About the Region

  • Although the country does not yet have a unified strategy for Bioeconomy, there are ambitious governmental initiatives and focused policies for various regions.
  • Traditionally, the country has had a strong research performance in many domains related to Bioeconomy, which together with developed agriculture, forestry and food industries, provides a good foundation for the development of locally based circular systems. In the domain of Bioeconomy Education, there are substantial initiatives mainly through the BioEast network.
  • Its TWG on Bioeconomy Education is coordinated by the Czech BioEast Hub. Many Universities are involved in dedicated educational programs and eventual vocational training, while a Czech Initiative was also the creation of a University Network within CEE Countries the BioEast UniNet.
About the Region Image

Thematic Orientation

  • Existing Sub-Sectors
    • Eco-construction (wood)
    • Hemp industry
    • Phytopharma & Cosmetics
    • Food & Feed
    • Textile.
  • Key Trends Influencing Innovation
    • Cooperation among companies and universities is growing. (Mostly because is it needed by the last projects and funding programs)
    • Digital and green transformation, (however the explicit focus on Bioeconomy is missing)
  • Expected Sub-Sectors / Value Chains

Key subsectors in the future by 2030: 

    • Green chemistry
    • Bioplastics
    • Bioenergy (biogas, biomethane, bioethanol)
    • Health care
    • Construction
  • Opportunities for advancement (Growth, Career, Social etc.)

There are many options for personal advancement in the region: 

    • Education possibilities
    • Paid Jobs are another. (The income in the region is historically below average and paid jobs are a good opportunity)
    • Own enterprise (start-up, spin-off)
    • Employment in an existing company focused on production/processing of renewable biological resources. 

No systematic and comprehensive approach towards personal advancement in Bioeconomy

Governance, Education levels & Skills

  • Governance structure in adult education on Bioeconomy, or on the wider topic of sustainability (Higher Education, Vocational Training etc.)
    • Existing Policies – Strategies 
      • Regional Transformation plan
  • Governance Model
    • The concept of agriculture and rural development
  • Regulation – Legislation 
    • Support of science and research in the Moravian-Silesian Region
    • Bioeconomy is not part of adult education in the Czech Republic and is not part of the government structure
  • Organization of Adult and Lifelong Learning
    • No organized structures for BioEconomy
  • Available Research on Bioeconomy Education
    • No organized structures for Bioeconomy 
  • Main Training, Retraining or Lifelong Learning on Sustainability
    • No organized structures for Bioeconomy
  • Available Research on Bioeconomy skills needed
    • There is no organized research for skills needed, however, It is necessary to build a comprehensive structure of education in Bioeconomy for different levels of education and target groups. Language skills, Drivers, Skilled workers, Construction workers

Linking Art & Bioeconomy Education

  • Bioeconomy education in which Art concepts are applied
    • Art to simulate the Bioeconomy needed skills:
      • In the European project AllThings.Bio the art process started with co-design workshops with citizens and secondary school children to gather ideas and start visualising the future game. The children were particularly creative and invented the basic avatar characters and backgrounds that Nurogames, the game developer of AllThings.Bio, took as a basis for future assets design and game development.
    • Art to address different learning styles and facilitate inclusion of marginalized people
      • Not available examples
    • Injection the Bioeconomy in design, art, architecture, etc.
      • Injecting the Bioeconomy in design, art, architecture, etc. professions. Bioeconomy has an influence on such topics as architecture and design. We can see the marks on self-sufficient housing etc.

Marginal Groups

  • Working with which marginalised, disadvantaged, minority groups is prioritised?
    • Not any reported
  • Relevant Jobs and/or Opportunities for Inclusion of Marginal Groups
    • Not any reported
  • Main needs of individuals of marginalised groups integrating them into Bioeconomy
    • Concerns arising from unequal relations between primary producers and other actors, e.g. power relations such as bargaining and lobbying power or decision-making processes leading to the generation of institutions, are largely ignored in the analyzed policy strategies.
  • Existing educational/development activities for marginalized groups for Integration to Bioeconomy activities
    • Not any reported

SWOT Analysis


  • Coverage of multiple sectors and subsectors
  • Expected expansion to new sectors
  • Competitiveness based on Innovation
  • Transition based on green and digital principles
  • Cooperation examples in the private sector
  • Existing Educational Initiatives in the domain
  • Existing lateral opportunities, Life-Long learning, Vocational training, mass information, etc
  • Partial research on skills required in Bioeconomy
  • Partial overlapping between the Bioeconomy Education Institutions and Art related institutions


  • Lack of a National Strategy on Bioeconomy
  • Implementations related to Bioeconomy are not fully aligned with the socioeconomic priorities of the country
  • Not fully valorized resources and products
  • Lack of a National Plan aiming to achieve the defined goals
  • Lack of a plan for identification and exploration of the potential of Marginalized Groups (MG)
  • Not existing Educational Strategies in the domain
  • Lack of Educational Structures for Bioeconomy
  • Fragmentation of activities and priorities
  • Lack of an organizational umbrella
  • Not available dedicated research on Bioeconomy Education
  • Lack of any Education initiated for MG


  • Building strategic alliances
  • Further exploitation of the developed digital background Expansion in many ways, considering the geopolitical situation and also the involvement of the country in well-organized Macro-regional networks
  • Benefitting from the existing general educational background
  • Further exploration of structures for advancing opportunities on social and educational and career levels
  • Czech Republic has the possibility to maximize the impact by operating on macro-regional scale. This approach is fully applicable on the Educational level


  • Potential decrease of resources by 2050 due to dynamic harvesting
  • A potential brain-drain due to the lack of motivation
  • The lack of identification and management of Marginalized Groups, and the lack of any educational plans for them, unavoidably will lead to an inhibition to the social integration. Such situation might lead to societal issues and conflicts, also provoking an economic impact

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