy LS

University of Torino - Strategically and communication sciences LT

International security University of Perugia - Social research for internal and external

security LS

University of Rome "TOR VERGATA" - Internal and external safety LS


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6.5 SWOT analysis of education in the area of security in Italy

� Strengths � Science, research

• European Funded Programmes as 7th FW etc...

• Good and recognised quality of the Italian research and researchers;

• Good national and international visibility of academics-researchers through publications in high impact factor journals and as members of editorial board or

• reviewer for national and international scientific journals

• The rising collaboration in international science projects;

• new Legislation in security matter and adequacy to the UE policy and laws;

• integration in UE security policy;

• Grow-up of the usual people to the scientific explication of the natural phenomena impacts and effects;

• Qualified, committed and enthusiastic academics and researchers;

• Availability of excellent expertise in some areas of research and presence of some nuclei of excellence

� Education, students

• grow mobility at the different education level;

• introduction of teacher evaluation in order to consider didactic, handbooks, documents etc.....

• Significantly number of courses carried out in almost all universities;

• good in Higher education mobility (university programme: Leonardo, Mundus, Erasmus etc...) � Human resources

• Increased request in the security professional;

• new law for the professional order requesting credits of continuing training;

• new law on social enterprise identifies a number of new fields of business activity, defined as fields of

• "social utility" as a) welfare; b) health; c) welfare-health; d) education, instruction and professional training; e) environmental and eco-system protection; f) development and cultural heritage; g) social tourism; h) academic and post-academic education; i) research activities and delivery of cultural services; l) extracurricula training

Management, finance, development

• increasing funding project;

• expanding joint venture with private companies;

• increasing international consortium;

• need to align Italy at the European standard;

� Relationships, quality, marketing

• growing-up public opinion in protection topics;

• growing-up public opinion in disaster prevention;

• Media communication risks and disasters oriented;

• sensibilization all around the security field above all privacy, environmental prevention of risk, etc...

• sharing international experiences and best practices;

� Operational conditions

• quantitative and qualitative development of information sources.

� Weaknesses � Science, research

• Not many research programme carried out to the security fields,

• Lack of critical mass of researchers in security fields


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• not enough PhD and others structured research courses;

• many lifelong courses but very dispersive;

• no quality control of the programme of continuing training courses, credit attributions and accredited institutes;

• difficult accessibility by the specialists in editorial boards and security journal;

• Italy is not attiring international researchers;

• retard in the application of the UE directive;

• Lack in the theoretical security research

• No excellence centre as well in other traditional sciences;

• Inadequate long term strategy for development and consolidation of research in security fields at many level (Faculty/Department/private fund, etc.)

� � Education, students

• Resilience to undertake lifelong study programme out of Italy;

• Italians are not strong in foreign language;

• a lot of universities not well equipped to supply structures for e-learning programme;

• lack of opportunities in the national labour market;

• No culture for continuing study;

• generational gap

� Human resources

• labour market not able to employ the professionals formed;

• just formal not structured

• Social enterprice are still new born to evaluating them incidences;

• Absence of permanent research staff which may compromise the continuity

� Management, finance, development

• dispersion of the fund;

• not structured policy;

• cut public fund; and a lot of the university are heavily dependant on state funding.

� Relationships, quality, marketing

• just word and not structured plans

• limited in some fields;

• economy related with the problem solving and not prevention cultures;

• Single experience not well shared

• Insufficient awareness of opportunities of collaboration and funding at European level saw as very complicated and not accessible

� Operational conditions

• uniqueness of particular workplaces,

• quantitative and qualitative development of information sources.

• Insufficient number of laboratories and permanent technicians for maintenance and optimal use of equipments;

• Sub-optimal use of expensive equipments in several laboratories.

� Opportunities � External assets and opportunities

• development of excellence centres

• Orienting the fund and foundations in security fields research

• Take advantage to the actual trend in communications;

• Mobilizing resources in a free world and free market;

• Considering the natural system not related with administrative boundary;

• Integrated programme and policy;

• Improve and enhance the dissemination of the prevention culture;

• Supply information and knowledge;


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• increasing interest in security studies;

• structure of demand for qualified experts on labour market,

• Possibilities of excellence centres foundation chiefly in cooperation with research institutes interest in

• different forms of study (e.g. distance learning), interest in lifelong education and interest of older applicants in accredited study,

• Maintaine the role of the university as central services and aim the guidelines to develop common and integrated policy.

• Promote inter-or multidisciplinary research to attain critical mass of researchers and to exploit the full potential of the facilities and manpower;

• Take advantage of Regional Technology & Innovation Agency (ARTI) to promote research agenda;

• Cooperation with other institutions at regional, national, European and international level to create consortia in security excellence centres.

• Establish links with private companies to promote and sustain research;

• Mobility of researchers to advanced centres for exchange of ideas, acquisition of expertise in the research field. This usually fosters collaboration between research groups.

• Find suitable mechanisms to accord rewards/incentives for quality work

• Reinforce the involvement of central services of the university in assisting the researchers not only from administrative but also from scientific point of view.

• Excellent facilities and environment provide an opportunity to create a multidisciplinary approach for focused and targeted research;

• explore all the chance to having form of funding in cooperation with other institutions at regional, national, European and international level to create consortia in areas of excellence

� Challenges , Threats � External obstacles, challenges and threats

• absebce of tradition in research around the fields;

• cutting resources risk to disappear a lot of the courses run in the university;

• losing interest by the new generation in the field;

• bad communication around the civil protection system;

• Bad public image of the civil protection as inefficient and unefficace;

• stopping national policy support the security topics;

• developing only in traditional sciences;

• concentrated resources and studies on risk and not in security science;

• Difficult participation and still limited to the European Framework Research Programme and others funded programme due to

� the lack of information/awareness, � finding the suitable partners, � preparation of projects according to the rules and regulations of the funding agency and to t

the standards of the call;

• translate the fragmentarily of the fund in fragmentary research and priority.

• Funding around the security topics heavily dependant in this moment on state and regional funding which is shrinking due to difficult economic situation. Most sections suffer from lack of sufficient funding,

• though some clinical/surgical disciplines are able to muster funds from private medical companies. But in general there is insufficient involvement of private companies.

• Most academics feel that the support from the central university administration is not fully adequate for research activities.

• strong competitiveness at regional and national level for research projects;

• Uncertainty for the future funding from state to sustain the system and/or to expand the research activities, especially during difficult times

• Strong competition at European level for EU Research programmes.

• Only the best organised consortia of excellent researchers can pass the strict and severe scrutiny and evaluation process.


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• Frustration due to overwork or/and lack of renewal of equipments or replacement of old ones by new more updated ones which will influence the performance and competitiveness.

• Exodus of brilliant brains to other institutions outside the country;

• difficulty in finding and attract qualified foreign staff;

• Uncertainty for the future research funding;

• Increasing Inability to attract and keep the researchers in Italy


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7 Introduction of the study analysis in France

7.1 General characteristics of Secondary Education in France

Secondary education includes two sequential programmes:

Middle School (collège), the first sequence of secondary education, represents four years of study,

counting down: Sixth Year, Fifth Year, Fourth Year, Third Year, and students are usually 11 to 15 years

old. At the end of the Third year, students having the required academic record and who successfully

pass a national exam are awarded a diploma called the “Brevet”. This diploma is not required for

students who wish to continue the second sequence of secondary school studies in High School

(Lycée).

Students in High School (Lycée) must choose one among three broad curricula: general/theoretical

studies, technological studies, vocational studies. Each one of these curricula prepares students for

a specialised “baccalauréat”, a battery of exams that students usually take when they are 18.

The general and technological high school curricula are three years: Second Year, First Year,”

Terminal” (Final) Year. During the Second Year students choose a specialisation for their baccalauréat

which will determine the orientation of their programme of study for the final two years:

• For the general/theoretical curriculum, students choose between a Literary programme (L), an Economic Science programme (ES), or a Scientific programme (S).

• For the technological programme, students choose between: Sciences and technologies for the health and social sectors (ST2S), Sciences and technologies for the industrial sector (STI), Sciences and laboratory technologies (STL), Sciences and technologies for management (STG).

The “First Year” and the “Terminal Year” prepare students for either the general/theoretical or

technological “baccalauréat” series of exams.

In a vocational high school, students can prepare a Certificate of Vocational Skills (Certificat

d’Aptitude professionnelle (CAP)), in two years. They also have the possibility to enter a Second Year

professional baccalauréat curriculum, followed by a Terminal Year in order to obtain a Certificate of


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Professional Studies (Brevet d’études professionnelles (BEP)). Once they have this diploma they may

follow a programme to get a Technician Certificate (Brevet de technicien (BT)), or a professionnel

baccalauréat (Bac Pro), in two years. Students can also follow a special programme in view of

entering a Teminal Year in the technology curriculum. The fields of study are broad and various: food

and catering industry, industrial processes and automation, reception services, counselling

assistance, etc.1

Diagram of the vocational high school programme 2

Attending school is required in France until the age of 16. Schools administrated by the French Ministry of Education can be public or private. About 15 % of students in France attend private Middle Schools (Lower Secondary, “collège”) and about 20 % attend private High Schools (Higher Secondary, “Lycée”).

7.2 General Characteristics of Higher Education in France

The baccalauréat, awarded at the end of secondary studies, certifies a student’s ability to follow

university level studies, thus granting them access to higher education. French students have several

choices for their higher education programmes, and there are short and long study programmes.

Short study programmes (baccalauréat + 2 years of studies) for the business, industry or service

sectors. These programmes of study always include internships in a company and prepare students

to enter the workforce. These programmes prepare for the following diplomas:

1 Complete list of diplomas offered in vocational high schools: http://eduscol.education.fr/cid47640/le-

baccalaureat-professionnel.html

2 Retrieved from: http://www.education.gouv.fr/cid2552/le-baccalaureat-professionnel.html


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- Technology University Diploma (Diplôme universitaire de technologie (D.U.T.)). This

programme is offered in 115 Institutes of Technology (Instituts Universitaires de Technologie (IUT)),

located within universities. 25 majors are offered in the production and services sectors3. Students

also have the option to obtain a University Diploma (Diplôme Universitaire (DU)) and to continue

their studies in view of obtaining a Professional Bachelor’s degree (Licence professionnelle (Licence

Pro)) in these University Institutes of Technology.

- Students may obtain an Advanced Vocational Training Certificate (Brevet de technicien

supérieur (B.T.S.)) in two years of study. These programmes are usually offered in high schools. This

programme of study offers specialised courses and includes one or several internships in companies.

106 different programmes are offered in management, sales, technologies for industry and

laboratories, spatial design, etc.4

Long study programmes in all domains corresponding to the European 3 – 5 – 8 standard: Bachelor’s

(Licence, Bac+3), Master’s (Master, Bac+5), PhD (Doctorat, Bac+8), or other specialised studies.

There are two types of institutions of higher education in France which offer long study programmes:

- Universities (public institutions) which prepare 3 national diplomas:

- Bachelor’s Degree (Licence) general/theoretical or professional, 6 semesters of study

- Master’s Degree (Master) research or professional, 4 semesters of study after the

Bachelor’s

- PhD (Doctorat), 6 semesters after the research Master’s Degree.

- Grandes Ecoles 5: Highly competitive and selective institutions of higher education which

are publically or privately funded. These schools prepare students for careers in the fields of

engineering sciences, architecture, business and management, fine arts, the humanities and

social sciences, etc. These schools generally award a Master’s level degree (Baccalauréat + 5

years of university). Entrance requires two years of special preparation offered either at the

school (Préparation intégrée) or in secondary schools (Classes Préparatoires).

3 List of IUT, DUT, Professional Bachelor’s degrees (Licence Pro) and DU at: http://www.iut-fr.net/

4 List of BTS at: https://www.sup.adc.education.fr/btslst/

5 La Conférence des Gandes Ecoles: http://www.cge.asso.fr/


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Diagram of Higher Education Studies in France 6

7.3 General Characteristics of Continuing Education in France (Formation Tout Au Long de

La Vie (FPTLV))

Companies are required by law to offer training opportunities to their salaried employees.

- Training Plan (Plan de formation): all companies must carry out a training plan every year. It

orchestrates all the training opportunities within the framework of the company’s personnel

management policy.7

- Training interview (Entretien de formation): All salaried employees with two years of seniority have

the right to a training interview every two years.

- National training tax: All companies pay a tax to support continuing education programmes.

6 Retrieved from: http://www.orientation-formation.fr/

7 For more information concerning “le Plan de Formation”: http://www.travail-emploi-

sante.gouv.fr/informations-pratiques,89/fiches-pratiques,91/formation-professionnelle,118/le-plan-de-

formation,1069.html


246

Salaried employees and persons looking for employment can benefit from many opportunities for

life-long-learning throughout their careers:

- The Personal Training Leave of Absence (Congé Individuel de Formation (CIF)): The CIF allows all

workers on their own initiative to follow a programme of study for a maximum duration of one year.

In order to benefit, workers mush have worked for at least 24 months, of which 12 must have been

in the company. 8

- The Individual Right to Training (Le droit individuel à la formation (DIF)): The DIF allows all salaried

employees with at least 1 year of seniority to amass credits for hours of training, 20 hours per year,

which can cumulate over a six-year period with a limit of 120 hours. Salaried employees may request

to set up their Individual Right to Training, but its implementation requires the agreement of their

employer concerning the proposed training programme. 9

- The skills review (bilan de competences): This review is designed to identify the skills,

competencies, aptitudes, and motivation of the employee and to define a professional project or

plan for training. The skills review can be established either by the employer or on the initiative of

the salaried employer. The skills review takes place in a specialised centre. (Congé Bilan de

Compétences). 10

- Validation of professional experience (Validation des acquis de l’expérience (VAE)) makes it possible

for professionals to get their professional experience officially recognised. This opportunity is open to

anyone who has at least three years professional experience relative to the requested certification.

11

- Professional training (Périodes de professionnalisation): employees have access to training activities

to enhance their professional expertise in the field of practice; access depends on certain conditions

(20 years of professional activity, over 45 years old, etc.)

8 For more information about the CIF: http://www.travail-emploi-sante.gouv.fr/informations-

pratiques,89/fiches-pratiques,91/formation-professionnelle,118/le-conge-individuel-de-formation,1070.html

9 For more information about the DIF: http://www.travail-emploi-sante.gouv.fr/informations-

pratiques,89/fiches-pratiques,91/formation-professionnelle,118/le-droit-individuel-a-la-formation,1071.html

10 For more information on the “Congé Bilan de Compétences”: http://www.travail-emploi-

sante.gouv.fr/informations-pratiques,89/fiches-pratiques,91/formation-professionnelle,118/le-bilan-de-

competences,1073.html

11 For more information on the “VAE”: http://www.travail-emploi-sante.gouv.fr/informations-

pratiques,89/fiches-pratiques,91/formation-professionnelle,118/la-validation-des-acquis-de-l,1074.html


247

- There are other training opportunities like sandwich or co-op programmes; each one of these

contracts is pre-defined and tailored for a specific group with specific objectives12; a training

contract (le contrat d’apprentissage)13 or a contract for professional certification (contrat de

professionnalisation).14

7.4 Grants for personal training

Grants for training are awarded on the basis of the beneficiary’s profile:

- The French Ministry of Education awards scholarships to university students under 28 years old.

Several kinds of scholarship can be granted on the basis of a set of awards criteria.15

- There are several ways to finance PhD studies: the PhD contract (contrat doctoral), Industrial

Research Contracts (Conventions Industrielles de Formation par la Recherche (CIFRE)), European

scholarships, private scholarships, etc.16

- Financing for in-company training is provided by official professional organisations which are

certified by the State to which the company pays dues (organismes paritaires collecteurs agréés

(OPCA)). Additional financing may be available with funds collected by the Congé Individuel de

Formation (CIF)). They include organisations like FONGECIF, FAFSEA, according to the activity sector

which financed the CIF.

12 For more information on the sandwich or co-op programmes: http://www.travail-emploi-

sante.gouv.fr/informations-pratiques,89/fiches-pratiques,91/formation-professionnelle,118/les-contrats-de-

formation-en,1077.html

13 For more information on the training contract, “contrat d’apprentissage”: http://www.travail-emploi-

sante.gouv.fr/informations-pratiques,89/fiches-pratiques,91/formation-professionnelle,118/informations-

pratiques,89/fiches-pratiques,91/contrats,109/le-contrat-d-apprentissage,991.html

14 For more information of the contract for professional certification, “contrat de professionnalisation”:

http://www.travail-emploi-sante.gouv.fr/informations-pratiques,89/fiches-pratiques,91/formation-

professionnelle,118/informations-pratiques,89/fiches-pratiques,91/contrats,109/le-contrat-de-

professionnalisation,992.html

15 For more information on university scholarships: http://www.cnous.fr/_vie_15.htm

16 For more information on financing a PhD: http://www.enseignementsup-

recherche.gouv.fr/cid20185/doctorat.html


248

- It is also possible to benefit from complementary funds allocated by the State or the Region.

Means to finance the cost of training come from a multitude of sources and depend on the situation

of the employee: salaried, seeking a job, etc.

- Financing by the Regional Council: in certain regions, salaried employees can benefit from financial

aide to follow a programme of study, with or without aid from the State.

- Job seekers may get funding for training from the Office of Unemployment (pôle emploi) or the

Regional Council (Conseil régional). Funding schemes may vary from one region to another.

- Unsalaried professionals (doctors, lawyers, farmers, artisans, tradesmen, etc.) may get funding for

training through three training insurance funds: the inter-professional training fund (fonds

interprofessionnel de formation des professions libérales (F.I.P.-P.L.)), the association for managing

finances for training directors of companies (association de gestion du financement de la formation

des chefs d'entreprise (AGEFICE)), or the insurance fund for training medical professionals (fonds

d'assurance formation des professions médicales libérales (F.A.P.-P.L.)).

- The Handicapped can solicit funds for training to enter the workforce from a specialised association:

Funds to train the handicapped to enter the workforce (Fonds pour l'insertion professionnelle des

personnes handicapées (AGEFIPH)).

- Some retirement funding schemes, more especially those for executives, can sometimes pay some

of the costs for training depending on their internal criteria for this.

Principle funding scheme for university training

17

17 Retrieved from: http://www.fcu.fr/consultation/pagep.php?page=ftlv_dispositifs_financement


249

7.5 Education and Training opportunities in the Security Field offered in France, scope of

the study

This table does not include all of the offers for education and training in the security field that can be

found in France. There is no official listing for all the offers and the research required to create such a

listing goes beyond the scope of this study. Therefore we have chosen to indentify a set of

programmes that are representative of the ones that can be found in France for each of the security

areas identified for our project. The most widely recognised and popular programmes can be found

in the table. There are about 20 different types of degree programme offered at the secondary level

and each one of these degrees can be offered by as many as 70 different high schools throughout

France. At the secondary level there are three levels of diploma are offered: CAP, BEP et

Baccalauréat. These programmes include several fields of security and offer opportunities for

students to pursue degrees in higher education for all the sectors of security. In the table below, we

limited the list of programmes to a selection of 15 for each category of security and type of training.

At the university level, there are about 5 levels of degree programme: DUT, BTS (two-year university

degree), Bachelor’s (Licence), Master’s (Master), and PhD (Doctorat) for each one of the security

fields. The table includes Bachelor’s and Master’s degree programmes (both professional and

research) offered in French universities. Most of these universities also offer PhD programme in the

same fields of security as those offered for the Bachelor’s and Master’s degrees. Many of the

programmes are offered either in the form of full-time study programmes or adapted for the context

of continuing education.

All of the degree programmes in the field of Protection of Persons and Property that could be found

on the internet are listed in the table. For the field of Fire Protection there are two degrees offered at

the secondary level, CAP, listed in the table. The more advanced degrees are not listed. The courses

listed for continuing education are either required or optional for professionals who want to become

in-house rescuers and first-aid workers or volunteer fire-men/women. Certification in electricity is

required for certain fields like electricity, mechanics, and others. Many large companies organise

these courses on their premises several times a year. Certified training organisations offer such

courses to smaller companies.


250

We were not able to identify any training in Economic Security at the secondary level. This field of

study can be found at the university level or in continuing education.

All of the degree programmes are listed for the field of Environmental Security. Novel training

courses are being created and offered in continuing education to accompany current ecology

projects. However, as these projects are isolated occurrences, so is the training offer which is not

repeated from one year to the next. It is difficult to list all the current training offers.

There are programmes in Medical Security at the secondary and tertiary levels and in continuing

education. Continuing education programmes are primarily offered by private organisations and a

complete listing of these courses is not provided in this study.

A Master’s degree in “Technological Risks, the Environment and Security” is the major type of

training offered in the Technology Security field. Other programmes are offered by the “Grandes

Ecoles”.

A Master’s degree is offered in the area of Transportation Security at several universities. Distance

education programmes are also offered in this field.

All of the programmes we could find for the field of Energy Security are listed in the table. We were

not able to identify any degree programmes other than the Master’s degree.

Only Master’s degrees and MBAs are listed for the area of Information Security.

There are 4 military high schools in France which offer programmes in Military Security, National

Security and International Security. Additionally there are specialised Master’s programmes. It is

possible to take competitive exams to gain entrance into one of the 13 police academies or military

academies for the « gendarmerie ».

The table is an exhaustive list of existing degrees in the field of security which requires continuous

research and updating in order to accurately reflect the numerous degrees that are offered in France

and the numerous institutions which offer the programmes.


251

7.6 Security education on individual levels of educational system (fill the name of institutions and names of study programs/branches of

study)


program)


program)

Private security Private secondary school for vocational training

Louis Querbes in Rodez (vocational study

program of Security and Mediation Agent )

Secondary school Jacques Vaucanson in Les

Mureaux (vocational study program of Security

and Mediation Agent )

Private secondary school for vocational training

Sainte Anne in Anglet (vocational study program

of Security and Mediation Agent )

Vocational education department of secondary

school Bertènes Juminer in Saint Laurent du

Maroni (vocational study program of Security

and Mediation Agent )

Secondary school Kawéni in Mamoudzou

(vocational study program of Security and

Mediation Agent )

University of Technology Lille 2 in Roubaix

(vocational bachelor's degree security of persons

and property)

Faculty of science Reims Champagne Ardennes

(vocational bachelor's degree security of persons

and property, professionnal risk management)

University of Technology Picardie Jules Verne in

Amiens (vocational bachelor's degree security of

Persons, property and safety)

Faculty of engineeringv, tourim, construction and

services In Angers (vocational bachelor's degree

security of persons, property and safety

University of finance and industrial’s risk Poitiers

(IRIAF) in Niort (vocational bachelor's degree

security of persons, property, civil defence and

safety of population)

Private secondary school for vocational

training Louis Querbes in Rodez (vocational

study program of Prevention and Mediation

Agent)

Private secondary school for vocational

training Sainte-Anne in Anglet (vocational

study program of Prevention and Mediation

Agent)

Vocational education department of

secondary school Bertène Juminer in Saint

Laurent du Maroni (vocational study

program of Prevention and Mediation

Agent)

Association of adult professional training

(GRETA) in Paris (vocational study program

of Prevention and Mediation Agent)


252


Saint Charles in Chauny (vocational study

program of security guard )

Training institution of aeronautics in Nice

(vocational study program of security guard )


Saint andré in Le Teil (vocational study program

of security guard )

Secondary school for vocational training

Marius Bouvier in Tournon-sur-Rhône

(vocational study program of security guard )


Armand Malaise in Charleville-Mézières

(vocational study program of security guard)


Saint Charles in Chauny (high school vocational

diploma of safety and prevention )


Condorcet in Saint Quentin (high school

vocational diploma of safety and prevention )

Law university Montpellier 1 (professional Master’s

degree programmes security of persons, property

and environment )

Public institution of higher education Jean-François

Champollion (CUFR) in Rodez (Vocational bachelor's

degree security of persons and property)

University of Technology Aix-Marseille 2 in La Ciotat

(Vocational bachelor's degree security of persons

and property)

University of Technology Caen Basse Normandie in

Vire (Vocational bachelor's degree security of

persons and property)

Training institution of aeronautics in Nice

(vocational study program of Prevention and

Mediation Agent)

Training family and rural center (MFR) Vercel

in Vercel-Villedieu le Camp (vocational

study program of security guard )

Adult’s asoociation for vocational training

(AFPA) in 12 center ine France (Certificate of

professional qualification of first aid )


in Vercel-Villedieu le Camp (vocational

study program of security guard )


(AFPA) in 12 center ine France (Certificate of

professional qualification of first aid )

Borderless association of trainers Retired in

Le Rheu (Certificate of professional

qualification in telesecurity)


253

Secondary school for vocational training Les

palmiers in Nice (high school vocational diploma

of safety and prevention )

Secondary school for vocational training Marius

Bouvier in Tournon sur Rhône (high school

vocational diploma of safety and prevention )

Fire protection Vocational training center (CFA) Maurice

Genevoix (vocational study program fire check

extinguishers agent)

Secondary school for vocational training Nadar

in Draveil (vocational study program fire check

extinguishers agent)

Vocational training center (CFA) Maurice

Genevoix (vocational study program safety :

prevention and fire fighting )

Secondary school for vocational training Nadar

in Draveil (vocational study program safety :

prevention and fire fighting )

Higher institute of materials and mechanics

advanced in Le Mans (Master’s degree programmes

engineering fire safety)

Graduate school of the Officers of Fire

(ENSOSP) in Aix en Provence (diplome of

sapper professional fireman)


(ENSOSP) in Aix en Provence ( diplome of

ieutenant of fire brigade professional)



lieutenant's voluntary training of fire brigade

)



professional doctor of fire brigade)


(AFPA) in Paris ( training technician in

security system sets on fire)


254


(AFPA) in Languedo Roussillon ( training

technician in security system sets on fire)


(AFPA) in Calais ( training technician in

security system sets on fire)


in Vercel-Villedieu le Camp (security guard

sets on fire diplôme SSIAP 1,2,3 degrees )

Economic

security

Institute of the industrial risks, assuranciels and

financial (IRIAF) in Niort ( vocational Master’s

degree programmes economics risk management

speciality management of the industrial risks )




speciality management of the informationative risks

)

University of law and politics sciences Sophia

Antipolis in Nice (vocational Master’s degree

programmes risk management )


255




speciality management of the industrial risks )




speciality management of the informationative risks

)

University of law and politics sciences Sophia

Antipolis in Nice (vocational Master’s degree


Faculty of economic science and management in Aix

en Provence (vocational Master’s degree


Faculty of economic science and management in

Marseille (vocational Master’s degree programmes

risk management)


256

Environmental

security

Secondary school for vocational training Joseph-

Marie Jacquard in Lavelanet ( vocational study

program supervisor of water quality)

Secondary school for vocational training Louis

Blériot in Marignane ( vocational study program

supervisor of water quality)

Secondary school Paul Emile Victor in Obernai (

vocational study program supervisor of water

quality)

Private agricultural technical secondary school

in Poisy ( vocational study program supervisor

of water quality)

Training school of urban environment in Jouy Le

Moutier (vocational study program of Agent of

sanitization and collect of liquid hazardous

waste)

Training school of urban environment in Jouy Le

Moutier (vocational study program of Agent of

sanitization and collect of liquid hazardous

waste)

Training family and rural center (MFR) in

Chevanceaux (vocational study program of

waste management and urban cleanness)

National institute of the sciences and nuclear

techniques (INSTN) in Lyon 3 (two-year university

degree (BTS) protection control ionizing radiations

and aplication of the techniques of protection)

University of Technology in Charleville- Mézières (

two-year university degree (DUT) Hygiene safety

and environment)

University of Technology in La-Ciotat ( two-year

university degree (DUT) Hygiene safety and

environment)

University of Technology in Vire ( two-year

university degree (DUT) Hygiene safety and

environment)

University of Technology in Vesoul (vocational

bachelor's degree prevention of professional and

environmental risks)

Institute of administration of companies Jean

Moulin in Lyon ( vocational Master’s safety

manufacturer, environment and certification )

Faculty of law, economics and management in

Rouen ( vocational Master’s Applied economy

speciality management of environmental risks )

Vocational training center (CFA) of

environment protection in Artigues

(vocational study program of industrial

waste recycling)

Vocational training center (CFA), Institute of

businesses and techniques in Grenoble

(vocational study program of industrial

waste recycling)

Secondary school for vocational training in

Montélimar ( diploma of radioprotection )


Obernai ( diploma of radioprotection )


Blaye ( diploma of radioprotection )

National Conservatory of Arts and Crafts in

Nancy (bachelor’s health, safety,

environment )

National Conservatory of Arts and Crafts in

Paris (bachelor’s health, safety, environment

)


257

Training school for young handicapped persons

in Orléans (vocational study program of waste

management and urban cleanness)

Regional training school Genech in Lesquin

(vocational study program of waste

management and urban cleanness)

Training family and rural center (MFR) Les

Ebeaux in Cruseilles (vocational study program

of industrial waste recycling)


Argonne in Sainte-Menehould (vocational study

program of industrial waste recycling)


Bagnols sur Cèze ( vocational diploma

radioactive purification)


Thionville ( vocational diploma radioactive

purification)

National institute of the sciences and

nuclear techniques (INSTN) in Saclay

(diploma programme in « Génie atomique »

, master’s programme , European Master’s

in Molecular Imaging and international

Master’s in Nuclear Energy

Health safety Private secondary school for vocational training

Notre Dame in Paris (vocational study program

of Applied economy speciality management of

environmental risks )


Professional university institute Picardie Jules Verne

in Amiens (vocational bachelor's degree of Persons,

property, hygiene and safety standard)

Vocational training center (CFA) of pharmacy

in Paris (vocational study program of Applied

economy speciality management of



258

Saint-Jean de Montmartre in Paris (vocational

study program of Applied economy speciality

management of environmental risks )


Carcado-Saisseval in Paris (vocational study

program of Applied economy speciality

management of environmental risks )


Alembert in Paris (vocational study program of

Applied economy speciality management of


Secondary school for vocational training Etienne

Dolet in Paris (vocational study program of

Applied economy speciality management of


Secondary school for vocational training Joliot

Curie in Hirson ( vocational study program of

Maintenance and environmental hygiene )

Secondary school for vocational training la

Roseraie in Angers ( vocational study program

of Maintenance and environmental hygiene )

Secondary school for vocational training les

sapins in Coutances ( vocational study program

University of technology Aix-Marseille 2 in La Ciotat

( vocational bachelor’s Safety of the work in the

sector health )

Faculty of pharmaceutical Science in Toulouse (

vocational bachelor’s Safety of the work in the

sector health )

University of technology Paul Sabatier in Auch (


sector health )

University of technology Paris nord in Saint-Denis (


sector health)

High school in public safety in Rennes Public (

vocational master’s health policies and sanitary

safety)

Institute of politic’s training Pierre Mendès France in

Saint-Martin d’Isère ( vocational master’s health

policies and sanitary safety)

Faculty of law and social science in Poitiers (

vocational master’s health policies and sanitary

safety)

National institute of the sciences and

nuclear techniques in Saclay (programmes

in radiation protection, and in health

sciences)

Training and educational center in Avignon (

vocational Bachelor’s risk management in

the sanitary, social establishments and

the regions with a measure of autonomy )

Private training institution SHAM prévention

in Lyon (programmes in Management of

risks medical )


259

of Maintenance and environmental hygiene )

Regional establishment of adapted education

Philibert Commerson in Bourg en Bresse (

vocational study program of Maintenance and

environmental hygiene )

Industry security Faculty of sciences and technics Saint-Jérôme in

Marseille ( Master’s risks and environment speciality

technological risks, safety )

National college of engineering in Bourges (

Master’s risks and environment speciality

technological risks, safety )

University in Montpellier 1 ( Master’s risks and

environment speciality technological risks, safety )

Faculty of sciences and technics in Nantes ( Master’s

risks and environment speciality technological risks,

safety)

Faculty of sciences and technics in Mulhouse (

Master’s risks and environment speciality

technological risks, safety)

Graduate school of chemistry in Aubière ( Master’s

risks and environment speciality technological risks,

safety)


260

Transport

infrastructure

security

Faculty of law and and political sciences in Nantes (

master’s research law, safety of the maritime and

oceanic activities )

Faculty of social sciences in Guyancourt ( vocational

master’s economy and governance of the

environment and the territory speciality safety of

transport )

Faculty of sciences and technics in Valenciennes (

master’s news technologies, transport and safety

speciality mechanical engineering)

Faculty of sciences and technics in Valenciennes (

master’s news technologies, transport and safety

speciality automatics, automobiles and hybrid

engines )

Association of adult professional training

(GRETA) in Paris (vocational study program

of safety in transport )

Energy

infrastructure

security

Faculty of sciences and technics in Nantes

(vocational bachelor’s safety of the properties and

persons speciality management of the technological

and professional risks: risk of nuclear origin and

sanitary impact )

Faculty of sciences and technics in Avignon (

vocation bachelor’s safety of the properties and

persons speciality management of the technological

and professional risks: study of impact on the

environment, the water, the air and waste)


261

Information

security

High school of Télécom Bretagne in Brest

(Master’s technologies of Web: systems, services

and safety)

University of sciences Sophia Antipolis in Nice (

vocational master’s news technologies, transport

and safety, speciality additional skills in computing)

Professional university institute in Valbonne (

vocational master’s news technologies, transport

and safety, speciality additional skills in computing)

Hight University of technical training in Charleville-

Mézières ( vocational master’s news technologies,

transport and safety, speciality additional skills in

computing)

National college of engineering in Bourges

(Engineering degree speciality safety and computing

technologies )

University of sciences and technics in Limoges (

vocational master’s sciences and technologies of

information and the communication speciality

information security and cryptology )

Technologics university in Troyes ( vocational

master’s sciences and technologies of information

and the communication speciality information

security and cryptology )


262

University of sciences in Caen ( vocational master’s

sciences and technologies of information and the

communication speciality information security and

cryptology )

University of mathematics and informatics in

Toulouse ( vocational master’s sciences and

technologies of information and the communication

speciality information security and cryptology )

Graduate school “des mines” in Saint-Etienne (

vocational master’s sciences and technologies of

information and the communication speciality

information security and cryptology )

The institute of Administration of Companies in Aix

en Provence ( master of business administration

management of safety and information security )

National security Military secondary school in Aix en Provence

Military secondary school in Autun

Military secondary school in Saint-Cyr-l’Ecole

Military secondary school in La flèche

University of politics sutdy in Toulouse (degrees in

military security )

Military hight school in Aix en Provence (degrees in

military security )

Military hight school in Saint-Cyr-l’Ecole (degrees in

military security )

Military hight school in La flèche (degrees in

military security )

School of the officers in the national

Gendarmerie (more than 10 schools in

France)


263

Internal security University of law and politics sciences Sophia

Antipolis in Nice (vocational master’s public law and

political science speciality internal safety)

University of law Jean Moulin in Lyon (vocational

master’s public law and political science speciality

internal safety)

University of law in Lyon (vocational master’s

Political science, international relations speciality

internal safety)

National school of the non-commissioned

officers ( degrees in Internal security )

National institute of scientific police (

degrees in Internal security )

Graduate school of the police officers (

degrees in Internal security )

International

security

Faculty of social’s sciences and economics in Paris 6

( Master’s Social and economic sciences geopolitical

international speciality and safety

Faculty of economics in Aix en Provence (vocational

master’s Institutions and economic policies

speciality risks, quality, decision

Hight school HEC in Jouy en Josas (master’s

management of international’s risks)

Faculty of law in Grenoble (vocational master’s

international and European studies speciality

international safety and defense )

Faculty of law in Grenoble (research master’s

International and European studies speciality

international safety and defense)


264

University of law Jean Moulin in Lyon (research

master’s Political science - international relations

speciality international relations, safety and

defense)

University of law, politics and socials sciences

Panthéon in Paris (research master’s Political

science - international relations speciality

international relations, safety and defense )

Institute of the law of the peace and the

development Sophia Antipolis in Nice ( master’s

defense, safety )

Institute of Political Studies (Sciences Po) in Aix en

Provence ( master’s defense, safety )

University of human sciences and sciences of the

environment in Montpellier ( master’s defense,

safety )

University of law Pierre Mendès France in Grenoble

( master’s defense, safety )

University of Human sciences and arts Paul Verlaine

in Metz ( master’s defense, safety )

Faculty of law, political and social Science in Lille (

master’s defense, safety )

Faculty of law Jean Moulin in Lyon ( master’s


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defense, safety )


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7.7 SWOT analysis of education in the area of security in Italy

� Strengths � Education, training:

• Quality of teaching staff,

• Quality of training institutions,

• Numerous and varied offer all across France,

• Wide range of specialised and technical training programmes for degrees and professional certification are regulated by the State,

• Many programmes in continuing education, some are required, more especially for Prevention–Security fields,

• The offer is continuously evolving and is completed by a diversity of special topics,

• Specialised training is required to practice in certain fields (Certificate of professional qualifications, First Aid Certificate)

• Offer of accredited study programs at every level of university education, opportunities for foreign study and lifelong education,

• Experience with international projects in the field of education.

� Science, research

• Quality of French researchers,

• Scholarships and funding for national and foreign student researchers,

• Support of active involvement in national and international science projects,

• Integration within the international science community,

• Active participation of teachers in international and domestic science associations, committees, editorial boards of foreign and international scientific journals.

� Human resources

• Strong commitment strengthening the professional sectors related to Security,

• Officially recognised framework for recognising and certifying skills acquired in view of professional career development within a given field of security,

• Working groups dedicated to identifying professional skills for different jobs in the field,

• Potential of qualified and publicly respected experts working within the EU,

• Interest of employees to be involved in national and international projects,

• Continuing interest of students and employees in travelling to foreign universities.

� Weaknesses � Research:

• Little encouragement for research in the field,

• Insufficient financing and structuring of research in France,

• The French research strategy is almost inexistent (rapport Bauer).

� Education, training:

• - Information about training is difficult to find,

• - Information about training is not updated,

• - Many private training centres in the security field are not reliable.

� Opportunities

• Investments in higher education and science with a proclaimed policy of building a knowledge based society,


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• Financing of educational institutions through a funding scheme based on performance and qualitative indicators,

• Regional interest in developing education and research (public sector, private sector, foreign investors),

• Interest in the study of security education,

• Interest in different forms of study (e.g. distance learning), interest in lifelong education and interest of older applicants in accredited study programmes,

• Open to the European academic space,

• Structure of demand for qualified experts in the labour market,

• Possibilities to create centres of excellence centres chiefly in cooperation with research institutes. � Education, training:

• - Information about training is difficult to find,

• - Information about training is not updated,

• - Many private training centres in the security field are not reliable.

� Challenges , Threats • Elearning is not widely developed in the security sector,

• Attention should be given to enhancing quality training,

• Recognition of experience should be better developed.

• Introduction of tuition fees, increasing student’s living costs (accommodation, food, general living costs)


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8 Basic Security and Safety Competencies

There were defined basic security and safety competencies within twelve fields of security (Economic

security, Energy security, Environmental security, Fire protection, Industrial security, Information

security, International security, Civil protection, Occupational and health safety, Protection of

persons and property, Public security, Transport infrastructure security) according to Best Practices

Conference of eSEC on March 18, 2010, questionnaire of the Analysis Study and formal and informal

discussions during project implementation with support of several communication channels.

Economic security

1. Insurance

2. Economic impact

3. Social security

4. Economic crisis

5. Financial crisis

6. Business continuity management

7. Unemployment

8. Employment security

9. Consumer protection

10. Financial security

11. Economic indicators

Energy security

1. Energy critical infrastructure

2. Nuclear security

3. Strategic reserve

4. Non-renewable resource

5. Renewable energy sources (renewable energy)

6. Black out

7. Energy policy

8. Energy resilience

9. Energy conservation

10. Energy independence 11. Energy crisis


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1. Biological security

2. Chemical security

3. Coastal system security

4. Geological security

5. Geomorphologic security

6. hydrologic and hydrogeologic security

7. Environmental conflict and cooperation

8. Environmental protection

9. Environmental assessment

10. Catastrophes prevention

11. Mapping in security

Fire protection

1. Fire science

2. Forest fire

3. Urban fire

4. Industrial fire

5. Field experience

6. Stress resistance

7. Fire fight equipment

8. Fire fight management

9. Fire prevention

10. Fire detection systems

11. Meteorology

Industrial security

1. Human factor reliability (Human error)

2. Technological/technical reliability

3. Hazardous substances

4. Major accident

5. Industrial accident

6. Accident consequences

7. Accident impact

8. Monitoring and controlling

9. Protective measure

10. Risk management

11. Emergency services


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1. Verification

2. End point security

3. Certificate

4. Computer security

5. Malware

6. Cybercrime

7. Encryption

8. Information security management system

9. Security of information systems

10. Recovery

11. Social engineering


1. Security environment

2. Security strategy

3. Security policy

4. Security system

5. Human rights

6. Risk

7. Collective security

8. International cooperation

9. Crisis management

10. Human security

11. Humanitarian help

Civil protection

1. National security

2. Emergency management

3. Leadership

4. Geographic information systems

5. Disaster

6. Food security

7. Logistics

8. Law

9. Security culture

10. Self protection

11. Public health


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Occupational and health safety

1. Work accident

2. Working aids

3. First aid regulations

4. Health and safety

5. Illness

6. Infection

7. Job stress

8. Occupational disease

9. Occupational health

10. Risk reduction

11. Working environment

Protection of persons and property

1. Private security

2. Personnel security

3. Physical protection system

4. Self defense

5. Security guard

6. (Electronic) Surveillance

7. Security services

8. Alarm systems

9. Response

10. Investigators, detectives

11. Loss prevention

Public security

1. Public safety

2. Crime prevention

3. Obedience

4. Tracking

5. Crowd control

6. Search and rescue

7. Detection

8. Enforcement

9. Watch, monitoring

10. Criminology

11. Security management


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Transport infrastructure security

1. Traffic accident

2. Transport security system

3. Traffic congestion

4. Transport law

5. Transportation demand management

6. Traffic monitoring

7. Intelligent Transport Systems

8. Public Transportation

9. Transportation policy

10. Defensive driving

11. Traffic engineering


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Conclusion

Analysis Study of the education conditions in the field of security within the EU containing SWOT

analysis of existing education institutions and their activities and mapping the conditions of further

education in this field. On the ground of the survey among the target groups of eSEC users, required

competences that the eSEC assists to achieve and are identified and classified within twelve fields of

security (Economic security, Energy security, Environmental security, Fire protection, Industrial

security, Information security, International security, Civil protection, Occupational and health safety,

Protection of persons and property, Public security, Transport infrastructure security) according to

Best Practices Conference of eSEC on March 18, 2010, questionnaire of the Analysis Study and formal

and informal discussions during project implementation with support of several communication

channels.

study analysis - university of Žilinafsi.uniza.sk/kkm/esec/study_analysis.pdf · competency based...

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