1. Students, employers, and other relevant stakeholders are involved in the creation, modification, and approval of the SP.
2. Evaluation and approval of the study programme are transparent, fair, professionally based, objective, and independent. Conflicts of interest and possible bias are avoided.
3. Curriculum compliance with the SAAVS standards for the programme of study is ongoing.
4. The content and level of the qualification meet the sector-specific expectations of employers and other external stakeholders. The study programmes preparing for the regulated profession are in accordance with the European guidelines for education in the regulated profession.
5. Study programmes enable the achievement of the learning objectives and learning outcomes set out in the graduate profile.
6. The study programmes have a clearly specified and communicated qualification, which is acquired through successful completion of the programme, the level of which corresponds to the requirements of the relevant level of the qualification framework.
7. Study programmes have a clearly specified graduate profile and clearly defined and communicated learning objectives and learning outcomes that are verifiable, relevant to the mission of UCM, the relevant level of the qualification framework, and the field of knowledge according to the relevant field of study or combination of fields of study in which their graduates will obtain higher education.
8. The link between learning and creative activities is clear, with the level and focus of creative activity appropriate to the level of higher education and the learning outcomes,
9. The study programme provides students with transferable competencies that influence students' personal development and can be used in their future careers and lives as active citizens in democratic societies.
10. The creation, modification, and approval of joint degree programmes with universities abroad follow the European Quality Assurance Approach for Joint Degree Programmes.
11. Programmes of study shall be created, implemented, and modified only in fields of study and degrees in accordance with the rights granted. In the case of regulated medical study programmes, they also shall be in accordance with Government Regulation No 296/2010 Coll.
12. The content of the study programmes is demonstrated to be consistent with the description of the field of study at the relevant degree level.
13. Programmes of study assigned to the relevant field of study/disciplines and degree are in accordance with the standards for the programme of study.

1. Students' active role, autonomy, and independence in education and learning are encouraged and reflected in student assessment.
2. The diversity of students and their needs is respected. The flexibility of trajectories in studies and the possibility of reconciling work/family life with studies is facilitated. The spectrum of pedagogical methods, forms and concepts, and assessment methods are used flexibly.
3. The appropriateness and effectiveness of the pedagogical methods, forms, and approaches used and the methods of evaluation are regularly evaluated and improved.
4. Students are provided with appropriate guidance and support from teachers.
5. Mutual respect in the student-teacher relationship is promoted.
6. Examiners are thoroughly familiar with the existing methods of verification of the achievement of learning outcomes, methods of testing, examination, and assessment of student performance, they have the support of UCM to further improve their knowledge and skills in this area of methods of verification of the achievement of learning outcomes, methods of testing, examination and assessment of student performance.
7. The criteria, methods, and deadlines for assessment and grading are known in advance and easily accessible to students.
8. Assessment enables students to demonstrate the extent and level to which they have achieved the expected learning outcomes.
9. Feedback is provided to students.
10. Students´ assessment is linked, where necessary, to recommendations and guidelines on the learning process, also it is consistent and fairly applied to all students, carried out in accordance with pre-approved procedures, and produces reliable conclusions that do not lead to unjustified differences in similar cases.
11. The assessment provides feedback to students on the range and level of learning outcomes achieved and the assessment takes appropriate account of the circumstances of students with specific needs.
12. Where circumstances permit, student assessment is carried out by more than one assessor and students have a means of redress against the results of the assessment, with fair treatment of those seeking redress.

1. The rules for all phases of the student's study cycle, in particular for admission, progress, assessment, recognition, graduation, awarding of degrees, the issue of diplomas, and other evidence of qualifications, shall be consistent, established, applied, published, and easily accessible.
2. The offer for applicants is published in advance and provides objective and complete information on study programmes, admission requirements and criteria, and other study conditions.
3. The admission procedure is fair, transparent, and reliable and the selection of applicants is based on appropriate methods of assessing their suitability for study.
4. The admission procedure is inclusive and equal opportunities are guaranteed to every applicant who demonstrates the necessary prerequisites for graduation.
5. Opportunities to study at UCM for students with specific needs (within the meaning of Section 100 of the Higher Education Act) and students from disadvantaged backgrounds are balanced by the provision of support measures and the creation of a levelling environment.
6. The qualitative level of the defended final and rigorous theses corresponds to their degree and requires an appropriate level of creative activities. Plagiarism and other academic fraud are detected effectively and sanctioned in a principled manner.
7. Recognition of higher education qualifications, periods and parts of studies, and prior learning, including non-formal and informal learning, shall be transparent, consistent, and reliable and shall be in accordance with the generally binding rules and principles of the Convention on the Recognition of Qualifications concerning Higher Education in the European Region (Lisbon 1997) to promote student mobility.
8. Graduates are awarded the relevant academic degree, diploma, and other evidence of education that states and characterises the qualification obtained, including the learning outcomes achieved, context, level, and content of the successfully completed studies.

1. The selection of university teachers is transparent, objective, and professionally based, carried out on the basis of previously known requirements and criteria, in accordance with the mission and long-term goal of UCM, and with generally binding regulations. It is open and allows for inter-institutional, inter-sectoral, and international mobility of teachers.
2. UCM systematically ensures that it has teachers to provide study programmes whose qualifications, and level of creative activities enable the achievement of learning outcomes, practical experience, and transferable competencies enable the achievement of learning outcomes. pedagogical skills enable the achievement of learning outcomes.
3. UCM systematically ensures that the distribution of the workload of teachers and their working capacity allows for the provision of study programmes and corresponds to the number of students.
4. The link between learning and teachers' creative activities is being strengthened, with the focus and level of outcomes of creative activities matching the level of the qualification framework at which the learning is delivered and matching the learning outcomes,
5. Teachers develop their professional, linguistic, pedagogical, digital skills, and transferable competencies.
6. The assignment of teachers to provide curricula and educational activities, teach individual courses of study, and supervise final and rigorous theses is transparent and guarantees a level of qualification, competence, practical experience, focus, and results of creative activities that correspond to the level and outcomes of education.
7. The professional qualification of the teachers providing the study programme is higher than the qualification achieved by completing the study programme. (This requirement may be waived in justified cases.)
8. The workload distribution of university teachers enables the provision and development of the quality of study programmes, the provision of teaching and other related educational activities, the provision of student assessment, the management and evaluation of final theses, participation in creative activities and other activities related to their professional development and the fulfilment of the UCM mission in the scope and proportions that correspond to the pool of working time in relation to the size of their working time and the nature of the position they hold.
9. Profile study subjects are normally provided by university teachers in the position of professor or associate professor, who work at UCM for a fixed work schedule. (Course provision means to be responsible for the course, to conduct lectures and other core learning activities of profile courses, and to be responsible for quality assurance activities in the course and the development of the course so that the required learning outcomes of the study programme are achieved.) In study programmes with an orientation towards professional education, profile study subjects are also provided by university teachers who are experienced professionals from the relevant sector of the economy or social practice and who work at UCM on a full-time or part-time basis.

1. Adequate financial resources are allocated to the comprehensive provision of curricula and related creative, support, and other activities consistent with its mission.
2. The spatial, material, technical, infrastructural, and institutional provision of educational, creative, and other related activities are appropriate to the learning outcomes, the number of students, and their specific needs.
3. The contractual partnerships required to achieve the learning outcomes are operational.
4. Access to information resources, library collections, and services is appropriate to the learning outcomes and the focus of creative activities, as the number of students, and is easy.
5. Students have easy access to counselling and other support services and administrative resources that meet their diverse needs and are a prerequisite for their progress in their studies and their personal and career development.
6. Tutoring, counselling, administrative and other support services, and related activities for students are provided by qualified support personnel whose capacity is appropriate to the number of students and their diverse needs.
7. Students have adequate social security and sports, cultural, spiritual, and social activities during their studies.
8. All resources are also provided for divisions outside the UCM headquarters where study programmes or educational activities are carried out.
9. The use of all resources is efficient and effective.
10. Resources are accessible to students and students are made aware of their accessibility

1. Information used in the effective strategic, tactical, and operational management of the implementation and development of study programmes, creative activities and other related activities of UCM is systematically collected, processed, analysed, and evaluated.
2. Sets of indicators are set and systematically monitored.
3. All stakeholders are involved in the collection and processing of information.
4. Clear, accurate, adequate, and up-to-date quantitative and qualitative information on study programmes and other related activities following UCM's mission is published, which is relevant to prospective students, students, employees, employers, and other external stakeholders and the general public.
5. Up-to-date information on the implementation and functioning of the VSK UCM, the results achieved, and the measures taken are published.
6. Information on study programmes is published in all the languages of delivery.
7. The published information is easily accessible, including for people with disabilities

1. Study programmes are continuously monitored, periodically evaluated, and periodically approved, while employers, students, and other stakeholders are involved in the VSK UCM.
2. UCM ensures that the delivery of study programmes, student assessment, and learning outcomes are in line with current knowledge, technological capabilities, the needs of society, the needs of students, and the expectations of employers and other external stakeholders, and UCM creates a supportive and effective learning environment for students. (In study programmes preparing for the regulated profession in accordance with the relevant European guidelines for education in the regulated profession.)
3. UCM ensures that it has sufficient spatial, personnel, material, technical, infrastructural, informational, and financial resources to carry out its study programmes and other related activities.
4. At least once a year, students have the opportunity to comment on the quality of study programmes, the quality of teachers, the quality of support services, and the quality of the UCM environment.
5. Curriculum adjustments are the result of ongoing monitoring and periodic evaluation and are designed with the participation of students, employers, and other stakeholders.
6. Study programmes are periodically approved in a period corresponding to their standard length of study.

UCM undergoes regular external quality assurance assessments to ensure that VSK UCM is developed and implemented in accordance with the standards for the SAAVS internal system.

Vertical-level structures in the field of education primarily ensure the execution of policies and the implementation of relevant educational activities.

1. The UCM Rectorate is an institution-wide structure. It consists of the UCM management (Rector, Bursar, Vice-Rectors) and the relevant departments of the Rectorate structured in the Rector's Departments and the Bursar's Departments following the valid Organizational Structure of the Rectorate. Under the Higher Education Act, the Act on Quality Assurance, the SAAVS Standards for Internal Quality System, the UCM Statute, and the Statute of the RVHK UCM, the person responsible for policies, structures, and processes in the field of quality assurance of higher education at UCM is the Rector. His/her powers, responsibilities, and competencies in the field of quality assurance of higher education at UCM are defined in the UCM Statute, the Statute of the RVHK, the Rules of Procedure of the RVHK, and the Directive on the Creation, Modification and Approval of Study Programmes, Fields of the Habilitation Proceedings and the Inauguration Proceedings and the Submission of Applications to the SAAVS

The field of education at UCM is primarily concentrated in the department of the Vice-Rector for Education and the Organizational Regulations of UCM in the Department of Academic Activities and Study Department  of UCM, in accordance with UCM Statute. Continuous monitoring and periodic evaluation of the quality of educational activities are part of the agenda of the Vice-Rector for Quality and the UCM Quality Department. Continuous monitoring and periodic evaluation of the creative activity of students, particularly in the 3rd cycle of studies, is part of the agenda of the Vice-Rector for Science and Research and the UCM Science and Research Department.

The administrative, self-governing, academic, and advisory bodies of UCM with university-wide competence in the field of quality of education at UCM according to the powers, responsibilities, and competencies defined by internal regulations are in particular:

• UCM Board of Trustees,
• UCM Scientific Board,
• UCM Academic Senate ,
• The Rector's Collegium,
• The Rector´s Board,
• other university-wide committees and advisory bodies of the Rector.

The competence, powers, competencies, and responsibilities of the Bursar and other UCM employees in the field of quality assurance of higher education at UCM are regulated by the Higher Education Act, the UCM Statute, and other internal regulations.

2. The division of UCM (faculty/institute) is a lower-level structure. In the field of education, the person responsible for the quality of education is the dean/director. His/her powers, responsibilities, and competencies in the field of quality assurance of higher education at the UCM division are defined by the UCM Statute, the UCM Division Statute, and the Directive on the Creation, Modification, and Approval of Study Programmes, Fields of the Habilitation Proceedings and the Inauguration Proceedings and he Submission of Applications to the SAAVS.

The field of education at UCM is usually concentrated primarily in the department of the Vice-Dean for Education and the study department in accordance with the UCM Organizational Regulations. If necessary, the education area at the UCM division is divided among several persons responsible for education (Vice-Dean for full-time studies, Vice-Dean for educational activities, Vice-Dean for further education, etc.). Continuous monitoring and periodic evaluation of the quality of educational activities at the UCM division is part of the agenda of the Vice-Dean for Quality and the Quality Department, or the person responsible for the quality agenda at the UCM division. Continuous monitoring and periodic evaluation of the creative activity of students, particularly in the 3rd cycle of studies, is part of the agenda of the Vice-Dean for Science and the Science Department, or the person responsible for the science agenda at the UCM division.

The following are the self-governing, academic, and advisory bodies of UCM with competence at the level of the UCM division in the field of education according to the powers, responsibilities, and competencies defined by the internal regulations:

• Academic Senate of the Faculty,
• Scientific Board of the Faculty,
• Dean's Board/Director's Board,
• other advisory bodies and committees of the Dean/Director.

The competence, powers, competencies, and responsibilities of the Secretary of the UCM division and other UCM employees in the field of quality assurance of higher education at UCM are regulated by the internal regulations of UCM.

The relevant agenda of the institutes as university-wide divisions of UCM is discussed by the VR UCM, the AS UCM, and other relevant university-wide structures in accordance with the internal regulations.

3. The workplace (department) is elementary level. In the field of education, it is represented by the management of the department - the head of the department, the deputy head of the department, and the person in charge of the education agenda (clerk/coordinator, etc.) in accordance with the applicable organisational structure of the department.

For each SP, a group of 5 persons is designated to provide the profile subjects of the SP, including the person with the main responsibility for the quality and development of the SP. The responsibilities, competencies, powers, and activities of this group shall be defined by the relevant general regulations.

Horizontal-level structures in the field of education primarily ensure the creation and evaluation of policies, structures, and processes through which UCM continuously monitors and periodically evaluates educational activities, assesses and approves the creation, modification, implementation, and cancellation of SPs, and proposes measures to the vertical level structures to improve the quality and development of education at UCM.

1. The Internal Quality Evaluation Board of the UCM (hereinafter referred to as "RVHK") is the university-wide structure for quality assurance of education at UCM. The RVHK is an independent advisory body to the Rector. The composition, competences, responsibilities, and powers of the RVHK are defined in the Statute of the RVHK and the Rules of Procedure of the RVHK. For the assessment of the education agenda, the RVHK establishes temporary working groups in accordance with the Principles for the Establishment of the List of Assessors and Temporary Working Groups at the RVHK at UCM.
2. The UCM Division Quality Board (hereafter referred to as the "UCM Division RK") is a structure for quality assurance of higher education at the UCM Division level with the participation of stakeholders. The UCM Division RK is an independent advisory body to the person responsible for the UCM Division (Dean/Director). The composition, responsibilities, competencies, powers, procedures, and rules for the selection of stakeholders in the UCM Division RK are defined in the Statutes of the UCM Division RK.
3. Study Programme Board (hereafter referred to as the "RSP") is a structure for quality assurance of higher education at the level of the department with the participation of stakeholders. The RSP is the body for monitoring, designing, adapting, and developing the SP. The composition, responsibilities, competencies, powers, procedures, and rules for the selection of stakeholders in the RSP are defined in the Statutes of the RSP at UCM. Each third-level study programme is monitored and evaluated by the relevant Field of Study Committee for Doctoral Studies (hereinafter referred to as the "OK"). The responsibilities, competencies, powers, procedures, and rules for the selection of stakeholders in the OC are defined in the Directive on UCM Doctoral Studies.