organisation of the education system in slovakia · 3 4.18.3. primary schools - repeaters according...

European Commission

Organisation of the education system in

Slovakia

2009/2010

SK

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1. Political, Social and Economic Background and Trends......................................... 8

1.1. Historical Overview....................................................................................................................... 8 1.2. Main Executive and Legislative Bodies ........................................................................................ 9 1.3. Religions ..................................................................................................................................... 12 1.4. Official and Minority Languages ................................................................................................. 12 1.5. Demographic Situation ............................................................................................................... 13 1.6. Economic Situation ..................................................................................................................... 14 1.7. Statistics ..................................................................................................................................... 15

1.7.1. Size of area, borders, mid-year population and population density.................................. 15 1.7.2. Number and structure of Population by age groups, ageing index................................... 15 1.7.3. Natural movement of population ....................................................................................... 16 1.7.4. Number and structure of population by nationality ........................................................... 16 1.7.5. Number and structure of population by religion ................................................................ 17 1.7.6. Basic indicators of economic development....................................................................... 17 1.7.7. Basic indicators on development of employment and unemployment.............................. 18 1.7.8. Basic data on wages development ................................................................................... 18

2. General Organisation of the Education System and Administration of Education 20

2.1. Historical Overview..................................................................................................................... 20 2.2. Ongoing debates and future developments ............................................................................... 24 2.3. Fundamental Principles and Basic Legislation........................................................................... 26 2.4. General Structure and Defining Moments in Educational Guidance.......................................... 31 2.5. Compulsory Education................................................................................................................ 32 2.6. General Administration ............................................................................................................... 33

2.6.1. General Administration at National Level.......................................................................... 34 2.6.2. General Administration at Regional Level......................................................................... 38 2.6.3. General Administration at Local Level .............................................................................. 40 2.6.4. Educational Institutions, Administration, Management ..................................................... 41

2.7. Internal and External Consultation ............................................................................................. 45 2.7.1. Internal Consultation ......................................................................................................... 45 2.7.2. Consultations with Stakeholders in the Society ................................................................ 46

2.8. Methods of Financing Education ................................................................................................ 47 2.9. Statistics ..................................................................................................................................... 51

2.9.1. Overall overview of schools in the Slovak Republic according to kinds of schools – schools and pupils/students ........................................................................................................ 51 2.9.2. Overall overview of private and church schools – schools and pupils/students............... 51 2.9.3. Rate of public expenditure for education from GDP ........................................................ 52 2.9.4. Expenditures per one pupil from public budget ................................................................ 52

3. Pre-primary Education .......................................................................................... 54

3.1. Historical Overview..................................................................................................................... 54 3.1.1. School Educational Institutions ......................................................................................... 58 3.1.2. Non-school Educational Institutions.................................................................................. 59

3.2. Ongoing debates and future developments ............................................................................... 59 3.3. Specific Legislative Framework .................................................................................................. 59 3.4. General Objectives ..................................................................................................................... 62 3.5. Geographical Accessibility.......................................................................................................... 64 3.6. Admission Requirements and Choice of Institution/Centre ........................................................ 64 3.7. Financial Support for Pupils’ Families ........................................................................................ 66 3.8. Age Levels and Grouping of Children......................................................................................... 67 3.9. Organisation of Time .................................................................................................................. 68 3.10. Curriculum, Types of Activity, Number of Hours ...................................................................... 69

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3.11. Teaching Methods and Materials ............................................................................................. 74 3.12. Evaluation of Children............................................................................................................... 75 3.13. Support Facilities ...................................................................................................................... 76 3.14. Private Sector Provision ........................................................................................................... 77 3.15. Organisational Variations and Alternative Structures............................................................... 77 3.16. Statistics ................................................................................................................................... 78

3.16.1. Overall overview of pre-primary education ..................................................................... 78 3.16.2. Kindergartens – facilities, classes, children and teachers – according to the founder .. 78 3.16.3. Kindergartens – admitted children according to attendance........................................... 79 3.16.4. Kindergartens – admitted children according to age and their share in population........ 79 3.16.5. Kindergarten - proportional indicators - according to the founder .................................. 80

4. Single Structure Education ................................................................................... 81

4.1. Historical Overview..................................................................................................................... 82 4.2. Ongoing debates and future developments ............................................................................... 83 4.3. Specific Legislative Framework .................................................................................................. 84 4.4. General Objectives ..................................................................................................................... 85

4.4.1. Basic school of art............................................................................................................. 86 4.5. Geographical Accessibility.......................................................................................................... 87 4.6. Admission Requirements and Choice of School ........................................................................ 87

4.6.1. Admission of pupils for study in basic schools of art ........................................................ 88 4.6.2. Choice of School ............................................................................................................... 88 4.6.3. Special Assistance for Pupils............................................................................................ 90

4.7. Financial Support for Pupils’ Families ........................................................................................ 91 4.8. Age Levels and Grouping of Pupils ............................................................................................ 92

4.8.1. First Stage of Primary School ........................................................................................... 93 4.8.2. The Second Stage of Primary School............................................................................... 94

4.9. Organisation of School Time ...................................................................................................... 94 4.9.1. Organisation of the School Year ....................................................................................... 94 4.9.2. Weekly and Daily Timetable ............................................................................................. 95

4.10. Curriculum, Subjects, Number of Hours ................................................................................... 96 4.10.1. Curriculum at the First and Second Stage of Primary School ........................................ 99

4.11. Teaching Methods and Materials ........................................................................................... 101 4.12. Pupil Assessment ................................................................................................................... 102

4.12.1. Assessment and Marking at the First Stage of Primary School ................................... 103 4.12.2. Assesment and Marking at the Second Stage of Primary Sćhool ................................ 104 4.12.3. Evaluation of pupils of basic school of art..................................................................... 104

4.13. Progression of Pupils.............................................................................................................. 105 4.14. Certification............................................................................................................................. 105 4.15. Educational Guidance............................................................................................................. 106 4.16. Private Education.................................................................................................................... 107

4.16.1. Historical Outlook .......................................................................................................... 108 4.16.2. Ongoing Discussions and Future Development ........................................................... 108 4.16.3. Specific Legislative Framework .................................................................................... 108

4.17. Organisational Variations and Alternative Structures............................................................. 108 4.17.1. Integrated Thematic Teaching ...................................................................................... 109 4.17.2. Waldort Schools ............................................................................................................ 109 4.17.3. Montessori Schools....................................................................................................... 110 4.17.4. Schools for exceptionally gifted children....................................................................... 110

4.18. Statistics ................................................................................................................................. 111 4.18.1. Overview of single structure education......................................................................... 111 4.18.2. Primary schools - classes, pupils and teachers according to grades ........................... 111

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4.18.3. Primary schools - repeaters according to grades ......................................................... 112 4.18.4. Primary schools - schools, classes and pupils - according to organisation of classes. 113 4.18.5. Primary schools - schools, classes and pupils - according to the founder ................... 113 4.18.6. Special classes in primary schools - schools, classes, pupils and teachers - according to the founder ................................................................................................................................ 114 4.18.7. Primary schools - proportional indicators - according to the founder ........................... 114 4.18.8. Overview of basic schools of art - number of schools, pupils and teachers ................. 115

5. Upper Secondary and post-Secondary non-Tertiary Education...........................116

5.1. Historical Overview................................................................................................................... 117 5.1.1. Historical Overview - Gymnasium................................................................................... 118 5.1.2. Historical Overview – Secondary specialised school...................................................... 119 5.1.3. Historical Overview – Secondary vocational school ....................................................... 120

5.2. Ongoing debates and future developments ............................................................................. 121 5.3. Specific Legislative Framework ................................................................................................ 121 5.4. General Objectives ................................................................................................................... 123

5.4.1. General Objectives Gymnasium ..................................................................................... 123 5.4.2. General Objectives - Secondary specialised school....................................................... 123 5.4.3. General Objectives - Conservatory................................................................................. 124

5.5. Types of Institution.................................................................................................................... 125 5.5.1. Types of Institution - Gymnasia ...................................................................................... 125 5.5.2. Types of Institution – Secondary specialised school ...................................................... 125 5.5.3. Types of Institution - Conservatory ................................................................................. 126

5.6. Geographical Accessibility........................................................................................................ 127 5.7. Admission Requirements and Choice of School ...................................................................... 128 5.8. Registration and/or Tuition Fees .............................................................................................. 129 5.9. Financial Support for Pupils...................................................................................................... 129 5.10. Age Levels and Grouping of Pupils ........................................................................................ 130 5.11. Specialisation of Studies ........................................................................................................ 130 5.12. Organisation of School Time .................................................................................................. 132

5.12.1. Organisation of the School Year ................................................................................... 133 5.12.2. Weekly and Daily Timetable ......................................................................................... 134

5.13. Curriculum, Subjects, Number of Hours ................................................................................. 134 5.13.1. Gymnasium................................................................................................................... 135 5.13.2. Secondary specialised school....................................................................................... 139 5.13.3. Framework curricula of conservatories – study field Music – Dance............................ 140

5.14. Teaching Methods and Materials ........................................................................................... 143 5.15. Pupil Assessment ................................................................................................................... 144 5.16. Progression of Pupils.............................................................................................................. 146 5.17. Certification............................................................................................................................. 146

5.17.1. Certification - Gymnasia and Secondary specialised schools ...................................... 149 5.18. Educational/Vocational Guidance, Education/Employment Links.......................................... 150 5.19. Private Education.................................................................................................................... 150

5.19.1. Historical Overview ....................................................................................................... 151 5.19.2. Ongoing Debates and Future Developments ............................................................... 152 5.19.3. Specific Legislative Framework .................................................................................... 153

5.20. Organisational Variations and Alternative Structures............................................................. 153 5.21. Statistics ................................................................................................................................. 154

5.21.1. Upper secondary education – enrolments and their share in population of typical age – according to type of school ....................................................................................................... 154 5.21.2. Post-secondary non-tertiary education – enrolments and their share in population of typical age ................................................................................................................................. 155

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5.21.3. –Secondary schools - schools, classes, pupils and teachers – according to founder.. 155 5.21.4. Secondary schools – proportional indicators – according to the founder ..................... 156 5.21.5. Secondary schools – repeaters .................................................................................... 157 5.21.6. Vocational apprentice centres and practical schools - pupils – according to the founder.................................................................................................................................................. 157

6. Tertiary Education ...............................................................................................158

6.1. Historical Overview................................................................................................................... 158 6.2. Ongoing debates and future developments ............................................................................. 160 6.3. Specific Legislative Framework ................................................................................................ 160 6.4. General Objectives ................................................................................................................... 162 6.5. Types of Institution.................................................................................................................... 164 6.6. Admission Requirements.......................................................................................................... 168 6.7. Registration and/or Tuition Fees .............................................................................................. 169 6.8. Financial Support for Students ................................................................................................. 170 6.9. Organisation of the Academic Year.......................................................................................... 172 6.10. Fields of Study, Specialisation................................................................................................ 172 6.11. Curriculum .............................................................................................................................. 174 6.12. Teaching Methods .................................................................................................................. 175 6.13. Student Assessment............................................................................................................... 175 6.14. Progression of Students ......................................................................................................... 177 6.15. Certification............................................................................................................................. 178 6.16. Educational/Vocational Guidance, Education/Employment Links.......................................... 179 6.17. Private Education.................................................................................................................... 180

6.17.1. Specific Legislative Framework .................................................................................... 181 6.18. Organisational Variations, Alternative Structures................................................................... 181

6.18.1. Specific Legislative Framework .................................................................................... 182 6.19. Statistics ................................................................................................................................. 183

6.19.1. Tertiary education – number of students according to the type of school and kind of study.......................................................................................................................................... 183 6.19.2. Higher education institutions - institutions, faculties, students and teachers – according to the founder ............................................................................................................................ 184 6.19.3. Higher education institutions – proportional indicators – according to the founder ...... 185 6.19.4. Higher education institutions – repeaters according to citizenship............................... 185 6.19.5. Higher education institutions - study of 1st and 2nd level - students according to citizenship, to type and to length of study ................................................................................. 186 6.19.6. Higher education institutions - students according to citizenship and to major groups of fields of study ............................................................................................................................ 187 6.19.7. Higher education institutions - graduates according to citizenship and to major groups of fields of study ............................................................................................................................ 188

7. Continuing Education and Training for Young School Leavers and Adults..........189

7.1. Historical Overview................................................................................................................... 189 7.2. Ongoing debates and future developments ............................................................................. 192 7.3. Specific Legislative Framework ................................................................................................ 193 7.4. General Objectives ................................................................................................................... 194 7.5. Types of Institution.................................................................................................................... 194 7.6. Geographical Accessibility........................................................................................................ 195 7.7. Admission Requirements.......................................................................................................... 196 7.8. Registration and/or Tuition Fees .............................................................................................. 196 7.9. Financial Support for Learners ................................................................................................. 196 7.10. Main Areas of Specialisation .................................................................................................. 197 7.11. Teaching Methods .................................................................................................................. 197 7.12. Trainers................................................................................................................................... 197

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7.13. Learner Assessment/ Progression ......................................................................................... 198 7.14. Certification............................................................................................................................. 198 7.15. Education/Employment Links ................................................................................................. 198 7.16. Private Education.................................................................................................................... 198 7.17. Statistics ................................................................................................................................. 199

7.17.1. Courses for achieving primary education – number of students according to the kind of school ........................................................................................................................................ 200 7.17.2. Secondary education - number of students according to the kind of school ................ 200 7.17.3. Post-secondary non-tertiary education – number of students ...................................... 200 7.17.4. Tertiary education – number of students according to the kind of schools and type of study.......................................................................................................................................... 201 7.17.5. The further education whereby the level of education is not achieved - educational institutions according to type..................................................................................................... 201 7.17.6. The further education whereby the level of education is not achieved – students and graduates according to major groups of fields of study ............................................................ 202 7.17.7. The further education whereby the level of education is not achieved – graduates according age-group ................................................................................................................. 202 7.17.8. The further education whereby the level of education is not achieved - lectors according to the qualification ..................................................................................................................... 203

8. Teachers and Education Staff .............................................................................204

8.1. Initial Training of Teachers ....................................................................................................... 204 8.1.1. Historical Overview ......................................................................................................... 205 8.1.2. Ongoing debates and future developments.................................................................... 206 8.1.3. Specific Legislative Framework ...................................................................................... 207 8.1.4. Institutions, Level and Models of Training....................................................................... 208 8.1.5. Admission Requirements ................................................................................................ 209 8.1.6. Curriculum, Special Skills, Specialisation ....................................................................... 210 8.1.7. Evaluation, Certificates ................................................................................................... 211 8.1.8. Alternative Training Pathways ........................................................................................ 212

8.2. Conditions of Service of Teachers............................................................................................ 212 8.2.1. Historical Overview ......................................................................................................... 213 8.2.2. Ongoing debates and future developments.................................................................... 213 8.2.3. Specific Legislative Framework ...................................................................................... 214 8.2.4. Planning Policy................................................................................................................ 214 8.2.5. Entry to the Profession.................................................................................................... 215 8.2.6. Professional Status ......................................................................................................... 215 8.2.7. Replacement Measures .................................................................................................. 216 8.2.8. Supporting Measures for Teachers................................................................................. 216 8.2.9. Evaluation of Teachers ................................................................................................... 217 8.2.10. In-service Training......................................................................................................... 218 8.2.11. Salaries ......................................................................................................................... 224 8.2.12. Working Time and Holidays .......................................................................................... 225 8.2.13. Promotion, Advancement.............................................................................................. 225 8.2.14. Transfers ....................................................................................................................... 227 8.2.15. Dismissal....................................................................................................................... 227 8.2.16. Retirement..................................................................................................................... 228

8.3. School Administrative and/or Management Staff ..................................................................... 229 8.3.1. Requirements for Appointment as a School Head.......................................................... 229 8.3.2. Conditions of Service ...................................................................................................... 230

8.4. Staff involved in Monitoring Educational Quality ...................................................................... 231 8.4.1. Requirements for Appointment as a School Inspector ................................................... 232

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8.4.2. Conditions of Service ...................................................................................................... 233 8.5. Educational Staff responsible for Support and Guidance......................................................... 235 8.6. Other Educational Staff or Staff working with Schools ............................................................. 235 8.7. Statistics ................................................................................................................................... 236

8.7.1. Kindergartens - number of teachers, other educational staff and some nonteaching staff – according to the founder ........................................................................................................... 236 8.7.2. Primary schools - number of teachers, other educational staff and some non-teaching staff – according to the founder ................................................................................................ 237 8.7.3. Secondary schools - number of teachers, other educational staff and some nonteaching staff – according to the founder ................................................................................................ 237 8.7.4. Special schools - number of teachers, other educational staff and some nonteaching staff – according to the founder ........................................................................................................ 238 8.7.5. Basic schools of art - number of teachers – according to the founder ........................... 239 8.7.6. Higher education institutions - number of teachers – according to the founder ............. 239 8.7.7. Share of women of the total number of teachers according to kinds of schools and the founder ...................................................................................................................................... 240 8.7.8. Share of part-time teachers of the total number of teachers according to kinds of schools and the founder ......................................................................................................................... 240

9. Evaluation of Educational Institutions and Education System .............................241

9.1. Historical Overview................................................................................................................... 241 9.2. Ongoing debates and future developments ............................................................................. 242 9.3. Administrative and Legislative Framework............................................................................... 243 9.4. Evaluation of Schools/Institutions............................................................................................. 244

9.4.1. Internal Evaluation .......................................................................................................... 245 9.4.2. External Evaluation ......................................................................................................... 247

9.5. Evaluation of the Education System......................................................................................... 256 9.6. Research on Education Linked to the Evaluation of the Education System ............................ 258

9.6.1. Research. Activity in Directly Managed Organisations of the Ministry of Education of the Slovak Republic ........................................................................................................................ 259 9.6.2. Research in the Slovak Academy of Sciences ............................................................... 262 9.6.3. Research at Higher Education Level .............................................................................. 263

9.7. Statistics ................................................................................................................................... 264

10. Special Educational Support..............................................................................265

10.1. Historical Overview................................................................................................................. 265 10.2. Ongoing debates and future developments ........................................................................... 267 10.3. Definition and Diagnosis of the Target Group(s) .................................................................... 267 10.4. Financial Support for Pupils’ Families .................................................................................... 269 10.5. Special Provision within Mainstream Education..................................................................... 269

10.5.1. Specific Legislative Framework .................................................................................... 270 10.5.2. General Objectives........................................................................................................ 271 10.5.3. Specific Support Measures ........................................................................................... 272

10.6. Separate Special Provision .................................................................................................... 273 10.6.1. Specific Legislative Framework .................................................................................... 274 10.6.2. General Objectives........................................................................................................ 276 10.6.3. Geographical Accessibility ............................................................................................ 277 10.6.4. Admission Requirements and Choice of School........................................................... 277 10.6.5. Age Levels and Grouping of Pupils............................................................................... 278 10.6.6. Organisation of the School Year ................................................................................... 279 10.6.7. Curriculum, Subjects ..................................................................................................... 279 10.6.8. Teaching Methods and Materials.................................................................................. 281 10.6.9. Progression of Pupils .................................................................................................... 281

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10.6.10. Educational/ Vocational Guidance, Education/Employment Links ............................. 283 10.6.11. Certification ................................................................................................................. 283 10.6.12. Private Education........................................................................................................ 284

10.7. Special Measures for Children/Pupils of Immigrants.............................................................. 284 10.8. Statistics ................................................................................................................................. 285

10.8.1. Overview of education of children and young people with special education needs in special schools.......................................................................................................................... 285 10.8.2. Special kindergartens – schools, classes, children and teachers – according to......... 286 the founder ................................................................................................................................ 286 10.8.3. Special kindergartens – proportional indicators – according to the founder................. 286 10.8.4. Special primary - schools, classes, pupils and teachers – according to type of school and the founder ......................................................................................................................... 287 10.8.5. Special primary schools – proportional indicators – according to type of school and the founder ...................................................................................................................................... 287 10.8.6. Special secondary schools, vocational apprentice centers and practical schools - schools, classes, pupils and teachers – according to the founder............................................ 288 10.8.7. Special secondary schools, vocational apprentice centers and practical schools - proportional indicators – according to the founder.................................................................... 288 10.8.8. The overview on education of children and young people with special education needs in special classes of mainstream school................................................................................... 289 10.8.9. Number of children/pupils with special education needs integrated into mainstream school ........................................................................................................................................ 290

11. The European and International Dimension in Education..................................291

11.1. Historical Overview................................................................................................................. 291 11.2. Ongoing debates and future developments ........................................................................... 293 11.3. National Policy Guidelines/Specific Legislative Framework ................................................... 294 11.4. National Programmes and Initiatives...................................................................................... 296

11.4.1. Bilateral Programmes and Initiatives ............................................................................ 297 11.4.2. Multilateral Programmes and Initiatives ........................................................................ 298 11.4.3. Other national programmes and initiatives ................................................................... 301

11.5. European/ International Dimension through the National Curriculum.................................... 302 11.5.1. Pre-primary education level .......................................................................................... 303 11.5.2. Primary level ................................................................................................................. 303 11.5.3. Secondary education level............................................................................................ 304 11.5.4. Tertiary. education level ................................................................................................ 305

11.6. Mobility and Exchange............................................................................................................ 306 11.6.1. Mobility and exchange of pupils/students ..................................................................... 306 11.6.2. Mobility and exchange of teachers ............................................................................... 307

11.7. Statistics ................................................................................................................................. 308

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1. Political, Social and Economic Background and Trends

The Slovak Republic lies in the centre of Europe between 26º 50´05´´ and 22º 34´04´´ of eastern geographic length and 47º 43´54´´ and 49º 36´52´´ of northern geographic width. It is spread on the area of 49 037 km2. The Slovak Republic borders on the Czech Republic (251,8 km) to the West, on Austria (107,1 km) and Hungary (654,8 km) to the South, on Poland (541,1 km) to the North and on Ukraine (97,8 km) to the East. The circumference of the Slovak Republic is 1 653 km.

According to last census (as at 26. 5. 2001) the population of the Slovak Republic was 5 379 455 inhabitants, of which 51.27 % in villages with the number less than 10 000 people. About one seventh of the population is made up of members of national minorities. The population density is 110 people per km2.

The Slovak Republic is a sovereign, democratic and legal State that is not bound to any ideology or religion. It was constituted on 1st January 1993 by the split of the Czech and Slovak Federal Republic.

The state power in the Slovak Republic comes from the citizens that execute it through their elected representatives. The state bodies may act on the basis of the Constitution, within its scope and limits by the way as set up by law. The only statutory and legal body of the Slovak Republic is the National Council of the Slovak Republic (Parliament), the head of the State is the President. The top body of executive power is the Government. The public administration is provided by both the state administration and territorial self-governance.

The official language in the Slovak Republic is Slovak. A special law makes it possible for national minorities to use their native tongue in official communication under the conditions set in advance.

Based on results of the 2006 Parliamentary elections the strongest political party in Slovakia is SMER - Social democracy, which achieved 29.14 % votes, which meant for it 50 deputy mandates in Parliament. The greatest election achievement enabled the chairman of SMER, Robert Fico to be empowered by the president Ivan Gašparovič to constitute the government. The party decided to establish the Government coalition with the People’s Party – Movement for Democratic Slovakia (ĽS–HZDS), which won 8.79 % votes in the election (15 mandates) and the Slovak National Party (SNS), with 11.73 % votes (20 mandates). The Chairman of the SMER Party, Robert Fico became the Premier of the Government which started functioning on 4. 7. 2006. The three parties of the new Government coalition share the posts as follows 11 posts (SMER): 2 posts (ĽS–HZDS) and 3 posts (SNS). Ján Mikolaj representing SNS became the new minister of education. In addition to the above mentioned parties the National Council of the Slovak Republic is represented by another three parties: Slovak Democratic and Christian Union – Democratic Party (SDKÚ–DS), which won 18.35 % votes (31 mandates), Party of Hungarian Coalition – Magyar Koalíció Pártja (SMK – MKP), which won 11.68 % votes (20 mandates) and Christian Democratic Movement with 8.31 % votes (14 mandates).

1.1. Historical Overview

The beginnings of the Slovak history are connected with an enormous process intervening the EuroAsian Continent – the process of migration of nations. From the fifth century A.D, the ancestors of present-day Slovaks began to arrive in the area around the central Danube basin, and these ancestors, along with the neighbouring Slavic tribes, formed the first historic state – the "Samo empire". This empire lasted a number of decades, until the dominating Avars resisted. In the ninth century, the founding of the early middle age empire – Great Moravia - began with the unification of

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the Nitra and Moravian regions. Its largest internal, cultural and power expansion in the second half of the ninth century is connected with the mission of the Byzantine missionaries Cyril – Constantine and Method, who are credited with the Christianisation of the country. Their mission laid the basis for the development of the Old Slovak language – the language itself as well as culture and education. The Great Moravian empire disappeared in the tenth century. Wandering Hungarians populated a large part of the territory of the Great Moravian empire and later a new empire known as old Hungaria arose, in which many ethnic groups lived. In Old Hungaria, Slovakia had an important place in politics, the economy and the cultural life of the country. Even when "statehood" was dissolved and the arrival of high aristocrats into the Hungarian government camps and the Slovak ethnicity incurred significant losses, it was still able to adapt to the new Hungarian relations. In the time of the Enlightenment, the first attempt was made to promote the western Slovak dialect as the written language of Slovaks. Favourable conditions for the codification of the language arose in the middle of the 19th century, when the intelligence of different creeds agreed to the promotion of the central Slovakia dialect as the written language for the entire nation. The solution of the Slovak question was brought about by the first World War, when, from the various possibilities, the optimal solution for Slovakia was to form a common state with the Czechs. The Czechoslovak Republic was founded on October 28, 1918. After signing the Munich Agreement in October 1938 the autonomy of Slovakia was declared and in March 1939 the so-called Slovak State was declared. This state lasted through World War II and came under the German sphere of power. The armed Slovak anti-fascist resistance began with an uprising in August 1944. In 1945 the Czechoslovak Republic was renewed as a common state of two equal nations, the Czechs and the Slovaks. The creation of the popular democratic state according to the Soviet pattern in 1948 meant the beginning of the totalitarian regime and deep intervention in the life of the entire society. Certain currents and possibilities of a new regime were manifested in the 1960s and were connected with the name Alexander Dubček. In August 1968, the reform movement was violently repressed with the invasion of the five nations of the Warsaw Pact. The 1989 November events led to the fall of the communist regime in Czechoslovakia. On 1st January 1993 the joint State of the Czechs and Slovaks came to end and two autonomous states came into being the Czech Republic and the Slovak Republic. The Constitution of the Slovak Republic was approved on 1st September 1992, which has been amended eight times since then; the last amendment of the Constitution (Constitution Law No 210/2006 of Law Code) was approved on 14 April 2006 and came into force on 1st May 2006.

On 14th December 2000 the Slovak Republic became a member of the Organisation for Economic Cooperation and Development (OECD), since 29th March 2004 it is a member of North Atlantic Alliance (NATO) and since 1st May 2004 a member of European Union. On 1st January 2009 SR was joining countries of the European Union which adopted Euro as a national currency.

After 1989 there were introduced changes in all areas of the society including the education. There were adopted new articles on pre-schools establishments, on the system of primary and secondary schools, on higher education institutions, on the state administration in education. See 2.1.

The Constitution of the Slovak Republic, as amended and supplemended

1.2. Main Executive and Legislative Bodies

The only constitutional and legal body of the Slovak Republic is the National Council of the Slovak Republic (i.e. the Parliament). It is composed of 150 members, who are elected by citizens of the Slovak Republic in general, direct, equal elections by secret ballot. The members are elected for four years upon the system of proportional representation of the individual political parties according to election results. Active voting rights – the right to vote – are held by every citizen of the Slovak Republic over the age of 18 years. Passive voting rights, i.e. the right to be elected as a representative

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of the National Council of the Slovak Republic, are held by citizens of the Slovak Republic who have the right to vote, have reached the age of 21 years and have their permanent residence in the territory of the Slovak Republic. The office of representative is incompatible with the office of president, constitutional justice, judge, prosecutor as a member of the police force, member of the judicial guard and soldier in service. If a representative is nominated to be a member of the government, his mandate of service during his time of serving in the government does not dissolve, it is simply not exercised.

The constitution bestows the National Council of the Slovak Republic with considerable authority (for example, act on the constitution, constitutional legislation, laws, decide on the proposal for the declaration of a referendum, pronounce agreement with international political agreements, international economic agreements of general character, as well as with international agreements, for whose fulfilment requires legislation, and this before the ratification of such agreements, deliberate on the declared program of the government, monitor the activities of the government and deliberate about the security of the government or its members, approve the national budget, audit its fulfilment and approve the state closing account, justify the laws of ministries and other bodies of the state administration).

The National Council of the Slovak Republic is capable of making decrees if more than half of the majority of all its representatives are present; the decree is approved by a majority of all representatives present. For adoption of the constitution, amendments to the constitution, constitutional laws, and for the declaration of war against another state, the agreement of at least three fifths of the majority of all representatives is necessary.

The National Council of the Slovak Republic elects and may appeal the Chair and Vice Chair of the Highest Supervisory Office, nominates judges to the Constitutional Court of the Slovak Republic, elects the Chair and Vice Chair of the Supreme Court of the Slovak Republic, voices no-confidence in the government, and proposes to the President of the Slovak Republic the appointment of the General Prosecutor of the Slovak Republic.

The highest body of executive power is the Government. It consists of the Prime Minister, deputy ministers and ministers. The government, i.e. the prime minister, deputy ministers and ministers, are nominated and appealed by the president, and generally according to parliamentary elections so that the president nominates those politicians from the newly-elected government. After the nomination of the government, the government itself is obliged within 30 days to present the National Council with its agenda nomination for the government and request from the government a vote of confidence. Upon the approval of the agenda, the government begins to fulfil its programme.

Any citizen of the Slovak Republic who is eligible for the National Council of the Slovak Republic may be nominated for prime minister, deputy minister and minister. Members of the government may not parliament representatives or judges. They may also not hold any other paid function, profession or business activities and may not be members of legal organisations which carry out business activities.

The government is capable of making a decree if a majority of members is present. The government decides in body. Its decisions are accepted by decree. In order to accept the decree of the government, approval by more than half of the majority of all parliament members is required.

The government decides on proposed legislation, government provision, government programmes, international agreements, fundamental questions of domestic and international policy, proposals for the state budget and state closing account, presentation of proposals of the National Council of the Slovak Republic, granting of amnesty in matters of offence, calls for vote of confidence, etc.

The State is headed by the President. The President is elected for a term of five years by secret ballot by citizens of the Slovak Republic. Candidates for president may be nominated by members of Parliament (at least 15 members) or by citizens on the basis of a petition (at least 15 thousand citizens). The candidate who obtains the majority of the valid votes of eligible voters. If this does not occur, within 14 days a second round of elections occur to which advance the two candidates who

11

received the largest number of valid votes from the voting eligible voters. The President may be recalled before the end of his term by the vote of the people.

The President represents the Slovak Republic abroad and internally and with his decisions provides for the regular action of constitutional bodies. The President administers his office according to his own conscience and convictions and is not bound to any commands.

The President negotiates and ratifies international agreements, receives and delegates envoys, signs laws, may return a law to the Parliament of the Slovak Republic with comments, and this within 15 days from the day of the delivery of the accredited law for signing, bestows honours, if this duty is not delegated to another body, grants amnesty and reprieve, declares referenda, submits reports on the state of the Slovak Republic and other fundamental questions to the Parliament of the Slovak Republic, and carries out other duties delegated to him by the constitution. The authority to nominate and appeal the Prime minister and other members of the Government of the Slovak Republic, general prosecutor, heads of central bodies and higher state administrators in cases specified by law, to nominate professors and rectors of universities, to nominate and override generals, to nominate the Chair, Vice Chair and judges of the Constitutional Court of the Slovak Republic are all among the responsibilities of the President. The President is the highest commander of the armed forces.

The public administration in the Slovak Republic is guaranteed by both the State administration and territorial administration.

The State administration is executed by ministries and central authorities which have lower levels of administration. The local bodies of state administration in the field of general internal administration, entrepreneurship, civil defence and state management under the state of crisis outside the period of war and the state of war are represented by the regional and district authorities.

The territorial self-governance is executed by municipalities and higher territorial units. The municipality and higher territorial unit are independent territorial self-governing and administration units of the Slovak Republic associating the persons that have permanent domicile on their territory, they are legal entities who under the conditions set by law independently manage their property and their finances; it is possible to set them duties by law only; they have their own bodies and the execution of some tasks of local state administration may be delegated to them by law.

The authorities of municipality are represented by municipal council and mayor, while the authorities of higher territorial unit are represented by the council of the higher territorial unit and the chair of the higher territorial unit. The municipal council and the council of higher territorial unit are made up of deputies. The deputies of the councils as well as mayors of municipalities and chairs of higher territorial units are elected by the inhabitants who have permanent place of residence at the territory of the municipality, or higher territorial unit, namely, on the basis of universal, equal and direct suffrage by secret ballot for a 4-year period.

As set by law, the higher territorial units are self-governing regions. Their territorial district is identical to territorial district of the regions.

National Council of the SR

The Constitutional Court of the Slovak Republic


Act No. 302/2001 on self government of higher territorial units.

Act No. 221/1996 on territorial and administration organization of the Slovak Republic

Act No. 389/1999 whereby Act No. 221/1996 on territorial and administrative arrangement of the Slovak Repiblic

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1.3. Religions

After the change in regime in 1989, the relationship between the state and churches changed. In the independent Slovak Republic, restitution of church property was carried out. Property that had been confiscated from churches after 1948 was returned to them.

After the implementation of the church restitution, a separation of church and state was also to take place, but which has not yet occurred. Churches are henceforth supported with funds from the state budget, where they have selected their own item of expenditures. At the present, churches also have income from returns on their property (moveable and non-moveable), and as well members contribute to the church financially, with various gifts, and with voluntary and non-taxable labour (for example, for the construction of new or reconstruction of old church buildings).

There does not exist any official religion in the Slovak Republic. A majority of worshippers are of the Roman Catholic belief. Individual churches have reserved space in public media for the presentation of their activities and opinions on current societal and ethical and moral problems.

1.4. Official and Minority Languages

On the territory of the Slovak Republic, the state official language is the Slovak language. The state official language has precedence before the other languages used in the territory of the Slovak Republic. Its use is regulated by law. State bodies and state organisations, bodies of territorial state administration and bodies of legal public establishment are obliged to use the official language during the performance of their activities over the entire territory of the Slovak Republic. Legal regulations, decisions and other public papers, discussions of public legal bodies, management of office agendas and church agendas and religious organisations dedicated to the public, the presentation of office titles of municipalities and their parts, chronicle maintenance must all be in the official language. Teaching of the official state language is mandatory at all primary and secondary schools. Other languages than the official language may be the language of instruction and testing to the extent allowed by law.

Judicial proceedings, administration procedures, decisions and records from courts and administrative bodies are created and produced in the official language. A legal person belonging to a national minority and ethnic group or a legal foreigner which does not have a command of the official language, shall arrange for translation and interpretation under the conditions stated by law. Names of municipalities, streets, notices, advertisements and announcements aimed at informing the public must be presented in the official language. The translation of these items into another language is possible, but the translated text must follow the same text in the official language in the same size.

The Act No. 184/1999 of the Law Code on the use of national minority languages as amended by subsequent provisions allows for members of a national minority to use their minority language in official communications if it meets the condition stated in this law. This condition is that citizens of the Slovak Republic who belong to national minorities must make up more than 20% of the population of the municipality according to the last census.

The use of the Czech language in official communications fulfils the requirement of understanding with the official language, insofar as international agreements, with which the Slovak Republic must comply, to not specify otherwise.

The most frequently used minority language is Hungarian (which is used especially in southern Slovakia). Following this is the use of Ukrainian and Ruthenian languages (mostly in eastern Slovakia). Education in Hungarian and Ukrainian languages is at the pre-primary, primary and

13

secondary levels, in Bulgarian language is the use at the primary and secondary schools, in Ruthenian language is at the pre-primary and primary schools and in German language at the primary school. Further, at some primary schools is educated minority language and literature as subject (Ukrainian language and literature, Ruthenian language and literature, German language and literature and Romany language and literature).

In connection to the question of languages used by immigrants, due to the low degree of immigration to the Slovak Republic, this question has not yet been addressed.

Act No. 184/1999 on the use of national minorities´ languages as amended by subsequent provisions

Act No. 270/1995 on official language of the Slovak Republic

1.5. Demographic Situation

The long lasting reduction of birth rate and insufficient decrease of mortality rate in the Slovak Republic resulted in gradual decrease of natural population growth until the state of the art in 2001-2003 when the population reduction came about in population changes, that means, the number of live births was lower than that of deaths. However, thanks to the migration balance the overall population did not get reduced.

As at 31.12.2008 the Slovak Republic had 5 412 254 inhabitants, out of which 2 782 450 were women (51,41%). There were 2 891 municipalities (including four military districts) out of which 138 were towns as at the above date. Towns were inhabited by 55.0 % from the total number of population with 110,2 persons per km2 .

In 2008, there were 57 586 new births, of which 57 360 were live births compared to 2007 more of 1 936. Per 1 000 inhabitants fall on 10,64 live birth. Number of the deceased (53 164) was decreased by 692 persons compared to 2008. About 9,8 inhabitants fall on per 1000 inhabitants. Thanks to natural change there was a 0,8 increase per 1000 inhabitants. Average life span according to preliminary data in 2008 was 70,85 for men and 78,73 for women.

In 2008, 89 097 persons changed their place of permanent residence inside the territory of the Slovak Republic, that means, by 621 persons fewer than in 2007, with 16,5 persons per 1000 inhabitants. A prevailing type of domestic migration is a migration for shorter distances, that is, from one village to another in the same districts where almost half of persons from total number of migrants changes its permanent place of residence (in 2008 it was 46%). The migration from one district to another within the same region covers one third of migrants (29 %), and from region to region roughly about one quarter of all migrants (25 %) in 2008.

The migration between the Slovak Republic and foreign countries (including the Czech Republic), reached 10 470 persons in 2008. There were 8 765 immigrants and 1 705 refugees recorded in this country, that means the increase of registered foreign migration represented 7 060 people. In 2008, a majority of immigrants came from the Rumania (2 133), then from the Czech Republic (1 405). From the Hungary (924 persons) and from the Germany (902 persons). In 2008 the permanent emigrants were those for the Czech Republic (398 persons), outside Europe it was most of all to America, especially to USA and Canada.

The territory of the Slovak Republic is populated, in addition to the majority Slovak nation, by several national minorities. According to census of 26.5.2001 out of the total number of 5 379 455 permanently residing inhabitants, 13.2% made up the population representing national minorities (707 099 in total). Out of them 73.61% constituted population of the Hungarian national minority. As at 26.5.2001 their number was 520 528 and they represented 9.68% of total population of the Slovak Republic.

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The second most numerous national minority of the Slovak Republic is the Romany minority. As at 26.5.2001 there were 89 920 Romanies registered representing 1.67% of total population. This figure does not correspond to the real number of population of the Romany origin living in this country, though. Based on the results of census of 1970 and 1980 and national committees registration on number of Romany residents prior to 1989 specialists estimate that there are about 300 000 Romany living on the territory of the Slovak Republic.

After the split of the Czech and Slovak Federal Republics (1.1.1993) the citizens of the Czech, Moravian and Silesian nationalities also assumed the status of national minorities. As at 26.5.2001 there were 44 620 Czechs in the Slovak Republic that represented 0.83% of the total number of inhabitants of the Slovak Republic.

Among the more numerous national minorities living in Slovakia also rank the two minorities: the Ruthenians and Ukrainians. As at 26.5.2001 there were 24 201 Ruthenians (0.45% of total population) and 10 814 Ukrainians (0.20% of total population) living in Slovak Republic.

The next group of more numerous nationalities are the so-called Carpathian Germans. As at 26.5.2001 there were 5,405 of citizens claiming to be citizens of the German nationality which made up 0.10% of the total population.

The proportion of other national minorities registered in the Slovak Republic was lower than 0.30% of total population.

Demografická a sociálna štatistika: Vekové zloženie obyvateľstva v Slovenskej republike 2007

Sčítanie obyvateľov, domov a bytov 2001: Základné údaje

1.6. Economic Situation

According to preliminary results gross domestic product (GDP) reached 2 025 billion Slovak crowns (SKK) in current prices in 2008, which has a constant growing tendency. Gross domestic product achieved semi-annual growth in current prices of 9,2%.

The development of employment in 2008 had growing tendency of 3,25%, which meant 76,5 thousands persons; the total number of employed was 2 433,8 thousand persons, of which 163,8 thousand persons (6.7 %) in education sector.

According to results of the Statistical Office of the Slovak Republic out of selective findings of workforce the unemployment rate in 2008 was 9,6%; the average number of the unemployed was 257,5 thousand, of which 50,8 thousand (19,73 %) in the age 15 - 24 years.

A decisive factor in the incomes of inhabitants is work income, out of which the wages. The average gross nominal monthly wage of an employee in the economy of the Slovak Republic (including estimation of tradesmen employees and wages of professional soldiers) was 21 782 SKK in 2008, which represented an increase of 8,12% in comparison to the previous year, while the average gross nominal monthly wage of an employee in the education sector meant an increase by 8,48% (from 16 632 SKK in 2007 to 18 043 SKK in 2008).

The final consumption of households in actual prices increased of 10,6% in 2008.

Štatistická ročenka Slovenskej republiky 2008

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1.7. Statistics

Please refer to the sub-sections which follow.

1.7.1. Size of area, borders, mid-year population and population density

Size of area, borders, mid-year population and population density, year 2008

Indicator In absolute numbers

In %

Area in km2 as at 31. 12. 49 037 x

Perimeter in km as at 31. 12. 1 653 100,00

Czech Republic 251,8 15,2

Hungary 654,8 39,6

Poland 541,1 32,8

Austria 107,1 6,5

Length of the border in km on

Ukraine 97,8 5,9

Population at as 1. 7. in total (mid-year population) 5 404 784 100,00

Of which women 2 779 213 51,4

Population density per km2 (calculated to mid-year population) 110,2 X

Demografická a sociálna štatistika: Vývoj obyvateľstva v Slovenskej republike 2006


1.7.2. Number and structure of Population by age groups, ageing index

Number and structure of Population by age groups, ageing index, year 2008

Indicator In absolute numbers

In %

Population at as 31. 12. in total 5 412 254 100,00

0 - 14 years 836 069 15,45

15 - 65 years 3 921 880 72,46

Of which in age

65 years and over 654 305 12,09

Population aged 0 - 29 years 2 106 654 38,92

Ageing index

number of inhabitants aged 65 years and over per 100 inhabitants in age of 0-14 years

78,26

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1.7.3. Natural movement of population

Natural movement of population, year 2008

Population at as 1. 7. in total (mid-year population) 5 404 784

Live-births 57 360

Deaths 53 164

Natural increase 4 196

Immigrants 8 765

Emigrants 1 705International migration

Net migration 7 060

Total increase 11 256

Live-births per 1 000 inhabitants 10,6

Deaths per 1 000 inhabitants 9,8

Natural increase per 1 000 inhabitants 0,8


1.7.4. Number and structure of population by nationality

Number and structure of population by nationality, year 2001

Population from the housing and population census as at 26. 5. 2001 Nationality

in persons In %

Slovak 4 614 854 85,79

Hungarian 520 528 9,68

Romany 89 920 1,67

Czech 44 620 0,83

Moravian 2 348 0,04

Ruthenian 24 201 0,45

Ukrainian 10 814 0,20

German 5 405 0,10

Polish 2 602 0,05

Russian 1 590 0,03

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Bulgarian 1 179 0,02

Jewish 218 0,00

Others 6 674 0,12

Not specified 54 502 1,01

Total 5 379 455 100,00

Sčítanie obyvateľov, domov a bytov 2001


1.7.5. Number and structure of population by religion

Number and structure of population by religion, year 2001

Population from the housing and population censusas at 26. 5. 2001Religion

in persons In %

Roman-Catholic 3 708 120 68,93

Evangelical a. c. 372 858 6,93

Greek-Catholic 219 831 4,09

Reformed Christian 109 735 2,04

Orthodox 50 363 0,94

Other 60 642 1,13

Without denomination 697 308 12,96

Not specified 160 598 2,99

Total 5 379 455 100,00

Sčítanie obyvateľov, domov a bytov 2001

1.7.6. Basic indicators of economic development

Basic indicators of economic development, years 2007 – 2008

Indicator Year 2007 Year 2008 Difference as against 2007 in %

At current prices

Gross domestic product in mld. SKK 1 854,21 2 025,1 9,2

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Final consumption of households in mld. SKK 1 020,1 1 131,4 10,9

Revidované údaje HDP za roky 1995 - 2006 a predbežné údaje roku 2007 v bežných cenách

Revidované údaje HDP za roky 1995 - 2006 a predbežné údaje roku 2007 v stálych cenách prechádzajúceho roka

1.7.7. Basic indicators on development of employment and unemployment

Basic indicators on development of employment and unemployment, years 2007 – 2008

Indicator Year 2007

Year 2008

Index

2007=100

Economically active population (average numbers in thousand persons)

2 649,2 2 691,2 101,59

employed 2 357,3 2 433,8 103,25Of which

unemployed 291,9 257,2 88,11

average numbers in thousand persons

163,4 163,8 99,76of the total number of employees working in education

% 6,93 6,73 x

average numbers in thousand persons

59,0 50,8 of the total number of unemployed the persons aged 15 - 24 years % 20,21 19,72 x

men and women in total 11,0 9,6 xUnemployment rate (in %)

Notes:

Data are from labour force survey. In the number of economically active persons except of the employed and unemployed there

are also those on maternity leaves.


Slovenská republika v číslach 2008

1.7.8. Basic data on wages development

Basic data on wages, years 2007 – 2008

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Indicator Year 2007

Year 2008

Index

2007=100

Average gross nominal monthly wage of employees in the economy of the Slovak Republic (calculated per persons)

20 146 21 782 8,12

In education 16 632 18 043 8,48

Difference against average gross nominal monthly wage of employees in the economy of the Slovak Republic (v %)

-17,44 -17,17 x

Note: Including the estimate of tradesmen employees (without entrepreneurial income) and wages of professional soldiers.




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2. General Organisation of the Education System and Administration of Education

In 2003 the reform of public administration (State government and territorial self-government) and the organization of the education system in the field of management, establishment and dissolution of schools and school facilities, and self-governance of schools has continued. The changes are laid down in legislation – the Act No. 596/2003 of the Law Code with efficacy from 1.1.2004. In 2004, the reform has been also shifted to the field of financing, the transformations are set in the Act No. 597/2003 of the Law Code on financing primary schools, secondary schools and special schools. The Act has introduced normative financing per pupil since 1st January 2004 and the updated Act No. 523/2004 of the Law Code and the Act No. 564/2004 of the Law Code. The present legal status is regulated by the Act No. 689/2006 of Law Code whereby the Act No. 597/2003 of the Law Code on financing primary and secondary schools and school facilities, as amended by subsequent regulations and on the change and supplement to the Act No. 596/2003 of the Law Code on State administration in education and self-government and on the change and supplement to some acts, as amended, is changed and supplemented. In 2008, the National Council of the Slovak Republic has approved new Education Act No. 245/2008 of the Law Code on education and training (Education Law) and on the change and supplement to some acts, which came into operation on 1 September 2008. This Act has created legislative space for implementation of content reform of regional education.

The legislation in the area of higher education is regulated by the Act No. 131/2002 of the Law Code on Higher Education and on the change and supplement to some acts as amended by subsequent provision. Legal environment in the area of further education is regulated by the Act No. 568/2009 of the Law Code on Lifelong Learning and on the change and supplement to some acts which replaced the previous legal norm – the Act No.386/1997 of the Law Code on further education and on change of the Act of the National Parliament of SR No. 387/1996 of the Law Code on employment as amended by the Act No.70/1997 of the Law Code as amended by the Act No. 567/2001 of the Law Code, the Act No. 365/2004 of the Law Code and the Act No. 653/2007of the Law Code.

Act No. 245/2008 on education and training (Education Law) and on the change and supplement to some acts as amended by subsequent provisions

Act No. 596/2003 on state administration in education and school self-government and on change and supplements of some acts

Act No. 597/2003 on financing primary schools, secondary schools and school facilities as amended by subsequent provision (No. 523/2004, No. 564/2004, No. 245/2008 and No. 184/2009)


The beginnings of the organized education at the territory of Slovakia are connected with the arrival of apostles Constantinus and Methodius in the Great Moravian Empire in the 9th century. The preserved records document that the Slav missionaries educated and instructed young piarists in the Old Slav language and script.

A more stable school and education system was created in collaboration with organizational strengthening of Christianity. In the 11th-14th centuries the chapter, parish and convent schools started operating. With development of towns in the 15th and 16th centuries the establishment of municipal (Latin) schools, the so-called particular schools, came into being. Along with them, private

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clerical schools started their activity. An outstanding educational institution were the guilds that provided teaching of journeymen within the framework of apprenticeship. The first university operating at the territory of Slovakia was Academia Istropolitana founded by Matthias Corvinus in Bratislava, 1465, that was dissolved after his death.

The Reformation instigated a quantitative growth of schools that began developing in two directions from the mid-16th century. According to confessional division of population the Catholic and Evangelical schools were founded.

The 6-year Catholic Latin schools and universities with 3-year philosophical and 4-year theological faculties were administered by Jesuits, elementary schools by piarists. From among other fraternities there were Premonstrates, Benedictines, Franciscans and Paulines who were concerned with education.

In contrast to Catholic schools, Evangelical schools did not have a uniform organization. The Evangelical municipal Latin schools reached a high level.

In the 16th century, the Old Hungary had no university. Only upon the impetus of Ostrihom Archbishop Peter Pázmany a Jesuit university was founded in Trnava. It had philosophical and theological faculties and later on it was augmented by the faculty of law and faculty of medicine in 1665 and 1769, respectively. In Košice a university was founded in 1657 with the philosophical and theological faculties.

The new Age of Enlightenment gave an impulse to the origin of the Mining Academy in Banská Bystrica in 1763 that became world-known not only because it was the first university of technical orientation in Europe but, first of all, because of its high quality of education and scientific research. In the same year, Collegium economicum was founded by Maria Theresa in Senec that corresponded in content of education and organisation to an institution of higher education.

In the 18th century, the economic, social and cultural life became gradually regulated, and education became a centre of cultural policy. It was a reaction to the changing conditions - a gradual disintegration of feudalism. The education reform of 1777 - Ratio education adopted by Maria Theresa substantially contributed to development of foundations of a modern education system. It became a binding rule for Catholic education and set up a supreme supervision of non-Catholic schools, as well. "Ratio" regulated the organisation, administration and financial provision of schools, the study and disciplinary orders. The new revised "Ratio" of 1805 defined the length of school attendance from 6 to 12 years and also contained the provisions on education for girls.

In the 19th century the education system in the Old Hungary became not only politicum but also nacionalisticum. The attempts to create a linguistically and politically uniform Hungarian nation exercised in various intensity, were an accompanying feature of that century.

The organizational arrangement of schools was changed by the so-called Thuna Education Reform of 1850.

The organizational arrangement of schools providing basic education was regulated by the act of 1868 on people’s and middle schools and teacher training colleges. The basic schools founded by the State, church, associations or private persons attained, for the first time since the Theresian Reform, a uniform external organization. The compulsory schooling was strictly established for all children aged 6-12; the internal organization was defined by introduction of uniform subjects, and the central coordination of supervision of all schools was formed.

The origin of the first Czechoslovak Republic in 1918 meant a liberation of the Slovaks from the Hungarian suppression and, within the educational policy, the start of the process of unifying the education systems at the territory of the Republic.

The central body of State administration was represented by Ministry of Education and National Culture in Prague. The education system was made up of national education (child homes, people’s, middle and auxiliary schools), secondary schools (8-year gymnasia, teacher training colleges,

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technical schools) and higher education institutions. The so-called Small Education Law No. 226 of 1922 which introduced 8-year compulsory schooling since 1927/28, was a significant measure. In contrast to national education the secondary education was not solved in a complex way, they were only individual types of secondary schools to be addressed during the existence of the first Republic. A significant step for providing education of their own intelligentsia was the foundation of the Comenius University in Bratislava in 1919 with four faculties - faculty of medicine, law, arts and science and, in 1937, the Technical University of dr. M. J. Štefanik in Košice. The Commercial University was established in 1940 in Bratislava.

A significant action that influenced the development of the education system in Slovakia was the regulation of the Slovak National Council of 6 September 1944 on nationalization of the education system.

After 1948 Czechoslovakia started on a journey of building up the State on the principle of a single-party monopoly, joint ownership with an exclusive orientation towards the Soviet models in creating the individual areas of economic and social life which had survived for forty years, with some attempts to revise the system.

The organization and teaching in primary and secondary schools, and higher education institutions were regulated by legislation of which the Act 95/1948 of the Law Code on the basic organization of the uniform education was of great importance for further development. The Act secured legal and organisational unification of the education system on the principle of the state-owned and unified school and set up compulsory school attendance. It was related to all levels and types of schools with exception of higher education institutions and theological colleges. The Act on the education system and teacher training No. 31/1953 of the Law Code amended the previous structure of the education system and shortened the compulsory schooling to eight years. The secondary comprehensive school with the school-leaving examination took 3 years. The network of preschool establishments, secondary specialised schools, secondary vocational schools and apprentice centres was extended. The education system has also involved legalized on-the-job training. Higher education institutions developed according to acts of 1950 and 1956.

According to the Education Act No. 186/1960 of the Law Code the compulsory schooling was again prolonged to nine years. The secondary education system also included vocational schools and apprentice centres. In the development of higher education institutions the Higher Education Act of 1966 played an important role.

According to the Act No. 29/1984 of the Law Code the secondary education was carried out within the framework of 10-year compulsory schooling. The system of preschool education, higher education and further lifelong permanent education took up a quicker pace of development. The basic reconstruction in the content of educational work became a centre of this reform.

In November 1989, the communist regime came to end and the entire society, including education, started the process of transformation. The principles of democratization and humanization stipulated in the amendment No. 171/1990 of the Law Code on the system of primary and secondary schools, as amended by subsequent provisions, created suitable starting points for differentiation and decentralization of our educational system, including the new content of education, corresponding to the needs of the end of 20th century.

In the 18th century music education in Slovakia was represented by a wide spectrum of institutions, in church and municipal schools at universities and, finally, by means of private teaching. The education reforms of Maria Theresa, known in the Old Hungary as Ratio educations (1777) represented a milestone in the history of music education. On the one hand the excluded music from regular teaching in public people’s schools and, on the other hand, the state authorities defined its stable place in the system of public teacher education.

Under the impact of Theresian reforms in 1775 a music class was set up at the municipal normal school in Bratislava. The aim of the teaching in this class was the preparation of teachers for the function of an organist. The systematic education of pupils with evident music talent was a dominant

23

content of this class. The convent schools played a significant role in the field of music education and instrument play.

In the 19th century, the conditions for development of autonomous music education at the territory of Slovakia were not favourable. The singing and music education were a part of education in primary and secondary schools in specialised schools and schools of higher level of various type. Singing, playing musical instruments and music science were taught. Music schools arose at the music associations in Bratislava, Trnava, Košice, Banská Bystrica, etc. The teaching was aimed at education of singers and musicians associated. In 1784, the public Music School was founded in Košice to form a part of the primary education and as late as 1886 it separated as a Municipal Music School. A municipal music school of a higher type was founded in 1906 in Bratislava. In 1909, the Music School originated in Prešov.

The Slovak music culture and music schools started its life after the disintegration of the Austrian-Hungarian Monarchy without its own professional institutions, therefore it was necessary to gather one’s own human potential and to built-up basic music institutions.

In 1919, the first music school was founded in Bratislava for Slovakia. At the end of the 30s there were approximately 10 music schools. The reorganisation of music schools started in 1958 and some of them were renamed conservatoires.

The primary music schools were replaced in 1960 by the people’s schools of art with music, fine art, dance and literary-dramatic specialisation.

By the time the Act No 171/1990 of the Law Code, whereby the act no. 29/1990 of the Law Code on the system of primary and secondary schools (the Education Law), as amended, came into force there were basic schools of art (the then people’s schools of art) functioning according to the Slovak National Council No. 78/1978 of the Law Code on educational establishments. By the provision of § 6a of the cited Act No. 171/1990 of the Law Code the former people’s schools of art were included into the act on the system of primary and secondary schools and was renamed "basic schools of art".

The provision of par 6a was abolished and substituted by § 33a of the Act of the National Council of the Slovak Republic No. 230/1994 of the Law Code, whereby the Act No. 29/1984 of the Law Code on the system of primary and secondary schools (the Education Law) was amended and supplemented, which sets out that the basic school of art provides the basics of education in individual fields of art or some of them give preparation for courses in the study fields of art in secondary schools of artistic orientation and conservatoire; it gives preparation for studies in higher education institutions with artistic concentration. In basic schools of art the establishment of music, dance, fine art and literary–dramatic divisions is provided. These schools may be also church-affiliated and private, in addition to public ones.

Dejiny školstva a pedagogiky

Malá encyklopédia Slovenska

Ratio educationis. Základný dokument pre reformu uhorského školstva

Ďalší rozvoj čs. výchovno-vzdelávacej sústavy. Projekt a dôvodová správa

Comenius University in Bratislava

Ministerial Decree on the reform of primary people’s and secondary education. The so-called Thuna’s Education Reform.

Act No. 186/1960 of the National Assembly on the system of education and training (Education Law)

Act No. 286/1999 on foundation of College of Management in Trenčín

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Act No. 29/1984 on the system of primary and secondary schools (Education Law) as amended by subsequent provisions

Act No. 31/1953 on the school system and teacher education (Education Law)

Act No. 375/1919 on establishment of Comenius University in Bratislava

Act No. 95/1948 on the basic amendment of the unified education (Education Law)

2.2. Ongoing debates and future developments

The SR Government has approved the Bill on education and training (Education Law) and on the change and supplement to some acts under No. 245/2008, which came into effect on 1 September 2008.

The proposed amendment created the legislative space for realisation of reform transformations in education and training, namely, through definition of terms and basic principles concerning education and training in regional school system, determination of the way of realisation of education and training by means of two-level educational programmes in schools incorporated in the system of schools and school facilities related to the achieved level of education, determined 10-year compulsory schooling, defined the process and system of education and training in kindergartens, primary schools and secondary schools, enabling individual education and training, defining the assessment and marking in schools, process of admission and termination of education, monitoring and evaluation of education as well as education system, determined the process and conditions of education and training for children of foreigners, gifted children and pupils, education and training of children and pupils with special education needs. At the same time, it regulated the position and responsibilities of guardians, children and pupils in the process of education and training. The achieved levels of education at schools were adjusted with international ISCED classification of the achieved education.

The basic elements of reform changes solved by the Bill consist in the fact that education and training in schools will be carried out through educational programmes. The government determined for the schools the compulsory curriculum through the State educational programme. The school profiling is expressed by the school educational programme. In the school facilities, the education and training is carried out by means of educational programmes. The Curriculum Board has been established as a special initiative and advisory body of the minister of education, for key areas of education and training, and of the School Registry consisting of the registry of schools and school facilities and the registry of pupils. The National Institute of Certified Measurements of Education has been established for monitoring improvement of education process and the very education system has been proposed. The other changes include integration of kindergartens, language school, basic school of art and conservatory as an independent unit of the school system. The secondary specialised school was established that provides education through the school education programmes which has been provided by now by secondary specialised schools, secondary vocational schools and apprentice training centres. A cooperating system of counselling has been created through the centres of educational-psychological counselling and centres of special-educational counselling. The free education and training of children in kindergartens was provided in the last year before starting the compulsory school attendance.

New Act in its Article II has amended the Act No. 596/2003 of the Law Code on the State administration in education and the school self-government and on the change and supplement to some acts. It solves the competences of headteacher and the way of his appointment to the post regardless of the founder. The competences of the local educational authorities (regional school authorities) in the field of management of schools and school facilities in their territorial area of competence are growing. The change in names of schools and school facilities for pupils with special education has also adjusted the founders’ competences of the regional school authority, municipalities

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and autonomous regions. The reform changes brought along the additional duties to the State School Inspection concerning particularly the State supervision and control of quality of education process, selection procedures for the post of headteachers and adherence to generally binding regulations by heads of schools and school facilities, and the founders of schools and school facilities (communities and self-governing regions). Sactions are being enforced for trespasses committed by guardians when ithreatening the education and training of his child; for an administration delinquency committed by community or self-governing region, for example, in case of a greater number of pupils per class than permitted by law, etc.

The Education Law in its Article III changes and supplements the Act No. 597/2003 of the Law Code on financing primary schools, secondary schools and school facilities, as amended.

First of all, it set out financing of contributions for partial coverage of expenses for education and training for legal guardian of children in mainstream kindergartens and kindergartens for children with special education needs (hereinafter referred to as “special kindergartens”) established by municipality, regional school authority, State-recognised church or religious community, and other legal entity or physical person from the Chapter of the Ministry of Education of the SR with efficacy from 1 September 2008. The partial payment would cover the expenses for kindergarten children one year before starting compulsory school attendance in mainstream kindergartens and special kindergartens. The finances provided by the founder can be used exclusively for purposes set by this Act. Thus it will enable schooling of the greatest possible number of children in mainstream kindergartens and special kindergartens one year before starting compulsory schooling, including the children socially disadvantaged which will have a positive impact upon adaptation of these children to the school process in primary schools.

The other changes are related first of all to the new act on education and training (Education Law), especially with the change of position of mainstream kindergartens and kindergartens for children with special education needs and their re-location from school facilities to schools. A change rests in the way of financing private schools. Church schools will be further financed as the State-owned schools. The private school founders will get reduced monthly normative subsidy (by 15%) in case of abrogation by school of the valid regulations, namely, for the period from detecting the trespass until its removal. The amendment to Act No. 597/2003 of the Law Code sets details of conditions and rules on the basis of which the ministry shall allocate to the school founders the funds for financing specificities that cannot be considered in the normative, the financing of extraordinary results of pupils, financing of developmental projects and allocation of financial resources by means of contract procedures.

The main objective of the Act on lifelong learning is to create conditions for further education provisions as the component of the lifelong learning so as to increase quality of provided further education and to enable recognition of of educational outputs which lead to to partial or full qualification achievements.The Act at the same time introduce supportive tools for transparency and access to complex information on educational possibilities and needs of citizens in order to be employed more easily at the labour market by which there are integrated also some elements of lifelong guidance (information system on further education).The Act No. 568/2009 on Lifelong Learning of the Law Code (further on the “act”) substituted the Act No, 386/1997 of the Law Code and it developed some additional institutes necessary for the definition of the lifelong learning system in Slovakia. First of all there are procedures and rules in the area of accreditation of educatiponal programmes of further education. New act defines new rules with emphasis on quality of education and alongside simplifies a range of the areas and themes which are the subject of the accreditation. At the same time it brings a new element in the system of lifelong learning which is the recognition of outputs of further education in eligible institutions. This institute is possible only on the basis of existing National system of qualifications, which is specified in the new act in details. The additional supportive institutes, which are defined by the act are information system on lifelong learning and monitoring and prognosis of educational needs.

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Act No. 596/2003 on state administration in education and school self-government and on change and supplements of some acts as amended by subsequent provisions


2.3. Fundamental Principles and Basic Legislation

Among the fundamental principles of educational policy in Slovakia the following principles rank:

democratisation - characterises citizens’ access to education laid down in the Constitution of the Slovak Republic and education law No. 245/2008 of the Law Code on education and training;

decentralization – transfers decision-making competences of establishment, dissolution and profiling the schools and school facilities to lower levels of public administration bodies (that means, the local and regional authorities);

humanism - expresses a new teacher - pupil relationship manifested in respect for the pupil’s personality and based on mutual confidence;

alternativeness - expresses a possibility of the rise and development of alternative schools from the founder’s point of view, a possibility of experimental verification of alternative educational programmes;

autonomy - is manifested at two levels, that means, school’s autonomy and teacher’s autonomy. School’s autonomy is ensured by the status of legal entity of all secondary schools, which is guaranteed for them by the Act No. 29/1984 of the Law Code on the system of primary and secondary schools, as amended by subsequent provisions. Since 2001, the status of legal entity is also related to all primary schools and according to the decision of founder (commune) to kindergartens, too;

transferability - is applied in relation to the pupil and enables him/her vertical and horizontal transferability in both ZŠ and secondary schools while fulfilling certain requirements;

comparability - enables to compare our education system with education systems of the advanced countries of the world. All legislative rules are subject to approximation with the aim to bring them nearer to the legislative rules of the European states, in particular;

flexibility - is expressed mainly in the učebné osnovy, with the aim to adjust to the continually changing requirements of the labour market. This fact is emphasised in the application of the State educational programme into school educational programmes in which are reflected specificities of regional, local character, needs of pupils, parents and school as such.

Among the best-known acts and decrees that deal with school establishments, ZŠ, secondary schools and higher education institutions the following acts and decrees rank:

The Act of the Slovak National Council No. 596/2003 of the Law Code on state administration in education and school self-government, by which the achieved changes in the public administration reform and their impact on organization and management of the school system in Slovakia, are enforced. The space is thereby created for further reform steps in this area. The Act was amended by Acts Nos. 365/2004, 564/2004 and 689/2006 of the Law Code.

The Act No. 131/2002 of the Law Code on Higher Education and on Changes as Supplements to Some Laws.

The Act No. 597/2003 of the Law Code on financing primary schools, secondary schools and school facilities. Based on this Act the normative financing per pupil of the school or school

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facility was introduced. The Act was amended by the Act No. 523/2004 of the Law Code, Act No. 564/2004 and Act No. 689/2006 of Law Code.

The Act No. 184/2009 on Vocational Education and Training and on the Change and Supplement to Some Acts.

The Act No 568/2009 on Lifelong Learning and on the Change and Supplement to Some Acts by which the Act No. 386/1997 of the Law Code on further education and on the change of some acts was abolished.

The Act No. 293/2007 of Law Code on recognition of professional qualifications. The Decree of the Ministry of Education and Science of the Slovak Republic No. 207/1993 of

the Law Code that specifies details on equivalence of education certificates issued by foreign primary and secondary schools.

The Decree of the Ministry of Education of the Slovak Republic No. 291/2004 of the Law Code, whereby details on the way of establishment of school administration bodies and their composition, and organization and financial provision are laid down.

The Decree of the Ministry of Education of the Slovak Republic No137/2005 of the Law Code on school inspection.

The Decree of Ministry of Education of the Slovak Republic No. 453/2005 of Law Code on the scope and other details on recognition of motivation scholarships.

The Decree of Ministry of Education of the Slovak Republic No. 9/2006 of Law Code on structure and content of reports on educational activity, its results and conditions of schools and school facilities.

The Decree of Ministry of Education of the Slovak Republic No. 305/2008 of Law Code on open-air-school.

The Decree of Ministry of Education of the Slovak Republic No. 308/2009 of Law Code on kindergarten whereby is changed Decree No. 306/2008 of Law Code on kindergarten.

The Decree of Ministry of Education of the Slovak Republic No. 307/2008 of Law Code on education and training of pupils with intellectual talent.

The Decree of Ministry of Education of the Slovak Republic No. 314/2008 of Law Code on secondary schools and on the list of study fields and trades iwhich require verification of special abilities, skills or talent.

The Decree of Ministry of Education of the Slovak Republic No. 319/2008 of Law Code on recognition of a substitute of secondary school-leaving examination in foreign language.

The Decree of Ministry of Education of the Slovak Republic No. 320/2008 of Law Code on primary school.

The Decree of Ministry of Education of the Slovak Republic No. 321/2008 of Law Code on language school.

The Decree of Ministry of Education of the Slovak Republic No. 322/2008 of Law Code on special schools.

The Decree of Ministry of Education of the Slovak Republic No. 323/2008 of Law Code on special educational facilities.

The Decree of Ministry of Education of the Slovak Republic No. 324/2008 of Law Code on basic school of arts.

The Decree of Ministry of Education of the Slovak Republic No. 325/2008 of Law Code on educational establishments of educational guidance and prevention.

The Decree of Ministry of Education of the Slovak Republic No. 326/2008 of Law Code on the types and appropriations of certificates and other printed forms, including the ways of their evidence and storage.

Rights and Responsibilities in the Field of Education

The rights and responsibilities in education are laid down in the Constitution of the Slovak Republic, Chapter 42, and Section 1 "Everybody has the right to education. School attendance is compulsory"; Section 2 "Citizens have the right to free education at ZŠ and secondary schools, and according to

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citizen’s abilities and society’s possibilities also at higher education institutions". The Constitution guarantees national or ethnic minorities the right to overall development in Chapter 34, "especially the right to develop their own culture along with other members of the minority, the right to spread and receive information in their mother tongue, to join nationality associations, the right to establish and maintain educational and cultural institutions"; Section 2 "Citizens who are part of national or ethnic minorities have under the conditions determined by the law along with the right to master the official language also the right:

to education in their own language to use their own language in official contacts to take part in the solution of matters concerning national and ethnic minorities.

The Act No. 245/2008 on Education sets out: ”Nobody may be relieved from fulfilment of the compulsory school attendance”. The rights of children and pupils belonging to the national minorities and ethnic groups are set by Section 12, the rights and duties of the child, pupil and its guardian are regulated by Section 144.

Education in Higher Education Institutions

Following the Act No. 131/2002 of the Law Code on Higher Education and on the change and supplement to some acts, as amended by subsequent provisions, higher education institutions are supreme educational, research and artistic institutions. The higher education institution mission is to develop harmonious personality, knowledge, wisdom and creativity in a man and to contribute to the development of education, science, culture and health for the whole society prosperity. The higher education institutions are public higher education institutions, state higher education institutions and private higher education institutions. Military and police higher education institutions are the state budgetary organisations, health-care higher education institutions are state contribution organisation. The private higher education institutions are legal entities. The main aim of higher education institutions is to provide higher education in the frame of the accredited study programs and creative science research or creative artistic activity. The study programs are realised in 3 levels. Higher education institutions have the exclusive right to provide higher education and right to award the academic degrees and science-pedagogical titles. The higher education institutions are the legal entities executing research and development in the territory of the Slovak Republic. The main aim of the higher education institutions in the area of science and technology is to realise mainly the basic research, to use the most recent knowledge in the area of science and technology in the process of students’ education and to involve them in creative science activity. Higher education institutions are divided according to the character and extent of their activities into university higher education institutions and non-university higher education institutions.

Further Education

Following the Act of the National Council of the Slovak Republic No. 568/2009 on Lifelong Learning and on the change and supplement to some acts was abolished the Act No. 386/1997 of the Law Code on employment. Also the Decree of the Ministry of Interior of SR No. 323/2001 of the Law Code on details of the content of theoretical knowledge and practical skills which are required for the maintenance of the trade, the way of the performance of the qualification examination and on issuing certificates related to the above performance as amended by the Decree No.470/2007 of the Law Code was abolished. The Act on lifelong learning regulates further education in which further education follows the level of education achieved in school education. The subject of the adjustments are:

accreditation of educational programmes of further education, rules and procedures of verification and recognition of further education outputs focused on partial or full qualification achievements

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national system of qualifications system of monitoring and prognosis of educational needs quality control of reflection of conditions of the accreditation and reflection of conditions for

awarding certification for performance of the examination leading to verification of professional competence.

Everybody who is interested in further education has the right to education at any age of his/her life according to his/her abilities and interests. The employers’ duty to take care of improvement of qualification of his employees is regulated by the Labour Code, the Act No. 400/2009 of the Law Code on the state service and on the change and amendments of particular Acts and the Act No. 553/2003 of the Law Code on remuneration of some employees in public interest and on the change and supplement to some acts.

The details on the further education of teaching employees are regulated by the Decree of MESR No. 445/2009 of the Law Code on the further education of pedagogical employees.

For more details see 8.2.10. .

Humanizácia výchovy a vzdelávania Školstvo a nová paradigma rozvoja Slovenskej republiky

Decree No. 137/2005 on school inspection

Decree No. 305/2008 on open-air-school

Decree No. 306/2008 on kindergarten

Decree No. 307/2008 on education and training of intellectually gifted pupils

Decree No. 314/2008 on secondary schools and on the list of the fields of study and trades in which the verification of special abilities, skills or gifts is required

Decree No. 319/2008 on recognition of a substitution of the secondary school-leaving examination in foreign language

Decree No.320/2008 on primary school

Decree No. 321/2008 on language school

Decree No. 322/2008 on special schools

Decree No. 323/2008 on special educational establishments

Decree No. 324/2008 on basic school of arts

Decree No. 325/2008 on school facilities of educational counselling and prevention

Decree No. 326/2008 on the types and appropriations of certificates and other school forms, including the ways of registry and storage

Decree No. 376/2005 on the details on conditions and rules of experimental verification of aims, content, methods, organization and management of performing the educational process in schools and school facilities

Decree No. 9/2006 on structure and content of reports on educational activity, its results and conditions of schools and school facilities

Act No. 131/2002 on Higher Education, as amended by subsequent provisions (fully wording in the Act No. 175/2008)


Act No. 311/2001 - Labour Code, as amended by subsequent provisions

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Act No. 400/2009 on state service and on changes and supplements of some acts

nd on changes and supplements of some acts

Act No. 386/1997 on further education as amended by subsequent provision No 567/2001 and on change of the Act No. 387/1996 on employment as amended by the Act No. 70/1997




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2.4. General Structure and Defining Moments in Educational Guidance

Organisation of the education system in Slovakia, 2009/10

41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710

SK MATERSK Á ŠKOLAZÁKLADNÁ ŠKOLA

UNIVERZITA / VYSOK Á ŠKOLA

G Y M N Á Z I U M

K O N Z E R V A T Ó R I U M

S T R E D N Á O D B O R N Á Š K O L A

1. stupeň 2. stupeň

Pre-primary – ISCED 0 (for which the Ministry of Education is not responsible)

Pre-primary – ISCED 0 (for which the Ministry of Education is responsible)

Primary – ISCED 1 Single structure(no institutional distinction between ISCED 1 and 2)

Lower secondary general – ISCED 2 (including pre-vocational)

Lower secondary vocational – ISCED 2

Upper secondary general – ISCED 3 Upper secondary vocational – ISCED 3

Post-secondary non-tertiary – ISCED 4

Tertiary education – ISCED 5A Tertiary education – ISCED 5B

Allocation to the ISCED levels: ISCED 0 ISCED 1 ISCED 2

Compulsory full-time education Compulsory part-time education

Part-time or combined school and workplace courses Additional year

-/n/- Compulsory work experience + its duration Study abroad

Source: Eurydice.

Age Level Institution

3-6 Pre-school education (voluntary) ISCED 0 Certificate on completing pre-primary education

Kindergartens Special kindergartens

6-15 Primary education 9-year primary school

Primary schools, special primary schools

6-10

The first stage (grades 1 – 4) ISCED 1 In grade 4 Certificate with Supplement – Pupil has received primary education

10 Transfer to secondary schools

10-15 The second stage (grades 5 – 9) ISCED 2 In grade 9 - Certificate with supplement – Pupil received lower secondary education

Primary schools 8-year gymnasium Conservatoire

10-year compulsory school attendance until age 16

15 Transfer to further education

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15-16 Completion of compulsory school attendance

15-19

Secondary education ISCED 3 – Pupil received lower or upper secondary education Certificates: School-Leaving Certificate Certificate of Final Examination Certificate of Apprenticeship

gymnasia, specialised secondary school, conservatoire

Transfer to higher professional education and higher education

19-21

Conservatoire Certificate: Graduate Diploma ISCED 4 or 5B – Pupil received postsecondary or tertiary education Secondary specialised school, 2-3-year educational programme Certificate on graduation examination and graduation diploma ISCED 5B with the right tu use degree of "diplomed specialist"

Conservatoire, specialised secondary school

Age Level Institution

19-24

Higher education a) 1st level - Bachelor’s study (at least 3 years, at most 4 years) ISCED 5B b) 2nd level - Magister’s, Engineer’s and Doctor’s study (at least 1 year, at most 3 years, together with 1st level at least 5 years) ISCED 5A c) 3rd level - Ph.D. study (3-4 years of full-time study, 5 years of part-time study) ISCED 6 Certificate: Higher education diploma Certificate on state examination

Higher education institutions

2.5. Compulsory Education

In accordance with the Education Law in the Slovak Republic the compulsory school attendance takes ten years and lasts until the end of the school year in which the pupil attains the physical age of 16 years. Compulsory school attendance starts at the age of 6 years. If the child who has attained the age of 6 is not adequately physically or mentally developed, the guardian of the child shall apply for, or the preschool facility shall propoer, the postponement ofthe start of compulsory schooling by one school year or for integration of the child into zero year of the primary school, upon examination by the respective counselling (psychological) establishment.

In 2002 the possibility of establishing zero grade in primary schools for children who attained the age of six years has been laid down, but they have not reached yet the school maturity; they come from socially disadvantaged surroundings and owing to their social and language environment there is no prerequisite in them to master the subject matter of Grade 1 of primary school in one school year. At the same time, the Act introduced the concept of teacher assistant who carries our educational-instructional activity and takes part in creation of conditions needed for overcoming health and social barriers of the child. Primary education is provided by ZŠ, which has two stages, the first stage - grades 1-4 and the second stage - grades 5-9. After successful completion of ZŠ the pupils continue fulfilling compulsory school attendance in the first grade of secondary school. Education at ZŠ and secondary schools is free. In other than public schools education may be provided for a fee (section 3 of the Article 42 of the Constitution of the Slovak Republic).

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2.6. General Administration

By the year 1990 the school administration had been executed at the central level. School administration at regional and district levels was implemented by resolutions of the party and state administration bodies. The transfer of information from the central management had many mediating links. The Act No. 542/1990 of the Law Code on state administration in education and self-government replaced the hitherto Act and created a branch system of administration (it was abolished by passing the Act of the National Council of the Slovak Republic No. 222/1996 of the Law Code) as amended by the subsequent provisions, amended by adoption of the Act No. 596/2003 of the Law Code – see further), conditions for pluralistic development of the education system, and conditions for strengthening schools’ autonomy.

These acts solved the position of self-governing bodies in education, and the local education authorities were abolished and became an integral part of the newly-constituted regional and district offices as their departments of education youth and physical education, with the school inspection as part of them. Furthermore, the act ensures autonomy, the status of legal entity to all secondary schools. The act gives to ZŠ a status of legal entity in case they have created conditions for it to be decided by the founder. Higher education institutions are legal entities and their organisation and activities are decided by the bodies of academic self-government in compliance with the Act No. 131/2002 of the Law Code on higher education institutions, as amended by subsequent provisions.

The Act No. 301/1999 of the Law Code partially improved the situation in the school management after 1996. School advisory competencies were reinforced, but the area of school autonomy was not solved because of the preparation of new reform of the public administration. According to this Act there should be specified new role of state and autonomy bodies at local and regional level.

The Ministry of Education published the Decree No. 51/2000 of the Law Code on school autonomy, which proposes the creation of school boards and local school boards and sets balanced participation of pedagogical staff, parents and participation of district authorities.

The transition of competencies in connection with reform of public administration has a complicated content from the professional point of view. It is connected mainly with founder function of municipalities and self-governance regions with state guarantee for the content of education (pedagogical documents) so to ensure the comparability of the extent, content and quality of education mainly for the purposes of documents accreditation on the education abroad, as well as to ensure filling-in particular levels or schools types with necessity to respect the professional and pedagogical competence of pedagogical workers and particularities of their work-legal position. These and the whole range of further specific issues limit the extent of self-governing bodies of municipalities and regions, bodies of school self-government as well as state bodies. Amendment to the Act No. 542/1990 of the Law Code on the state administration in education and school self-government (the Act No. 416/2001 of the Law Code, which came into force as of July 1, 2002), set the new competencies of decision-making subjects, which operate within the system – municipalities, self-governance regions, schools self-government bodies, state bodies which ensure the professional and methodological management, headteachers and heads of school establishments. The extent of competencies transition in the area of education at particular levels of management will be specified in further parts. The Act sets two forms of competencies of territorial self-government (municipalities and

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self-gevernment regions): transferred execution of state administration and execution of territorial self-government, the so called self-governing competences.

In connection with the ongoing public administration reform new division of competences took place in the field of performance of state administration in general, as well as the performance of civil service in education. The dissolution of district offices (and, consequently, their sections of education, youth and physical education), the transfer of budget resources for education from the chapters of regional offices to the budget chapter of the ministry of education, the new law on financing primary schools, secondary schools and school facilities and the ongoing transfer of competences to territorial self-governance evoked the need of new adjustment of the state administration bodies in education. The Act No. 596/2003 of the Law Code on state administration in education and school self-government and on change and supplement to some acts set down the establishment of eight local educational authorities which took over a great part of competences of the dissolved educational sections of the regional and district offices. In this way the formerly specialised state administration in education abolished in 1996 was renewed. In connection with adoption of this act the competences of the school self-governance were also renewed, namely by the Decree of the Ministry of Education of the Slovak Republic No. 291/2004 of the Law Code whereby the details on the way of establishment of the school self-government bodies, their composition, organization and financial provision are set, and whereby the aforementioned Decree No. 51/2000 of the Law Code on school self-government has been cancelled.



2.6.1. General Administration at National Level

The area of competence, organisation and tasks of the bodies of state administration in education, municipalities, and districts and of the bodies of self-government in education are laid down by the Act No. 596/2003 of the Law Code on state administration and self-government in education and on change and supplement to some acts.

The central body of state administration in education is the Ministry of Education of the Slovak Republic. The Minister is appointed by the President on the basis of Prime Minister’s proposal while the State Secretaries are appointed by the Government of the Slovak Republic. The Minister approves materials related to performing his rights and duties as a member of the Government, approves bills, decrees and directives of the Ministry submitted to the Government, agreements on co-operation with the central bodies, the main tasks of the sector at governance and execution of state administration, the final budget of the Ministry, submitting to the President of the Republic proposals of nomination of professors of higher education institutions, appoints and recalls the Mayor School Inspector defines the organisational and functional structures of the apparatus of the Ministry, and fulfils a number of other tasks within his competence. In the absence of the Minister, on his commission, the State Secretaries ensure and fulfil tasks implicit in the competence of the Minister within the defined range.

The Ministry as a central body of state administration governs the execution of state administration in education and checks up this execution. It determines the network of schools and school facilities, principles of pedagogical management of schools, it establishes and abolishes fulfilment of the tasks of the sector research, for preparation of the basic pedagogical documents and in-service training of pedagogues, for securing the sector information system, sector institutions and school information centres. It works out bills, the concept of development and norms for space, material and tool

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equipment of schools and school facilities, issues generally binding rules, and fulfils a number of other tasks. For fulfilling these tasks within the area of its competence the ministry sets up and dissolves the budgeted or partially-budgeted organisations.

The organisation structure of the Ministry of Education of the Slovak Republic has two levels. The first level includes the sections, independent departments, Minister’s office, office of the head of service and personal office, State secretaries’ offices and Secretariat of the Accreditation Commission. The second level includes sections, departments and offices of directors general of the sections. The present organisation structure of the Ministry is as follows:

Minister - Office of the Minister of Education State Secretary for Regional Education, Further Education and State Care for Sports – Office

of State Secretary State Secretary for Science, Technology, Children and Youth – Office of State Secretary Head of Service Office, Office of Head of Service Personal Office Section of Regional Education Section of State Care for Sports Section of Finances and Budget Section of Higher Education Institutions Section of International Cooperation Section of European Affairs Section of Science and Technology Section of Informatics Section for Lifelong Education Section of Economics for Structural Funds EU Department of Control Department of Mass Media Policy Department of Legislation The Legal department Department of Children and Youth Department for Public Procurement Department of Internal Audit Department of Economic Administration Department of Accounting and Relation to State Treasury Department of Crisis Management Secretary of the Accreditation Commission

The State School Inspection is also a body of the State administration in education. In its activity it is independent, regulated by acts and other generally binding regulations. The State School Inspection is managed by the Head School Inspector who is appointed and recalled by the Minister of Education for five-year period of office (Section 12 of Act No. 596/2003 of the Law Code). The State School Inspection fulfills the function of State control over the level of pedagogical management, over the level of education and training and material-technical conditions, including practical classes. In this area it also settles complaints and petitions (Section 13 of Act No. 596/2003 of the Law Code).

General Administration of Pre-primary, Primary and Secondary Education

Constitution of the network of schools and educational establishments is an important instrument of management which is assigned to the ministry of education according to Article 14, section 6, letter a) of the Act No. 596/2003 of the Law Code on state administration and self-government in education, as amended by the subsequent provisions.

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A pre-school establishment can be founded by the body of state administration in education, church, religious community, municipality, other legal entity or natural person. The founder governs the activities of pre-school establishments. Pre-school establishments falling in the net of pre-school establishments with half-day, all-day, week and continuous educational care (kindergarten and special kindergarten) are methodically regulated by the Ministry of Education of the Slovak Republic. Pre-school education in these establishments is carried out according to the Programmes of Educational Work approved by the Ministry of Education of the Slovak Republic. Following the Act No. 416/2001 of the Law Code the founding competence (i.e., establishment and dissolution) of kindergartens at self-governing execution was transferred to municipalities, that of special kindergartens to the regional school offices (following the Act 596/2003 of the Law Code).

The primary schools are governed by the Ministry of Education of the Slovak Republic concerning the matters of education and training. The primary schools are divided according to the founder into state-owned, private and church schools. According to the Act No. 416/2001 of the Law Code as of 1 July 2002 the municipalities will function as founders of schools in the frame of transferred execution of the state administration. The regional educational offices set up and dissolve primary schools only in the case of special conditions.

The integration of the basic school of art into the network of schools in the Slovak Republic is a basic prerequisite of the school existence. Upon the integration into the school network, the school may be established and becomes a part of the education system of the Slovak Republic. According to the Act No. 596/2003 of the Law Code the founders of the state-owned basic schools of art are the district authorities and self-governing regions. The founder of a private basic school of art may be a natural person or legal entity.

The secondary schools of the Police Corps and Army of the Ministry of the Interior are governed by the Ministry of the Interior of the Slovak Republic within its jurisdiction. The secondary schools of the Staff of Corrective Education of the Slovak Republic are governed by the Ministry of Justice of the Slovak Republic. The system of management has been substantially influenced by withdrawal of the founding function of SOU (1990) from companies as a consequence of their anticipated restructuring and its transfer to the Ministry of Education of the Slovak Republic and other sectorial ministries and, after 1996, to regional authorities. This fact has remarkably effected the practical training of pupils of SOU and had indirectly led in 1993 to the change of length of training in the vocational schools from three and four months to three years, by cancelling the period of operational training and strengthening the profiling subject – the practical training. In general educational matters the above mentioned ministries act in accordance with agreement of the Ministry of Education of the Slovak Republic. The founding competencies of SOU in the frame of transferred execution of the state administration are also in the competencies of self-government regions as of 1.7.2002.

In secondary schools the teaching is carried out according to the učebné plány and učebné osnovy that are issued by the Ministry of Education of the Slovak Republic. The učebné plány and učebné osnovy for general and specialised subjects at secondary health schools are issued by the Ministry of Education of the Slovak Republic upon agreement with the Ministry of Health of the Slovak Republic. The učebné plány and učebné osnovy are issued by the Ministry of Education of the Slovak Republic after being negotiated with the particular central bodies. The curricula and syllabi of the church school and educational establishment and of private school and educational establishment are issued by the founder upon agreement with the ministry of education. The educational standards make up a new component of the educational documentation.

According to the new Education Law (No. 245/2008) the education and training in schools and school facilities are carried out according to the educational-instructional programmes. The State educational programmes define the compulsory content of education and training for obtaining competencies. They are issued by the ministry of education, for vocational education upon discussing them with the employers, founders of schools, professional and special-interest associations with nation-wide area of competence and the ministries in the scope of their sectorial area of competence. The school education programme is the fundamental document of the school issued by the headteacher upon having discussed it in Pedagogical Board of the school and the School Council. It contains all

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requisites needed for realisation of teaching at school. The agreement of the school educational programme with the State educational programme is checked by the State School Inspection. For monitoring and evaluation of the quality of education and training at the level of the State programmes the new Act empowered the Ministry of Education to establish the National Institute of Certified Measurements of Education.

General Administration of Higher Education

The Ministry of Education of the Slovak Republic creates conditions for development of higher education institutions and higher education, coordinates the activity of higher education institutions, breakdown of finances from the state budget among individual higher education institutions, approves the establishment, merger, division and dissolution of faculties of higher education institutions, establishes sector institutes and workplaces for the fulfilment of higher education institutions’ tasks, etc.

The public higher education institutions are self-governing. Members of the academic community are guaranteed freedom of scientific research and publishing its results, freedom of artistic and further creative activity, the freedom of teaching lies mainly in the openness to the different science opinions, science and research methods and artistic movement, the right to teach and learn with the free choice of study, the right to elect academic self-governing bodies and the right to be elected. The right of freedom of speech and expressing own opinions and ideas during teaching, etc. The use of academic freedom and rights has to be in accordance with the principles of democracy, humanity and legal regulations.

Advisory Body at National Level

Accreditation Commission, advisory body of the Slovak Republic government. The main Commission task is to follow, analyse and evaluate independently the quality of education, research, art and other creative activities of higher education institutions and to improve the level of education. The commission judges in a complex way the conditions of activities realisation at particular higher education institutions and elaborates the recommendation for the improvement of their work. It can inform public about the findings.

The advisory body of the Ministry of Education is the Accreditation Commission for Further education, which verifies the competence of an educational institution to carry out educational activities, ensures the evaluation and inspection of the level of provided accredited educational activities, provides special counselling in the field of further education for the central and regional bodies of state administration and the bodies of self-government, prepares proposals for concept-based activities of the Ministry in the given area.

The additional advisory body of the Ministry of Education of SR is the Accreditation Commission for specialised activities in the area of work with youth which was established for the reasons of guidance, consultations and judgement of applications related to issuing confirmation on receiving the professional competence for performance of specialised activities in the area of work with youth.

The advisory body of the Ministry of Education of SR in the area of teachers career development is the Accreditation Council for continuous education of pedagogic employees and professional employees. It was established in 2009 on the basis of the Act on pedagogic employees and professional employees as the advisory body of the Ministry of Education of SR for the reasons of accreditation of conituous education programmes. Its task is to assess individual programmes of continuous education and to elaborate professional comments on them.

In addition to the above there is the Accreditation Commission for the area of physical culture as the advisory body of the Ministry of Education of SR. It assess and on the basis of fulfilment of conditions of the Act No. 288/1997 of the Law Code on Physical Culture and on the change and supplement to

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the Act No.455/1991 of the law Code on trade entrepreneurship (Trade Act) as amended by subsequent provisions of the Act No. 300/2008 of the Law Code it makes recommendations to the Ministry of Education of SR to issue confirmation on the accreditation to legal persons and natural persons which act in the area of physical culture.

The new Education Law established Curriculum Board as a professional, initiative and advisory body of the Minister of Education in key areas of education and training, particularly, in the field of innovation of the content of education and training, educational reforms and new models of evaluation.

The further bodies of Ministry of Education of SR are the Council of informatisation and informatics in education, the Council for children and youth, the Council fot the school system, lifelong learning and science and Council for national minority education, the Council for vocational education and traning and the Council of the Minster for sport.

Curricular Board

Ministry of Justice of the SR

Ministry of the Interior of the SR

Ministry of Education of the SR

National Institute of Certified Measurements of Education

State school inspection


2.6.2. General Administration at Regional Level

According to Act No. 596/2003 of the Law Code the local school administration are represented by regional school offices. The regional school offices are budgetary organisations of the State. They are financially connected to the budget of the Ministry of Education that fulfils the task of the founder in relation to them. The regional school offices are managed by the Mayor, that is appointed and recalled by the Government of the Slovak Republic at the proposal of the Minister of Education. The seats and territorial area of competence of regional school offices are identical with the seats and territorial area of the self-governing regions.

Following the Act No. 596/2003 of the Law Code, the regional school office establishes and dissolves according to network of schools and school facilities the following:

primary schools, if required by special conditions secondary schools and centres of practical training, if required by special conditions, special kindergartens, special primary schools, special secondary schools, practical schools, apprentice training centre, special educational establishments, school facilities that are a part of the above schools or educational establishments, schools in which the education and training are carried out in a foreign language according to

a special rule, establishments of special educational guidance,

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educational-psychological counselling centres for pre-school establishments and primary schools,

educational-psychological counselling centres for secondary schools.

In addition, the regional school authority:

decides at the first level about equivalence of certificates issued by primary and secondary schools abroad,

executes state administration at the second level in matters of schools and educational establishments which were founded by it, in case that are at the first level the decision-making is upon the headteacher of school or educational establishment, or, the headteacher of primary school that is founded by municipality which is not a school office,

decides at the second level on matters of jeopardy of early childhood education or neglecting the care for compulsory schooling of pupil at the first level of which the decision-making was upon the municipality,

provides for organization and financing of the cooperation with the founders within their territorial area of competence, with legal entities, civic associations providing for sports, including competitions, children and pupils of schools falling within its area of competence,

elaborates the background materials for statistical processing of data on education and training in schools and educational establishments within its territorial area of competence,

provides for processing and provision of information in the field of education and training within its area of competence,

in relation to schools and educational establishments, for which is founder authority it secures the premises, capital investment of schools and educational establishments,

provides methodological and counselling activities, secures the legal counselling for head of schools and educational establishments upon their

request, checks up the observance of generally binding rules in the field of education and training and

in the field of school catering in schools and school facilities within its territorial area of competence in the set up area,

handles complaints, incentives and petitions of citizens and guardians of children and pupils in the set areas of schools and school facilities it had founded.

The self-governing region:

establishes and dissolves within the transferred execution of the state administration and according to the network of school and school establishments, the secondary schools, apprentice schools and the centres for practical teaching,

appoints the headteachers of schools and school facilities he had founded, on the basis of the selection procedure, to be carried out by the school self-governing authority – the school council; he recalls the headteachers of schools and school facilities he had founded,

within the framework of regional self-government, it establishes and dissolves according to the net of schools and school establishments, the basic schools of art, centres of out-of-school activities, language schools at primary schools, youth houses, establishments of school catering, centres of practical teaching, service centres of schools, school centres of special-interest activities, open-air schools and free-time centres with the territorial area of competence of the self-governing region.

In addition, the self-governing region:

prepares the plan of investments and breakdown of finances allotted to regional school offices for schools and educational establishments, established by them,

provides for premises and material and technical equipment for teaching process, educational technology, financial resources for operation and maintenance, financial resources from State budget as well as from its own resources,

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executes the state administration at the second level in matters of schools and school establishments, which it founded and where the decision-making at the first level was done by the head teacher,

discusses with the school board and headteacher the concept of school development, budget and material conditions for their activities, personal and social conditions of the employees, proposal to introduce the study branches and orientations, report on the results of educational process at schools,

carries out the subsequent financial review in the field of management of finances allotted and checks up efficiency and purposefulness of their use,

upon request he approves the school educational programme of secondary school and the educational programme of the school facility he had founded,

handles complaints, incentives and petitions of citizens in the set up area; in case of need it applies the State School Inspection for a help.



2.6.3. General Administration at Local Level

The municipality establishes and dissolves, to the extent of transferred execution of state administration, the

primary schools according to the network of schools and school establishments, appoints the headteachers of schools and school facilities he had founded, on the basis of the

selection procedure, to be carried out by the school self-governing organ – the school board; he recalls the headteachers of schools and school facilities it had founded,

establishes and dissolves in the process of self-government the basic schools of art, pre-school establishments, school clubs for children, school centres for free-time activities, catering centres, language schools at primary schools and school service centres,

creates the conditions for realisation of compulsory schooling at primary schools, executes administration of schools and school establishments, control of management of the

school financial and material resources and control of effectiveness of management of municipality property in administration of school,

secures premises and material and technical equipment for teaching process, educational technology, financial resources for operation and maintenance, and investment recourses.

In addition, the municipality:

executes state administration at the first level in matters of threatening the early childhood education or neglecting the care for compulsory schooling of the pupil,

being an educational authority it executes the state administration at the second level in matters of primary schools it had founded and where the decision-making at the first level was upon the head teacher,

approves contract proposal on rent of school buildings and adjacent premises of schools or school facilities it had founded,

discusses with the school board and headteacher of the school or educational establishment the budget and material and technical conditions for activity, personnel, material and social conditions of employees, reports on educational activity, its results and conditions, reports on results of economical management, concept of investment development of schools and school establishments it had founded,

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on requirement aproves school educational program of primary school and aducational program of schols establishment it had fonunded,

handles complaints, incentives and petitions of citizens and guardians of pupils of schools and school establishments it had founded, in the set areas.


2.6.4. Educational Institutions, Administration, Management

Education is provided by the school and out-of-school educational institutions within their area of competence. They are the following:

a) primary schools, secondary schools and higher education institutions b) educational establishments of the central bodies of state administration c) educational establishments of professional organisations and professional unions d) educational establishments of municipalities and towns e) educational establishments of cooperatives f) educational establishments of civil and special-interest associations g) educational establishments of churches and religious communities h) educational establishments of cultural-educational establishments i) educational establishments of labour organisations, j) educational establishments of natural persons and legal entities.

Educational Institutions, Administration and Management at Pre-school Level

The pre-school establishment is managed by the headteacher, who is also responsible for its activities. In his absence the headteacher is substituted by his deputy. A special kindergarten along with a special school of a different type for equally handicapped children, can be managed by one headteacher.

In the pre-school establishment with weekly or continuous educational care also assistants of teachers act. In the class of a pre-school establishment with half-day educational care education is provided by one teacher. In the class of a pre-school establishment with all-day educational care education is alternately provided by two teachers (one works in the morning, the other in the afternoon, while their basic weekly workloads of direct educational work usually overlap at the time of the children’s stay outdoors or at lunch time). In the class of a pre-school establishment with weekly and continuous educational care there are two teachers and two assistants of teachers.

The Education Act sets down in its provision 28 paragraph 10 maximum number of children per class.

In the class of a pre-school establishment with all-day educational care of children younger than three years in which there are more than 14 children, education is provided alternately by three teachers.

The Act enables unification of several preschool establishments or preschool establishment with primary school of the same founder in one legal entity.

Educational Institutions, Administration and Management at Primary Level

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ZŠ is managed by the headteacher who is also responsible for its activities (observance of the legal rules, učebné plány and učebné osnovy, professional and educational level of the school work, and the effective use of funds). The headteacher is appointed for a five-year term of office and recalled by the founder on the basis of the school board’s proposal; the school board submits a proposal based on selection procedure. The school board’s proposal is binding for the founder (the Act No. 596/2003 of the Law Code). Within his competence the headteacher submits to the school board (a self-governing body) information about the pedagogical-organisational and material provision of the educational process, modifications in the učebný plán, proposals for numbers of admitted pupils, the report on educational results of the school, budget proposal, the report on results of school’s management. Upon request of the founder, the headteacher shall submit to him the school educational programme for approval. According to the kind, type and size of a school the headteacher appoints his deputy (deputies). He designates class-teachers, heads of methodical departments or different curricular review groups, sets up advisory bodies, namely the education board, methodical departments, different curricular review groups and others according to the needs and conditions of a school. He issues an internal school order. The headteacher has a teaching load depending on the size of the school and the number of classes, but three hours a week at least.

The Education Act sets down in its provision 29 paragraph 5 maximum number of children per class .

The headteacher of ZŠ executes state administration at the first level. He decides on:

admission of the pupil to the school, postponement of the start of compulsory school attendance of the pupil, additional postponement of compulsory school attendance, exemption of the pupil from the obligation to attend school, exemption of the pupil from education in individual subjects or their parts, permission to complete school attendance outside the territory of the Slovak Republic, imposition of educational measures, permission to take the commission examination, permission to take examinations in individual subjects also by an applicant who is not a pupil

of the school, determination of contribution of pupil’s guardian for partial coverage of costs for care provided

to pupil in the school and school facility (§ 35), individual education of pupil, individual education of pupil abroad, enabling an individual study of the pupil according to individual study plan, education of pupil in schools founded by another State at the territory of the Slovak Republic

with the consent of the Embassy of the other State.

The basic school of art is managed by the headteacher who is appointed on the basis of the result of competitive committee by the appropriate founder. The headteacher of the church or private basic school of art is appointed or recalled by the founder of the school.

The headteacher of the school is responsible for ensuring the observance of generally binding rules, curricula and syllabi, for the professional and pedagogical level of the educational work and efficient and economic use of the school property. The headteacher of the basic school of art may authorise any teacher to manage the school branch.

The content of education in the basic school of art is extensive and owing to the need of providing professionalism in decision-making of the school headteacher and efficient administration of the school the headteacher appoints a deputy headteacher, head of department and head of subject commission. At the same time, he establishes different advisory bodies. They are, first of all, subject commissions, in which the professional-methodical problems are discussed and solutions are search for providing unification of demands for educational achievements.

An advisory body of the headteacher for questions of art is represented by the Art Council that discusses the problems of art education of pupils. The Art Council is composed of the school

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headteacher, deputy headteacher, heads of departments and of subject commissions, eventually, some teachers of the school.

Headteacher of basic school of art executes the state administration at the first level. He decides on:

admission and classification of applicant to the study, interruption of the study approval of the transition to higher grade, premature accomplishment of the study, approval to repeat the grade, approval to take an examination re-sit, determination of contribution of pupil’s guardian for partial coverage of expenses.

The advisory body of the headteacher in educational-organisational questions is the Pedagogical Board. All teachers of the school are members of the Board.

The School Board is an advisory self-governing body expressing and asserting the public interests and interests of pupils, parents and teachers in the field of education. It is a duty of headteacher to create conditions for establishment and activity of the School Board. The School Board is established at schools according to a special rule.

Educational Institutions, Administration and Management at Secondary Level

Secondary school is managed by the headteacher, who is also responsible for the pedagogical and professional level of educational work, for labour safety and protection, for the economy of the school. The headteacher of a secondary school, which has not been established by the regional board is appointed and recalled by the founder on the basis of school board proposal (the Act No.596/2003 of the Law Code). The headteacher of a secondary school executes state administration at the first level. He decides on:

admission of the pupil to study in secondary school or apprentice training centre, exemption of pupil from the duty to attend the school, exemption of the pupil from the study of individual subjects or their parts, enabling the pupil to study according to an individual učebný plán, permission to complete a period of one’s studies at a school of similar type abroad, interruption of studies, permission to change študijný odbor or učebný odbor, transfer of pupil to ZŠ during completing the compulsory schooling, permission to repeat the grade, imposition of educational measures, permission to take a commission examination, permission to take an exam from particular subjects also for the applicant, who does not

attend the school, approval of a grant, determination of contribution of the pupil’s guardian to partial coverage of costs for care

provided in the school or educational establishment, individual education of the pupil, recognition of secondary school-leaving examination in foreign language.

The headteacher of a secondary school may, according to the kind, type and size of the school and on the opinion of the school board, appoint and recall:

at gymnázium and SOŠ the deputy for education and the deputy for technical-economic activities,

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at sports gymnázium and different secondary school with classes of top-performance sports training, besides the deputy, also the deputy for sports training.

The headteacher of secondary school designates class-teachers, educational counsellor and heads of methodical departments or different curricular review groups. He sets up his advisory bodies, namely the educational council, advisory body, methodical departments, different curricular review groups. At art-handicraft schools of applied art, secondary art schools, conservatoires and ballet conservatoires he sets up the art council. The headteacher of secondary school enables the set-up and activities of the pupils’ council.

The Education Act sets down in its provision 33 paragraph 1 maximum number of 30 children per class.

Educational Institutions, Administration and Management at Higher Education Level

Statutory body of the higher education institution is the Chancellor. He manages it and acts on its behalf and represents it outwardly. He accounts for his activity to the Academic Senate of the public higher education institution and in activities set by law to the Minister. The faculty is represented by the Dean. He managers it and he acts in matters of the faculty. He is responsible for his activity to Academic Senate of the Faculty and for specified activities to the Chancellor. The Chancellor is substituted by Vice-Chancellors, the Dean is substituted by Vice-Deans. The Chancellor is appointed by the President on the basis of proposal of Academic Senate of the public higher education institution; the Dean is elected by the faculty’s Academic Senate and appointed by the Chancellor. The Vice-Chancellor is appointed by the Chancellor with the approval of the Academic Senate of the public higher education institution. The Vice-Dean is appointed by the Dean with the approval of the Academic Senate of the faculty.

The terms of office of the Chancellor, Vice-Chancellor, Dean and Vice-Dean last four years. The same academic office of Chancellor and Dean may be held for two successive terms of office at most.

The higher professional education (post-secondary –ISCED 4 or tertiary –ISCED 5B ) are provided by secondary schools according to the Act No. 245/2008, § 16, Section 5.




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2.7. Internal and External Consultation

The contact of school with the outside surroundings is manifested in various forms: virtually in each school there is the Parents’ Association (the umbrella organisation is the Slovak Committee of Parents’ Associations) which has its classroom meetings and nation-wide events, the representatives of parents defend the parents’ interests and the interests of their children – pupils in the School Board which is established by law in each school and school facility, still greater number of schools create and administer their own websites showing topical information and enabling participation of pupils in preparation, realisation or evaluation of various educational activities, the portal MODERN SCHOOL – a service for parents, teachers and children (www.modernaskola.sk) has been functioning at the Slovak-wide level for two years already.

2.7.1. Internal Consultation

Consultations (cooperation) between staff and pupils take place at several levels outside the direct teaching process too. According to Act No. 596/2003 of the Law Code, as amended, each secondary school has a pupils’ school board which represents pupils and their interests in relation to school management. Being an advisory and initiative body it expresses its opinions on substantial questions of education and training, on proposals and measures, participates in observing the school order, and expresses its opinions and proposals (Section 26 Clause 7 of the above Act). Under this Act the pupils’ representative is a member of the school board in each secondary school. In addition to this formal cooperation, the consultations are ongoing between teachers and pupils at various less formal levels, first of all those on development of projects at national and international levels (e.g., project EUROSCOLA, declared annually by European Parliament since 1989) involvement in programmes such as Open School, Healthy School etc.

The bodies of school self-government are codified by the Act No. 596/2003 of the Law Code on state administration and self-government in education. The school administration is executed by the school board, territorial and district school boards and pupils board as a particular school administration body. The school board and the territorial (district and regional) school board are initiating and advisory self-governing bodies, in which teachers, deputies of municipal corporations and town councils, parents, and at secondary schools also students are represented. Their task is to push forward local interests and interests of parents and teachers in the area of education. They judge the activities of schools and local education authorities and from the point of view of education express their opinions on the activities of municipal corporations and local bodies of state administration. They have decisive role in questions of head master appointment as well as withdrawal. The Pupils’ School Board represents pupils of secondary school and represents its interests in relation to headteacher and school management.

The school board, municipal school board and the territorial school board perform a function of public control over the work of all managerial workers participating in the creation of conditions for education in the pertaining region. The area of competence of the school self-governing bodies is laid down in Article 24-26 of the Act No. 596/2003 of the Law Code on state administration in education and school self-government, while the details on the way of establishing these bodies, on their composition, organizational and financial provision by Decree of Ministry of Education of the Slovak Republic No. 291/2004 of the Law Code.

Decree No. 291/2004 whereby details on the way of establishment of school administration bodies are laid down

http://www.modernaskola.sk/�

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2.7.2. Consultations with Stakeholders in the Society

Cooperation between the school (educational establishment), family and community varies in dependence on the level of school that the child attends. The younger the child, the closer the cooperation and contacts between the school and the family.

The relationships between the school and the family are of great importance. The family represents a basic social unit. It is responsible for education of the child, although the school participates in the educational process too. From the point of view of the correct development of the individual there ought to be mutual confidence and continuous communication between the school and the family. Among the most common forms the following rank: parent-teacher meeting (usually once in quarter of a year before or after the evaluation conference is held), consultations of the class-teacher and the parent, cultural and sports events of pupils for parents. The most frequent topics of communication are problems concerning academic performance and behaviour of pupils, and life of the school. Slovak Board of Parent Associations has been established as a civil association to protect and to apply parent interests in the school matters. The Slovak Board of Parent Associations is a national guarantee of annual European Day of Parents of Schools, organised by international association of EPA (European Parents Association), the SBPA being its regular member.

The competence of municipalities and self-governing regions in education is laid down by the Act No. 596/2003 of the Law Code on state administration and self-government in education. Their competencies in the area of the transferred school administration execution as well as the execution of territorial municipality are mentioned in detail in the part 2.6.1. , 2.6.2. and 2.6.3. .

For the fulfilment of tasks in the area of professional-methodical guidance in the field of research the ministry establishes sector institutes as directly managed organisations. They include, inter alia, the National Institute for Education (ŠPÚ) and the National Vocational Education Institute (ŠIOV). For the provision of professional and methodical management of schools and educational establishments, for in-service training of pedagogical and non-pedagogical staff as well as for the improvement of their qualification as well as completion of qualification exams the Ministry sets up methodical-pedagogical centre. It also founds school computer centres to secure resort information system and further education in the area of information and communication technologies. The National Institute for Education deals mainly with research and development of concepts of the education system, preparation, innovation and verification of educational documents (učebné plány, učebné osnovy, vzdelávacie štandardy and štátny vzdelávací program for general subjects) for pre-school education, ZŠ and secondary schools in the area of general education.

The State Institute for Vocational education and Training fulfils tasks especially in professional education. It prepares the state educational programmes for specialised subjects. The sector institutions have nation-wide area of competence and for the fulfilment of tasks in the area of creation of pedagogical documents for groups of učebné odbory and študijné odbory they create their expert commissions for maintenance of continuity between individual levels of education. In these commissions individual specialists from practice are represented. The institutions closely cooperate with schools through researchers of concrete tasks, or with teachers within seminars of methodical centres. Also some other central bodies of state administration, within the competence of which some types of secondary schools have been established, they have their directly managed organisations focused on the field of education.

The problems of the career choice and career guidance are also dealt with by the Institute for Labour and Family Research and its institution Centre of Professional Information as an organisation of the Ministry of Labour, Social Affairs and Family of the Slovak Republic. The issues of lifelong guidance is

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covered by the National forum for lifelong learning guidance which performs its activities in the framework of Academia Istropolitana. Academia Istropolitana is directly governed organisation of the Ministry of Education.

The problems of education of children and youth, professional orientation of pupils are dealt with by educational counsellors through the services of educational counselling. They are teachers of ZŠ and secondary schools who bestow care to both the pupils having various problems or requiring career guidance and their parents. The educational counsellor fulfils consulting tasks concerning education, vocational guidance, and prevention of the problem and delinquent development of children. He/she takes care of pupils from a socially disadvantageous environment, pupils with an altered working ability, and gives pupils and their legal guardians consultations in the solution of problems concerning education. He/she mediates linkage between the school and specialised establishments and other establishments dealing with child care. The headteacher of the school from the ranks of pedagogues designates the educational counsellor. He realises its activities at primary schools, secondary schools, special schools and if necessary in school establishments.

The central bodies and organisations provide ZŠ, secondary schools and schools for youth requiring special care with assistance in educational activities, in the development of schools, especially in the updating of the content of education, and the creation of personnel and material-technical conditions for school work.

Ministry of Labour, Social Affairs and Family of the SR

National Institute for Professional Education

National Institute for Education

Institute for Labour and Family Researche


2.8. Methods of Financing Education

Financing of public schools and educational establishments

The expenses of public schools and educational establishments are covered through public funds, which are made from the state budget, municipality budget, budget of higher territorial units. Their position, function and founding is regulated by the Act of the Slovak National Council No. 303/1995 of the Law Code on the budget rules as amended by subsequent provisions. From the point of view of the existence of public funds for the schools, the approval of the Act No. 597/2003 of the Law Code on the financing of the primary schools and secondary schools and school establishments has a special importance. According to this Act the other sources of financing are the funds for rent of premises, income from enterprising activity, contributions and gifts, and other resources according to a special regulation.

Starting with 2004, the state budget covers the funds for education, which are earmarked in the chapter of the Ministry of Education of the Slovak Republic (higher education institutions, primary, secondary schools and school establishments). After the tax reform in the year 2004, the public resources from the state budget were joined by the resources from other public budgets, which are municipality and higher territorial units’ budgets (self-governing regions), particularly, for provision of performance of their original competences.

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The public budget resources are designed for financing of education in state and non-state schools. The breakdown of funds from the Chapter of the Ministry is based on normatively allotted resources for individual streams, types and levels of the school. The normative contribution is determined by number of pupils and normative volume of funds allotted per pupil for current calendar year. A normative implies a sum of wage normative and operational normative. A wage normative expresses standardised annual costs for wages and salaries, insurance and appropriations of employers for employees (personal costs) ensuring the educational process and operation of the school pertaining per pupil. It is determined in dependency on the type of school, demands of the study field, form of study and language of instruction. With the ZŠ, the size of school should be considered too. The operational normative expresses the standardised yearly expenditures for educational process and operation of the school without personal expenses pertaining per pupil. For realisation of financing of special-interest education provided by schools and educational establishments the use is also made of educational vouchers. The educational voucher represents a special yearly contribution of the state for special-interest education of a pupil of primary or secondary school. The value of the voucher is determined by the ministry.

Financing of education in combination with involvement of public and private resources in connection with the appropriate forms of school management and the prepared fiscal decentralisation will result in the increased volume of disposable aids for education and at the same time it will improve their use.

Financing of church and private schools and educational establishments

The sources of financing private and church schools and educational establishments are the funds from the state budget in the chapter of the ministry of education, the income from enterprising activity, contributions from the founders, gifts as well as other resources according to a special regulation. The State provides for financing of private schools and church schools except for private and church basic schools of art) from the state budget similarly as in case of the state-owned schools provided the private and church schools may be allotted the finds for capital investments exclusively for procurement of movables. No funds are allotted for reconstruction of school buildings and modernisation of school equipment. On the other hand, the state property may be provided to private and church schools, basic schools of art and educational establishments on the basis of contract on loan according to a special regulation.

Financing and Education Budget at Pre-School Level

In the state pre-school establishments the sources of finances are represented by the state budget, municipality budget, their own incomes and gifts, and contributions paid by parents. Non-state pre-school establishments are financed from subsidies of the state budget (district authority budget), from the founders’ resources, from their own incomes, gifts and parents’ contributions.

A partial reimbursement of non-investment costs of pre-school establishment the founder of which is a body of state administration or a community, with exception of wages, comes from parents or other persons with alimentation paid for the child. They are expenses connected with material care.

In private and other non-state kindergartens and special kindergartens the founder may ask from parents monthly contributions in any amount to reimburse non-investment costs of the pre-school establishment.

If the child is provided meals in the kindergarten, the costs are covered by parents.

Financing and School Budget at Primary Level

The expenses of church-affiliated primary schools are covered in the same amount as at public schools from the state budget. Further sources of financing are the funds of founders.

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The expenses of private primary schools are subsidised from the state budget. They also use their own sources and fees paid by parents.

The total amount of the recourses designed for financing of the needs of primary schools from the public budgets is strictly set by normative way, mainly on the basis of school performance (number of pupils) and according to the height of direction (expenses for pedagogical activity and management of particular school type). The actual cost of directions securing the basic standard is a part of the Law on the state budget for appropriate calendar year.

The funds for capital investment are allotted in individual way, namely for individual buildings.

Financing and Education Budget at Secondary Level

The base for financing secondary schools is the state budget, after the reform of public administration this was joined by the resources from the municipalities budget, which will cover material and operational expenses. At the same time the conditions for obtaining and use of complementary resources (e.g. their own enterprising activity, resources from entrepreneurs sphere, e.g. gifts, etc.) have been extended. The legal representatives of pupils share the partial reimbursement of the expenses connected with material care (catering in the canteens, accommodation in school hostels, or other school services, which are realised upon parents requests).

The amount of funds from the state budget necessary for the state and church-affiliated secondary schools and their allotment are determined in a directive way, according to procedure described at the primary level of education (including the capital investment).

Financing and State Budget at Higher Education Level

New law on higher education institutions brings higher economy autonomy of higher education institutions. The economic tools resulting from their legal position enables more resources of financing.

Public higher education institutions and state higher education institutions are mainly financed from the state budget in a way that are provided:

public higher education institutions via Ministry of Education chapter or another ministries, military higher education institutions from the Ministry of Defence chapter, health-care higher education institutions from the Ministry of Health chapter.

Private higher education institution can be subsidies by the financial aids from the state budget, from the Ministry of education chapter.

The incomes of the public higher education institutions budget are: appropriation from the state budget, school fee, fee connected with study, incomes from further training, profit from intellectual property rights, incomes from gifts, from physical and legal entities, profits from entrepreneurs activities and other incomes, if it is in compliance with the law. The income can be appropriation from municipality budgets. Approval of the law on The Agency for support of science and technology in 2001 and a new law on the science and technology in April 1, 2002 provide new tools for financing of the science and technology in Slovakia. The higher education institutions can apply for supplementary financial resources via state orders and state programs. The additional legislative tool for the support of research and development is the act on stimulus for research and science and research and development and on the supplement to the Act No. 595/2003 on income tax as amended by subsequent provisions which stipulates rules and procedures for stimulus provision for research and and development performed by entrepreneurs from all resorts of national economy. The Act creates conditions also for the increased involvement of small,medium and large enterprises into research and development. As stimulus is considered two supportive tools – state subsidy from state budget and income tax relief. Applications for granting stimulus for the support of research and development are to be available directly for entrepreneurs without opening specific calls.

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Another resources are the finances obtained via EU educational programmes and Structural Funds of the European Union.

The expenses of public higher education institutions budgets are used for realisation of the tasks, for which the institution was established. Each public higher education institutions elaborates the budget for the calendar year. The budget is the basis for the higher education institutions management for the given year.

The basis of methodology in allocating the budget for operation, after subtracting the wages for individual institutions, is the division of costs per fixed and variable costs. Fixed costs represent especially costs per energy and rent. They are determined on the basis of real costs in the previous periods. All the remaining operational costs are covered by variable expenses.

The division between individual higher education institutions is determined by a performance indicator and cost coefficient per unit of performance.

The executive indicator represents a number of full-time students increased by a number of part-time students multiplied by coefficient 0,4 and number of doctoral students multiplied by coefficient 2,0.

The cost coefficient per unit of performance expresses diverse cost demands per provision of study at different faculties. Coefficient 1 marks faculties with lowest financial demands (social, law sciences). The highest evaluations are given to faculties with high costs per student, namely, faculties of arts, and of veterinary medicine. The adjusted coefficients decreasing the diffuse between the lowest and highest costs per student were gradually used. Details are set by the related government decrees.

Decree of the Government No.420/2008, whereby the financial limits are set for provision of full-time study in the study programmes, determines taxatively the amount of contribution for every public higher education institution

Decree of the Government No. 630/2008 whereby the details of breakdown of finances from the national budget are set down for schools and school facilities


Act No. 132/2002 on science and technology

Act No. 523/2004 on budget rules of public administration

f public administration


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2.9. Statistics


2.9.1. Overall overview of schools in the Slovak Republic according to kinds of schools – schools and pupils/students

Štatistická ročenka školstva SR 2007


2.9.2. Overall overview of private and church schools – schools and pupils/students

Overall overview of private and church schools – schools and pupils/students, school year 2009/2010

Private schools Church schools

Number of schools

Number of pupils/ students

Number of schools

Number of pupils/ students

Total number

Kindergartens 64 2 613 44 2 228

Primary schools 36 3 493 112 22 646

Secondary schools 136 20 341 76 19 010


10 37 944 - -

Overall overview of schools in the Slovak Republic according to kinds of schools – schools and pupils/students, school year 2009/2010

Number of schools Number of pupils/students

Kindergartens 2 873 138 741

Primary schools 2 224 458 613

Secondary schools 760 298 752

Higher education institutions 33 228 674

Special schools 466 27 237

Note: In the total number of pupils/students are included also foreigners, the number of pre-primary,

primary, secondary schools cover also pupils from special classes and a number of higher education students include also PhD students.

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Special schools 34 927 14 388

% from the whole number

Kindergartens 2,23 1,88 1,53 1,61

Primary schools 1,62 0,76 5,04 4,94

Secondary schools 17,89 6,81 10,00 6,36


30,30 16,59 - -

Special schools 7,30 3,40 3,00 1,42

Note: In the total number of pupils/students are included also foreigners, the number of higher education students include also PhD students.



2.9.3. Rate of public expenditure for education from GDP

Rate of public expenditure for education from GDP (in %), years 2006 – 2008

2006 2007 2008

3,487 3,49 3,59

Note: There are included also funding of schools and educational institutions of the Ministry of Interior affairs, Ministry of Health and Ministry of Defence of the Slovak Republic and funding of student´s loans from state budget.



2.9.4. Expenditures per one pupil from public budget

Expenditures per one pupil from state budget (in €), in 2009

Minimum Maximum

Primary schools 1 045,78 1 089,33

Gymnasia 1 174,02 1 217,57

Sports gymnasia 2,027,00 2 070,55

Specialised secondary schools 1 249,65 2 567,60

Conservatoires 3 785,84 3 829,39

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Kindergartens for kids with special educational requirements 2 684,00 2 723,00

Primary schools for students with special educational requirements 1 580,45 1 624,00

Gymnasia and specialised secondary schools 2 169,89 2 213,44

Special vocational secondary schools 2 691,42 2 734,97

Vocational schools and practical schools 2 931,67 2 975,22

Normatívy pre školy a školské zariadenia na rok 2007

Normatívy pre školy a školské zariadenia na rok 2008

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3. Pre-primary Education


41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710



G Y M N Á Z I U M
















Source: Eurydice.

Pre-primary education is carried out in kindergartens and in kindergartens for children with special education needs. Since 2002 can kindergartens join with primary schools into one establishment by which is the primary school with kindergarten. There is also provided education of preschool age. From the year 2008, kindergarten not belonging to educational institutions, but they create the framework of schools, as one of the schools which realizing educational level – pre-primary.


In the 19th century Slovakia as a part of the Austro-Hungarian Monarchy was ranked among the outstanding European countries establishing and enlarging the institutions of pre-primary education. The first child homes came into being on 1 November 1829 in Banská Bystrica, in 1930 in Bratislava and in 1932 in Trnava. Their founder and promoter was a native of Bratislava, Countess Theresa Brunswick. The next to extend the child homes were not only private persons, women’s and other

55

associations but from the second half of the 19th century, also the church, municipalities and the State.

The first legal measure that solved the position and brought about the change in development of pre-school establishments was the Hungarian Act of 1981 Article XV. It ordered to parents and tutors at places where a child home was situated "to take care of the attendance of their child aged 3-6 to this establishment unless a statement was submitted by them that their child is provided regular care and attendance at home or anywhere else". Among the basic tasks of the child home was the child protection against a danger, getting accustomed to an order, tidiness and development of the skill and intellectual properties adequate to his age. Despite the fact that the Act played a significant historical role in the field of social and education provision of the child, in the field of state policy it served as a tool of Hungarization, which is also documented by the fact that in the school year 1913/1914 out of 416 child homes existing at the territory of Slovakia not a single one was Slovak.

During the first Czechoslovak Republic the system and content of pre-school establishments did not change. Their number dropped from 235 to 160 in 1922 and 1937, respectively.

From the 40s of the 20th century the quantity of pre-primary establishments remarkably changed but also the endeavour of changing the quality of pre*primary education substantially increased. While in 1945 there were 209 child homes in Slovakia, in 1948 the number multiplied five times. In 1946, the university education of teachers for child homes and national schools was introduced for the first time. The Act No. 95/1948 on the basic amendment of the unified education system was adopted to integrate the pre-school establishments named nursery schools and nurseries into the unified system of education, and kindergartens attained the character of educational establishments.

In the 50s and 60s of the 20th century the intensive search of content of educational work in kindergartens, development of textbooks, programmes and methodical guides was ongoing. The system of the pre-school establishments structure consisted of kindergartens and nurseries for children up to 3 years, governed by the ministry of health and joint nursery-cum-nursery schools as health and educational facilities founded in common buildings falling under the competence of the ministry of education.

In the 70s and 80s of the 20th century the kindergartens were also founded at the factories and co-operatives. At places where they lacked nurseries the kindergartens admitted the children from the age of 2 years. In 1970 there were 561 nurseries and 2,645 kindergartens, while in 1980 as much as 973 nurseries and 3,723 kindergartens were in operation.

In 1989 the attendance of children in kindergartens reached 92.30%. After this year the development of kindergartens had a declining tendency and nurseries for children up to three years were exempt from the area of competence of the ministry of health to be administered by municipalities instead.

The period from 1945-1989 is a short time from the historical point of view. In the development of pre-school education, however, it meant the stage in which a unique, well-developed and comprehensive system of pre-school education arose. For over 40 years a top level was reached in development and equipment of the network of pre-school establishments. During one and a half century of its existence the pre-school education underwent a process from private childcare homes up to modern educational institutions in which almost all population of children aged 3-6 was educated. This process took place under various political and socio-economic conditions.

Social and economic changes in Slovakia after the year 1992 left a negative effect in the development of institutionalised pre-school education. As a consequence of the decline of population, the growth of unemployment as well as decrease of interest of the society and some founders in the area of education of children of pre-school age the net of pre-school establishment has been reduced drastically.

In the year 1990 there were 4 025 kindergartens, 9 296 classes, 216 336 children and 18 620 teachers. The highest number of 703 kindergartens has been abolished after the year 1995. In the

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year 1996 the net has been stabilised and compared to 1995 the number of kindergartens increased to 10, 223 classes, 6450 children and 444 teachers.

The decline in numbers of kindergartens had a negative effect on the schooling rate of kindergarten children. "The schooling rate" is the quantitative measure of the children’s proportion, who underwent the pre-school preparation, from appropriate population. In the year 1990 the so-called gross schooling rate of children in kindergarten was 84.02% (i.e., proportion of all children in kindergartens to the population group of 3 – 5 year olds), the highest decrease was up to 71.03% in 1995. A turn in the schooling rate of children took place in 1996, when it reached 75.45%, then it had an increasing tendency each year. In 1998, the schooling rate reached the level of 84.46%, it was slightly higher than in 1990.

The schooling rate increase was positively influenced by the Decree of the Ministry of Education and Science of the Slovak Republic No 353/1994 of the Law Code on pre-primary establishments, as amended various measures of the Ministry of Education of the SR, and "The Concept of Pre-primary Education with an Emphasis on the Year before Starting Compulsory School Attendance" which was discussed on 21 October 1997 by the Government.

After the public administration reform from 2001 to 2006 a remarkable decrease has been noted in the number of kindergartens founded by rural communes when the number dropped by 368, and since 1990 the number of kindergartens went down by 1176, that is, by 29.22%.

The National Council of the Slovak Republic discussed and approved by its decision No. 660 of 31 July 2006 the Programme Declaration of the Government of the Slovak Republic. In accordance with the Programme Declaration, the Government shall support pre-primary education of children. It will assess the exemption on kindergartens from the act on school facilities and their integration in the education act as a first stage of the school system. It is based on the knowledge that the kindergarten has an irreplaceable role in developing children’s cognitive, physical and socio-emotional capacities. It plays an important role for children from socially disadvantaged background and for children with special education needs.

In connection with Programme Declaration of the Government the government adopted the document the Resolution of the Slovak Republic Government No. 222 of 7th March 2007 on the proposal of the concept in the field of pre-primary education and in connection with preparation of the children for entry to primary school. This concept became a starting point for content reform in kindergartens, for incorporation of primary schools into the category of schools in the act on education and training and for improvement of management of kindergartens. In 2008, the National Council of the Slovak Republic approved the Act No. 245/2008 of the Law Code on education and upbringing (the Education Act) and on the change and supplement to some acts. Kindergartens have been re-ranked from the category of school facilities to that of schools providing education and upbringing according to the school educational programmes to be prepared in agreement with the State educational programme ISCED – 0 – pre-primary education. Kindergartens provide the education level – pre-primary education. Pre-primary education is received by the child through completing the last year of the educational programme offered by the kindergartens. The document on the level of education received is a certificate on completing pre-primary education. The certificates on completing pre-primary education may be issued by all kindergartens ranked in the network of schools and school facilities (in agreement with the Act No. 596/203 of Law Code on the State administration in education and school self-government).

The children who received the pre-primary education have the knowledge and skills which are relevant in relation to propedeutics (preliminary instruction) of cultural, reading, mathematical and science literacy. They are prepared for entering primary education in the basic school and for further active life in the society. The profile of children completing the pre-primary education is formulated through competencies (capacities) of the child.

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Owing to developmental specificities of preschool age the psycho-motor competencies are also included among the competencies (capabilities).The social and civic competencies are integrated among personality (intrapersonal) and social (interpersonal) competencies.

The following competencies (capabilities) are developed in kindergarten:

Psycho-motor competencies Personality (intrapersonal) competencies

basics of self-consciousness

basics of engagement

Social (interpersonal) competencies Communcation competencies Cognitive comeptencies

basics of problem-solution

basics of critical thinking

basics of creative thinking

Learning competencies Information competencies

The set of competencies serves for teachers to be able to direct their teaching activity though purposeful and meaningful educational activities corresponding to the developmental possibilities of children.

The competencies are worked out on the basis of Recommendation of the European Parliament and the EU Council of 18th December 2006 on key competencies for lifelong learning (2006/962/ES).

Following the Education Act the Decree of the Ministry of Education of the Slovak Republic No. 306/2008 of Law Code on kindergarten, which lays out details on methods of organization and provision of educational activity in kindergartens, was adopted. Concerning to praxes needed was revised the Decree of Ministry of Education of the Slovak Republic No. 306/2008 about kindergarten with regulation of Ministry of Education of the Slovak Republic No. 308/2009.


Materské školy - šok, či kríza?

Pedagogická encyklopédia I, II.

Predškolské zariadenia

Decree No. 353/1994 on pre-school establishments as amended by subsequent provisions (No. 81/1997 and No. 540/2004)

Act on care of children (Old Hungary Act)


Decree No. 308/2009 on kindergarten by which is changed the Decree No. 306/2008 on kindergarten

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3.1.1. School Educational Institutions

The kindergartens and nursery schools with special education needs and, since 2002, also primary schools-cum-kindergartens fall under the area of competence of the Ministry of Education. Kindergartens for children with special education needs provide education only for children with special education needs who are not abledue to their impairment to attend kindergartens meant for the mainstream children population. Kindergartens are also attended by children with special education needs (physically disadvantaged, gifted, children from socially disadvantaged environment) who may be either integrated into the mainstream classes or there are special classes established for them in kindergartens.

Kindergartens may be established by a municipality/city, or a legal entity and physical person (private or church kindergartens).

Kindergartens for children with special education needs are established by regional educational authority (State), legal entity or physical person.

The kindergarten admits as a rule the children from three up to six years of age; exceptionally the child from two years may be admitted too. The children who have attained the age of six years and the beginning of school attendance of which have been postponed or the compulsory schooling of which have been additionally postponed, are in preference eligible for admission. The pre-primary education is voluntary and it is not obligatory according to the law.

The kindergartens are set up with diverse length of education and upbringing. as kindergartens with half-day, full-day, weekly and continuous education and upbringing. A predominant majority of kindergartens haveprovide full-day education and upbringing, at present there is no classified any kindergarten with weekly or continious education and upbringing. Kindergartens with fullday education provide the possibility of the half-day education and upbringing. Kindergarten are usually open from 6 a.m. to 6 p.m., according to parents’ needs. The kindergartens with half-day education and upbringing are usually established in small villages where the representatives of the local educational authorities wish to provide the education and upbringing for children of preschool age till at least noon.

In the kindergartens and the kindergartens for children with special education needs the education and upbringing is carried out according to the school educational programme which has been prepared by each kindergarten in agreement with the State Educational Programme ISCED 0 - Pre-primary Education.

Professional services in the field of educational guidance are provided to children attending kindergarten by the school institutions of educational guidance and prevention, particularly, the centre of pedagogical-psychological counselling and the centre of special-pedagogical counselling.

Kindergartens as well as kindergartens with special education needs employ qualified teachers with vocational secondary education or qualified teachers with higher education of the first and second level. Teaching load of teachers in kindergarten is 28 hours per week. Managers of kindergarten have teaching load according to number of classes, which are in a particular kindergarten. This scope about 6 hours per week (if he/she managing kindergarten with 19 classes or more) then it is 23 hours per week (if he/she manage kindergarten with one class). Financial assessment of teachers employed in kindergarten is the same as financial assessment of teacher of other schools and schools establishments. In the school establishments of educational counselling and prevention employ the staff who fulfil qualification requirements set out in generally binding regulation. The kindergarten may also employ assistant teachers.

In kindergartens the official language of the Slovak Republic is the Slovak language of teaching. The children belonging to national minorities and ethnic groups are eligible, in addition to the right to

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adoption of the official language, for the right to education and upbringing in their native tongue under the conditions set by the Education Act.

Education and upbringing for children belonging to minority groups and ethnic groups is provided in kindergartens and classes where the education and upbringing is provided in language of the respective minority group. In the Slovak Republic are established kindergartens, in which education is provided in Hungarian and Ukrainian languages.

In the kindergartens or classes where the education and upbringing are provided in language of the respective minority group, the communication in official – Slovak language is also a part of the educational activity.

In the kindergartens or classes with bilingual education, the communication in official – Slovak language is also a part of education. In the network of schools and school establishments is classified one kindergarten, in which education is provided in French language.

The children with hearing impairment are guaranteed the right to education and upbringing in sign language for the deaf.

3.1.2. Non-school Educational Institutions

The following institutions provide for the care of children outside the education sector:

The nurseries, which are established by municipalities for children under two (three) years; they also provide methodical guidance of the facilities.

Care for children may be provided according to trade license law by a physical person or legal entity.

Establishments of substitute education – child homes, professional substitute education in family, and independent educational group. These establishments fall under the sector of ministry of labour, social affairs and family of the Slovak Republic.


At present, the following questions:

Should the original competencies of municipalities in relation to kindergarten be changed to the transferred competencies of municipalities (as is the case in primary schools) provided the state should finance the kindergartens? The municipalities should further remain to be the founder, and the property school remains in the municipalities´ hands.

Which possibilities and duties arose for kindergartens by their transfer from category of school facilities to that of schools?

What kind of impact on the activity of kindergarten has the financial crisis?

3.3. Specific Legislative Framework

In terms of the education development in the Slovak Republic the year 2008 was a breakthrough year. The content school reform started.

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The National Council of the Slovak Republic adopted the Act No. 245/2008 of Law Code on education and training and on the change and supplement to some acts (hereinafter referred to as the Education Law) on 22nd May 2008. The act lays out: the principles, aims, conditions, scope, content, forms and organisation of education and training in schools and school facilities, levels of education, admission to education and training, completion of education and training, provision of professional educational and advisory and therapeutic-educational care; length and completion of the compulsory school attendance, educational programmes at the government level, and educational programmes at the school-level; system of schools and system of school facilities, rights and responsibilities of the schools and school facilities; rights and duties of children and pupils; rights and duties of parents or other physical person responsible for the child who has been empowered to take personal care for the child or the foster care based on the decision of the court; or rights and duties of a representative of the establishment which provides for the institutional care, educational measure, preliminary measure or protection care, execution of imprisonment sentence.

The adoption of this act brought along significant changes for kindergartens too. In connection with the Education Law, several enforcement rules were adopted. For kindergartens, the Education Law enforcement rule is represented by the Decree of the Ministry of Education of the Slovak Republic No.306/2008 of the Law Code on kindergarten as amended in Statute of Ministry of Education of the Slovak Republic No. 308/2009 of the Law Code (hereinafter referred to as “decree on kindergarten”).

The adoption in 2009 of the Law about pedagogical employees and professional employees and about the change and supplemented some acts, which established:

rights and rules of the pedagogic and professional employee preconditions for the performance of pedagogic activity and profesional activity profesional development, career stages, career positions, attestations of pedagogical and

professional employee qualification precondtitions of pedagogic employee including direct educational activities and

its measure/sphere special activities of professional employee scope, intention, organization and finishing of particular types of continuous

education/learning of pedagogic employee and professional employee accreditation of programmes of continual education/learning, activity and position of

Accreditation Board of Ministry of Education of Slovak Republic for continual learning of pedagogic and professional employee

output of the activity of continual learning providers credits achieving for taking/graduating types of continual learning, self-education and creative

activities of pedagogic and professional employee and records of credits assessments of pedagogic and skilled employee attention about pedagogic and professional employee and their safekeeping/cover.

The Act No. 317/2009 of Law Code come into force from Nov. 1, 2009. In full force it covers teachers in kindergartens.

Founders of kindergartens:

According to the regulations in force the kindergartens may be established by municipalities, legal entities and private persons. Kindergartens for children with special education needs are founded by the Local and State administration bodies (regional educational authorities), particularly following the net of schools and school facilities of the Ministry of Education of the Slovak Republic, as well as by legal entities and private persons.

The kindergartens are not according to the Law legal entities. The legal entity they can achieve on the basis of the kindergarten’s request and decision by the founder.

The following generally binding rules refer to kindergartens:

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The Act No. 596/2003 of the Law Code on the state administration and educational self-government and on the change and supplements to some acts, as amended.

The Act No. 317/2009 of the Law Code on pedagogic and professional employees and on the change and supplement to some acts.

The Act No. 552/2003 of the Law Code on performance of work in public interest, as amended.

The Act No. 553/2003 of the Law Code on remuneration of some employees at the work performance in public interest and on the change and supplements to some acts, as amended.

Act No. 597/2003 of law code on financing primary schools, secondary schools and school facilities, as amended.

Decree of the Slovak Republic Government No. 2/2004 of Law Code, whereby the details are set out on breakdown of finances from the state budget for primary schools, secondary schools, centres of practical training, basic schools of art and school facilities, as amended.

Act No. 564/2004 of Law Code on budget determination of tax revenue from incomes of the territorial administration.

Decree of the Slovak Republic Government No. 668/2004 of Law Code on territorial administration tax income division.

Act No. 355/2007 of the Law Code on protection and development of public health and on the change and supplement to some acts.

The Act No. 125/2006 of Law Code on inspection of labour and on the change and supplement to Act No. 82/2005 of Law Code on illegal work and illegal employment and on the change and supplement to some acts, as amended by changes and supplements of the Act No. 309/2007 and Act No. 426/2007 of Law Code.

Labour Code No. 311/2001 of the Law Code, as amended. Decree of the Slovak Republic Government No. 422/2009 of Law Code, by which is settled the

sphere of the direct educational activity and direct pedagogic activity of pedagogic employees. Decree of the Ministry of Education of the Slovak Republic No. 437/2009 of Law Code, by

which are settled qualification pre-conditions and personal qualification requirements for particular categories of pedagogic and professional employees.

Decree of the Ministry of Education of the Slovak Republic No. 445/2009 of the Law Code abou continual learning, credist and atesstations of pedagogic and professional employees.

Employment order for pedagogical staff and other employees of schools and school facilities issued by the Ministry of Education of the Slovak Republic.

The Decree of Ministry of Education No. 326/2008 of the Law Code on types and requirements of certificates and other scholar printed matterials including the manner of its evidence and deposition.

The Decree of Ministry of Education No. 305/2008 of the Law Code about School in nature. The Decree of Ministry of Education No. 137/2005 of the Law Code on the school inspection.

In the year 2001, the National Programme for Education in the Slovak Republic (Millennium) for the next 15-20 years was approved.

In this document the following issues are stressed and considered to be important: pre-primary education and education of children from the early age, and the involvement of greater number of children into pre-primary education is presupposed in order to improve the quality of education. The document underlines the necessity to introduce obligatory year of pre-primary education before the entrance to the primary school.

In the Slovak Republic, the last year of pre-primary education has not been enacted by law, but in agreement with the Education Law the attendance of children is free one year before starting the compulsory schooling.

Milénium - Národný program výchovy a vzdelávania v SR na najbli žších 15-20 rokov

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Decree of the Government No. 2/2004 whereby the details are set out on breakdown of finances from the state budget for primary schools, secondary schools, centres of practical training, basic schools of art and school facilities

Decree of the Government No. 238/2004 on the extent of teaching activity and educational activity of pedagogical staff

Decree of the Government No. 668/2004 on territorial administration tax income division

Decree No. 330/2009 on School Meals


Decree No. 308/2009 on kindergarten by which is changed the Decree No. 306/2008 on kindergarten

Decree No. 353/1994 on pre-school establishments as amended by subsequent provisions (No. 81/1997 and No. 540/2004)

Decree No. 374/2005 whereby the Decree No 41/1996 on professional and educational competence of educational staff is amended and supplemented by subsequent provisions

Decree No. 377/1996 on providing personal working tools

Decree No. 42/1996 on in-service training of educational staff



Act No. 355/2007 on protection and development of public health and on the change and supplement to some acts

Act No. 522/2003 on performance of work in public interest



Act No. 553/2003 on remuneration of some employees at the work performance in public interest and on the change and supplements to some acts

Act No. 564/2004 on budget determination of tax revenue from incomes of the territorial administration



3.4. General Objectives

Kindergarten supports the personality development of children in the socio-economic, intellectual, physical, moral and aesthetic areas, developing their abilities and skills, and creating prerequisites for the further education. It prepares for life in the society in harmony with individual and age specificities of the children.

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The State educational programme – štátny vzdelávací program is the principal curricular document. It makes up the first level of two-tier model of educational programmes. It defines the main principles and aims of curricular policy of the State, essential democratic and humanist values, on which the kindergarten education and upbringing of children are based. It contains general aims and requirements related to the content of education and training, and key competencies as the chief tools of a balanced development of child personality. The State educational programme supports the global approach at development of cognitive and non-cognitive abilities of children at the given level of education. It represents a starting point and a binding document for development of the school educational programmes – curricular documents specific for the content of education and upbringing in individual kindergartens considering their local conditions.

The main aim of pre-primary education consists in attaining optimum perceptual-motor, cognitive and emotional-social level as a basis of preparedness for school education and for life in the society. The starting point is the child specificity, active learning and integration into a group and collective.

The aims of the pre-primary education are as follows:

to satisfy the child need of social contact with its peers, to make the child’s adaptation to the new environment (kindergarten and primary school)

easier, to support the child’s relation to learning through play, to purposefully, systematically and under creative atmosphere develop the child personality in

psychomotor, cognitive, social, emotional and moral areas, to consider diverse socio-cultural and socio-economic background of the child, to apply and protect the child rights in cooperation with family, by the founder and other

institutions (while preserving ethic principle of cooperation) and with respect to child needs, to gain the parent’s trust in individual educational counselling and to direct their attention to

positive manifestations in behaviour of their child, and if necessary, to focus them on the further professional guidance with other specialists (pediatrician, logopaedist, psychologist, etc.).

The pre-primary education helps the child:

to strengthen its respect to its parents, to cultural and national values, and to traditions of the state, to its mother tongue and official language, and its own culture,

to achieve and strengthen its respect for human rights and fundamental freedoms, to prepare for life in a free society in the spirit of understanding, tolerance, equality of genders

and friendship between nations, national and ethnic minorities, churches and religious communities,

to learn how to develop and cultivate its personality, to prepare for lifelong education, to learn how to cooperate in group, collective and take over adequate responsibility, to learn how to protect its health, including the questions of healthy nutrition and environment

protection, to learn respect all-human ethical values.

Kindergartens may further use as an auxiliary document "Developing programme of education and training of children with postponed compulsory schooling in kindergartens" for children who did not attain spiritual maturity for schooling, which was approved by the ministry of education in 2005.

Program výchovy a vzdelávania detí v materských školách

Rozvíjajúci program výchovy a vzdelávania detí s odloženou povinnou školskou dochádzkou

Štátny vzdelávací program

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3.5. Geographical Accessibility

The parents of pre-school children are offered the chance to choose a kindergarten. A majority of parents choose the kindergarten in the place of their residence. The number of parents who make the choice according to the kindergarten orientation, quality and so on, grow. In case of a distant kindergarten, they are willing to transport their child to a place still more distant from their place of residence. For kindergartens, the so-called school districts were not created, hence their accessibility is much easier for the parents.

In the light of generally binding rules the kindergarten may be set up for more than 10 children. At decision-making on establishing or cancelling a kindergarten the founder (municipality) must consider the need of legal guardians to place the child in kindergarten, a number of unhandled applications for placement and the perspective need in view of the child population development. In places with one kindergarten only the founder must consider low number of children.

Kindergartens are being established with various number of classes. Accordingly, there are kindergartens with one, two, three or even more than seven classes. In villages the kindergartens with one up to four classes prevail, while in towns the number of classes is still higher. After last two years interest of parents markedly increased in order to set up children to kindergarten. The capacity of kindergarten is not enough to cover interest of all parents. According to financial possibilities, founders are opening new classes, by which they widen existed capacity.

3.6. Admission Requirements and Choice of Institution/Centre

The admission of children to pre-primary education in kindergartens and in kindergartens for children with special education needs is set down by Section 59 of the Education Law. Details on admission of children to kindergartens are laid down by the decree on kindergarten.

The kindergarten admits as a rule the children from three up to six years of age; exceptionally the child from two years may be admitted too. The children who have attained the age of six years and the beginning of school attendance of which have been postponed or the compulsory schooling of which have been additionally postponed, are also eligible for admission. The kindergartens admit primarily the children aged five years, the children with postponed start of compulsory school attendance and those with additionally postponed beginning of the compulsory schooling.

The head of kindergarten shall determine after agreement with the founder the place and date of submitting the application for admission of the child to pre-primary education for the following school year, and shall publicise conditions for the admission at the place of the kindergarten in a customary way. The head of kindergarten shall decide on admission of the child to pre-primary education according to Section 5 Clause 14 of the act on the State administration in education and school self-government and on the change and supplement to some acts, as amended. The child may be also admitted to adaptation or diagnostic stay which should not accede three months. In kindergartens for children with special education needs the diagnostic stay may accede the period of three months, it should not however be longer than one year. The admission of child with health disability is upon the decision of head of the kindergarten after a prior statement of the appropriate school authority of educational counseling and prevention, and a statement of general practitioner for children and adolescents; in case of the child with perceptual or physical impairment the statement of the appropriate specialist is needed. The kindergarten at the health centre admits the child who started a treatment, therapeutic stay or recreational stay based on a written recommendation by attending doctor. The child may be also admitted to pre-primary education throughout the school year.

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The kindergartens admit children on the basis of application by the legal guardian; they also admit children with special education needs, gifted children, aged as a rule from three to six years, children with compulsory school attendance and additionally postponed compulsory schooling. The children aged two years may be admitted to the pre-primary education if the kindergarten provides suitable material, personnel and other necessary conditions.

The children are admitted to kindergarten on the basis of a written application by the legal guardian submitted to the kindergarten head along with a health certificate on the child’s health state from the practitioner for children and adolescents. In case of children with special education needs, the legal guardian shall supply, in addition to the application and the child’s health certificate, the statement of the competent establishment of educational counseling and prevention. The place and time for submission of applications for the following school year shall be publicized by the kindergarten head after agreement with the founder on the building of kindergarten or other place accessible to the public, as a rule, from 15th February to 15th March. The head shall notify the parents along with the place and date of the conditions for admission of children to the kindergarten.

For an easier adaptation of the child, the admission may be preceded by adaptation stay during which the legal guardian brings the child to the kindergarten gradually for one hour, two or four hours at most. In doing so he cooperates with pedagogical workers and upon taking the child from the kindergarten he provides for regular care for the child. As soon as the child becomes adapted to the kindergarten, upon agreement with the legal guardian and the head of kindergarten the child may regularly attend the kindergarten at the time agreed.

One classroom may admit at most two children with special education needs, namely those with mental, perceptual or physical handicaps, children with communication disability, maladjusted children, children with autism (hereinafter referred to as “child with health impairment”), while the highest number of children in a classroom must be diminished by two children per each child with a health impairment.

A special kindergarten classroom usually admits children with the same kind of health impairment. The admission to such a class is a subject of agreement by the legal guardian and representative of the establishment based on diagnostic examinations aimed at identification of their special education needs to be performed by the school facility of educational counseling and prevention.




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3.7. Financial Support for Pupils’ Families

According to Act No. 597/2003 of the Law Code on financing primary schools, secondary schools and school facilities, as amended and in agreement with the Decree of the Government of the SR No.630/2008 of the Law Code regulating the details on breakdown of finances from the national budget for schools and school facilities, as amended by subsequent provisions, the kindergartens for children with special education needs (hereinafter referred to as “special kindergarten”) within the foundation competence of the local administration authority (regional school office) are financed by means of a normative per child.

The financing of kindergartens falling within the area of foundation competence of municipalities, kindergartens and special kindergartens falling within the area of foundation competence of churches and private founders (hereinafter referred to as “non-State founder”) is performed according to Act No.564/2004 of the Law Code on budget determination of income tax yields and on the change and supplement to some acts, as amended by Act No. 171/2005 of the Law Code and the Directive of the Slovak Republic Government No. 668/2004 of the Law Code on distribution of income tax revenues to local self-government, as amended. The municipality receives funds from tax revenues for financing kindergartens falling within their area of foundation competence. The shares in tax within the State administration are the municipality property and the municipality itself decides on their use. At the same time, a part of these financial resources are used at requests of non-state founders as subsidies for salaries and operation of kindergartens and special kindergartens falling within their foundation area of competence. According to Section 39a Clause 1 Act No. 596/2003 of the Law Code on the State administration in education and school self-government and on the change and supplement to some acts, as amended, the municipalities have been imposed a duty to provide funds for children to the non-state founder of kindergarten and special kindergarten for the years 2007 to 2009 in the amount of at least 90% of the volume of funds calculated according to the Government Decree No. 668/2004 of the Law Code.

According to Section 28 of the Act No. 245/2008 of the Law Code on education and training (the Education Law) and on the change and supplement to some acts, the legal guardian of the pupils contributes for covering the partial costs in kindergarten. The monthly fees for kindergarten founded by a State administration body in education (regional school office), is determined at the sum not exceeding 7.5 % of the sum of subsistence minimum per one unprovided-for child. The amount of contribution fee is determined by the heateacher. The contribution for the child’s stay in kindergarten established by the municipality is determined by the founder through a generally binding regulation for one child monthly in the amount of at most 15% of the subsistence minimum per one unprovided-for child.

The kindergarten fee is not paid for the child

who is one year before compulsory school attendance, whose legal guardian shall submit to the kindergarten head a document to prove that he/she is

a receiver of fees in material poverty and contributions to the fee in material poverty, who is placed in an establishment on the basis of the legal decision.

The kindergarten fee based on the founder’s decision is not paid for the child

who has interrupted its kindergarten attendance for more than thirty successive calendar days on account of illness or family reasons in a provable way,

who did not attend the kindergarten during the school holidays or in case of interrupting the kindergarten operation by the founder or for another serious reason; in that case the legal guardian pays a proportionate part of the defined fee.

According to Section 144 Clause 1 Letter c), a five-year-old child is entitled to free education in kindergarten prior to the beginning of the compulsory schooling. Based on the Act No. 597/2003 of the

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Law Code the Ministry of Education of the SR contributes to partial reimbursement of costs for education and upbringing of children who are one year before starting compulsory school attendance in kindergartens which have been ranked among the network of schools and school facilities of the Ministry of Education of the SR. The contribution fees for education and upbringing in kindergartens for one calendar year per one child represents the sum amounting to 15% of the sum of subsistence minimum for one unprovided-for child.

On the basis of ordinance of the Ministry of Labour, Social Affairs and Family of the SR of 26 November 2008 No. 23609/2008-II/1 whereby the ordinance of the MLSAF SR of 5 December No. 29775/2007-ii/1 on provision of subsidies in the area of competence of the Ministry of Labour, Social Affairs and Family of the SR is amended, the following subsidy shall be allotted:

a subsidy for meals of the child who attends the kindergarten and lives in the household which is provided the allowance and fees, or whose monthly average income for the last six successive months has achieved at most the amount of subsistence minimum and the parent of who contributes to the meals by sum from € 0,03 to € 0,17 for every meal consumed, and a subsidy for teaching aids allotted to the child who attends the pre-primary establishment the last year prior to starting the school, or the school, and lives in the household which receives the allowance and contributions or the income of which is amounting at most to the amount of subsistence minimum.

3.8. Age Levels and Grouping of Children

A kindergarten is divided into classes. The highest number of children per class in kindergarten with full-day education and upbringing is:

20 per class for children aged 3 to 4 years 21 per class for children aged 4 to 5 years 22 per class for children aged 5 to 6 years 21 per class for children aged 3 to 6 years

Provided that there are children under 3 years of age to enroll, the highest number of children in a class is decreased by one. In a separate class with children under three years of age at least five children and at most ten children are enrolled. If the class with children under three years has more than ten children, their education is provided alternately by three teachers.

The children who are to start the compulsory school attendance in the following year, are usually enrolled into a separate class. The children with special education needs are enrolled into classes or separate classes for children with special education needs. The separate classes for children with special education needs cannot admit children on the grounds of coming from socially disadvantaged background. The children from socially disadvantaged background are enrolled into classes along with the other children; if a separate classroom is composed exclusively of the children from socially disadvantaged surroundings, the maximum number of children per class may not go beyond 16 children.

The enrolment of child with special education needs is upon the headteacher to decide on the basis of a recommendation by the general practitioner for children and adolescents, and the school facility of educational counselling and prevention, and a notified consent by the legal guardian. Number of children per class may be reduced by at most two in milieu of each child with special education needs. Maximum number of enrolled children with special education needs per class is two. The pursuit of rights of enrolled child with special education needs must not limit the rights of other children participating in the education.

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The kindergarten for children with a health impairment may enrol at least ten children; it may be cancelled if the number of children drops below eight. In substantiated cases, especially for accessibility reasons, the kindergarten may be further operating with the founder’s consent even with a lower number of children, but no less than four.

The kindergarten for children with a health impairment is internally divided into classes which usually enrol the children of equal age and equal health impairment. A class is usually created for at least four children, the highest number of children is eight. The headteacher may allow the class to exceed the highest number of pupils by no more than two.

In kindergartens special classes may be created for development of the children’s gifts in aesthetic, intellectual or sports areas. The class with the gifted children may not go beyond 12 children. The enrolment to this class requires the informed consent of the legal guardian of the child and the opinion of the facility of educational counselling and prevention. In the class with children gifted in sports with full-day education there are two teacher working alternately and one coach,

For children who learn a foreign language, a special class may be established with 12 children. In this class there are teachers who fulfil the conditions of professional and pedagogical competences of educational.



3.9. Organisation of Time

The school year in the Slovak Republic begins on 1 September and ends on 31 August of the next calendar year. The school classes last from 1 September to 30 June to be followed by the period of summer school holidays. The school holidays take place also throughout the school year. There are autumn, Christmas, half-a-year, spring and Easter holidays. In kindergartens the operation outside summer holidays season is adapted to the requirements and needs of the legal guardians of the children.

During the summer holidays, the operation of kindergarten is interrupted for at least three weeks, the main reasons being the thorough cleaning of kindergarten premises, disinfection of the environment and toys as well as the leaves taken by some employees. Interruption or limitation of the kindergarten operation during summer holidays is as a rule announced by headteacher two months in advance. At places with several kindergartens owned by one founder the children are concentrated during the interruption in some of them. The operation of kindergartens may be also temporarily stopped for serious reasons which pose a serious threat to health of entrusted children or may cause serious damage to property.

Owing to specificities of pre-primary education the curricula in kindergartens are not prepared (neither in the government nor in school educational programmes).

The pre-primary education is carried out in the form of:

full-day preschool education lasting several years, independent classes for children who will start compulsory school attendance in the next year, independent classes for children who are to fulfil compulsory school attendance with a direct

participation of their legal guardians in education and training (with the consent of the kindergarten head) in combination with domestic preparation of the children,

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half-day schooling in the scope of four to five hours daily in the morning or in the afternoon.

Planning of educational activities is in full competence of the teacher. The way, form, scope and duration of the plans of educational activities are determined and agreed by every kindergarten at the first meeting of the pedagogical board. Anyhow, it is not excluded that one kindergarten will have several forms of planning at the same time.

From the school year 2009/2010 kindergarten plan educational activity according to curriculum ( učebné osnovy ), which is part of school educational programmes. učebné osnovy of the each school educational programme must be minimum working-out in the measure of educational standards according to State educational programme ISCED 0 – pre-primary education. The organization of educational activity, methods and forms of work fall within the competence of kindergarten teacher. See the example of daily activities breakdown "Daily Order" in part 3.10. .

3.10. Curriculum, Types of Activity, Number of Hours

The kindergarten children are educated according to shool educational programmes from 1 September 2009.

The School Educational Programme has to be prepared in agreement with State Educational Programme ISCED 0 – Pre-Primary Education, and with the aims and principles of education and training laid down in the Education Law. The adherence to the Programme is checked by the State School Inspection, as the Body of the State Administration which fullfills the state controll above the level of the pedagogic operation, above the rank of education and material conditions including practical teaching in schools and school establishments, in the centres of practical education, on places of practical teaching and in educational establishments.

The State Educational Programme:

is created on the basis of participative democratic approach of the State (State programme) and the local region (school programme) to education,

is a frame compulsory content of education aimed at development of key competencies required for a certain level of education and a kind of education guaranteed by the State,

contains educational standards (content- and performance-based), that means, the demands for knowledge, skills, competencies and attitudes created from subject matter designated as elementary (minimum subject matter) including its essential elements only, which are a subject of education of all children completing the pre-primary level of education,

gives space for completing curriculum according to regional and local conditions and requirements while following the aims set by the society with regard to the required educational level and cultural literacy of the citizens,

has been prepared on the basis of continual approach; the individual educational programmes of the school levels (pre-primary, primary, lower secondary, upper secondary) are interlinked,

supports the complex and integrated approach to education through defining thematic circles and educational areas by applying new activating methods of education (situation methods, methods of project teaching, etc.) and effective ways of learning (experience-based, problem, cooperative and others),

its components are cross-sectional themes too (environmental, traffic education – road safety education, man and health protection, education for healthy way of life, education for creativity, medial education, work with information, etc.) which are intertwined in all thematic circles and educational areas, reflecting topical global or social problems, questions of the contemporary man, the country, the European Union and the world, supporting creation of values and attitudes of the children while providing for them the opportunity for development of

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individual potentialities, realisation of their interests as well as mutual cooperation and implementation through various organisation forms and learning by plays,

allows modification of curriculum for education of children with special education needs, lays stress at curriculum development on the incentive and creative environment and

favourable socio-emotional climate of the kindergarten and its overall culture, provides for a new model of curriculum projecting, which gives the possibility to kindergartens

to focus on individual development of the personality potential of the children, puts accent on quality of kindergarten, its self-evaluation and evaluation.

The State Educational Programme for Kindergartens (hereinafter referred to as the Programme) has been entitled the Child and World. The programme development has been influenced by several educational concepts – especially the creative-humanist concept, that was also used as a background for Millennium – the National Programme of Development of Education and Training in the Slovak Republic. The centre of attention of this concept is the child as an actively learning entity, and development of its personality. This concept considers not only the necessity that the child learns and gains knowledge and skills but also the necessity to interlink its education with human aspects - to gain peaceful atmosphere with eliminated stress, so that the children in kindergarten feel satisfied, non-jeopardised, being accepted by teachers as they are, without prejudices. The stress is laid upon development of cognitive and non-cognitive functions of personality. The concept preparation came also from the cognitive-psychological concept and socio-cognitive concept of education. While developing the programme it was considered that the central actors in kindergarten are the child and teacher. Hence the programme includes acceptable interactive theories on development of personality, in which the key issue is a common work with the AIM that consists in CHILD DEVELOPMENT, it is a common child-and-teacher activity.

The main idea of the programme is:

to support the whole personality development of the child, to activate and motivate development of psychomotorics, cognition, emotionality and

sociability, to develop creativity and imagination in everyday activities, to help the child to form its unique nature and life competencies.

The programme helps realize though continuous daily educational activity the development of personality qualities of the child in learning: itself, the world of people, nature and culture.

The programme is integrated into four thematic circles: I am, People, Nature, Culture. From the content point of view the thematic circles are oriented as follows:

I am – at development of personality competences, senses, relation of the child to family and to surroundings, at self-learning, self-presentation, at social, emotional, motor and cognition perception of the child life (physical, spiritual, intellectual, social and emotional life).

People – at development of social experience and relation to community of people, contacts with other groups of people, getting acquainted with working and other activities of people, at development of imagination on the places where people live and work, on the surroundings in which they live, on multiculture, ethnics, races (the other people, humankind).

Nature – at development of knowledge of elementary laws of the life on Earth, natural phenomena, living and non-living things, at formation of beginnings of ecological culture, at forming the worldview of nature and relation to nature, at forming elements of the world-view and achievement of basic knowledge on the Earth and space (Earth, space).

Culture – at development of the child contacts with the world of intellectual activities of people, development of perception and implementation of music, literary and artistic culture (the objective world, the world of plays and the world of art).

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The thematic circles are interlinked and supplement each other. They are fulfilled in global and continuous educational process in integrated way.

Each thematic circle includes three areas of development of the child personality:

perceptual-motoric, cognitive, socio-emotional.

The division of the educational areas are remarkably theoretical. At practical level they are developed in integrated way, they are interlinked and interrelated. The thematic circles and educational areas of development are interactively connected. The thematic circles and educational areas of development are a means of achieving specific (concrete, operationalised) aims in processual activity. While achieving the specific aims the child personality develops entirely, even though the formulation of the concrete aim is encompassed in some of the educational areas of development .

At the same time, the educational areas include to various degree the following subareas – movement, health, science, mathematic-logistic, linguistic, communicative, ethic, patriotic, information, artistic-expressive (music, creative, literary), working, as well as cross-sectional areas themes - personality and social development, life and health protection, traffic education – road safety education, environmental, medial, multicultural education, education for creativity, development of pre-reading literacy and literacy in general, information-communicative technologies.

The content of education and training has a frame character. It is worked out for conditions of the kindergarten in the school educational programme. More details based on knowledge of topical developmental possibilities of children are specified in plans of the educational activities.

The programme respects:

family of the preschool age child, developmental specificities - developmental peculiarities and individualities of the preschool

age child, possibilities, prerequisites, capabilities, skills and knowledge of the preschool age child, individual needs, interests, and attitudes of the preschool age child, natural activity and experimentation of the child, specificities of preschool education and upbringing, mutual integrated interlink of individual thematic circles and educational areas of development

of the chid personality, activity-based, playing nature of educational process carried out through plays and

educational-instructional activities, necessity of purposeful and systematic monitoring and diagnostication, need of evaluation of educational process (evaluation of children, teachers and self-evaluation

of kindergarten).

The kindergartens allow teaching religious education or religion in agreement with the Education Law, to be provided by registered churches and religious communities.

A package of requirements for adoption of knowledge, skills and capabilities to be achieved by the preschool age children with the aim to continue in primary education and to certify the pre-primary level of education achieved, has been worked out in the form of educational standards.

In the curriculum standards there is curricula which respects the developmental potentialities of the preschool age child and is based on the child experience and knowledge. The curriculum standards may be conceived as a bond for teacher. They contain the basic scope of the subject matter to be managed by the child appropriately to its developmental possibilities by means of activating methods. The curriculum standards represent a means of education of the preschool age child and serve for development of elementary elements of the competencies.

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The executive standards are formulated in specific (concrete – operationalized) aims. The executive standards are formulated as objectives’ requirements that the child should achieve at the end of the preschool period in order to receive pre-primary education.

The arrangement of daily activities, regularly repeated in concrete kindergarten, is worked out in the form of a daily order. At preparing the daily order the attention is paid to the space needed for peaceful, safe and meaningful active stay of the child in kindergarten.

The daily order does not mean correct time schedule only, it also considers the demands for content of these activities, namely, from the point of view of personal hygiene of the child, mental hygiene and environmental hygiene.

While arranging the daily activities it is necessary to:

provide for balanced alternation of activities (optimum biorythmus, stree-free environment), adhere to principles of healthy lifestyle, create time space for playing and learning, observe strictly set time for activities providing the lifestyle.

Constituent parts of the daily order are:

playing games and playing activities, taking motion and relaxation exercises, staying outside, having a rest, activities providing for healthy lifestyle (personal hygiene, taking meals, dining).

Playing games and playing activities are spontaneous plays or teacher-evoked plays and playing activities of the children. A part of the plays and playing activities are the educational activities planned in advance. The plays and plying activities may be included in the daily order for two or three times in the morning or afternoon hours.

Taking motion and relaxation exercises contain health exercises, relaxation and breathing exercises. They are realised every day in a set time, complying with the psycho-hygienic principles (before lunch/never immediately after lunch, in aired room, eventually, outside, etc.). They belong to activities planned beforehand.

Staying outside includes motion activities of children, going for a walk, educational activities, etc. In the interest of healthy psychosomatic development of the child it is not recommended to avoid the stays outside. It should take place every day. The only exception maybe in case of unfavourable climatic conditions, strong wind, freezing, rain (not a drizzle). In spring and summer months the stay outside is adjusted according to intensity of solar radiation and should take place twice a day, both in the morning and afternoon.

Having a rest depends on the child needs with minimum duration 30 minutes.

Activities providing for healthy lifestyle (personal hygiene, taking meals, dining) are carried out in strictly set time. It is recommended to observe three-hour interval between meals. The time of having meals is set according to conditions of the kindergarten operation.

All organisation forms of the daily order are equal as regards pedagogical-psychological aspect. They have influence on development of the child personality in all educational areas and therefore they are pedagogically guided by skilled pre-primary teachers.

Preschool education and upbringing are carried out during the entire stay of child in the kindergarten.

Pre-primary education (grasped as an organic part of education, upbringing is a narrower term, education is a broader term) is carried out through organisation form – educational activity.

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The educational activity is evoked by the teacher. It is a purposeful, systematic, meaningful, concrete educational-instructional activity. The educational activity is an organic part of the daily order.

The educational activity comprises spontaneous – situation teaching and, based on suitable and efficient motivation, also purposeful – intentional teaching. In the educational activity the teacher makes use of situation decision-making which means an ability to promptly react to the needs and interests of children as well as their diverse developmental level. In the educational activity the teacher tries to apply all principles, especially that of determination, object-teaching, appropriateness. Both the teacher and child fulfil the role of an entity. The teacher’s position is not dominant. The teacher allows to the child as much of free expression as possible (especially the positive one), e.g., in speech, motion, music-motional, artistic, dramatic, music-dramatic, etc. The child is given a positive model in each pedagogical situation. At realisation of educational activity it is important that the child may spontaneously learn and experience a success under all circumstances.

The time duration of educational activity must respect the child needs and possible length of keeping attention owing to its developmental specificities and laws of psychohygiene. The educational activity should not overburden the children.

The educational activity in kindergarten (considering the specificities of learning in preschool period) includes various pedagogical situations:

spontaneous playing activities of the children, the teacher-planned, directly guided activities, plays and playing activities, the teacher-planned, indirectly guided activities, plays and playing activities.

The teacher directs and manages the education process within his competences through a set of dynamic, mutually connected educational and instructional activities which are alternated. They include:

monitoring (as a method of pedagogical diagnostication), facilitation (assistance, making easier), situation decision-making, management of activities, including participation of the children in managing the activities.

The educational activity may be carried out:

during plays and playing activities, as an independent organisation form during day, within the framework of their stay outside.

The educational activity is carried out by means of the following forms of work:

in the child groups (number of children in a group is defined by teacher according to the rules of the planned educational play or activity, or, according to his/her own decision),

frontally, with all children at the same time, individually.

Sample of a daily order – time schedule

6,00 - 6,30 – kindergarten opening

gathering of children; plays and playing activities (according to children’s wishes and opinions; evoked, both directly and indirectly managed); planning/proposing the activities; individual, group or frontal activities; educational activities; personal hygiene; individual language periods; morning rounds – chats, discussions, etc.

motion and relaxation exercises.

Concrete time – activities providing for lifestyle (personal hygiene), morning snack (dining).

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educational activities; artistic, music, music-motional, graphomotor, dramatic, etc., activities in the form of plays,

stays outside connected with walks in the near surroundings, or at the school courtyard with various orientation (movement, environmental, traffic, ecological, etc.).

Concrete time – activities providing for lifestyle (personal hygiene), lunch (dining).

rest (its length depends on the child’s need – minimum 0,5 hr).

Concrete time – activities providing for lifestyle (personal hygiene), afternoon snack (dining).

plays and playing activities until gradual leaving for home (according to children’s wishes and opinions; evoked, both directly and indirectly managed); individual, group or frontal activities; educational activities; individual language periods; evaluation of the day.

16,30 – 18,00 – end of kindergarten operation.

All the mainstream kindergartens and the kindergartens with special education needs should be characterised by a good, kind and sensitive approach of teacher to the child.

In 2005, the Ministry of Education of the Slovak Republic approved the Development Program of Education and Training for Children with Postponed School Attendance in Kindergartens. This document enforces number of activities, games, activities and exercises for stimulation of various areas of the child personality development.

Štátny vzdelávací program

Príručka na tvorbu školských vzdelávacích programov pre materské školy

Program výchovy a vzdelávania detí v materských školách




3.11. Teaching Methods and Materials

One of the most important presuppositions of successful activity of kindergarten teacher is a good theoretical and practical knowledge of the educational and instructional methods and principles. The choice of principles and methods is designed for every occasion, every educational activity, always individual, dependent on independent teachers.

Owing to the fact that the educational activity is a process of mutual interaction of the teacher and the child, the methods and principles cannot be used without their mutual cooperation.

The methods represent particular procedures of teacher’s activity. Their sense is to motivate the children for playing, learning, working, behaviour, and to mediate the new knowledge to them (by exploring, experimenting, through word, opinion, example), to strengthen the knowledge and to diagnostically verify them.

Method is conceived as a way of achieving the educational aim, as a planned, intentional and coordinated performance of the teacher, capable to extend the scope and improve the quality of individual child competencies in teacher-child interaction.

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In the specific environment of the kindergarten we motivate the children (motivation element of the process), we offer them new knowledge and experience (exposition element of the process), repeating and memorising the knowledge (fixing element), checking up, evaluating, diagnosticating the level of managing the activity, play, subject matter (diagnostic element). Each of the above elements of the process of education and training is logically attached to methods or group of methods:

motivation element of the process – motivation methods, exposition element of the process – exposition methods, fixing element of the process – fixating methods, chcecking, evaluating and diagnostic element – diagnostic methods.

From among various methods the most appropriate for preschool age children is to apply and integrate the method of play. The play opens a space for demonstrating the child initiation and its creativity. The knowledge, experience and skills which the children obtain in play by their own activity and independently they are stronger and last longer, make up a foundation for their further individual development. A play motivates the child towards self-control, self-realisation, self-improvement and self-evaluation, and supports development of self-regulation.

At selection of methods the teacher comes from knowledge of the children in group and approaches them differentiatedly. Actually every child needs its personal pace and its own number of repetitions.

While selecting the methods and principles we consider overall strategy of educational ativity.

The Ministry of Education of the SR issies recommendations for various teaching texts, methodical guides and methodologies for kindergarten teachers and working notebooks for children whereby the professional level of these materials used in kindergartens is guaranteed.

Vyučovací metódy

3.12. Evaluation of Children

At fulfilling school educational programme has a demanding task – to purposefully learn and pedagogically diagnosticate the individual peculiarities of the child, to look for and identify its current developmental possibilities and to aim thereto his educational activity. The pedagogical diagnostication in kindergarten is realised by the kindergarten teacher, head of the kindergarten, school inspector for kindergartens.

The pedagogical diagnostication is used:

for identifying the actual level of the personal development of child, for evaluation of efficiency of educational activity, for evaluation, planning and improvement of educational procedures and individual work with

the child.

The pedagogical diagnostication as a part of educational activity in the kindergarten helps to purposeful and systematic support of the elements of key competences of the preschool-age child. The teacher diagnosticates the individual progress of the child and his own educational influence upon the child. In the pedagogical diagnostication the teacher comes from the knowledge of general developmental possibilities of the child and from their confrontation with individual specificities of the concrete child.

In the process of pedagogical diagnostication the kindergarten teachers use diagnostic methods which allow to determine the relative level of the child development. They include: monitoring and pedagogical diagnostication products of creative and working activities and performances.

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Monitoring is a basic method of pedagogical diagnostication in kindergarten. In the teacher’s work the continuing pedagogical diagnostication dominates through monitoring and analysis of the play – the major, dominant activity of the preschool-age child.

The pedagogical diagnostication of the products of creative and working activities and performancea includes content and formal aspect of evaluation, particularly the evaluation of the course and result of the child activity, the result of which is the product: drawing, painting, a production from modelling material, construction product from cubes, folders, paper, and the like.

The teacher analyses from pedagogical point of view all the products of the child activity (paintings, drawings, products from modelling material, works from paper, natural products and others). Each product of the child art is assessed individually with the child – in the form of dialogue, publicly by presentation of the child product of every child (classroom decoration, exhibition for parents).

The teachers closely cooperate with parents at evaluation of the products – they regularly inform the parents of the child procedures in adopting the skills and abilities, of communication with other children, and of popular activities of the child, etc. The joint educational activity allows efficient individual educational counselling the starting point of which is the pedagogical diagnostication.

The teacher records in the process of pedagogical diagnostication everything that enables him to achieve a general opinion of the child, and all he needs to put down not to forget, e.g. notes on the child’s behaviour which requires further attention; notes on situations and activities in which the recorded moments of the child’s behaviour occurred; verbal comments of the child on activity, as well as notes on his own pedagogical performance.

The child evaluations are a part of the further documentation of kindergarten in agreement with the decree on kindergarten.

Príručka na tvorbu školských vzdelávacích programov pre materské školy

Vyučovací metódy

3.13. Support Facilities

Kindergartens and kindergartens for children with special education needs provide the children with defective pronunciation with full speech therapy by means of speech therapists and teachers who practice the correct pronunciation with children. Teachers lead all children to the development of communicative competencies in the course of the whole day and during the individual activities with children. A special pedagogy and other professional care is provided to the children with identified special education needs and their parents by centres of special pedagogical counselling. Professional educational and psychological activity for children of pre-school age and their parents is provided by centres of pedagogical and psychological counselling and prevention.

Kindergarten teachers provide parents with expert consultation on education and upbringing of their children.

At education and training of maladjusted children teachers apply specific educational methods, above all by means of individual treatment and individual activities focused on elimination of the problems in behaviour, eventually, in learning. In relation to character of the educational problem of the child the teacher chooses the appropriate content of activity, methods, forms and means.

At development of some areas of child’s personality special supportive and individual programmes are being used, such as the programmes for development of speech and graphomotor skills.

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In cases of distinctive problems in educational activity the teacher closely co-operates with parents and with the centre of pedagogical and psychological counselling and prevention and the centre of special pedagogical counselling.

For more details see also Chapter 10. .

3.14. Private Sector Provision

In the Slovak Republic the kindergartens may be established by both legal entities and natural persons. By December 2004 the private kindergartens were funded by the State equally as the State kindergartens, according to normative per child.

From 1 January 2007 the rural communes finance the church and private kindergartens. The rural commune provides for financially also the kinderartens that founder of which is the rural commune.

Private kindergartens integrated in the network of schools and school facilities of the ministry of education work according to the Programme of Education and Training in Kindergartens as well as according to their own school educational programmes. Starting with the school year 2009/2010 they will work, just like the kindergartens established by the municipality or the regional school office, according to the school educational programmes which must be in agreement with the State educational programme ISCED 0 – pre-primary education.

3.15. Organisational Variations and Alternative Structures

New pedagogical approaches by means of experimental attestation of methods, forms and means applied in kindergartens are being used in the Slovak Republic. For instance, in 20 kindergartens a project "School Ajar" was tested from the year 1994. The outcome of the project is the methodical guide for kindergarten teachers, approved by the ministry of education, entitled "School Ajar" (Step by Step). This project proved to be useful in education of Romany children and children from less stimulating family environment. In the Poprad district the Tatran alternative kindergarten and primary school was verified, in Trnava kindergartens and primary schools the verification of project of creative drama was finished, and many kindergartens work with teaching aid Lego Dacta.

In kindergartens the information competencies of children have found very successful development by means of suitable educational aids. The implementation of the National programme will significantly contribute to development of these competencies, being financed from the funds of the European Social Fund in the amount of almost 19,5 mill. Eur. Thanks to this project the international cooperation of kindergartens in the Slovak Republic with the institutions of preschool education and care in the EU countries will be considerably extended.

In kindergarten may be integrate also children with special education needs (the children with health deficiencies, the gifted and the children with socially disadvantaged background). A number of kindergartens are financially supported by international foundations and donors. More and more kindergarten carry out various projects, e.g. Comenius project, with international participation of kindergartens, too.

Kindergartens also support the development of their creative abilities of children not only in the activities during the day but also by means of workshops – musical, artistic, dramatic and motor. Children of the pre-school age may also learn a foreign language in kindergarten – basically they are offered according to personal possibilities English, German and French, etc. Other activities like a swimming course, skiing course or open-air-school and some other activities are organised for them, too.

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3.16. Statistics


3.16.1. Overall overview of pre-primary education

Overall overview of pre-primary education, school year 2009/2010

Kind of facility Number of

facilities Number of

classesNumber of

admitted childrenNumber of teachers, incl.

headteachers

Kindergarten 2 873 7 090 138 741 13 798

Special kindergarten

73 157 1 268 237

Total 2 946 7 247 139 456 14 035

Notes:

The indicated numbers of classes, children and teachers also include data related to special classes.

The total number of children do not represent the total sum of children from the other rows, since the ill and weakened children who in time of statistical survey were situated in health centres and attended kindergartens or special classes established at the health centres (553 children in total), at statistical surveys they were also included in the data for the schools in which they were originally enrolled.

For data on pre-primary education in primary schools and primary schools for pupils with special educational needs (zero and preparatory grades) see 4. and 10.

For data on the other kindergarten staff see 8.



3.16.2. Kindergartens – facilities, classes, children and teachers – according to the founder

Kindergartens – facilities, classes, children and teachers – according to the founder, school year 2009/2010

State kinder-

gartensChurch kinder-

gartensPrivate kinder-

gartens Total

Number of facilities 2 765 44 64 2 873

Out of which with special classes 23 - - 23

Number of classes 6 832 104 154 7 090

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Out of which special classes 28 - - 28

Number of admitted children 133 900 2 228 2 613 138 741

Out of which in special classes 245 - - 245

Number of teachers (including headteachers)

13 295 208 295 13 798

Out of which in special classes 57 - - 57


3.16.3. Kindergartens – admitted children according to attendance

Kindergartens – admitted children according to attendance, school year 2009/2010

Manner of organization of education Absolute number %

All-day attendance 133 508 96,40

Half day attendance 4 988 3,60

Weekly or continuous attendance - -

Total 138 496 100,00

Note: Except for childres admitted to special classes.


3.16.4. Kindergartens – admitted children according to age and their share in population

Kindergartens – admitted children according to age and their share in population, school year 2009/2010

Age as at 31. 12. 2009

Number of admitted children

Number of inhabitants

Number of admitted children out of the population (in %)

2 years 4 809 54 221 8,87

3 years 32 209 53 648 60,04

4 years 39 197 54 121 72,42

5 years 43 574 53 409 81,59

6 years 18 940 51 412 36,84

3 - 5 years 114 980 161 178 71,34

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Notes: The indicated numbers of admitted children also include children admitted to special classes;

number of children in age 7 years and older (total number 384 children). Number of inhabitants – preliminary data



3.16.5. Kindergarten - proportional indicators - according to the founder

Kindergarten - proportional indicators - according to the founder, school year 2009/2010

State kinder-

gartensChurch kinder-

gartensPrivate kinder-

gartens Total

Average number of classes per school 2,5 2,4 2,4 2,5

Average number of children per school 48,3 50,6 40,8 48,2

Average number of teachers per school

4,8 4,7 4,6 4,8

Average number of children per mainstream class

19,7 21,4 17,0 19,7

Average number of children per special class

8,8 - - 8,8

Average number of children per teacher in mainstream class

10,1 10,7 8,9 10,1

Average number of children per teacher in special class

4,3 - - 4,3

Notes: At calculation of average number of classes, children and teachers per school the special

classes and children and teachers included in them were counted too. For correct interpretation of average number of children per teacher it should be add that at

realisation of a prevailing part of work per teacher about double of the indicated number of children is ascribed to one teacher, as the classes with all-day, weekly and continuous education by two teachers while their basic weekly load overlaps at the time of children’ stay outside and during lunchtime.



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4. Single Structure Education


41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710



G Y M N Á Z I U M
















Source: Eurydice.

The primary school supports in compliance with the principles and aims of education and training the pupil’s personality ensuing from principles of humanism, equal treatment, tolerance, democracy and patriotism, namely, in intellectual, moral, ethical, aesthetical, working and physical respects. It provides for pupil the elementary knowledge, skills and abilities in the language, science, social science, artistic sports, health or traffic-related areas and other knowledge and skills needed for his/her orientation in life and in the society and for his/her education and training. The Constitution of the SR guarantees the right of every citizen to free education in public primary schools and permits establishing other than state-owned schools too.

Primary schools unify primary education and lower secondary education to form an organizational unit. They comprise as a rule 9 years with a possibility to establish also grade 0 for children from socially disadvantaged background who upon commencement of the school year attained the age of starting school, but not the school maturity. According to Section 29 Clause 7 of Act No.245/2008 of the Law Code on education and training (Education Act) and on the change and supplement to some acts completing grade 0 is simultaneously a completion of grade 1 of compulsory schooling. Primary education is completed in the 4-year stage (grades 1-4), the lower secondary education in 5-year stage (grades 5-9).

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Owing to the fact that the compulsory schooling in the Slovak Republic lasts ten years, it is natural that after completing the lower secondary education in primary school usually each pupil continues the schooling in a given type of secondary school.

Education and training in the Slovak Republic is carried out in official (Slovak) language, as well as in languages of national minorities.



Primary education has the oldest institutional tradition at the territory of Slovakia. Until the 18th century the initial education was provided by the Christian Church to be supplemented by municipalities as a significant political and economic phenomenon of the 15th and 16th centuries. The content of education at the parish, chapel and convent schools largely consisted of reading and singing and, at some of them, of writing and arithmetic, exclusively, of trivium. It was designed to cleric adolescence and richer laymen.

From the mid-18th century the State was significantly involved in operating the schools. The adopted rule for Catholic schools - Ratio educationis of 1777 set up four types of people’s school. The instruction for attendants of national schools in the Old Hungary approved by Josef II, set up the period of school attendance from 6 to 12 years of age.

After the Austro-Hungarian settlement the educational development in the Monarchy was marked by dualism. In the Old Hungary, the Regulation XXX VIII enacted in 1868 on people’s and middle schools and teacher training colleges, unified and ranked the basic education on a higher stage. It introduced, with a relief, though, the compulsory school attendance from 6 to 12 years of age. This fact also caused that the number of illiterates of the Slovak nationality over 24 years dropped from 49.9% to 27% in 1900 and 1910, respectively. The content of the people’s schools consisted, in addition to religion, writing, arithmetic and mother tongue, of geography, history, science, practical works in farming, civics, singing and physical education. The level of knowledge was relatively low. The curricula of middle schools that enrolled the students after completing the grade 4 of people’s schools, was gradually profiled in such a way that compulsory and optional subjects enabled the school-leavers to advance to gymnasia or they offered a specialisation to enable the pupils to work later on in various economic and administrative areas. After 1879, when Hungarian was established as a compulsory subject, these schools became a strong link of denationalising efforts of Hungarian policy against non-Hungarian nations.

After the origin of the first joint state, the Czechoslovak Republic, the education systems in Bohemia and Slovakia were united. The organization arrangement of schools providing basic education the founder of which were the State, church, municipality, associations or private entities, was solved by the Act No. 226 of Law Code of July 13, 1922 which set up the eight-year compulsory schooling, in Slovakia consistently applied in the school year 1927/28. The content of people’s and middle schools was regulated by curricula issued by the Ministry of Education and Culture in 1932 and 1933. At the lower stage it was the basic teaching and natural history, at the upper stage the civics which made up the core curriculum, as a rule, work-based. As a result of the elaborated system of the primary education, Slovakia did not virtually know the problem of illiteracy.

In 1944, the nationalisation of the education system took place and, based on the Act No. 95/1948 of the Law Code on basic organization of the unified education, the unified state-run school system was introduced along with the 9-year compulsory school attendance at the territory of the entire

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Czechoslovakia. The compulsory schooling at the first stage of national school took 5 years and at the second stage 4 years at secondary school. The aim of the school was a unified education and training based on socialist principles, providing universal intellectual, moral and physical development of students.

The Act No. 31/1953 of the Law Code on the education system and teacher training shortened the compulsory schooling to eight years to be completed at the 8-year secondary school. According to the example of Soviet school the emphasis was laid on technical education and training, on basic knowledge without "useless details" in subjects.

Seven years later, based on the experience in the introduced school system and after its critical evaluation, the compulsory schooling was again prolonged to nine years by the Act No. 186/1960 of the Law Code on the system of education and training. The compulsory schooling was completed in the primary nine-year schools. A close and organic interlink of theoretical knowledge with the life and needs of the society, of basics of science with physical work, became a fundamental educational principle of the school.

The Education Reform of 1976 approved the 8-year primary school – ZŠ at the compulsory schooling of children and youth aged 6 to 16 years, as stipulated by the Act No. 29/1984 of the Law Code. The first stage content consisted of mother tongue, mathematics, natural history, science, work teaching, music, fine art and physical education; the second stage of subjects of the humanities, mathematics and science with a possibility to choose from among optional and non-compulsory subjects. In educational work the principle of combining school and life remained to be stressed.

Since the 1990s the entire society has undergone a fundamental and complex transformation. The primary education has been rebuilt on the principle of decentralisation and differentiation.

Malá encyklopédia Slovenska

Vzdelávací systém v SR






On 1 September 2008 the new Education Act came into operation to offer to schools new opportunities as well as new responsibilities.

Reform of education in Slovakia,presented in Millenium and transformed into legislation (school act, act on pedagogical and professional employees, etc.) creates a new legislative framework of possibilities for teacher and educator on how to get to the fundaments of the education, and to the quality of processes in education area. Acts open conceptual possibilities, but only acts cannot open space for the realisation of reform, it means to introduce qualitative changes in teaching and learning. In the discussions there were stressed key elements- in the shaping of principles which are the basis for improving the work. The rest is oriented on self-improvement, interest and motivation of each employee in the education sector.

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The basic legislative framework concerning primary school is created mainly by the Education Act No. 245/2008 of the Law Code on education and training (School Act) and on the change and supplements to some acts and the Act of the SNC No. 596/2003 of the Law Code on state administration and self-government in education, as amended and Act No. 597/2003 of the Law Code on financing primary schools, secondary schools and school facilities, as amended by subsequent provisions.

The executive provisions of acts are contained in the Government regulations and decrees.

Government Decree of the SR No. 412/2007 of the Law Code on provision of aid for support of milk and milk products consumption for children in preschool facilities and for pupils during compulsory school attendance

Methodical Guide No. 16/2007 of 15 November 2007 on implementation of Government Decree of the SR on provision of aid for support of milk and milk products consumption for children in preschool establishments and for pupils during compulsory school attendance

Government Decree of the SR No. 630/2008 of the Law Code as amended by subsequent provisions whereby the details of breakdown of finances are set from the national budget for primary schools, secondary schools, centres of practical training, basic schools of art and school facilities

Decree of the Ministry of Education of the SR No.320/2008 of the Law Code on primary school

Decree of the Ministry of Education of the SR No.326/2008 of the Law Code on the types and appropriations of certificates and other school forms, including the ways of registry and storage

Decree of Ministry of Education of the SR No. 307/2008 of the Law Code on education and training of gifted pupils

Decree of the Ministry of Education of the SR No. 207/1993 of the Law Code whereby the details are set on equivalence of certificates and on conditions of recognition of certificates issued by foreign primary and secondary schools.

Decree of Ministry of Education of the Slovak Republic No. 9/2006 of Law Code on the structure and content of reports on educational activity, its results and conditions of schools and school facilities.

Decree No. 207/1993 whereby the details on equivalence of diplomas issued by foreign primary and secondary schools are set up

Decree No. 280/1994 on private schools




Decree No. 536/1990 on establishment and activities of church-affiliated schools



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Under the Act No. 245/2008 of the Law Code on the education (Education Act) and on the change and supplement to some acts, primary school provides primary education. The aim of education and training is to enable the child and pupil to

receive education according to the Education Act, obtain competencies, particularly in the field of communication abilities, verbal skills and skills

in writing, use of information-communication technologies, communication in official language, in mother tongue and in a foreign language, mathematical literacy, and competencies in the field of technical sciences and technologies, lifelong learning, social competencies and civil competencies, enterprising abilities and cultural competencies,

master at least two foreign languages and learn how to use them, learn properly identify and analyse problems and propose their solution and be able to solve

them, develop manual skills, creative, artistic psychomotoric abilities, topical knowledge and to work

with them at practical training in the fields connected with the related education or with the presentday requirements at the labour market,

strengthen esteem to parents and other persons, to cultural and national values and traditions of the State, of which he is a citizen, to the national official language, to his/her mother tongue and to his/her own culture,

achieve and strengthen the esteem to human rights and basic freedoms and principles laid down in Convention on Protection of Human Rights and Fundamental Freedoms,

prepare oneself for a responsible life in a free society, in the spirit of understanding and tolerance , equality of men and women, friendship among nations, nationality and ethnic groups and religious tolerance,

learn how to develop and cultivate one’s personality and to educate lifelong, to work in group and take over the responsibility,

learn control and regulate his/her behaviour, to take care of and protect his/her health, including healthy nutrition and environment and respect universal ethic values,

achieve all information on child rights and ability to use it.

It offers to pupils ethical, aesthetic, craft, health, physical, informatic and ecological education. Religious education and sports training are also available.

The education and training in primary schools is carried out according to educational State and school programmes. The State educational programmes are issued and publicised by the Ministry of Education of the SR – it determines an obligatory content of education in school in order to achieve competencies. The State educational programme is the the basic document of the school according to which the education and training is carried out in school according to this Act. It is issued by the headteacher after having discussed it with the pedagogical council of the school. The founder may ask the headteacher to submit the school educational programme to him for approval. The school educational programme must be prepared in accordance with the principles and aims of education and training according to the Education Act and the respective State educational programme.

Primary school prepares pupils for further studies and practice. School education enables pupils to acquire the highest degree of education according to their abilities.

Primary school ZŠ provides the development of cognitive abilities, qualities of character, emotional and volitional qualities, and encourages the pupil in independent expression of his opinions and

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attitudes; it promotes his/her independent and productive thinking, further self-education; it develops his individual abilities and interests, creates preconditions for vocational guidance.

Ministry of Education of the Slovak Republic supports the competitions of primary school pupils that will take place in agreement with organisation rules, approved in terms of Directive No. 13/2009-R on, organisation, management and financial provision of pupils´ competition and registered by the Ministry of Education of the Slovak Republic. The subject Olympiads, competitions in professional knowledge and skills, literary and artistic contests, school sports competitions are considered as a part of educational process. In this connection the headteachers are recommended to financially motivate the teachers who participate in organisation and management of the above activities and in preparation of pupils for these competitions. The competitions are coordinated by National Coordination Board that is functioning as a standing advisory and professional body of the Ministry of Education of the Slovak Republic.

The completing of primary school is compulsory, therefore every child must regularly participate in lessons. The headteachers must therefore follow and keep evidence of classroom attendance. In case of truancy (more than 60 lessons per month) such a case is announced to social department. The latter shall cease payment of family allowances for the child until the situation is changed. Moreover, the social curator starts following the situation in the family and based on the findings it may propose sanction according to act on offence or according to Criminal Law.


4.4.1. Basic school of art

It provides for artistic education and training according to educational programme predominantly for pupils of primary schools. It provides for the basic artistic education, preparing the pupils for study of the fields of artistic concentrations and for secondary schools and academies of art, and for studies in higher education institutions with teacher training or artistic orientations. The school offers music, dance, fine art and literary-drama study fields, and other artistic fields upon approval of the Ministry of Education of SR.

The schools of art represent a specific type of schools which pay special attention to each pupil, his/her orientation and individual abilities and the teaching process is characterized by a high level of individual care. It is enabled mainly by variable use of teaching methods and forms of work. The competitions, creative workshops and exhibitions are organised. This educational principle is applied at all levels and types of the schools of art where the education of pupil as an independent personality is the primary aim, which is also promoted by horizontal and vertical interconnection of the system of schools of art. The principal aim of the schools of art is education (personality shaping) by art, towards art (development of ability to create and accept art) and for art (preparation for professional artistic activity).

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The geographical accessibility of ZŠ is reflected by their network, which is, in the spirit of the Act No. 596/2003 of the Law Code on state administration in education and self-government in education, laid down by the Ministry of Education of the Slovak Republic. Several aspects are taken into consideration in its creation, e.g., ZŠ should be as near as possible to the pupil’s residence in order that the distance from the school is maximally reduced and the pupil can use the means of public transport. This fact is especially emphasized for pupils attending grade 1 of ZŠ. The legislation in education enables the establishment of the first four grades of ZŠ as independent schools. Thus the pupil’s attendance to school by the means of public transport is practically eliminated. The above mentioned way is used predominantly in regions where population density is far below the national average. Unless the community establishes a primary school, travel costs connected with the school attendance are covered to the pupils‘ guardians by the government.



4.6. Admission Requirements and Choice of School

Under the Act No. 245/2008 of the Law Code (Education Act) and on change and supplement to some acts on education and training compulsory school attendance usually starts at the beginning of the school year which follows upon attaining by the child the age of six and the school maturity If the child does not attain the maturity for attending the school upon reaching the age of six or if it comes from socially disadvantaged background, and, if requested by his/her guardian, the headteacher will decide on postponment of the compulsory school attendance for this child until the following school year, or he/she gets the possibility to start grade 0.

The legal guardian has the right to decide if the child with postponed schooling will attend the kindergarten or zero grade. In case it is additionally found out in the first half-a-year that the pupil of the first grade in primary school whose beginning of the compulsory school attendance has not been postponed and who has not passed the zero grade of primary school, that he has not achieved the school competence, the headteacher may decide additionally on his school postponment or on ranking him into the zero grade. The legal guardian has the right to decide if the child with the additionally postponed school attendance will attend the kindergarten or the zero grade. The zero grade of primary school is designed for the children who attained by 1 September the physical age of six years, but have not achieved the school competence or come from socially disadvantaged background and due to the social surroundings they live in there is no preassumption they will master the educational programme of the first grade of primary school.

Unless the child achieves even after the additional postponement of the beginning of school attendance or the postponement of fulfilling the school attendance the school competence by 1 September at the latest, following the day in which it attained the age of 8 years, it will be enrolled in the first grade or, upon the consent by his guardian, into the zero grade of primary school.

If the guardian request that exceptionally be enrolled the child who has not attained the age of six years, he must add to his request affirmative statement by the respective establishment of educational counselling and prevention and a statement by general practitioner for child and youth.

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In classes of primary schools, special primary schools or preschool establishments that is attended by more than five pupils from this social group, the headteacher may set up the profession of assistant teacher who participates in creation of conditions necessary for overcoming especially the language barriers (in case of enrolment in grade 1 or zero, of pupils who cannot manage the language of instruction), health and social obstacles of the child while providing the educational process. In establishing the post of assistant teacher in the school the headteacher applies the appropriate founder of the school for a consent. The capacity of the assistant teacher may be also introduced in such classes which are attended by children or pupils with special education needs, where the safety and health protection of the child or overcoming the barriers cannot be guaranteed due to the extent of his/her handicap.

Before the child’s entry to ZŠ, there is an enrolment to the first grade held at every school. Every child who begins performing compulsory school attendance in the forthcoming school year is eligible to participate in the enrolment being conducted by his/her guardian. The place and time of enrolment are determined by headteacher of the particular school in the period between January 15 and February 15 preceding the school year in which the child enters the school. At the admission it is recommended to include in the commission also school psychologist and special pedagogue. The parents of children who are allowed postponement of the schooling have a possibility to integrate the child into grade 0 of primary school or preparatory grade of a special primary school. At the inscription a teacher keeps an interview with the child and his/her guardian whom he informs about organisational conditions of entry to ZŠ as well as about character and objectives of the school. At enrolment to grade 1 of ZŠ the number of all applicants for Religion or Ethics are identified. During the school year no transmissions from compulsory classes of Ethics to those of Religion and vice versa, are allowed.

Also, with the purpose of optimizing the education of pupils with special education needs, or education of involved pupils, the conditions and procedure for admission are equal. Education of pupils with middle and heavy degree of mental defect into a standard class of primary school is not recommended if the school cannot provide for professional approach of special pedagogue.

4.6.1. Admission of pupils for study in basic schools of art

The admission to study is subject of fulfilling the required preconditions in preparatory study or successful completion of admission examination in the selected field of art in the basic study. The entrance examinations are usually held from 1 April to 15 June. The date and place of the entrance examination is announced by the headteacher at least one month in advance, notifying as well the field of art and concentrations to be chosen by the applicants. For assessment of study prerequisites of the applicant they create a three-member admission committee and appoint its members for each field of art field or study concentration.



4.6.2. Choice of School

The pupil fullfills the compulsory school attendance in primary school in the school district in which he has permanent residence (hereinafter referred to as the "tributary school"), unless the guardian selects another primary school. If the pupil is enrolled in a different school than the tributary one, he announces the fact to the headteacher of the tributary school, namely, by 31 March of the calendar

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year in which the child is to start the compulsory school attendance; the headteacher of the tributary school will send by 15 April the list of all children enrolled on fulfilling compulsory school attendance to the municipality according to the child’s permanent place of residence. Headteacher of the tributary school is obliged to preferentially admit to fulfilling the compulsory school attendance the pupils whose place of permanent residence is in the school district of the tributary school, and the pupils placed in school facility or other establishment on the basis of the decision of the court seated in the school district of the tributary school, namely, up to the amount of maximum number of pupils in the class of the respective grade. If the number of pupils in the age of fulfilling the compulsory school attendance to be fulfilled in the tributary school is higher than capacity possibilities of the tributary school, the founder proceeds according to a special regulation. The pupil placed in the school facility or other establishment based on the court decision or at the request of his guardian, he fulfils his compulsory school attendance at the school established at this facility, if it is founded.

Parents have a right to choose any school (state, private, church), a possibility to choose the orientation, forms and curricula. The choice of school is conditioned on regional possibilities and geographical conditions.

The primary schools ZŠ are managed by the Ministry of Education of SR in matters of education and training. The education and training are carried out in the state language of the Slovak Republic. The citizens of national minorities are provided the right to education in their own language to the extent adequate to interests of their national development. In schools and classes where the teaching is carried out in a minority language, the Slovak Language and Literature, in the extent of classes necessary for its adiption, must be included among other subjects.

ZŠ are divided according to the founder into the state, private and church.

Numbers of pupils in individual schools vary. The present demographic development in the Slovak Republic, which has a downward tendency, also brings about a reduction in number of pupils enrolled in grade 1 of ZŠ. Today, high numbers of pupils occur only in residential conglomerates of big towns in the Slovak Republic. Number of pupils attending individual ZŠ is not a general criterion for differentiation of schools, though. ZŠ may be either fully organised with grades 1 - 9 or not fully organised with grades 1 - 4. There are also ZŠ that lack in grades 1-4 a separate class and teacher for each grade. Primary schools, in which there are classes with pupils from different grades from 2 to 4 of the first stage are called "incomplete primary schools".

The primary school with just the first stage grades is established by the founder if there are all grounds that at least 30 children will ask for enrolment in this primary school. It may be established with a lower number of children too (Section 30 Clause 4 of Education Law). The pupil who completes the last year of such a school, continues his schooling in the particular fullly organised primary school.

Education in primary school with just the first stage grades may be also organised in the class encompassing pupils from several grades.

Primary school with the grades 1 to 9 is established by the founder provided that at least 150 children liable to compulsory school attendance will attend the school. In special cases though, such as inaccessibility of the primary school, the founder may also establish the primary school with a lower number of children attending the school.

There is the opportunity of ZŠ pupils to study abroad from the school year 1990/91. At issue of decision on permission of a special way of completing compulsory schooling and education outside the territory of Slovak Republic granted to children of nationals of the Slovak Republic who fulfil their compulsory schooling in schools abroad, the headteachers of primary schools are recommended to strictly adhere to the Act No. 596/2003 of Law Code on state school administration and school self-governance and on change and supplement to soem acts due to implementation of penalties and financial sanctions. The pupils have the right to free education in ZŠ, in others than for state schools the education is offered for a fee. The textbooks and teaching texts for compulsory subjects are lent free of charge.

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In accordance with the Education Act of the basics of art education in individual fields of art are provided by the basic school of art.The basic school of art does not provide basic education in general subjects. The basic school of art does not provide the compulsory schooling by the Education Act.

An essential part of pupils attending the basic school of art will apply their acquired skills, habits and knowledge within the framework of their special-interest activities or in individual artistic creation.

The study in basic school of art is for many pupils a preparation for their professional career in the field of art. They are prepared for their study in conservatoires, or in various fields of study in secondary schools of artistic specialisation.

For further details see chapter 2.6.4. . The latest statistics is given in chapter 4.18. .




4.6.3. Special Assistance for Pupils

Under the Education Act pupils who cannot attend school because of health reasons are entitled to such a form of education state administration body enables them to receive the same education as that of pupils attending the school. The pupil, who was freed from classes of a subject and his health state allows him to attend the classes at school, is present at the subject classes and is engaged in the tasks set to him by the educational employee. In case the subject is instructed as the first lesson or the last lesson, upon the consent by his/her guardian the pupil need not attend it. Based on the recommendation by the institution of educational counselling and prevention the pupil may be education under the guidance of the school special pedagogue. If the pupil is allowed individual education according to Section 24 of the Education Law, the guardian will create suitable conditions for activity of the educational staff who provide for the pupils‘ individual education. The Act also permits individual education of pupils of the first stage of primary school at home, where the education must be provided by the guardian, namely by an educational employee with professional and teaching competence of a teacher for the first stage of primary school. The educational employee is also financially provided for. The books and teaching aids is provided by the parent school free of cost.

The pupil may be partially or completely exempt from classes in any subject throughout the entire school year or a part of it. The pupil is exempt on the basis of references made by the teacher and a physician. If the pupil has a sight, hearing, or speech defect, or is physically disabled, the headteacher agrees with the exemption on the basis of expert opinions by a special pedagogue, psychologist and specialist. The school provides pupils who are exempt from school attendance and are in home care with individual teaching of two lessons a week at least.

With the consent of founder specialised classes may be also set up in ordinary schools for pupils of primary school.

The establishment of a class for pupils with special education needs at the school, incorporation of the pupils, or determination of number of pupils per class and organisation of educational activities are a subject of a special rule. Due to increased demands upon organisation of classes and preparation of the appropriate documentation for classes one class may admit along with the other pupils at most three pupils with health disadvantaged. For every pupil with a health disadvantage the number of pupils per class is reduced by two. With the founder’s consent it is possible to establish a special class

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for children who require a compensation programme or developmental programme and for children who were educated at school with the educational programme for children with health disorder. Such a class s established with at least four pupils, at most eight pupils out of one grade or from various grades. If the number of pupils is less than four pupils, the class is dissolved. The pupil is integrated into the class by the headteacher at the proposal by the form teacher, educational counsellor upon statement by institution of educational counselling and prevention and upon notified consent of the pupil’s guardian. In a specialised class the pupil is incorporated in case of emergency only. The specialised class also provide education for pupils with socially disadvantaged background, who:

upon completing the zero year, have no qualifications to manage the curricula of the first year of the school attended,

do not manage the curricula of the first year or whose psychological examinations prove he/she has no qualifications to successfully manage the curricula of the first year,

were educated in primary school according to the programme designed for pupils with a health disorder, even though no health disorder was detected with them.

The school for education of pupils with a health disadvantage is bound to provide in the class under Section 94 of the Education Act the special education needs upon the notified consent by the pupil’s guardian. The individual educational programme is approved by the headteacher for the entire school year or its part upon recommendation of the institution of educational prevention and counselling.

For details see chapter on special education 10. .




According to Constitution education at primary level is free of charge. The state contributes to reimbursement of costs for meals and transport.

Starting with 22 August 2007 the Government Decree No. 412/2007 of Law Code on provision of aid from financial resources of EU for support of consumption of milk and milk products for pupils with compulsory schooling came into force. According to this rule the financial aid may be provided on the basis of request of applicant for aid which may be represented either by the school, school founder but also a natural person-enterpriser, provides milk and milk foods for children. School milk scheme is carried out during breaks, or lunch break or at time of extra-curricular activities.

With efficacy from 1st September 2008 a new allowance was introduced for children in material poverty who normally fulfill their compulsory school attendance. Starting with July 2008 a new Act No. 201/2008 of the Law code came into force on substitute subsistence costs – according to which the subsistence costs are granted not only to children, whose parents do not fulfill their duty of nourishment, but also to those whose parents died.

Decree of the Government No. 412/2007 on provision of aid for support of consumption of milk and milk products

Act No. 201/2008 on substitute subsistence costs


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4.8. Age Levels and Grouping of Pupils

Under the Education Act, ZŠ has as a rule nine grades with a possibility to establish zero grade. It is divided into two stages. The first stage consists of grades 1 - 4, the second stage (lower secondary education) consists of grades 5 - 9. In grade 5 differentiation starts according to pupils’ interests and abilities.

ZŠ is organised in classes according to pupils’ age in grades 1 - 9. Classes are co-educational. There is no strict differentiation of pupils according to their abilities. In each grade there are pupils of the same age, with the exception of repeaters or the gifted pupils, who may leave out a grade. Another exception are those with postponed compulsory schooling.

At school, the education and training are carried out in classrooms and in special classrooms equipped according to needs of individual subjects, especially, in laboratories, school workshops, school premises, training kitchen, gymnasium, and at school courtyards.

The classroom may be also a special classroom. The timetables of the respective classroom and timetable of the special classroom exploitation are available to public in the classrooms and special classrooms. The classrooms of individual grades are designated by Roman figures from I to IX. The parallel grades of the same year are distinguished by adding a capital letter to the Roman figure. In class statements, catalogue sheets, class registers and at certificates the individual grades are marked verbally. The size of floor area and airspace of classrooms, special workrooms and other premises of schools and their equipment, artificial and natural lightening and temperature in all premises of school buildings, furniture in classrooms and special classrooms are determined by special regulations. In Office rooms, in all classrooms and special classrooms there is the national coat of arms of the Slovak Republic, except for workshops and gyms. The coat of arms is not located in church schools. Special classrooms and school workshops have a separate room for preparation of materials, yard and cabinet.

The pupils of each classroom have as a rule a cloakroom or other premises for storage of top clothes and changing their shoes; cloakrooms are also a part of gyms. For teaching the subjects of the world of work and technique the special classrooms, training kitchens, school fields, workshops, multimedia classrooms, etc. are established according to spatial conditions of the school.

The number of groups and number of pupils per group are defined according to spatial, personnel and financial conditions of the school, according to nature of pupils‘ activity, according to demands of the subject with regard to health protection and labour safety requirements.

For teaching the subject of Religion or Ethics the pupils of different classes of the same year may be cubed and create groups with the highest number of pupils up to 20. If the number of pupils per group drops under 10 pupils, the groups may also involve the pupils of varied years. Once a subject is chosen, the pupil attends it during the whole school year.

For classes of the subject of foreign language the pupils of various classes of the same year may be cubed to create groups with the highest number of pupils 17. For teaching the subjects of Informatics and Computer Education a class may be divided into groups with the highest number of 17 pupils.

The classes of Physical Education in Grades 1 to 4 are common for boys and girls. At the upper stage the classes are divided or cubed to form groups for girls and groups for boys of the same year. The highest number of pupils in group is 25. If the number of pupils in group drops under 12, the groups may combine pupils of diverse years. For classes of subjects of World of Work and Technique the pupils of diverse classes of the same year may be cubed to create groups with the highest number of 17 pupils.

The study in basic school of art is divided into preparatory and basic study. The preparatory study is designed for intensive diagnostication of the child’s artistic skills and his subsequent incorporation into

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the respective field of art. For pupils who did not attend the first stage of the basic study in literary-dramatic field, the one-year preparatory study may be organised at the second stage.

The basic study is divided into the first stage followed up by the preparatory study, and the second stage which is linked-up to the first stage of the basic study. It is designed for the pupils who showed the required level of artistic skills, abilities and habits enabling their further successful development in the respective field of art. The first stage of the basic study is divided into the first part which consists of at most four years, and the second part consisting of at most five years. Upon successful completing of the last year of the first pat of the first stage of basic study the pupil receives primary artistic education. Upon successful completing of the last year of the second part of the first stage of basic study the pupil receives the lower secondary artistic education.

A proposal for transfer of pupil from the basic study to the extended one is submitted by the form teacher of major to headteacher of the school by 31 March of the school year. The extended study is supplied with the approved curricula which provide more time for the pupil’s study.


Decree No. 324/2008 on basic school of arts


4.8.1. First Stage of Primary School

The first stage of ZŠ (grades 1 - 4) corresponding to ISCED Level 1, is attended usually by pupils aged 6 - 9. One teacher is usually responsible for one class. Some subjects (e.g., music, craft, physical education, industrial arts) may be taught by the first-stage teachers from parallel classes or the second-stage teachers. At the first stage, one teacher may guide a class for four years or he/she specialises in teaching in one grade of the first stage of ZŠ (usually in grade 1).

The maximum number of pupils per class in primary school is

16 pupils per class of grade 0, 22 pupils per class of grade 1, 24 pupils per class which combine pupils of several grades of the first stage of primary school, 25 pupils per class of grades 2 to 4.

A class may be divided into groups according to nature of educational programme.

Upon successful completing of the respective educational programme or its comprehensive part the child of pupil may obtain the respective level of education. Primary education is divided into:

primary education which the pupil receives by successful completing of the last year of comprehensive part of educational programme of the branch for the first stage of primary school or which the pupil with mental disorder receives upon completing the last year of primary school; the document on the education received is the certificate with supplement.

lower secondary education that the pupil receives upon successful completing of the last year of comprehensive part of educational programme of the branch for the second stage of primary school; the document on education received is the certificate with supplement.

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4.8.2. The Second Stage of Primary School

The second stage of ZŠ (grades 5 - 9) corresponding to ISCED level 2 is attended usually by pupils aged 10 - 14. The instruction of subjects is conducted by teachers with the required qualification. The teachers have, as a rule, the certification to teach two subjects. The class-teacher, who is appointed by the headteacher, coordinates teaching in the classroom. The class-teacher along with other teachers monitors pupils’ achievements, helps him solve problems, keeps the class documentation. He uses the gathered information about the pupil for preparation of his records applied at transition to secondary school. The class-teacher controls hygienic conditions of instruction and work load of pupils, especially the volume of homework, and pays adequate attention to the impaired and those with chronic diseases. He closely co-operates with the pupils’ parents, the paediatrician and psychologist. In the absence of the class-teacher his work is taken over by another teacher appointed by the headteacher. The maximum number of pupils per class in the second stage of ZŠ is 28 pupils, namely, in grades 5 to 9.

4.9. Organisation of School Time

The headteacher will define the timetable after discussing it at the School Council. In doing so he considers the character of pupils‘ daily and weekly physiological performance, the hygienic and working requirements of pupils and educational staff.

The individual subjects are evenly divided in the timetable and instructed through lessons. The subjects where the content and organisation of teaching process requires it, may be instructed through blocs.

The subjects which require increased spiritual activity, are instructed before the main break. If allowed by the conditions, the subjects of Physical Education or Sports are not included as the first lesson, and after the subjects of Physical Education, Sports and Work Education do not feature such subjects as Slovak language, Writing or Visual Art.

The setting of a timetable depends mainly on the učebný plán. Učebné plány are drafted for orientation, giving headteachers and teachers of primary schools, basic schools of art and secondary schools space for the internal and external differentiation of pupils. The structure and proportionality of teaching subjects in the učebný plán have to correspond with the function of the respective level and kind of school. For ZŠ exists several variants of učebných plánov. See chapter 4.10.

4.9.1. Organisation of the School Year

The details about the organisation of the school year are laid down by the Education Law, in § 150, section 6 of the provision and the Decree No. 231/2009 of the Law Code on details of organisation of the school year at primary and secondary schools, and basic schools of art, on practical schools, apprentice training centres and language schools.

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In the Slovak Republic the school year starts on 1 September and ends on 31 August of the next year. It is divided into the period of teaching and the period of holidays. The period of school instruction begins on 2 September and ends on 30 June of the following calendar year. It consists of the 1st term and the 2nd term. The first term begins on 2 September and ends on 31 January of the following calendar year. The second term begins on 1 February and ends on 30 June of the current calendar year.

The period of school holidays is made up of autumn, Christmas, mid-year, spring, Easter and summer holidays.

Autumn holidays last for two days. Every year they are laid down by the Ministry of Education of the Slovak Republic, usually for the end of October. The Christmas holidays last from 23 December to 7 January of the next calendar year. Mid-year holidays last one day following the end of the first term. Spring holidays last a week. Their beginning is set by the Ministry of Education of the Slovak Republic, usually for the period from mid-February to mid-March so that they were not taken in the same period throught the whole Republic. Easter holidays last four days. Summer holidays last from the end of instruction in the second term till the beginning of instruction in the next school year. If during the teaching period some unpredicted event occurs, mainly a natural disaster, energetic crisis or some other serious events, the Minister of Education of SR can extraordinarily interrupt or change the periods of teaching in schools and school establishments on necessary time.

Decree No. 361/2007 on details of organisation of school year in primary schools, secondary schools and in basic schools of art



4.9.2. Weekly and Daily Timetable

ZŠ consists of two stages: the 1st stage (grades 1 – 4) and the 2nd stage (grades 5 – 9). In Grade 1, five lessons may follow in succession at most thrice a week, in Grade 2 five lessons and in Grade 3 and Grade 4 six lessons may follow in succession at most twice a week, while in Grades 5 to 9 at most six lessons may follow successively. The pupils of Grades 5 and 6 may have at most seven lessons a day per week, while the pupils of Grades 7 to 9 may have at most eight lessons a day per week.

When organising the teaching in a different way than through lessons concerning educational activity, the school will determine the establishment and length of breaks according to character of activities considering the pupils‘ basic physiological, psychical and hygienic needs.

For details see chapter 4.10.1. .

The timetable at ZŠ, basic schools of art and secondary schools is based on the weekly number of hours for individual subjects and it is drafted by the headteacher. In the drafting of a school timetable, but mainly of a daily timetable, health, pedagogical, psychological and psycho-hygienic principles are respected. The lesson at ZŠ and secondary schools lasts 45 minutes, cannot be prolonged or reduced without a justified reason. The order and length of breaks is defined by the headteacher upon discussing it at Educational Council and School Board. Small breaks are as a rule ten-minutes‘ long, the major break takes 15 to 30 minutes, usually after the second lesson. During the main break the pupils keep outside classrooms, if there are conditions for it, particularly, in school building premises determined for that purpose. The lunch break starts at the latest after fifth lesson for pupils of Grades 1

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and 2, for pupils of Grades 3 to 9 after sixth lesson for at least 30 minutes. At shift classes each lesson may be reduced to 40 minutes in afternoon, just like the last lessons of the morning shift, in justified cases though, according to local conditions.

At schools pupils are taught five days a week. The teaching starts as a rule at 8 a.m. According to local conditions a headteacher may set the beginning of the teaching for 7,00 - 8,30. In classes with the extended teaching of physical and sports preparation the headteacher may set the beginning of the instruction for 7 a.m. If it is for school capacity reasons not possible to provide instruction for all pupils in the morning at ZŠ, the teaching is exceptionally organised in two shifts. The teaching and educational activities end at 5 p.m. at the latest. At boarding schools the length of lessons is not shortened. When organizing the classes in a different way than through lessons connected with the educational activity, the school will determine the establishment and length of breaks according to character of activity considering the pupils‘ basic physiologic, psychical and hygienic needs.


4.10. Curriculum, Subjects, Number of Hours

At ZŠ teaching is based on educational programmes. The Act on Education and Training defines the State educational programme – štátny vzdelávací program and school educational programme – školský vzdelávací program . The harmony between the State and school educational programme is controlled by the State School Inspection. These school programmes are worked out in curricula, syllabi and educational standards. The State educational programmes contain, for example, the name of educational programme, the concrete aims of education and training, the achievement of the level of education at completing the educational programme, the graduate’s profile, educational standards, framework teaching plans, etc. The school educational programme contain the name of the educational programme, definition of their own aims, level of education to be achieved upon its completing, the very orientation of the school, length of the study, language of teaching, učebné plány and učebné osnovy, and the like.

The educational standards contain a constituent part of the State educational programmes, they contain a set of requirements for adoption of knowledge, skills and abilities that the children and pupils should receive to be able to continue in education related to the next part of educational programme or to be able to obtain the level of education. There are the following educational standards for children and pupils:

performance standards which determine criteria of the level of mastering the knowledge, skills and abilities,

content-based standards which determine the volume of required knowledge and skills.

Framework curricula are a part of the State educational programme, covering the educational areas and list of compulsory and non-compulsory subjects defining the smallest number of lessons within the framework of educational programme or its comprehensive part. The framework učebné plány also determine the volume of the greatest weekly load in the respective year of educational programme and number of hours that the school may use for its own concentration within the framework of the school educational programme development. The framework učebné plány are obligatory for curriculum development of the respective school educational programmes.

The individual types and kinds of schools will prepare the učebné osnovy at least in the scope set by educational standard of the State educational programme. The scope of modification of učebné plány and drafting učebné osnovy must agree with the respective educational standards.

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The framework plans and pattern syllabi development is a responsibility of the National Institute for Education (ŠPÚ). In co-operation with different curricular review groups, teachers and methodologists it submits proposals of framework curricula and pattern syllabi to the Ministry of Education for approval. The approved framework učebné plány and učebné osnovy are binding. The pattern syllabi represent a guide for curriculum development by schools to suit their their own conditions. The schools which are not capable to work out their own syllabi, may use pattern syllabi.

The učebný plán sets up compulsory and non-compulsory subjects, the number of weekly hours and total number of hours per year. Other non-compulsory subjects may be introduced according to pupils’ interests and the school conditions. Schools have a possibility to prepare učebné osnovy for optional subjects too.

Among the basic pedagogical documents belongs also vzdelávací štandard. Together with učebný plán and učebné osnovy they serve as a tool for management and regulation of the education in particular subjects. The education standard makes up the content and executive part. The content part defines the basic features of the basic teaching material content in particular thematic units. It represents a part of the teaching material of the given thematic unit in subject, which is supposed to be accessible at each school for all pupils. Executive part of vzdelávacieho štandardu contains requirements on pupils’ knowledge and skills – it is a part of teaching material, which should pupils acquire even though on different qualitative level.

Vzdelávací štandard together with učebné osnovy serve for teachers as a tool when designing thematic and time table plan, as well as at examining the verbal or written verification of level of pupils knowledge. Vzdelávací štandard can be also used during control of the school management activities by the State School Inspection, during the exams for admission to secondary schools, etc.

To satisfy specific interests and abilities of pupils there are učebné plány with the extended lessons of mathematics and science subjects, sport preparation, foreign language/s, technical education, art and music, regional education, extending the history teaching in relation to the school region within the framework of discountable hours in individual grades.

The basic prerequisite for integration of foreigners with a refugee status on the territory of the Slovak Republic is the appropriate knowledge of Slovak language. To this end the Ministry of the Interior of SR will provide, free teaching of Slovak for the refugees placed in the integration centres. The aim of this instruction rests in achievement of basic communication skills to enable oral and written communication. The children of asylum seekers must complete the compulsory schooling in the respective area of the school nearest to his/her place of residence. They are subject to obligation under Education Act. Upon identifying their previous education and degree of commanding Slovak language the children are placed in the particular grade of ZŠ. Classes take place in standard rooms along with children from majority community. The teaching of migrant children is specific in that the individual pupils have diverse level of commanding the language of instruction and do not start the school year in the same time. If the pupil’s command of official language in transition to primary school, if his command of the official language is not sufficient, the evaluation of his knowledge is not so strict compared to majority group of pupils and it is the degree of his knowledge in the given subject rather than the command of the language that is considered. This state is set up for two periods of assessment, that is, for one school year. Therefore it is necessary at times to integrate the children into lower grades to be able to understand the subject matter and adopt it.

In Slovakia, ZŠ are also attended by children of foreigners with a prolonged or permanent residence on the territory of the Slovak Republic. Children of foreigners are also a subject to completing compulsory school attendance at ZŠ. The headteacher places the children of foreigners in the corresponding grade upon identifying the level of their present education and knowledge of teaching language.

The učebné plány and učebné osnovy of individual subjects are the basic educational documents used in the basic schools of art. Učebné plány specify the subjects instructed in the branches and concentrations, hour load of different subjects, length of study and recommended age for the admitted

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applicants. The contents of education in individual subjects are determined by učebné osnovy. In addition to the above curricula in the teaching process of basic schools of art there are also curricula with aesthetic-educational specialization that allow versatile development of pupils through development of pupil’s talent in the dominant field of art and, simultaneously, he/she obtains the knowledge and develops his skills in other fields of art at basic school of art.








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4.10.1. Curriculum at the First and Second Stage of Primary School

Primary education curriculum is divided into seven educational areas based on defining the content of education and key competencies.

The basic subjects in educational areas for primary school – ISCED 1

Educational area Subjects

Language and communication Slovak language and literature First foreign language

Mathematics and work with information Mathematics Information science

Nature and society Natural science History and geography

Man and values Ethic education/Religious education

Man and the world of work Work education

Art and culture Music education Art and craft

Health and movement Physical education

The educational areas are intertwined by cross-sectional themes to extend the basic subject matter. The stress on the application nature should contribute to the extending the pupils‘ view, adoption of certain attitudes, values and decision-making. They may be instructed within the framework of individual subjects or in the form of courses, eventual, independent optional subject.

Cross-sectional themes Personality and social development Environmental education Media education Multicultural education Traffic education – safety education in traffic Life and health protection Project development and presentation skills Regional education and traditional folk culture

Framework curricula for primary schools of the State educational programme – ISCED 1, ISCED 2

State educational programme

Educational area

Subject/ Grade 1. 2. 3. 4. 5. 6. 7. 8. 9. Total

Language and communication

Slovak language and literature

8 6 6 6 5 4 4 5 5 49

First foreign language 3 3 3 3 3 3 3 21

100

Second foreign language

1 1 1 1 4

74

Nature and society

Natural science 0,5 1 1 1 3,5

History and geography 1 1 1 3

6,5

Man and nature Physics 1 1 2 1 5

Chemistry 0,5 0,5 1 2 4

Biology 1 1 1,5 1 1 5,5

14,5

Man and society

History 1 1 1 1 2 6

Geography 1 1 1 1 1 5

Civics 1 1 1 0,5 0,5 4

15

Man and values Ethic education/ religious education

0,5 1 1 1 1 1 1 0,5 0,5 7,5

7,5

Mathematics and work with information

Mathematics 4 4 3 3 3,5 4 3,5 4 4 33

Information science 0,5 0,5 0,5 0,5 0,5 2,5

Computer education 1 1 1 3

38,5

Man and the world of work

Work education 1 1

World fo work 0,5 0,5 1

Technology 0,5 0,5 1

3

Art and culture Art and craft 1 1 1 1 1 1 1 7

Music education 1 1 1 1 1 1 1 7

Education by art 0,5 0,5 1

15

Health and movement

Physical education Physical and sports education

2 2 2 22 2

2

2

2 18

18

Total compulsory part

17 18 20 21 21 23 24 24 24 192

School educational programme

Optional 5 5 5 5 6 6 6 6 6 50

101

lessons

Total: compulsory part + optional lessons

22 23 25 26 27 29 30 30 30 242


In the Slovak Republic ZŠ use the methods dynamizing the content of learning and teaching, accelerating the pupil’s and teacher’s activities, and influencing the processual aspect of pupil - teacher relationships. Both traditional and non-traditional techniques are used in the teaching process.

Teachers use various combinations of teaching methods. Each of the teaching method is applied depending on the aim of the lesson, the content of subject matter, and age peculiarities, etc. The teachers should encourage their pupils for contests, exhibitions, subject olympiads, sports competitions, especially those which are aimed at development of their talent, gifts, independent creative skills and abilities.

From among common, traditional methods a mention should be made of oral, object-demonstrative, practical, productive, motivational, exposition, fixation, diagnostic and application methods. Recently, the following techniques have been much used in schools: co-operative learning, group work, work at the round table, brainstorming, face-to-face work and jigsaw groups. The headteachers are advised to promote teaching strategies, methods and procedures (interactive experience classes, project classes, and the like), which interlink the teaching and life, and develop the pupils‘ competences. For example, primary schools are recommended to use project of experimental verification of optional and facultative subject of Media in grades 5-9. Within its framework the subject efficiency is identified concerning the pupils knowledge, skills, procedures and value orientations in media area.

The headteachers are recommended to encourage involvement of their teachers and pupils in competitions oriented at development of their gifts and talents, independent creative professional-theoretical skills and abilities and various events connected with deepening their knowledge and skills and with preparation for career choice. See chapter 4.4. Further, to create conditions for realisation of classes and extra-curricular activities in school library. To actively support and build-up school library as:

information, communication and cultural centre of the school,¨ mediateque which disposes of media versatile fund, centre of readers and reading, lace of teaching and training.

To implement elements of reading and information teaching into time-thematic plans of al subjects. At the first stage of primary school to strengthen first of all the reading literacy. At the second stage to create conditions for development of methods of individual study and use of other information sources.

The school may organize with the guardian’s consent ski training or snowboarding, swimming training, school trips, excursions and open-air-schools, which according to class-teachers‘ proposals are included by the headteacher in the school timetable.

The use of non-traditional, special methods (e.g., Freneit’s, Piaget’s model) is being experimentally verified at ZŠ under the projects approved by the Ministry of Education. The object of experimental verification are especially alternative education programmes, the concept of working with the gifted, etc. The elements of Waldorf pedagogy, the system of M. Montessori, and the integrated thematic teaching of S. Kovalik and K. Olsen are verified. The verified alternative education programmes are regularly evaluated from the point of view of relationship of the pupil and school, adaptation of the

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pupil at his transition to another school, motivation of pupils, social climate in the classroom, and other aspects which have an effect on the teaching process in these classes.

Vyučovací metódy


4.12. Pupil Assessment

The basic provisions on pupil assessment and marking are contained in the provisions of Sections 55 to 58 of the Act No. 245/2008 of Law Code on educaion and training (Education Law) and ot the change and supplement to some acts and in the Decree of the Ministry of Education No. 320/2008 of the Law Code on primary school. The concretised shape is comprised in the Methodical Guides for Evaluation and Marking of Primary School Pupils. Evaluation and marking may be continuous and overall which may be expressed by either marking scale, in words or in combination of both. The knowledge may be evaluated by oral assesment which is completed by oral commentary on certificates. Continuous evaluation is used to evaluate partial outcomes and performance of the pupil, and it has mainly a motivational character. The final evaluation in individual subjects usually takes place at the end of the first and second terms of the school year to give the most objective evaluation of the pupil’s knowledge in a particular subject and behaviour.

Pupil evaluation has three major functions: informational, corrective and motivational. Pupils have to be regularly evaluated in the teaching process and have the right to learn the result of the evaluation.

Marking is one of the forms of evaluation; its outcomes are expressed in a five-mark scale. Verbal assessment is determined by four-point marking scale and supplemented by oral commentary of the teacher.

In the evaluation procedure the teacher shows adequate demands, pedagogical tact to the pupil, respect of the child’s rights and a humane way of treating the child. Only the pupils who passed the exam transfer to a higher grade.

The teacher obtains the information for pupil evaluation and marking mainly through monitoring pupil’s performance and preparedness for lessons, by means of various kinds of examinations (written, oral, graphic, practical, physical skills), the analysis of different activities of the pupil and through interviews with the pupil and his/her guardian.

The pupil of ZŠ has to take exams in individual subjects, in oral and written form or practically at least twice in a term. The teacher is obliged to keep a record of pupils’ marks.

Marking on certificate is used to assess the pupil’s academic performance in individual subjects as follows:

1 - excellent, 2 - laudable, 3 - good, 4 - satisfactory, 5 - fail.

The pupil’s behaviour is assessed using the following ranks:

1 - very good, 2 - satisfactory, 3 - less satisfactory,

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4 - dissatisfactory.

A pupil fails when he/she achieves bad results ("he/she failed") in any of compulsory subjects even after the re-examination. The grades are also repeated by those who could not be marked for serious impartial reasons, such as health reasons or longer stay abroad.

The pupil who is educated according to international programmes, is evaluated according to the rules of asessment set by these programmes.

The evaluation and marking of pupils with special education needs in mainstream ZŠ are regulated by methodical guides. The general principles are: in grades 2-4, with incorporated pupils it is recommended to carry out continuous as well as summative verbal evaluation in all subjects. In grades 5-9 the combined evaluation is recommended. At evaluation of educational results the teacher takes into account the psychical and physical health state of the pupil, the kind and extent of his/her disorder, if it has an effect on the level and results of the pupil’s work in the respective subject. The teacher evaluates the pupils’ achievements impartially and adequately to the demands of the subject matter, considering his/her efforts, conscientiousness, individual abilities, interests and preconditions of the further education after completing the compulsory schooling. At evaluation of pupil’s study results the stress is laid on his individual skills which are a basis of his working and social integration.

The pupil may be awarded an esteem or reward for model behaviour or exemplary fulfilment of his duties or a deed. In case the pupil contravenes the school rules, he may be reproached or punished by the master teacher or headteacher or expelled from the school. In case that the pupil threatens by this behaviour or aggressiveness the safety and health of other pupils, or he interferes the education and training and even prevents them, the head of school, apart from special educational establishment, may use protective measure consisting in immediate expulsion of the pupil from the class under the care of an educational employee. The protective measure serves for pupil’s pacification. The head of school or school facility will prepare a written report on the reasons and course of the protective measure.

The children of asylum seekers attending the primary schools are not evaluated by marks in the initial 2-3 months, they are given verbal evaluation only, taking account of their incorporation. At the end of the school year they obtain verbal evaluation combined with evaluation by marks. There is no fixed model of evaluation. The problem has not been solved yet.

There are provided international measurements of education results took place in mathematics, science subjects (study TIMSS), PISA oriented at reading, math and science literacy, PIRLS oriented at comprehensive reading and SITES oriented at information-communication technologies.

Pupils of grade 9 of ZŠ were involved in the nation-wide testing. Its aim is to find out the level of knowledge and skills in Slovak language and literature (eventually, Hungarian language and literature, Ukrainian language and literature) and mathematics after completing the lower secondary school. The State monitoring of the level and quality of mathematics achieved by pupils of grade 9 sets as its im to gradually cancel admission interviews at secondary schools. The results from testing should become in the future a decisive criterion of admission to secondary school.



4.12.1. Assessment and Marking at the First Stage of Primary School

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The assessment of pupil is realised according to the level of achieved results by a) oral assessment, b) marking, c) combination of marking and oral assessment. The final evaluation takes place at the end of the first term when the teacher makes the teaching staff familiar with the overall level of pupils’ knowledge and skills with a special regard to pupils whose outcomes are insufficient. The subjects which are not marked, are designated in the school educational programme. The pupil’s results in individual subjects of grade 0 and grades 1-4 of primary school may be evaluated verbally by following ranks:

he/she obtained very good results, he/she obtained good results, he/she obtained satisfactory results, he/she obtained unsatisfactory results. The assessment may by oral up to Grade 4.

A higher percentage of schools in Slovakia use for the first stage of primary school the marking scale from 1 to 5, similarly as in Grades 5 to 9.

The results of pupils with developmental disorders or pupil with health impairment are evaluated and marked with respect to the disorder and impairment of the pupil. The overall evaluation of pupil of grade 0, the preparatory grade and grade 1 of primary school at the end of the first and second term are marked either as he/she passed or he/she failed.

Pupil failed if he/she achieved from one of the compulsory subjects unsatisfactory results even after re-examination exam ranking –unsatisfactory, if in oral assessment from one of the compulsory subject even after re-examination exam was assessed as “ he/she achieved unsatisfactory results”.

4.12.2. Assesment and Marking at the Second Stage of Primary Sćhool

Marking is required in the following subjects determined by the framework teaching plan, but the schools may themselves decide according to Section 55 Clause 2 of Education Law, which subjects will not be classificated.

Pupil who in some teaching subject was not classified (marked) on certificate and in catalogue list receives instead rank the word “ no attended”.

After discussions with the pedagogical board the headteacher can decide that the following subjects be evaluated as attended/no attended, or on the classification of compulsory subjects. The final evaluation of pupil of 2-9 class of primary education at the end of first and second term is expressed in certificate as: a) he /she passed with award, b) he/she passed very good, c) he/she passed, d) he/she failed/ did not pass.

The pupil fails if he/she is assessed as "he/she failed" in one compulsory subject at least, even after re-examination.

The date of re-examination exams is stipulated by the headteacher so as the re-exam niation is taken part by 31st August at latest.

4.12.3. Evaluation of pupils of basic school of art

The pupil’s results in individual subjects are marked by ranks

1st rank – excellent, 2nd rank – laudable, 3rd rank – satisfactory, 4th rank – unsatisfactory.

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The final assessment of the pupil at the end of the first half-a-year and second half-a-year is expressed by ranks he/she passed with honours, he/she passed and he/she failed. The pupil who passed with honours being assessed in mayor subject by rank 1- excellent, cannot be marked by lower rank than 2- laudable and his mean achievement in compulsory subjects is not under 1,5. The pupil passed if no of the compulsory subjects is marked by rank unsatisfactory.

The pupil fails in case he receives rank 4 – unsatisfactory in a compulsory subject even after re-sit. Preparatory study is evaluated verbally on the form approved by the ministry of education. The pupil’s behaviour is not individually assessed.

4.13. Progression of Pupils

After a successful completion of the respective grade the pupils of zš are transferred to the next grade. A pupil who fails while fulfilling compulsory school attendance can usually repeat a grade once. A grade is also repeated by the pupil who was not assessed for serious, usually health reasons, nor after a substitute date.

If it is not possible to assess a pupil at the end of the first term for serious objective reasons, the headteacher sets up a substitute date for assessment so that the pupil can be assessed within two months after the end of the first term at the latest. If it is impossible to assess the pupil at the substitute date, the pupil is not assessed for the first term.

Pupils of grades 1 - 9 who are assessed as "he/she failed" in two compulsory subjects at most at the end of the second term, can have examination re-sit on the basis of the headteacher's decision. These are held in the last week of summer holidays at the date set up by the headteacher. If a pupil cannot be present at the examination re-sits for serious reasons, the headteacher allows him to take the exams by 15 September at the latest; until then the pupil conditionally pursues the courses of the next grade. A pupil is allowed to take only one examination re-sit a day. Unsuccessful pupil has to repeat respective grade.

After completing grade 5 or 6 of zš the gifted pupils are offered the possibility to continue 8-year study in gymnasium or at 8-year conservatoire.

An exceptionally gifted pupil can be moved up to a higher grade by the headteacher without completing the preceding grade on the basis of decision by the examination commission, school physician, and educational and psychological consulting. A pupil can be moved up to a higher grade only with the consent of his guardian.

4.14. Certification

At the end of the first term a school issues first term certificate. At the end of the school year it issues the certificatein which are all results both from first and second term.

The certificates are issued on forms approved by the Ministry of Education of the Slovak Republic Decree No. 326/2008 of Law Code on the kinds and requisites of certificates, including ways of evidence defining in taxative way what it should contain (State emblem, name of school, grade, school year, personal data on the pupil, summative assessment of pupil, date and place of issue, official stamp with state symbol in red colour, signature of the headteacher, classroom teacher).

For more information see chapter 4.12. .Upon successful completion of the last year of educational programme for the first stage of school the pupil receives primary education. The certificate supplement in grade 4 shows "pupil has received primary education".

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Upon successful completion of the last year of comprehensive part of educational programme for the second stage of school the pupil receives the lower secondary education provided by primary school. The certificate supplement shows "pupil has received lower secondary education".

If the pupil completes the fulfillment of compulsory school attendance in lower grade than grade 9, the certificate supplement from the respective grade completed shows "pupil has received primary education".

A specially gifted pupil may complete primary school before finishing nine years. The certificate supplement he receives shows "The pupil has received lower secondary education".

The number of years of compulsory school attendance is shown in the certificate of the pupil upon completing the primary school education.

The class teacher will fill in the certificates to pupils of basic school of art on the form approved by the ministry of education. The school will issue the certificate to the pupil at the end of the first half a year for a certain time and for ever at the end of the school year. The final certificate is issued upon completing the first part of the first level of basic study, the second part of the first level of basic study as well as after completing the study for adults. The final certificate of pupil who successfully completes the first part of the first level of basic study is added the supplement showing "pupil has completed primary education in art". The final certificate of the pupil who successfully completes the second part of the first level of basic study is added the certificate showing "pupil has completed the lower secondary education in art". The certificate contains marks in subjects shown in educational programme in the appropriate branch f education according to the year he/she completed and his/her overall evaluation in the respective school year.


4.15. Educational Guidance The school establishments for educational counselling and prevention carry out especially psychological, pedagogical, special-pedagogical, including logopaedic and therapeutic pedagogical activities and social activity aimed at optimising the educational, psychic, social and career development of children since their birth up to completing their career development. Special care is devoted to children with special education needs. The counselling services are also provided by the guardian and educational employee.

The basic units of the system of educational counselling and prevention are the establishments of educational, psychological and special-educational counselling and prevention, which include the centre of pedagogical-psychological counselling and prevention, and the centre of special-pedagogical counselling.

The other elements of the system of educational counselling and prevention involve educational counsellor, school psychologist, school special pedagogue, therapeutic pedagogue, social pedagogue, coordinator of prevention.

The individual units of the system of educational guidance and prevention cooperate especially with family, school, school facility, employers, public administration bodies and civic associations. The units of the system of educational counselling and prevention are linked-up in organisation and content. The educational counsellor, psychologist or school psychologist, school special pedagogue, therapeutic pedagogue, social pedagogue and coordinator of prevention carry out their activity in schools or school facilities. The ministry of education carries out methodical guidance of the counselling establishments‘ activity.

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The educational counselling is provided to children, guardians and school employees through activities of educational counsellors. The task of educational guidance is the guidance performance at solution of personnel, educational, professional and social needs of children and career guidance. The educational counsellor mediates to children and their guardians, if necessary, the pedagogical, psychological, social, psychotherapeutic, re-educational and other services which are coordinated long with class teachers. He closely collaborates with the school psychologist, school special pedagogue and Professional employees of counselling establishments.

Psychological counselling is provided to children through activity of school psychologist, providing professional psychological services for development of healthy personal development and psychic health of the child. The professional-methodical help in the field of psychological counselling is provided by counselling establishment according to territorial area of competence.

The centre of special-pedagogical counselling provides for complex special-pedagogical acktivity, psychological, diagnostic, advisory, rehabilitation, preventive, methodical, educational and other professional activity and a number of special-pedagogical interventions to children with health disorders, including the children with developmental deficiencies, with the aim to achieve optimum development of their personality and social integration. The centre cooperates with the children guardians and other entities who take part in their education and training. It searches for and keeps the child registry. It participates in provision of compensation, re-educative and special teaching aids for children according to their needs, provides teaching on how to use the tools and reevaluates their

efficiency in exploiting them by users. It provides for ambulant counselling activity. The professional-

methodical and material-technical assistance to professional employees of the centres of special-pedagogical counselling and school special pedagogues are provided by centres of special-pedagogical counselling with the consent of the ministry of education, which specialise in counselling for children with a kind of disorder as source centres, also outside territorial area of competence of the respective local educational authority.

4.16. Private Education

Church school and church school establishment may be established in accordance with valid national legislation by recognised church or religious association, as for the private school and private school establishmen it can be done by legal entity or physical person.

Church and private schools and school facilities in the Slovak Republic are an equal integral part of the education system.

The education received in these schools is equal to education obtained in the other schools. The aim of church and private schools and school facilities is to provide, in addition to a high-quality education and training, an alternative content of education and training, new methods and forms, but also to fulfil the right of parents for selection of a school and school facility for their children according to their conviction and conscience. The formation of church and private schools and school establishments after 1990 contributed to the necessary space for competitive environment in the frame of the entire school system.

The function of state control over the level of education at these schools is fulfilled by the State school inspection. It aims mainly at the identification of the level of management of the schools by their managerial workers, identification of pupils’ knowledge, processes connected with admitting pupils and completing studies, as well as the personnel, spatial, material-technical provision of the schools.


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4.16.1. Historical Outlook

For historical outlook of non-state schools see part 4.1.

4.16.2. Ongoing Discussions and Future Development

In the light of the legislation in force the funding of private and church schools is provided from the State budget in the same way as in case of the State schools. The funding is based on normative principle. The schools are funded according to number of pupils as well as according to personal and economic demands of educational process.

Financing of private and church basic art schools, language schools, kindergartens and school establishments is provided from revenue of taxes from municipalities and regional offices.

4.16.3. Specific Legislative Framework

Church Schools and School Facilities

The specificities on organisation and management of Roman Catholic schools and school facilities established by the Catholic church are defined by the Treaty No. 394/2004 Law Code between the Slovak Republic and the Holy See on Catholic education and training. The status, organisation and activity of the other church schools established by other registered churches and religious associations is equally fixed by the Agreement No. 395/2004 between the Slovak Republic and registered churches and religious societies on religious education.

Private Schools and School Facilities

For the other acts and regulations see part 4.3.


According to the School Act No. 245/2008 Law Code on education, the Ministry of Education of the Slovak Republic carries out experimental verification, the aim of which is to achieve and verify in practice knowledge, experience, inputs, implementation into changes and renovation of pedagogic documents forms and content of education, creation of alternative education programmes, verification of foreign models, resp. Their implementation into school and school establishment conditions.

In some schools there were verified alternative programs and there were established the first alternative schools, influenced by humanistic philosophy, e.g. integrated thematic teaching, Waldorf schools, open schools, Rogerian schools, schools for the gifted children, etc.

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Decree No. 376/2005 on the details on conditions and rules of experimental verification of aims, content, methods, organization and management of performing the educational process in schools and school facilities

4.17.1. Integrated Thematic Teaching

The experimental verification of the integrated thematic teaching started in the school year 1992/93. There are several schools where the teachers are trying to put some elements of this system into practice. The model concentrates on the use and development of humanistic approaches in schools focused mainly on child’s personality. Within the verification of the project at primary schools emphasis is put on the following:

integration of subject matter into round-the-year themes and key points (based on elementary teaching in grades 1 and 2 and on science and home history in grades 3 and 4),

use of a new teaching strategy, such as rules of class management (teacher - pupil relationships, peers relationships), organisation of shift teaching in three blocs (two blocks are carried out in the morning, one in the afternoon), with one teaching bloc lasting 90 minutes,

celebration of pupils’ outcomes with their parents (organised quarterly) where the pupils demonstrate the knowledge they had received during the past period.

Rozvoj alternatívneho školstva v SR

4.17.2. Waldort Schools

No school in Slovakia where the teachers make use of elements typical of Waldorf schools can be called Waldorf. The schools adapt to different degrees of elements of Waldorf pedagogy and adapt them to their conditions. The first school using the elements of Waldorf pedagogy started in the school year 1991/92. They are mainly:

time division and alteration of teaching units in the form of epochs, less usual forms and methods of work, such as celebrations and ceremonies, higher concentration of attention and time on artistic activities emphasising the role of

experience and creativity, enrichment of the structure of subjects by playing a musical instrument, mostly a fipple flute, reduced use of textbooks, and introduction of supplementary reading, e.g. encyclopaedias, oral form of pupil evaluation, establishing a closer contact and co-operation between the school and pupils’ families.


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4.17.3. Montessori Schools

The influence of the pedagogic system of Maria Montessori in Slovakia is considerably lower than the influence of Waldorf pedagogy. Since the school year 1993/94, an alternative teaching project has been experimentally verified. The project focuses mainly on the following:

application of traditional Montessori educational materials and other aids which help develop different abilities of children,

several teachers working in one class, organisation and time structure of individual activities of children which in the course of the

day stem from the scheme used in Montessori schools.


4.17.4. Schools for exceptionally gifted children

In the school a class for development of pupils‘ gifts may be created with the founder’s consent. The constitution of class with extended teaching of some subjects is conditional on professionally skilled personnel, technical and material provision of educational process. The enrollment of pupil in the class with extended teaching of some subjects or groups of subjects, requiring verification of special knowledge, skills and talents is done by headteachers on the basis of results achieved in verification of his talent and prerequisites.

The pupil is integrated in the class on the basis of informed consent of the pupil‘s guardian. The classes with extended teaching may be divided into two groups if the number of pupils exceeds 23 pupils.

Since 1993 there is also a project of alternative care for gifted children launched in Slovakia. On the basis of project a lot of public schools and classrooms were established for exceptionally gifted children. Being state-owned schools they must follow national curricula, although extended ones, using special textbooks, as well. The basic feature of these schools is, e.g., lower number of pupils in classrooms (in grades 1-4 maximum number is 15 pupils, in grades 5-9 22 pupils). Classes are divided into groups in some subject teaching. During classes there are two teachers present, the intensity and efficiency of classes are also increased by help of lectors (mathematics, informatics, foreign language); teaching English and informatics starts as early as grade 1, development of individual or group projects, seminar projects, new methods of evaluation and self-evaluation, support and stimulation of children for using higher forms of thinking and creativity, specific atmosphere of teaching marked by empathy and tolerance.

The teachers who teach in such schools are selected through competition procedures. They have to take psychological tests, personality tests, tests for creativity. They must be friendly and without dominant features so that the children could fully demonstrate their skills.

The intellectually gifted children identified according to methodical guides on incorporation of children into special educational programmes approved by the ministry of Education with operation since 2005, may be integrated into common classrooms of primary schools, eventually, to establish for them special classrooms. At individual integration it is necessary to work out individual educational plan – programme for intellectually gifted pupil. At education of such pupils, in addition to cognitive processes, the attention is also aimed at development of the entire personality of the pupil, particularly his emotionality and social relations. At integrated education it is necessary to provide for cooperation with the school psychologist or psychologist of pedagogical-psychological counseling centre.

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4.18. Statistics


4.18.1. Overview of single structure education

Overview of single structure education, school year 2009/2010

Kind of school Number of

schools Number of

classes Number of

pupils

Number of full-time teachers, incl. head-

teachers

Number of part-time teachers

Primary school 2 224 24 316 455 395 31 126 5 281

Special primary school

274 2 441 19 581 3 069 169

Total 2 498 26 757 473 251 34 195 5 450

Notes: In addition, some primary schools and primary schools for pupils with SEN in zero and

preparatory grade in total number of 331 classes provided pre-primary education for 3 711 children.

The above number of classes, pupils and teachers for primary schools also include data related to special classes.

The indicated number of teachers also include the teachers in zero and preparatory grade. The total number of pupils does not represent the total sum of pupils shown in the other rows,

since the ill and weakened pupils who in time of statistical survey were situated in health centres and attended primary schools or special classes established at these health centres (the number was 1 725 pupils) were also included during the statistical survey in data for the schools in which they were formerly enrolled.

For data on primary education in secondary schools ("lower" grades of 5-, 6- and 8-year study in gymnasia and 8-year dance conservatoire) see in Chapter 5.

For data on the other employees of primary schools see Chapter 8.


4.18.2. Primary schools - classes, pupils and teachers according to grades

Primary schools - classes, pupils and teachers according to grades, school year 2009/2010

Grade Number of

classes Number of

pupilsNumber of full-time teachers, incl. head


112

teachers

0. (pre-primary education)

254 3 134 - -

1. - 4. (primary education)

11 160 199 067 12 200 1 912

5. - 9. (lower secondary education)

12 127 246 170 17 787 3 272

Total 23 541 448 371 29 987 5 184

Note: The indicated numbers of classes, pupils and teachers do not include data related to special classes.


4.18.3. Primary schools - repeaters according to grades

Primary schools – repeaters according to grades, school year 2009/2010

Of which repeatersGrade Number of pupils in school year 2008/2009

Absolute number %

Grade 1 50 707 3 120 6,15

Grade 2 47 615 1 141 2,30

Grade 3 51 478 927 1,80

Grade 4 52 440 980 1,87

Grades 1 – 4 in total 204 240 6 168 3,02

Grade 5 49 327 1 534 3,11

Grade 6 49 495 1 297 2,62

Grade 7 50 287 1 081 2,62

Grade 8 51 308 865 1,69

Grade 9 54 516 175 0,32

Grades 5 – 9 in total 254 933 4 952 1,94

Grades 1 – 9 in total 459 173 11 120 2,42

Notes:

Repeaters – pupils who in the school year 2009/2010 attended the same grade as in the school year 2008/09.

The indicated numbers of pupils do not include pupils of special classes.


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4.18.4. Primary schools - schools, classes and pupils - according to organisation of classes

Primary schools - schools, classes and pupils – according to organisation of classes, school year 2009/2010

Number of schools Number of classes Number of pupils

Primary schools in total 2 224 23 541 448 371

complete (with grades 0 - 9 or grades 1 - 9)

1 455 21 673 423 944

Incomplete (only with grades 0 - 4 or 1- 4)

762 1 844 24 056Of which

Incomplete (only with grades 5 - 9)

7 24 317

Note: The indicated number of classes and pupils do not include data related to special classes.


4.18.5. Primary schools - schools, classes and pupils - according to the founder

Primary schools - schools, classes and pupils – according to the founder, school year 2009/2010

State schoolsChurch schools

Private schools

Total

Number of schools 2 076 112 36 2 224

Total number of classes 22 094 1 204 243 23 541

In grade 0 245 5 4 254

In grades 1 – 4 10 437 572 151 11 160Of which

In grades 5 – 9 11 412 627 88 12 127

Total number of pupils 422 447 22 447 3 477 448 371

In grade 0 3 029 55 50 3 134

In grades 1 – 4 186 914 10 033 2 120 199 067Of which

In grades 5 – 9 232 504 12 359 1 307 246 170

Total number of full-time teachers, incl. 28 212 1 488 287 29 987

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headteachers


In grades 5 - 9 16 768 900 119 17 787

Total number of part-time teachers 4 579 408 197 5 184


In grades 5 - 9 2 849 285 138 3 272

Note: The indicated numbers of classes, pupils and teachers do not include data related to special classes.


4.18.6. Special classes in primary schools - schools, classes, pupils and teachers - according to the founder

Special classes in primary schools - schools, classes, pupils and teachers - according to the founder, school year 2009/2010

State schools Church schools Private schools Total

Number of schools 311 10 1 322


From which in preparatory class 10 1 - 11

Number of pupils 10 027 199 16 10 242

From which in preparatory class 78 6 - 84

Number of full-time teachers 1 112 25 2 1 139

Note: At calculation of average number of classes, pupils and teachers, the classes and pupils of grade 0 were also included.


4.18.7. Primary schools - proportional indicators - according to the founder

Primary schools – proportional indicators – according to the founder, school year 2009/2010

State

schoolsChurch schools

Private schools

Total

115


Average number of pupils per school 208,3 202,2 97,0 206,2

Average number of teachers per school 16,4 17,2 13,5 16,4

Grade 0 12,4 11,0 12,5 12,3

Grades 1 – 4 17,9 17,5 14,0 17,8Average number of pupils per mainstream class

Grades 5 – 9 20,4 19,7 14,9 20,3

Grades 1 - 4

16,6 17,2 12,9 16,6Average number of pupils per full-time teacher in mainstream class

Grades 5 – 9 13,9 13,7 11,0 13,8

Note:

At calculation of average number of classes and pupils per school the special classes and pupils and teachers (incl. part-time teachers) in them.


4.18.8. Overview of basic schools of art - number of schools, pupils and teachers

Overview of basic schools of art (number of schools, pupils and teachers), school year 2009/2010

Branch of study

Number of schools

Total number of students

Of which adults

Number of full-time teachers


Dance . 29 771 - 234 392

Art . 38 629 - 400 322

Literature-drama

. 6 147 - 84 157

Music . 59 559 - 2 620 1 613

Total 282 134 106 4 263 3 338 2 484


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5. Upper Secondary and post-Secondary non-Tertiary Education


41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710



G Y M N Á Z I U M
















Source: Eurydice.

The secondary education (designed for pupils aged 15/16 - 18/19 years) is carried out in three types of secondary schools: gymnázium, SOŠ and konzervatórium:

in gymnasium there is general secondary education, which prepares most of all for the study at higher education institutions,

at secondary specialised school there it is vocational education and training, it means a preparation for the execution of professional activities, mainly technical, economical, pedagogic, health, socio-legal, administrative, artistic and cultural , but also for the study at the higher education institution,

in conservatory there is a complex artistic and artistic-pedagogic education.

The task of secondary schools is to provide for the youth after completing the primary education the general secondary education with school-leaving certificate in gymnázium, and specialised secondary education, specialised secondary education with school-leaving certificate and higher professional education.

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Secondary education is divided as follows:

lower secondary specialised education (lower secondary), which the pupil receives by successful completing of the last year of 2-year educational programme of the field of study in secondary technical school or by successful completing of the last year of educational programme of the field of study in vocational school which is concluded by a final examination; the document on the received level of education and on qualification obtained is the certificate of final examination; in the trades determined by the State educational programme the received qualification is documented by the Certificate of Apprenticeship,

secondary specialised (secondary) which the pupil receives by successful completing of the last year of at least 3-year and at most 4-year educational programme of the field of study in secondary specialised school which is concluded by a final examination; the document on the received level of education is a certificate on final examination with supplement and the document on received qualification is the Certificate of Apprenticeship,

secondary general education (upper secondary) which the pupil receives by successful completing of the last year of at least 4-year and at most 8-year educational programme of the field of study in gymnasium, which is completed by a secondary school-leaving examination; the received level of education is documented by the certificate of the secondary school-leaving examination.

secondary specialised education (upper secondary) which the pupil receives by successful completing of the last year of at least 4-year and at most 5-year educational programme of the field of study in secondary technical school, which is concluded by a secondary school-leaving examination; the received level of education and the received qualification is documented by a certificate on secondary school-leaving examination; in the fields of study defined by the State educational programme the received education may be also documented by a Certificate on Apprenticeship.

The higher professional education (postsecondary or tertiary) which the pupil receives by successful completion of:

at least two-year and at most three-year educational programme of the field of study in secondary technical school which is concluded by a graduation examination; the received level of education is documented by a certificate on graduation examination and graduation diploma giving the right to use the title of “diplomovaný špecialista” (abbr. “DiS”); shown after surname, for health service specialisations according to a special rule,

the last year of continuous six-year educational programme of the field of study in conservatory which is completed by a graduation examination, or the last year of continuous eight-year educational programme of the field of study in dance conservatory; the received level of study is documented by .certificate of graduation examination and graduation diploma giving the right to use the title of “diplomovaný umelec” (abbr. “DiS.art”), shown after surname.



Since the individual kinds of secondary schools have different historical backgrounds, we present each kind of the secondary school separately.

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5.1.1. Historical Overview - Gymnasium

The development of organisational framework of gymnáziá was determined by the Latin schools. They were the schools which were directly managed by self-government of municipalities. The classes included trivium, Latin, religion, according to conditions quadrivium, and some other knowledge. Due to penetration of humanism in the 16th century in Slovakia a dense network of Evangelic Latin schools organised according to German model, was developed. In the 17th and 18th century, as a result of Re-Catholicim they were largely substituted by Jesuit gymnáziá. Some of them had also higher divisions in which philosophy, theology and law was instructed. They were called collegia, later on academie or lycea. During the period of Enlightenment Absolutism and in the first half of 19th century the 5-6-year gymnáziá were re-named to Latin higher schools. The language of instruction remained Latin and content of education was aimed at the humanities and languages.

The Bonitz-Exner modification of gymnáziá and real schools (realies) in Austria became operative in the Old Hungary by the so-called Thuna School Reform in 1850. The eight-year gymnázium was created the model of which survived with some alterations in content of education until 1848. The language of instruction was, especially, German, Hungarian, and in some cases Slovak. The content of education was made up of the humanities with classic languages. The realies (gymnasia) were organised as 6- or 7-year grammar schools. Three Slovak gymnáziá contributed to the development of the Slovak culture: in Revúca (1862), Martin (1867) and Kláštor pod Znievom (1869). After the Hungarization tendencies got stronger (1874 - 1875), they were dissolved. In 1918 there were 33 gymnasia in this country out of which 5 state-owned, 8 Catholic, 11 Roman-Catholic, one municipal; and 6 realies out of which 5 state-owned and one Jewish, all with Hungarian as a language of instruction.

After establishment of the Czechoslovak Republic in 1918, there existed four types of gymnázium: gymnasium, real gymnasium, reform real gymnasium and realies. Their development concerning the content was aimed at strengthening the modern languages, real subjects and at unification of učebný plán at the lower stage of all types of gymnasia which was achieved by introduction of a new učebný plán in 1933. Between 1939-1948 there existed only one type of gymnasia with elementary, real and classical streams at its upper stage.

In compliance with the Act No. 95/1948 of the Law Code a unified content of education was developed. Gymnázium represented a school of the third type, an elective school, with optional subjects and 4-year study the content of which consisted of Latin as a teaching language, the second modern language, the humanities, natural sciences, mathematics, philosophy, technical and aesthetical subjects, health and physical education.

Following the Act No. 31/1953 of the Law Code the gymnázium was renamed to Eleven-Year Secondary School. The emphasis was put on subjects of science with a demand for development of polytechnic and work-based education.

On the basis of the Education Act No. 186/1960 of the Law Code secondary general school was codified, which was separated in organisation structure from nine-year primary school. In the učebný plán some changes were made to ensure a consistent implementation of the polytechnic principle and a closer connection of school with life through introduction of the basics of production and production experience. Six years later the Act No. 168/1968 of the Law Code on gymnáziá prolonged secondary general education from three to four years and the new secondary general school was re-named to gymnázium.

After 1976, the educational experiment "The Further Development of the Czechoslovak Education System" included into the gymnázium curriculum a group of optional subjects of specialised orientation with the aim to strengthen the possibilities of appropriate employment of the school-leavers. The Act No. 29/1984 of the Law Code confirmed the started trend and set down that gymnázium has a double

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function: it prepares young people for higher education and for performance of some activities in the national economy and culture.

After 1989, the education transformation in Slovakia has been concerned with gymnázium in organisation and content with the intention to prepare the students first of all for higher education study. In this development a decisive role was played by multi-year gymnázium (taking 8, 5 or more years).


Vznik a rozvoj strednej všeobecno-vzdelávacej školy

Ministerial Decree on the reform of primary people’s and secondary education. The so-called Thuna’s Education Reform.

Decree of the Government No. 282/1994 on using textbooks and study texts





5.1.2. Historical Overview – Secondary specialised school

In the second half of the 18th century with the development of economic branches in the Habsburg Monarchy a requirement for industrial, commercial and agricultural orientation arose. At the end of the 19th century a small network of specialised schools also started developing at the territory of Slovakia. This was influenced by the fact that the Old Hungary represented an agrarian country with slowly developing industry. The first higher vocational schools were founded, namely, the commercial schools which had changed by the 1895 ministerial regulation from the middle schools’ special commercial courses to industrial, metal-working, mechanical, mining, woodworking and others; the forestry and agricultural academy was also founded. The above schools provided for students comprehensive education of secondary level and the study was completed by the school-leaving examination. At these schools, 2-3-year specialised schools of a lower type authorising its graduates to exercise a trade, were also organised.

After the end of the World War I the process of enhancement of the specialised schools founded by both the State and non-State institutions continued, for example, the higher commercial schools turned to 4-year commercial academies, which affiliated 2-year commercial schools and one-year commercial courses. The specialised schools for women were extended and the schools of artistic orientation were founded.

The Education Act No. 95/1948 of the Law Code integrated the specialised schools into a unified state education system as two types, namely, the specialised two- and three-year schools offering the basics of vocational education, and being compulsory for all young people who did not attend the schools of the third level, and four-year upper secondary schools with the school-leaving certificate.

Following the Act No. 31/1953 of the Law Code the specialised schools were set up as three-year selective schools with the school-leaving examination and the primary schools without the school-leaving examination. In the 1950s, on-the-job training was introduced to solve the workers’ demands

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for improvement of their qualifications with a possibility to acquire secondary specialised education with school-leaving certificate.

In the 1960s, SOŠ, which provided secondary specialised education with the school-leaving certificate, were extended by one year and unified in organisation form. At the same time, different forms of on-the-job training, such as workers’ schools, the secondary schools for working people, and daily study received equal rights. In 1976, consistent changes took place in the content of education at SOŠ, as it follows from the document on Further Development of the Czechoslovak Education System. There was an increase in the number of študijné odbory and theoretical, vocational and academic preparation was strengthened.

Since 1990, SOŠ have been undergoing substantial changes, in particular, more widely oriented branches of study with specialised orientations and a wide range of optional subjects were gradually introduced, as well as non-state specialised secondary schools and post-secondary education organised at the SOŠ.





5.1.3. Historical Overview – Secondary vocational school

Starting with the 15th century in the apprenticeship development, a significant role was played by the guilds as educational institutions where the tradesmen were taught and improved their skills in trades.

The beginnings of schooling of apprentices within the framework of the educational institutions date back to the end of the 18th century and the first half of the 19th century, namely, to the people’s school and its Grade 4 where two divisions provided the pupils’ training for agricultural-industrial professions, and to the Sunday repetition schools which gradually fulfilled the function of apprentice schools.

At the outset of the 20th century the apprentice schools in the Old Hungary stopped being a stable component of the education system. In the school year 1917/18 there were 98 apprentice schools at the territory of Slovakia in which the pupils achieved qualification in such subjects as writings, trade maths, trade calculation, trade accounting, drawing and designing, civics and technical reading. There were no practical basics of trades offered. The schools were founded on the initiative of trade corporations.

According to the Trade Act No. 259/1924, after 1918, the apprentice schools were two-year municipal schools, providing for apprentices the qualifications in various industrial branches, and two- and three-year continuing schools designed for apprentices in some of the industrial branches. Likewise the entire education system the apprentice schools were nationalised.

In the fifties, vocational schools as preparatory institutions for skilled workers’ trades and apprentice schools provided theoretical and practical training of young people in the field of services. This state was codified by the Apprenticeship Law No. 89/1958.

A significant state in development of the status of apprenticeship is represented by the Act No. 186/1960 of the Law Code on the system of education and training whereby the vocational schools and apprentice training centres became a part of the secondary schools for the first time.

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The vocational secondary school, as a kind of secondary schools preparing the young people for workers’ trades arose from apprentice training centres and apprentice schools in 1976. Based on the document "The Further Development of the Czechoslovak Education System" a new system of the fields of training and education was put into practice within the framework of vocational secondary schools continued, more extensive changes were implemented especially after 1989.





Entrepreneurship Act on the territory of Slovakia and Sub-Carpathian Russia


The opinions related to the reform are differentiated. More than one half of schools evaluates the content of education defined in State educational programme as good one. Almost 50 % of schools coped with the development of school educational programmes in the fixed time despite the fact that they classified this task as a complicated.So far 84 % of headteachers of secondary schools have thought that in comparison with the past, the secondary education has been improved. At present the centre of discussions is focused on necessary update of educational programmes. In the area of vocational education and training is at present a topical issue to tailor the content of education towards the needs of labour market. As for the requirements of national economy there is developed a project of popularisation of vocational education and training which has been launched in April 2010. Its aim is to attract more applicants into the system of secondary specialised schools. Promotion of vocational education and training is set in the way to give pupils a chance to choose study programmes required at the labour market a to decrease a number of young people unemployment.


In 2009 the whole legislative process was concluded, all legal norms were approved because of necessity of the implementation of the reform.

The Parliament approved the Act No.184/2009 on Vocational Education and Training, which deals with vocational education and training in complex way, was implemented in schools from September 2009. Its aim is to secure links between vocational education and training and practice.

From November 2009 a further new Act No. 317/2009 sets the position of educational staff. It is the first legal norm, whereby new frameworks for improvement of social and economic status of teachers were created.

The area of education at secondary schools is regulated by the new Education Act No. 245/2008 of the Law Code on education and training and on the change and supplement to some acts.For the area of execution of state administration in education, school self-government and school inspection for secondary schools, the Act No. 596/2003 of the Law Code on state administration and self-government in education and on the change and supplements to some laws, is applied. According to the Act the secondary schools can be integrated into one legal entity on the basis of the founder’s

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approval. Integrated school is managed by one principal. All legal relations of the schools are delegated on the integrated school as of the day of realisation of the procedure. According to the Act on the transmission of competencies from the state administration bodies to municipalities and higher territorial units, the responsibilities at the level of secondary schools are transferred as follows: establishment and dissolution of secondary schools, apprentice schools and centres of practical training.

The other acts and decrees concerning secondary education to be mentioned are the following:

The Decree of the Ministry of Education of the Slovak Republic No 282/2009 of the Law Code on secondary schools.

The Decree of the Ministry of Education of the Slovak Republic No. 318/2008 of the Law Code, on completion of study at secondary schools.

The Decree of the Ministry of Education and Science of the Slovak Republic No 238/2005 of the Law Code on procedure at recognition of diplomas.

The Act No.293/2007 of the Law Code on recognition of vocational qualifications as amended by subsequent provisions.

The Act No. 597/2003 of the Law Code on financing primary and secondary schools and school facilities, as amended by Act No. 184/2009 of the Law Code.

The Regulation of the Slovak Republic Government No.598/2009 by which the Regulation of the Slovak Government No. 630/2008 is changed and supplements wheryby the details of breakdown of finances from the State budget for schools and school establishments are set down.

The Decree of Ministry of Education of the Slovak Republic No. 9/2006 of Law Code on the structure and content of reports on educational activity, its results and conditions of schools and school facilities.

The Decree of the Ministry of Education of the Slovak Republic No. 231/2009 of Law Code on details of organisation of school year in primary schools, secondary schools and basic schools of art.

Decree No. 319/2008 of the Law Code on recognition of a substitution of the secondary school-leaving examination in foreign language.

Decree No. 326/2008 of the Law Code on the kinds and appropriations of certificates and other school forms, including the ways of registration and storage.

Methodical Guide No. 15/2006–R whereby regulates the procedure of assessment and marking of secondary school pupils in the Slovak Republic

Decree No. 238/2005 on procedure at recognition of diplomas


Decree No. 318/2008 on completing the study in secondary schools

Decree No. 319/2008 on recognition of a substitution of the secondary school-leaving examination in foreign language


Decree No. 343/2006 whereby the decree No. 311/2004 on granting scholarships to students of secondary schools and special schools is amended


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Secondary schools are divided into gymnasia, secondary specialised schools and conservatories. Therefore the general objectives were divided according to individual streams; see parts 5.4.1., 5.4.2. and 5.4.3.

5.4.1. General Objectives Gymnasium

In compliance with the Act No. 245/2008 of the Law Code on education and training, secondary schools exercise a unity of teaching and education, a link of school and life, and aim at an overall harmonious development of young person’s personality. They educate young people in the sense of scientific knowledge and in accordance with the principles of patriotism, humanism and democracy, they form their intellectual and moral development, prepare them for creative work and professional activities in their occupations, and provide aesthetic, health, physical and ecological education; they also enable religious education.

Gymnázium is a comprehensive, internally differentiated secondary school which prepares pupils in four-year, five-year or eight-year educational programme and provides secondary general education with the secondary school-leaving certificate in compliance with Section 16 of the Education Act. The educational programmes of gymnasia are primarily oriented at preparation for the study in higher education institutions, and may also prepare for performance of some activities in public administration, culture and sports.

Gymnázium provides general essentials in compulsory subjects with a possibility of their differentiated deepening and extension through a wide range of optional and elective subjects. Thus it not only respects a diversity of pupils’ interests and a variety of branches of their further studies, but also enables its school-leavers to work in a number of professions immediately after passing the school-leaving examination or after a short training. They can make use of their general scope of knowledge, good knowledge of foreign languages, an ability to work with computer technique and communicate with people, as well as their intellectual potential necessary to gain quickly a full qualification.

For more details see chapters 5.17. and 5.17.1. .


5.4.2. General Objectives - Secondary specialised school

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The basic objective of SOŠ is to prepare pupils for a wide spectrum of special activities required in technology, economics, middle level of management, administration, etc.

The secondary specialised school is internally differentiated, it prepares the pupils in at least two-year and at most five-year educational programme of the respective field of study. The educational programmes of the secondary specialised schools are primarily oriented at performing the occupations and professional activities in national economy, healthcare, public administration, culture, art and other fields, and may also prepare for further studies.

The secondary specialised schools, which provide education for performance of occupations and professional activities are divided into types. Professional education and training in secondary specialised school develop the knowledge, skills and abilities of the pupil obtained in previous education and provide the knowledge, skills and abilities necessary for performance of occupations and professional activities.

The centre of practical teaching is responsible for education and training according to curricula and syllabi while collaborating with the secondary specialised school which provides theoretical teaching for the pupils.

The secondary specialised school provides for pupils theoretical teaching and practical training. If the school provides theoretical teaching only, the pupils complete the practical training in the centre of practical training or in the workplace of practical training.


5.4.3. General Objectives - Conservatory

The conservatory provides for complex artistic and artistic-pedagogical education.

It prepares pupils for professional artistic employment and for teaching artistic and special subjects in educational programmes of artistic concentration. Education and training are carried out individually, in groups or in collectives.

The pupils have free access to musical instruments, notes, audio-visual records of works of art, record technology and other equipment and material necessary for classes.

The education and training are carried out according to six-year educational programme in which the pupil takes the secondary school-leaving examination after completing the fourth year and, after completing the sixth year, je takes the graduation examination. In the field of dance the study is performed according to eight-year educational programme, which is completed in the last year by the secondary school-leaving examination (maturita) and by graduation examination, and, according to six-year educational programme in which the pupil takes the secondary school-leaving examination after completing the fourth year. Upon completing the sixth year he/she takes the graduation examination. For the field of dance, it is established as a school with all-day care or as a hostel.

The conservatory provides:

lower secondary education by successful completing of the fourth year in 8-year educational programme,

secondary specialised education by successful completing of the secondary school-leaving education,

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higher professional education by successful completing of the graduation examination.


5.5. Types of Institution

The Decree No. 282/2009 regulates details on types of secondary specialised schools, types of conservatories, organization of education in them, the range, conditions, length and process of the study, and sets the system of the fields of study for secondary specialised schools, conservatories and gymnasia and list of trades and disciplines.


5.5.1. Types of Institution - Gymnasia

Gymnáziá are general internally differentiated schools which prepare the students for higher education studies, postsecondary studies, eventually, for performance of some activities in administration, culture and in other areas. This preparation carried out on a high-quality basis in compulsory subjects with a wide spectrum of optional and elective subjects also gives preconditions for such employment of the graduates where the intellectual potential and general outlook are important for acquisition of the appropriate qualification. The gymnázium takes at least four and at most eight years. The study is completed by a school-leaving examination.

In addition to the four-year gymnáziá of diverse concentrations there are also bilingual gymnáziá with the length of study 5 years. At present, there are Slovak-English, Slovak-German, Slovak-French, Slovak-Italian and Slovak-Spanish schools

The gymnáziá with eight-year study that are finished after completing Grade 4 of primary school. There are also special gymnasia designed for exceptionally gifted pupils.

For more information on management of gymnáziá see Chapter 2.

The latest statistics is given in Chapter 5.21.

5.5.2. Types of Institution – Secondary specialised school

SOŠ gives preparation for pupils mainly for performance of special activities, especially technical-economic, economic, pedagogical, health, social-legal, administrative, artistic and cultural. SOŠ provide complete secondary specialised education with the school-leaving examination and higher vocational education and enable their school-leavers to go directly to practice or apply for study at higher education institutions. The majority of študijné odbory last four years.

The Decree No. 282/2009 of the Law Code lays down the following types of SOŠ: secondary specialized school of metallurgy, mechanical engineering, technical, polytechnic, electrotechnical,

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chemical, food-industry, textile, woodwork, polygraphic, geodetic, building, traffic, post and telecommunications, rural development, agriculture, horse breeding and horsemen, forestry, gardening, vineyard-fruit-growing, fishery, veterinary, economic, business, trade and services, library and information studies, applied art, glassworks, healthcare, aviation-technical, railway, automobile, social-law, secondary trade school, traffic, woodwork, metallurgical, chemical and food-industrial, building and geodetic secondary artistic school, animation, design, film,scenic designing, secondary healthcare school, traffic academy, hotel academy, commercial academy, pedagogical and cultural academy, pedagogical and social academy, school of applied art, secondary school of art, secondary specialised school of fire prevention, police secondary specialised school.


5.5.3. Types of Institution - Conservatory

Conservatoire is a kind of secondary school which is divided into the following types:

music and drama conservatory dance conservatory

Music and drama conservatoire is the type of secondary school which provides for pupils education and training in the field of singing, music, scenic dance and music-drama art in six-year continuous educational programme.

Dance conservatory is the type of secondary school which provide education and training in the field of dance in eight-year continuous educational programme.

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The geographical accessibility of secondary schools is reflected by their network, which is, in the spirit of the Act No. 596/2003 of the Law Code on state administration in education and self-government in education and on the change and supplements to some laws, defined by the Ministry of Education of the Slovak Republic. Several aspects are taken into consideration in its creation, e.g., so that the gymnázium is as near as possible to the pupil’s residence in order that the distance from the school is maximally reduced and the pupil can use the means of public transport. In the network of SOŠ and conservatoire the situation is different. Some of these schools are, e.g., of a single type, others are set up in accordance with their network at the level of the autonomous region. If such a school is not accessible to the pupil in the form of daily attendance, the pupil has a possibility to find accommodation in a youth hostel, which is usually a part of the school and besides accommodation it provides the pupil with other services, e.g., board, medical care, adequate use of leisure time in the form of various leisure activities, etc.

According to Act No. 596/2003 of Law Code the schools of diverse types may be fused to make up one legal entity. The fusion of the schools must be preceded by their exclusion from the network and their subsequent dissolution. The fused school is established as late as after its inclusion in the network. By fusing secondary schools (gymnasia, secondary specialised school, secondary vocational school) an associated school comes into being.

Based on the Decree No. 9/2006 of Law Code the secondary schools are also required to prepare an annual report on educational activity, its results and conditions of schools and school facilities. The schools are required to submit them to the school board and to their founder for approval. Subsequently, they should be publicised by the end of the calendar year, i-e., by 31 December. The parents have the possibility to compare the schools on the basis of self-evaluation annual reports. Their decision-making in choosing the optimum school for their child is thus remarkably easier. The reports bring the following information for parents:

basic data on the school (founder, contacts...), data on number and successfulness of pupils at admission examinations and the subsequent

admission, successfulness of the school-leavers at labour market or at admission to further study, the amount of funds allotted from the State budget and fees to be paid by parents, number of employees, their qualification, continuing education, data on results of inspection activity, aims of the school, concept of development, proposals of measures, conditions of education

and training as well as material conditions (such as premises, psychohygienic conditions, etc.).



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5.7. Admission Requirements and Choice of School

In compliance with the Education Act No. 245/2008 of the Law Code on education and training, pupils and other applicants have the right to study at secondary schools according to their abilities, knowledge, interests and physical fitness. The admission to secondary schools is conditional upon successful completion of ZŠ.

The access to an eight-year gymnázium, eight-year sports gymnázium and a dance conservatoire, is also given for those who successfully completed Grade 4 of ZŠ. The headteacher of a secondary school defines, upon agreement with pedagogical board, the form, content and extent of the entrance examination according to the učebné osnovy of ZŠ, as well as other conditions of the admission procedure. These are promulgated well in advance so that the applicants for study at gymnázium can become familiar with them.

At the decision-making on admission the headteacher of the secondary school takes account of the fact that the applicant is a successful participant of the Subject Olympiad or a Winner of the competition which is related to field of study he/she has applied for. In the event the subject of verification are the special skills or talent, the results contained in the all-Slovak testing of pupils of Grade 9 of primary school are taken into account.

Primary school pupils can submit at the same time two applications for the study at secondary schools. In case they are interested in the school which requires the verification of special skills and talent, they can submit another application. The applicant with decreased working ability, shall append a statement of the appropriate medical judgment on his/her ability to pursue the field of study chosen.

The admission of applicant to secondary school is upon the headteacher, based on results of the admission procedure. For preparation, course and processing the results of the admission examinations and for assessment of the applicant’s preconditions for study the headteacher establishes a selection committee as an advisory body. The list of applicants with the results of the admission procedure is publicized on a school poster within three days from completing the examinations. The list contains the names of applicants according to the total number of credits achieved in exams and an information if he/she passed or failed.

The applicant who was admitted to the study will receive a notification from the secondary school concerning the date, place and the way of registration together with the decision on admission. The secondary school shall perform the registration of the admitted applicants who were delivered the decision on admission to the secondary school on the basis of a registration card issued by the appropriate primary school. The primary school shall issue only one registration card for the applicant, which is transferable. The registration card shall remain will the secondary school that the applicant shall enrol in. If the applicant is successful also at other secondary school and shall prefer the study at this secondary school, he/she shall cancel the registration and shall hand over the registration card to the secondary school he/she shall enrol in. The results for entry to the first year of secondary schools are valid only in the school year for which he took the examinations.

The entrance examination consists of the verification of knowledge on profile subjects or the evaluation of abilities, skills and capabilities necessary for mastering a chosen študijný odbor. Thus to an eight-year gymnasia or eight-year sports gymnasia pupils are admitted after the verification of their special abilities for this study and, to eight-year sports gymnasia, also their health fitness. The headteacher of a secondary school preferably admits an applicant for study who has a changed working ability to those applicants who equally meet the admission conditions.

Foreigners can also be admitted to study at a secondary school if they show required knowledge of the teaching language.

The admission requirements at SOŠ are mostly identical with the aforementioned.

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On admission to SOŠ of an artistic concentration, conservatories, one of the admission requirements is successful completion of the so called talent examination for verification of special abilities, skills and talent.

The profiling subjects for admission examinations are determined by the ministry of education on the basis of proposals by the headteacher of secondary school. The headteachers set up the form of admission examination, its content and extent, as well as other conditions for admission.


5.8. Registration and/or Tuition Fees

Education in secondary schools is free of charge. The State contributes to students for covering their expenses for catering, housing in youth homes and transport. The tuition fees may be required only by private and church schools.

The parents pay just a fee to Parents‘ School Association. The amount is determined by the school Parents‘ Council. The latter decides on the use of funds and keeps them on a special account. These funds are used for various school activities (travel costs at school presentation, fees for ski training, cultural events, etc.) and aids (equipment of classrooms with audio or video-technique, or prizes for school competitions, etc.). The amount of fees is different in each school. The annual average to be paid by parents is between 5 – 75 €. The way of choice in different schools differs. The parents usually make one-off payments at the beginning of the year, but they may also collect half-year or monthly contributions.

5.9. Financial Support for Pupils

The Slovak Government offers the possibility to achieve a social scholarship in the duration of one year at the selected secondary schools for the purposes of the improvement foreign language skills.The objective to grant scholarship of the Slovak Government is to enable a study abroad to those students who from different social reasons cannot afford this type of study. Project of social scholarships was approved by the Slovak Government for the period of 2008 – 2011. Legislative framework for determination of social criteria in school year 2009/2010 is given by the Act No 245/2008 of the Law Code. It is necessary to proceed according to adopted criteria in the selection process of pupils.

The decisive part of financial scheme is granting of secondary scholarships to daily students whose parents are in material need. Since 1 September 2008 a new education Act No. 245/2008 came into force, which treats the problem under paragraph 149. The decision of headteacher is decisive in granting the scholarship. The scholarship provision is conditional on submission of application, the determination of the document to be supplied by the applicant for scholarship along with the application form. At the same time, a condition is set out to grant the scholarship to the student who has not been conditionally excluded from the study; if the condition appears unfulfilled during the study, the Act provision sets out the return of the financial portion allotted.

Starting with June 2006 the number of secondary school students receiving social scholarships will be raised by around 8000. They are particularly the students whose parents´ income is equal to life minimum. Previously only those students were eligible to receive the scholarships whose parents received allowances in case of need. The scholarship is granted since the beginning of the school year during the period of school teaching from 2nd September till 30th June. Ïf the applicant applies for

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scholarship during the school year, the scholarship shall be granted in the respective school year from the first day of the calendar month in which the application was submitted. The re-evaluation of the right to receive the scholarship and its amount shall be carried out by the school after completing the pupils´assessment at the end of the term, The Ministry of Education of the SR and Institute of Information and Prognosis on Education are authorised to inspect justification of the headteacher´s decision to grant the scholarship, as well as the amount and the start of granting the scholarship to students.

Scholarship is granted to pupil on monthly basis in the sum of:

50 % of subsistence minimum sum provided the average pupil´s achievement up to 2,0 including,

35 % of subsistence minimum sum provided the average pupil´s achievement worse than 2,0 up to 2,5 including,

25 % of subsistence minimum sum provided the average pupil´s achievement worse than 2,5 up to 3,5 including.

The aim of scholarship for the disadvantaged is to help particularly to secondary school pupils who are disabled to be able to study in secondary schools according to their choice, to get integrated with their peers, to be able to develop their knowledge and skills and find their placement in the future. The scholarships may be granted only to students of Grades 2 – 5 of secondary schools with permanent place of residence in Slovakia, the average of study results of which is below 1,8, and who are in worsened social situation. The scholarship is not a subject to be entitled to and one must request for it.

The parents whose children study in secondary schools are granted tax levies, family allowances and other benefits for non-cared for children, among other things also the right for social scholarships.


Institute of Information and Prognoses of Education

Act No. 245/2008 on education and training (Education Law) and on the change and supplement to some acts

5.10. Age Levels and Grouping of Pupils

Teaching at secondary schools is organised in classes according to age in Grades 1-4. The classes are coeducational. There is not a strict division of pupils according to their abilities. In each grade there are usually pupils of the same age. Individual subjects are taught by teachers having appropriate qualifications.

At secondary schools there is possible to divide classes in teaching compulsory and optional subjects into two and more groups and for teaching of non- compulsory subjects it is possible to create groups of pupils from different grades.

Different form is used, e.g., at special vocational training in conservatoire, which is conducted both individually and in groups. A group consists of 5 - 9 pupils in dependence on specialisation of study. In secondary health schools the division of class into groups related to practical part of study is maximum of ten pupils, in healthcare establishment it is maximum of six pupils.

5.11. Specialisation of Studies

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The Decree 282/2009 of the Law Code on secondary schools stipulates a system of fields of secondary education. Gymnasium, secondary specialised school and conservatoire provide the education in study fields and trade fields which are determined in the system of fields of education. System of fields of education is divided into groups of study fields and trade fields. Both groups include related study fileds and related trade fields. Study filed and tarde field can be divided into vocational specialisations. The part of system of study fields at secondary school are also experimentally verified study fields and trade fields. The list of experimental programmes is publicly available at the website of the Ministry of Education. According to the system of study fields and specialisations in gymnasia there is possible to achieve completed secondary general education.The complete list of fields is published in particular decree (No.282/2009) together with type of school – it is gymnasium, bilingual study and sport.

The system of fields of study and trade fields and specialisations of trade fields in secondary specialised schools enables pupil to achieve following types of education:

Lower secondary professional education – engineering and other metal working production, technical chemistry of silicates, food industry, textile and clothing industry, processing leather, plastics and rubber,production of footwear, woodwork and production of musical instruments, civil engineering, geodesy and cartography, agriculture, forestry and countryside development, economics and organisation, business and services.

Secondary professional education – mining, ecology and geotechnics, metallurgy, engineering and other metal working production, electrotechnics, technical chemistry of silicates, technical and applied chemistry, food industry, textile and clothing industry, processing leather, plastics and rubber, production of footwear, woodwork and production of musical instruments, polygraphy and media, civil engineering, geodesy and cartography, transport, posts and telecommunication, agriculture, forestry and countryside development, economics and organisation, business and services.

Complete secondary professional education – physical and mathematical sciences, mining, ecology and geotechnics, metallurgy, engineering and other metal working production, electrotechnics, technical chemistry of silicates, technical and applied chemistry, food industry, textile and clothing industry, processing leather, plastics and rubber,production of footwear, woodwork and production of musical instruments, civil engineering, geodesy and cartography, transport, posts and telecommunication, special technical fields, agriculture, forestry and countryside development, veterinary fields, health fields, economics and organisation, business and services, legal sciences, pedagogical sciences, art and art-and-craft, security services.

Higher professional education - mining, geoology and geotechnics, engineering and other metal working production, elctrotechnics, food industry, textile and clothing industry, transport, posts and telecommunication, special technical fields, agriculture, forestry and countryside development, veterinary fields, health fields, economics and organisation, business and services, legal sciences, pedagogical sciences, art and art-and-craft.

The system of study fields and specialisations at conservatories is art, art-and-craft ,musical and dramatical creation,dance, singing, music.

SOŠ constantly follow the development and trends of a changing labour market in the context of the world labour market; they react to its needs and requirements. Branches of study are being changed, new ones are introduced, while using good practice from abroad so as to make the programmes compatible with foreign ones and at the same time to ensure recognition of the diplomas.

A change of the field of study or trade is usually permitted by headteacher of secondary school at the beginning of the school year. The change permission is conditioned by physical competence of the pupil for study and ability to perform the occupation, for which he is to prepare in the newly-chosen field of study or trade, and successful completing of the differential examination set by school headteacher.

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5.12. Organisation of School Time

The timetable determination depends mainly on the učebný plán. Učebné plány are drafted for orientation, giving headteachers and teachers of secondary schools space for the internal and external differentiation of pupils. The structure and proportionality of teaching subjects in the učebný plán have to correspond with the function and kind of school. For secondary schools – gymnasia and secondary specialised schools, there exist several variants of učebných plánov.

In compliance with the Act No. 245/2008 of the Law Code, the classes take place according to educational programmes which are either State or school-based.

The State educational programmes for vocational education are issued by the ministry of education after having discussed them with employers, founders of the schools and their professional and special-interest associations with nation-wide competence and with the ministries in the scope of their sector area of competence; for healthcare study fields preparing the pupils for performing healthcare occupations these programmes are issued by the Ministry of Health of the SR.

The State educational programmes for the fields of education at schools falling under the area of competence of other central bodies of State administration are issued by these central bodies of the State administration, in matters of general subjects, after agreement with the Ministry of Education.

The programmes contain:

name of the educational programme which is simultaneously the name of the field of education; in secondary specialised schools, being also the name of group of the fields of education,

concrete aims of education and training, level of education which is achieved by completing educational programme or its integral part, graduate’s profile, educational areas, characteristics of the field of education, its length, form of education and training, conditions of

admission, educational standards, forms of practical training, framework curricula, language of teaching, organisation conditions for education and training in individual forms of education and training, procedure and conditions of completing education and training and issue of certificate on

education received, compulsory personnel provision.

The school educational programme is the basic document of the school according to which the education and training is carried out at schools according to this Act. It is issued by the headteacher after discussing it at pedagogical council and school board. The founder may ask from the headteacher the school educational programme for approval. The programme must be elaborated in agreement with the principles and aims of education and training according to the education Act and the respective State educational programme.

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In gymnasia, the degree of teaching the humanities, foreign languages and physical education has increased and the curricula was extended by the subjects of aesthetic education and ethic education in alternation with religious education. Within the framework of extended classes the students may choose from among the following subjects, for example: seminars in Slovak language, literature, chemistry, physics, biology, mathematics, information science, programming, etc. There is also a list of optional subjects to choose from, for example: sociology, economics, pedagogy, psychology and others.

In secondary specialised schools the language education and the scope of cross-sectional subjects – informatics, computer technology, ecology have been extended, and new subjects were introduced, such as management, marketing, enterprising, banking, law teaching, introduction to the world of work, and others.

The verification of the new curricula in selected fields of study in soš will continue. (e.g., use of graphic systems oriented at mechanical engineering, electrical engineering, transport, posts and telecommunications and building industry). After successful completing and evaluation of experimental verification the experimental fields will be included in the system of the fields of study and trades.



The details about the organisation of the school year are laid down by the Decree of the Ministry of Education of the SR No. 231/2009 of the Law Code on detail of organisation of the school year at primary schools, secondary schools and basic schools of art. In the Slovak Republic, the schol year starts on 1 September and finishes on 31 August of the following year. The school year consists of a period of school instruction and a period of school holidays. The period of school instruction begins on 2 September and ends on 30 June of the following calendar year. It consists of the 1st term and the 2nd term. The first term begins on 2 September and ends on 31 January of the following calendar year. The second term begins on 1 February and ends on 30 June of the current calendar year. At schools where practical training is carried out during summer holidays (some secondary schools) the second term finishes before 30 June and the date of its conclusion is set by the headteacher of the school.

The period of school holidays is made up of autumn, Christmas, mid-year, spring, Easter and summer holidays.

Autumn holidays last for two days. Every year they are usually set by the Ministry of Education of the Slovak Republic for the end of October. The Christmas holidays last from 23 December to 7 January of the next calendar year. Mid-year holidays last one day following the end of the first term. Spring holidays last a week. Their beginning is set by the Ministry of Education of the Slovak Republic, usually for the period from mid-February to mid-March. Easter holidays last four days. Summer holidays last from the end of instruction in the second term till the beginning of instruction in the next school year.

Detailed information on organisation of school year are annually published in Pedagogical and Organisational Guide which are delivered to all schools and they are freely available on website of the Ministry of Education of SR – www.minedu.sk.

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5.12.2. Weekly and Daily Timetable

The timetable at secondary schools is based on the weekly number of hours for individual subjects and it is drafted by the headteacher. In the drafting of a school timetable, but mainly of a daily timetable, health, pedagogical, psychological and psycho-hygienic principles are respected. The lesson lasts 45 minutes, lesson of vocational training and practical training takes 60 minutes. As a rule, after the third period there is the main break lasting 20 minutes. Between other lessons are 10 minutes breaks. If lessons of the same class continue in afternoon hours, the break between morning and afternoon lessons is at least 30 minutes. Lessons alternate according to their demand in such a way so that the pupil has enough time for relaxation.

At schools pupils are taught five days a week. The teaching starts usually at 8.00, the soonest at 7,00. Teaching of pupils younger than 18 years is finished usually before 18,00, at latest by 20,00. Pupils lessons per one day last at most 8 hours.Vocational training of pupil of the 1st and 2nd grade in one day lasts at most 6 teaching hours. Vocational training of pupil of the 3rd and 5th grade in one day lasts at most 7 teaching hours.

Headteacher of secondary school can release the pupil from compulsory subjects or physical activities on the basis of medical statement.

The system of secondary schools consists of gymnáziá, SOŠ and conservatory . The weekly number of lessons for individual kinds of secondary schools are determined by the school’s streams. The core subjects at gymnázium are general subjects, at specialised schools the weekly numbers of lessons are equally divided between general and vocational training.

The total weekly number of lessons of the učebný plán of the gymnázium in individual grades is the following:

Grades 1 and 3: 31 lessons Grade 2: 32 lessons Grade 4: 30 lessons

For details see Chapter 5.13. .

5.13. Curriculum, Subjects, Number of Hours

State educational programme of schools is according to new school act the highest hierarchical aimed programme document which includes a model of school leaver, ´rámcový učebný plán´ a ´učebné osnovy´(the frame of curricula). It represents the first general level of two – level participative model of school management. It expresses the main principles and objectives of state educational policy, as well as democratic and humanistic values, on which the national education is being based. It determines general objectives of schools as the key competences in well-balanced development of pupil´s personality and frame of the content of education.

State educational programme supports a complex approach for the development of pupil competences to recognise, act, assess, understand and communicate at the given stage of education. It is a fundament and mandatory document for creation of individual school educational programme of school, where the specific local and regional conditions and needs are reflected.

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Učebné plány, učebné osnovy and vzdelávacie štandardy belong to fundamental educational documents, which are followed by pedagogues in the provision of teaching process in secondary schools. The curriculum development for general subjects falls within the competence of the National Institute of Education (ŠPÚ), while the National Institute for Vocational Education (ŠIOV) is responsible for curriculum development for vocational subjects. In cooperation with different curricular review groups, teachers and methodologists, the places of work submit proposals of učebné plány, učebné osnovy and vzdelávacie štandardy to the Ministry of Education of the Slovak Republic for approval. After approval they become binding for schools. For the church secondary schools, the founder approves učebné plány and učebné osnovy upon agreement by the Ministry of Education of the Slovak Republic and Ministry of Foreign Affairs of the Slovak Republic. The private secondary schools are issued učebné plány and učebné osnovy by the founder upon approval by the Ministry of Education of the Slovak Republic.

The učebný plán determines compulsory, optional and elective subjects, the number of weekly lessons and the total number of lessons per grade. Other optional and elective subjects can be introduced according to pupils’ interests and school’s conditions. Schools have a possibility to prepare učebné osnovy for optional subjects. For example the teaching of elective subjects will continue, the practising form will be in all types of secondary schools and as a compulsory subject at commercial academies in the fourth year. The marks for the subject are given on certificates. This subject supports the achievement of elementary legal and economic conscience, development of managerial and enterprising skills. The best pupils may obtain from teacher of training firm a supplement to certificate on completing the subject. The subject may be instructed only by Economics teacher.

The support of development of managerial and enterprising skills of young people will continue in all types of secondary schools in the educational programme, the constituent part of which is optional and elective subject classes. The elective classes of Religion or Ethics in Grades 1 and 2 are provided for pupils by 15 years of age according to decision of their guardians.

The učebné osnovy are divided into thematic units, which have a recommended number of lessons that a teacher can appropriately adjust, without permit to omit a thematic unit.

On the basis of requirements of practice a school can also propose other optional subjects and special concentrations for approval to the Ministry of Education of the Slovak Republic. The headteacher is responsible for quality of teaching of the subjects and concentrations introduced.

The curriculum development is identical for all secondary schools.

5.13.1. Gymnasium

The education at four-year gymnasium and on higher level of perennial gymnasia is focused on the achievement of general educational foundation and key competences of pupil. It prepares pupils first of all for further education but at the same time also for the use in practice, for personal and social life. The sense of gymnasium is to equip pupils with systematic structure of cognition, ability to work with information and to incorporate them into meaningful context of life situation so that to develop them professionally and personally during the whole life. The presumption is to assert progressive educational procedures, new organisational forms, strategies and and methods which fully support cognitive curiosity, creative thinking and self-reliance of pupils. The educational content in gymnasia is enriches at schools according to the own educational intentions, designs, regional needs and conditions as well as needs and interests of pupils.

Framework curricula for gymnasium with Slovak as a language of instruction – ISCED 3A


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Field of education Subject/year 1. 2. 3. 4. Total

Language and Communication Slovak language and literature 3 3 3 3 12

Foreign language I 4 4 4 4 16

Foreign language II 2 2 2 2 8

36

Man and Nature Physics 2 2 1 5

Chemistry 2 2 1 5

Biology 2 3 1 6

16

Man and Society History 2 2 2 6

Geography 1 2 1 4

Civics 2 1 3

13

Man and Values Ethics/Religion 1 1 2

Psychosocial training 1 1

3

Maths and Work with Information

Maths 4 3 3 1 11

Informatics 1 1 1 3

14

Art and culture Art and Culture 1 1 1 1 4

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4

Health and Movement Physical Training and Sports 2 2 2 2 8

8

Total – compulsory part 27 28 24 15 94


Elective lessons 4 4 7 15 30

Total compulsory part + elective lessons

31 32 31 30 124

Framework curricula of gymnasia - eight-year study


Field of education Subject/year 1. 2. 3. 4. 5. 6. 7. 8. Total

Language and Communication

Slovak language and literature

4 4 5 5 3 3 3 3 30

Foreign language I 3 3 3 3 4 4 4 4 28

Foreign language II 1 1 1 1 2 2 2 2 12

70

Man and Nature Physics 1 1 2 1 2 2 1 0 10

Chemistry 0,5 0,5 1 2 2 2 1 0 9

Biology 1 1,5 1 1 2 3 1 0 10,5

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29,5

Man and Society History 1 1 1 2 2 2 2 11

Geography 1 1 1 1 1 2 1 8

Civics 1 1 0,5 0,5 0 0 2 1 6

25

Man and Values Ethics/Religion 1 1 0,5 0,5 1 1 5

Psychosocial training 1 1

6


Maths 4 3,5 4 4 4 3 3 1 26,5

Informatics 0,5 0,5 0,5 0,5 1 1 1 5

31,5

Man and the World of Work

Technique 1 1 2

2

Art and Culture Fine Art 1 1 2

Music 1 1 2

Education by Art 0,5 0,5 1

Art and Culture 1 1 1 1 4

9

Health and Movement Physical Training and Sports

2 2 2 2 2 2 2 2 16

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16

Total compulsory part 23 24 24 24 27 28 24 15 189


Elective lessons 6 6 6 6 4 4 7 15 54

Total compulsory part + elective lessons

29 30 30 30 31 32 31 30 243

5.13.2. Secondary specialised school

Framework curricula of secondary specialised school – veterinary sciences (sample)

Target items of education Number of weekly leesons in educational programme

Total number of lessons during the study

General education 60 1920

Technical education 38 1216

Disposable lessons 34 1088

TOTAL 132 4224

Categories and names of fields of education Minimum number of weekly lessons in

educational programme

Total number of lessons during the

study

GENERAL EDUCATION 64 2048

Language and communication

- Slovak language and literature

- First foreign language

- Second foreign language

34

1088

140

Man, values and society

- Ethics/Religion

- History

- Civics

7

224

Man and Nature

- Ecology

- Physics

- Chemistry

- Biology

3

96


- Maths

- Informatics

8

256

Health and Movement

- Physical Training

8

256


TECHNICAL EDUCATION 68 2176

Theoretical education 20 640

Practical training 18 576


5.13.3. Framework curricula of conservatories – study field Music – Dance

Number of weekly lessons per year Categories and names of the fields of education and subjects

1. 2. 3. 4. 5. 6. Total

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ART AND CULTURE

Classic dance 8 8 8 10 10 10 54

Folk dance 4 4 4 4 4 4 24

Modern dance 4 4 4 4 4 4 24

Character dance 1 1 2

Dance with partner 1 1 1 3

Playing piano 1 1

LANGUAGE AND COMMUNICATION

Slovak language and literature 3 3 3 3 12

Foreign language – English 4 4 4 4 16

Second foreign language - French 1 1 1 1 4

Technical foreign language 1 1 2

MAN AND NATURE

Physiology and hygiene of locomotor apparatus 1 1

MAN AND SOCIETY

History 1 1

History of Dance and Ballet 1 1 1 1 4

History of Music 1 1

History of Theatre 1 1

Teaching on Society 1 1 2

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Psychology 1 1

PEDAGOGICAL-ARTISTIC SUBJECTS

Pedagogy of Dance 1 1 2

Theory and Methodology of Dance 1 1 1 1 4

Methodology of Teaching Dance 1 1 2

Pedagogical seminar 1 1 2

Methodology of Dance 1 1 2

MATHS AND WORK WITH INFORMATIONI

Informatics 1 1

ARTISTIC-THEORETICAL SUBJECTS

Analysis of Works of Art 1 1 1 2

Teaching on Music 1 1

HEALTH AND MOVEMENT

Stage movement 1 1 2

MAN AND VALUES

Ethics/Religion 1 1 2

MAN AND THE WORLD OF WORK

Artistic practice 1 1 1 2 2 7

Artistic practice (folk dance) 2 1 3

Artistic practice (modern dance) 1 2 3

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Teaching experience 1 2 3

CROSS-SECTIONAL THEMES

Esthetic seminar 1 1

Diploma seminar 1 1

State educational programme 33 33 31 31 32 32 192



Methods in teaching process are chosen by teachers themselves. A significant space where problems of application of methods are discussed is offered through methodical bodies of secondary schools. They are curricular review groups of teachers of relative compulsory subjects (e.g. a curricular review group of science subjects associates teachers of mathematics, informatics, physics and chemistry).

According to content of subject matter, in addition to the classical method, such methods are used as heuristic and directed talk, discussion, group and individual work, project method, work with literature, frontal experiments, etc.

Due to the fact that all secondary schools are equipped with computer technique, the latter became an integral part of applying the teaching methods. To follow-up the achieved level of reading and information literacy. To make all information sources available to students. To gradually develop the students‘ skills to search for, evaluate and use various sources of information, to adopt the methods of individual study and independent work with information, to incorporate them in their knowledge fund and subsequently, to make use of it. In the content and methods of teaching of all subjects to support those which develop the abilities and skills of pupils to independently search the knowledge from available sources. To proclaim the concept of individual freedom and approach to information as a basis for efficient and reliable citizenship and participation in democracy.

Pupils also acquire necessary skills in practical teaching, mainly through practical exercises, laboratory work, school workshop practice and operational practice.

A part of the teaching methods is also the use of laboratory and other technical equipment, mainly in vocational subjects.

Conservatory organizes internal and public theatre, musical, opera, operetta, dance and ballet performances, competitions, home and international exchange presentations and artistic projects as a part of education.

It is recommended to cooperate with public libraries, parents and professional public, to participate in competitions (subject Olympiad), to get involved in projects, e.g. Model European Parliament, European Union for Young Scientists, and the like.

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Pedagogicko-organizačné pokyny pre školy, školské zariadenia, orgány štátnej správy a orgány územnej samosprávy na školský rok 2009/2010

Systém a metódy riadenia učebného procesu

5.15. Pupil Assessment

The subject of the assessment and marking is the level of achieved knowledge, skills and competences of pupil according to valid učebných osnov and educational standards. The behaviour of pupil cannot have any influence on pupils ´ assessment and marking.

The assessment and marking of pupils’ achievement and behaviour are treated in section 55 of the education act No. 245/2008 and the Decree 282/2009. In agreement with this Act the pupil assessment is carried out according to the level of achieved results through:

oral assessment marking combination of marking and oral assessment.

The pupils achievements in individual subjects are marked by the following credit scale:

excellent (1), laudable (2), good (3), satisfactory (4), fail (5).

At conservatory the assessment of pupils’ study results in the major field of study or major fields of study and in other practical vocational subjects is carried out though commission examinations and the subject of the exams consists of all artistic production. The exams are held before examination commissions appointed by headteacher. The commission examinations are carried out at the end of each half-a-year and at the end of school year in the scope determined by curricula.

The differentiation examination serves for verification of the level of development of artistic skills and professional theoretical preparedness. The differentiation examination indicates the level of development of artistic skills and professional theoretical preparedness at resumption of the study, at interruption of the study, at transfer from other school or at change of the field of study. At the dance conservatory the examination in professional theoretical preparedness is not taken.

The pupil of conservatory receives grades on the basis of results of commission examination in the following cases:

at examinations in the major and other practical examinations, in case of holding differentiation examination, if examined on an alternative date, if the pupil or his guardian or a deputy of the institution ask for examination, or if the

examination is held on initiative of principal of conservatory, if the pupil studies according to individual study plan, if the pupil re-sits.

If it appears during the study at dance conservatory that the pupil is not capable to meet the requirements set by curricula, he may be transferred in Grades 1 to 4 of dance conservatory to the second stage of primary school on the basis of written request of the guardian or deputy of the institution, on the basis of teacher’s proposal for not meeting the requirements of vocational training,

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proposal of physician on account of health reasons. The re-sit examination is not allowed in major subject or major subjects.

The secondary school headteacher will announce which optional subjects are subject of marking and which are not. He will do so the first day at commencement of school year. Ethics alternated with Religion is not a subject of marking. If the pupil is exempt from classes of a compulsory subject and does not take commissional examination, the note "exempt" is indicated at the certificate. The results of assessment and marking are regularly provided by the secondary school via classroom teacher to the parent, legal guardian or the person who has nourishing duty towards the pupil continuously. If the results or behaviour of pupil are significantly worst, the headteacher informs parents in written.

During the school year the assessment of pupil is done by way of a mark, percentual or verbal evaluation. At the evaluation, continuous or summative marking the adequate rate of demands and pedagogical tact towards pupil, his performance are evaluated in complex way. The pupils efforts are considered and his/her human rights are respected to full degree. The assessment is considered as an act of impartial feedback, motivational and educational means as well as a means of positive support of sound self-image.

The rules of good conduct of pupils make up a part of school order containing their rights and responsibilities.

Pupil’s behaviour is assessed as follows:

very good (1), satisfactory (2), less satisfactory (3), dissatisfactory (4).

The measures in education for exemplary behaviour, due fulfilment of duties, extraordinary expression of activity and initiative, long-lasting conscientious work, expressive prosocial behaviour, which positively influence climate in classroom and school, for meritorous and brave deed, the pupil may be presented an appraisal or other award (teacher, headteacher, founder of the school, deputy of the State administration or Minister of Education).

For less serious or repeated misdemeanours against school rules, principles of coexistence, moral norms of the society, or if the pupil infringes activity of the team, he may be set admonition or lecture (from classroom teacher, educator, foreman, headteacher).

For serious or repeated transgression against school rules the papil may be conditionally dismissed from school or even from study.

The overall evaluation of a secondary school pupil done in mid-year and at the end of the school year expresses the results of his/her marking in subjects and assessment of his/her behaviour. The overall evaluation in mid-year and at the end of the school year is expressed as follows:

He/she passed with honours, He/she passed very well, He/she passed, He/she failed.

Commissional examinations are held:

if the differential examination is held in secondary schools, if the examination is taken on alternative date, if the pupil or his/her guardian requests for the examination, if the examination is taken at headteacher’s initiative, if the pupil takes re-sit examinations, in the study according to individual study plan in secondary schools, in case of exemption of the pupil from compulsory schooling,

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at practical examinations and examinations in major subjects at the end of the first and second half-a-year,

in the study of individual subjects, at fulfilling a special way of school attendance, at individual education.

The examination board is composed of three members and the pupil´s guardian may take part in it. The examination results are publicly announced by chairman of the board on the day of taking the examination and the result is final for the pupil.

In the recent years information on quality of work results at gymnázium and experiences with tests and evaluation has been received by monitoring of pupil's knowledge and skills in the last grades of study.


5.16. Progression of Pupils

All pupils of secondary school, except of those who failed, move on to a next grade (see Chapter 5.15. ). A pupil who fails in two compulsory subjects at most may with the headteacher’s approval, take a re-sit. After its successful passing he/she moves on to the next grade. If the pupil fails re-sit, the headteacher can allow him/her to repeat the grade. In the course of study the pupil can transfer to another school. The transition of a pupil is decided by headteacher of the secondary school that the pupil chose to transfer to.

5.17. Certification

The education provided by secondary schools is either general or vocational.

The education and training in secondary schools may be completed by:

final examination, secondary school-leaving examination, final postsecondary examination, graduate’s examination.

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Final examination

The final examination is aimed at attestation of pupils’ knowledge and skills in the extent of subject matter determined by educational standards of the State educational programme and attestation how the pupils are prepared to use the achieved competencies at pursuit of occupations and professional activities for which they are being trained. The pupil may take the final examination if he/she has successful completed the last year of educational programme of the respective field. The final examination is divided into a written part, practical part and oral part. The practical part of the final examination is completed after the written part of examination and before the oral part of examination; the practical part of the final examination may be also completed on another date especially due to seasonal works. The final examination is held in regular examination period from 16th June to 30th June or in extraordinary examination session in September or in February of the following school year. Prior to beginning of the final examination the pupil does not participate in classes for three days in sequence.

The aim of the secondary school-leaving examination is also the attestation of knowledge and skills of the students in the extent of the subject matter determined by catalogue of target requirements and attestation of if the students are prepared to used them in their further study, at performing occupations and professional activities they are trained for.

The secondary school-leaving examination is regulated by the Decree of the Ministry of Education of the SR No. 318 of 23rd July 2008 on completion of study in secondary schools:

the original level of demand is cancelled in all subjects, the pupil may take the school-leaving examination in subjects shown in the school curriculum

and which he studied, the third subject of secondary school-leaving examination, in case of pupils with Hungarian or

Ukrainian as the language of instruction, may be some of the group of science, social science and other subjects (except for a foreign language), in which the total load of the pupil was six hours per week,

at compulsory foreign language, the school-leavers may choose between the level B1 or B2 of the Joint European Reference Framework (JERF),

in foreign language as an optional language, the pupils will take their examinations at the JERF level B,

the pupils of gymnasia with Slovak as a language of instruction, may choose the second foreign language as an optional (fourth) subject or a facultative (fifth) subject; the pupils of gymnasia with Hungarian and Ukrainian as language of instruction may choose the second foreign language as a facultative (fifth subject) only,

external tests and essay are written in compulsory foreign language only. The other foreign language chosen as an optional or facultative subject is used for oral exam only,

for essay in foreign language the school-leavers will have 60 minutes, the written school-leaving examinations will include an essay at first and an external test

afterwards, the time for preparation (20 minutes) and for answer (20 minutes) will be unified; the only

exceptions are descriptive geometry, information science and theoretical part of the special component,

online testing of external part of the school-leaving examination will be introduced in Mathematics and English at twenty secondary schools within the framework of the project Maturita online.

A student may take the school-leaving examination only in subjects and in the way set out. The school-leaving examination may be held in individual subjects at the level A, B, or C. Level A is higher, B is in agreement with the requirements on the basic level and C is the lower level. The examination consists of two parts – external and internal. The student of the last grade of secondary school shall inform in written form his class teacher about the subjects and the level he chose for his examination by 30th September.

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External part consists of a written test which is set and assessed by the National Institute of Certified Measurements of Education. It takes place on the same date throughout the Slovak Republic. The supervision and correction is upon the educational worker who are not the employees of the school in which the external part takes place.

Internal part may have an oral form, practical form, presentation of complex task or artistic performance, defence of one’s own project or combination of these forms. This part takes place before a maturita examination board. The chairmen of examination boards are appointed by the regional school authority.

The pupil may take the final postsecondary examination, in case he/she has successfully completed the last year of study. It is a professional examination in which the level of improvement or innovation of professional knowledge and skills of the pupil received by postsecondary study is attested. It consists of theoretical part of professional component and practical part of the professional component. According to nature of the respective study field the practical part of professional component may consists of written or graphical solution of tasks. The theoretical part of professional component is oral. It is held in regular examination session in June, in extraordinary examination session in September, or in February of the following school year.

The pupil may take the graduation examination if he successfully completed the last year of study. It is a complex professional examination, whereby the level of the pupils’ specific knowledge and skills oriented at performance of concrete working activities is attested. The examination may also attest the level of artistic and pedagogical-artistic activities.

The graduation examination contains:

in conservatory, graduation performances in the major or majors, graduation test and its defence and comprehensive examination in teacher training or comprehensive examinations in teacher training,

in dance conservatory, graduation performance in major and comprehensive examination in teacher training,

in school of applied art, a practical examination in major including its defence, theoretical examination in professional subjects according to nature of the respective study field and a comprehensive examination in teacher training,

in secondary health school, a complex theoretical-practical examination in the respective study field, graduation test and its defence,

in other secondary vocational schools, end-of-studies test, its defence and complex examination in vocational subjects.

It is taken in regular examination session in June, graduation tests may be held from February to June. The graduation examination is held in extraordinary examination session in September or in February of the following school year; the date is determined by the headteacher of the secondary school.

The pupil with special education needs which do not allow him/her to take the school-leaving examination in a standard way, takes the examinations under conditions adjusted to him/her as set up in Annex to the above Act, that is, the school leaving tests will be adapted to them according to degree of their disability, using enlarged letters, transparently divided text, underlined substance of the assignment. The blind pupils will work with texts in Brail shrift. From the total number of about 65 000 secondary school pupils about 355 pupils are those with special education needs.

In classrooms with two languages of instruction, the education of which is regulated by international agreement, the school-leaving examination is taken according to this agreement and practice.

If a pupil, his/her guardian or other person appointed by the latter is not satisfied with evaluation of the school-leaving examination, or its written part, he/she may ask the headteacher for examining his/her written work and compare its evaluation with the key of correct responses and the rules of evaluating the work within five days from the date of learning the results. In case that the complaint on evaluation

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of the school-leaving examination is justified, re-sit exam is held before a subject commission in its original composition.

For more details see Chapter 5.17.1.



5.17.1. Certification - Gymnasia and Secondary specialised schools

An official document on completion of a grade of secondary school is a certificate. If the pupil of a secondary school completed the school with good results, he/she moves on to the next higher grade. In the last year of study at gymnasia the pupil takes the school-leaving examination. The school-leaving examination in gymnasia is composed of four subjects – Slovak language and literature, foreign language, and two optional subjects.

If a citizen of the Slovak Republic receives secondary education abroad, the document on its completion is subject to nostrification, which is carried out by the appropriate authorities. Before nostrification the document can be judged by the Centre for Equivalence of Diplomas that is established at the Ministry of Education of the Slovak Republic. The Centre also proposes differential examinations, which have to be taken if the document is to be recognised. The recognised document on education is equivalent to a document on education received in the Slovak Republic.

The document on completion of study is the school-leaving certificate. The school leaving examination takes place in the final year of study. The school-leaving examination in secondary specialised school consists of four subjects – Slovak language and literature, foreign language, theoretical part of vocational item and practical part of vocational item.

A graduate examination is a special type of completing secondary specialised school. It is a complex special examination, leading to attestation of the level of specific knowledge and skills of the pupils aimed at artistic and pedagogical-artistic activities. It is held first of all at conservatories, schools of applied art and secondary health school. Based on successful completion of graduate examination the student receives "absolutórium".

Moreover, SOŠ provide also higher professional education in specialised post-secondary study, completed by graduate examination. Diploma is the document on completing specialised post-secondary education.


Decree No. 390/2007 on completing the studies in secondary schools and on completing the training in vocational schools, apprentice centres and practical schools, as amended by subsequent provisions

nd on completing the training in vocational schools, apprentice centres and practical schools, as amended by subsequent provisions

Decree No. 510/2004 on completion of study at secondary schools and on completion of training in secondary vocational schools and apprentice training centres and practical schools as amended by the Decree No. 390/2007 of the Law Code

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5.18. Educational/Vocational Guidance, Education/Employment Links

The system of educational counselling is guaranteed by the institute of class teacher as well as the counselling institutions – pedagogical-psychological centre:

Within the area of their competence they provide for educational and psychological care, advisory, methodical and information services in the field of education, personal and professional development of the young people up to the completion of their preparation for career;

At the problem solution they cooperate with Methodical Council for Psychological Educational Counselling and Prevention at the Ministry of Education of the Slovak Republic;

They pay increased attention to primary prevention, i.e., to systematic formation and effecting sound psychical development, as well as secondary prevention by means of individual and group work;

They are oriented at early identification and correction of risk manifestations of young people with problems;

A special attention is paid to advisory-information and methodical activities in career guidance and career choice;

In agreement with the Convention on Child Rights the schools and school facilities are obliged to continuously provide for the child protection against drug abuse, physical or psychical violence, ill-treatment or exploitation;

Schools and school facilities are obliged to efficiently carry out procedures for development of forms of precluding and solution of social-pathological phenomena and criminality;

It is recommended to carry out such preventive programmes and projects which have professional guarantee and are based on principles of effective prevention;

They pay special attention to young people from socially disadvantaged background, etc.

Openings, Training-Employment Relationship

After the completion of secondary school nearly 32% of school-leavers from the relevant age group continue to study at a higher education institution. From this fact it follows that a substantial part of the population applies for a vacancy at the labour market. Therefore a professional teaching of an optional subject was started - Introduction to the World of Work, Training Firm, Introduction of Graphic Systems – to support the entry of entrepreneurship into professional training in SOŠ with the aim of a better placement of school-leavers at the labour market. Another way of how to help the secondary school-leavers to find placement at the labour market a new capacity of an educational counsellor has been established at secondary school. The educational counsellor is always an internal teacher of a school, who has a reduced teaching workload and is concerned with counselling in this area. For this purpose he/she creates a necessary information base and in close cooperation with employment agencies he/she provides the pupils with necessary information concerning their career or possibilities of their further studies.


A part of the education system (following the Act No. 245/2008 of the Law Code) are also non-state schools (private and church), for which the following executive regulations are applicable: The Decree on private schools (No. 280/1994 of the Law Code and the Decree on establishment and activities of

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the church schools (No. 536/1990 of the Law Code). Founders of private schools are natural persons or legal entities.

In the private gymnasia it is possible to obtain international maturita - International baccalaureate.

Church schools are established by church or church communities.

Education acquired at private and church schools is equivalent to education acquired at other schools. The function of state control over the level of education at these schools is fulfilled by the school inspection. It aims mainly at the identification of the level of management of the schools by their managerial workers, identification of pupils’ knowledge, processes connected with admitting pupils and completing studies, as well as the personnel, spatial, material-technical provision of the schools.

Information on funding of private education is described in the chapter 2.8.

In 1994 the Association of Managerial Workers of Private Schools came into existence as a natural result of preceding unofficial meetings of the headteachers and founders of private schools. The main aims of the Association are to encourage the establishment and development of private schools and school facilities, to present and push forward the ideas of the Association to the administrative bodies in the area of the education system as well as other institutions and general public, to publicise the existence of private schools and develop foreign relations with similar organisations.





5.19.1. Historical Overview

The year 1989 as well as the following period brought along remarkable changes in the life of society. The changed requirements of educational process were accepted, and the questions on respect of individuality and freedom of an individual codified in the Bill of Rights, the values of humanity and democracy came to the forefront. New terms became used, such as non-State school, alternative school, free school, school plurality, education reform, right for choice of educational path, freedom to choose school. The efforts were aimed at support of advancing the trend, according to which the State need not be the sole founder and administrator of schools. The matter is taken as unusually complex and special for that period.

The hitherto Act No. 29/1984 of law Code on the system of primary and secondary schools (the Education Law) was amended by Act No. 171/1990 of law Code, and hence the space was created for origination of non-State schools – church and private schools. The purpose was to create better conditions, different atmosphere, more interesting curricula, and to use nontraditional methods of work, and provide the most skilled pedagogues. Along with the societal-political changes a gradual transformation of schools and school facilities take place carried out through gradual changes resulting in a number of amendments to the education act. A principal political change consisted in establishment of the Slovak Republic on 1st January 1993.

Among the principal changes in the field of education and training carried out by means of the amendments to the education act may be considered those related to establishment of private and church schools, changes concerning the status of legal entity of schools, adaptation of duration of

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compulsory schooling, transfer of establishing function to secondary vocational schools to central bodies of the State administration.

The further principal changes are concerned with the solution of questions related to nationality minorities’ rights for education in their own language, enterprising activity of the schools, position of primary schools as legal entities, admission of pupils to the first grades of secondary schools, where education is carried out in a foreign language (bilingual schools), name of special schools and improvement of provision of the disabled children and youth. Further, the questions of care for pupils talented and gifted for sports in schools, financing education in secondary vocational schools and centres of practical training, private and church schools, labour-legal relations of educational staff, position of zero grades in primary schools, competences of teacher aides, or questions of education for children of aliens. The solution of the above principal questions in the field of education and training in the Slovak schools has been considered in individual amendments to the education act No.29/1984).

Private schools have always put to the forefront of their activities the questions of curricula. The visions contained in the project Millennium as if expressed the endeavours of private schools – humanization of education, position of school as a self-administrating institution, whereby the conditions are created for efficient cooperation between the school, family, community, companies in the region. The creation of space for school differentiation will enable to provide service to each pupil based on offer and demand of these services. The entry of Slovakia to European Union strengthened its stability, and the uniform European labour market provides the opportunity to find jobs also for Slovak citizens. This change and entrance to the information age brought along the need of new knowledge, skills and abilities which tend from memorising in traditional school towards development of key skills, towards competencies (such as authority, competence, ability to produce certain manifestations and understand them on the basis of a sum of knowledge) in modern school of 21st century. Therefore the private schools adapt their curricula to the needs of the so called learning society based on lifelong education. The private schools in Slovakia belong to those legal entities who manage to react very quickly to the needs arising in the developing society.

In order to increase the status of private schools it is necessary to fulfill the further tasks:

to strengthen the position of private schools in the school system by a consistent educational work to reach a high quality not only from didactical aspect, but also from the pedagogical-psychological and moral aspect,

to continuously seek new ways of immediate improvement of quality of their work to sustain the development trend with the labour market requirements,

to develop the concept of development of private schools in agreement with the concent of nation-wide development of schools.


5.19.2. Ongoing Debates and Future Developments

The aim of religious and private school and school establishment are to provide an alternative content of education, new methods and forms, alongside quality of education. The formation of these schools enables the fulfilment of parents´ rights to choose school and school establishment for their children according to belief and conscience, as well as the creation of competitive environment with possibility to increase motivation for school system improvement.

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Among the most significant regulations in force is the new education act No. 245/2008 of the Law Code on education and training.In 2003, the status and funding of schools and their new philosophy on functioning were furnished with the acts:

No. 596/2003 of Law Code on State administration and school self-governance, as amended, No. 597/2003 of Law Code on financing schools, as amended (last amendment No.

184/2009).

All the other regulations are valid in the same way as for the State schools, therefore see parts 5.19.1. and 5.3.





At present, some new organisational variants concerning either the structure or the content of education at secondary schools are being verified (or have already been introduced). For example:

With the aim to provide better preparation of school-leavers of gymnáziá for higher education study a new učebný plán of gymnázium with four-year study has been verified and subsequently introduced. In Grade 4 only the subjects of Slovak language and literature, foreign language, mathematics and physical education are compulsory for pupils. Other subjects are chosen by pupils themselves in relation to their further studies at higher education institutions.

At gymnáziá with eight-year study the Programme of Integrated Teaching of Science Subjects (FAST) is being verified in Grades 2 - 4. The main idea of the project lies in the use of methods of experimental activities in the subject of science to ensure for pupils a complex view of nature.

In accordance with international agreements gymnáziá with bilingual teaching have been established. Study at these gymnáziá lasts five years, with the first (preparatory) year oriented towards language preparation. In the next years a substantial part of the educational process is provided in the appropriate foreign language. At present there are Slovak-English, Slovak-French, Slovak-German, Slovak-Italian and Slovak-Spanish bilingual gymnáziá available for students.

With purpose of a more effective use of human potential and material-technical provision, the creation of a more efficient system of the link between individual branches of education, and a more economical use of the allotted financial means, there are integrated secondary schools. A long-term objective in this area is to preferably integrate SOŠ with a related orientation, which will require a change of the currently operative legislation in education.

Establishment of gymnáziá for exceptionally gifted children. See Part 4.17. .

See also Chapter 11. .

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5.21. Statistics

Unless otherwise indicated, the data shown in this chapter include only full-time form of study. For data on part-time study see Chapter 7. .

The indicated data do not include data on schools falling under the Ministry of the Interior of the Slovak Republic.

While speaking about upper secondary education (ISCED 3), we mean education provided by gymnasia, except for lowed grades of 5-, 6- and 8-year study corresponding to the second stage of primary school, education provided by secondary specialised schools, conservatoire and special secondary schools for children with special educational needs in the fields completed by maturita exams (including postsecondary courses) or the final examination, that is, without the school-leaving exam, and Grades 5 – 7 of 8-year dance conservatoire.

Postsecondary education not included in tertiary education (ISCED 4) stands for the courses (innovation or qualification) after school-leaving examination finished by an examination.

While speaking about secondary schools (gymnasia, secondary specialised schools and conservatoire) we mean all kinds of study provided and all grades, that is, higher vocational education provided by secondary specialised schools (ISCED 5B) and lower grades of 5-, 6- and 8-year study in gymnasia and in 8-year dance conservatoire, which corresponds to the second stage of primary school (ISCED 2), as also vocational training in the branches with specially adjusted curricula for pupils who due to repeated grade (grades) finished the primary school in lower than Grade 9 or, they failed in Grade 9 (ISCED 2).

To complete the picture there are also data on number of pupils in vocational apprentice centres and practical schools (schools for mentally handicaped pupils who finished school attendance in the primary school for mentally handicaped children), that are not formally considered as special secondary schools. They provide education in the branches with specially adjusted curricula (ISCED 2).

5.21.1. Upper secondary education – enrolments and their share in population of typical age – according to type of school

Upper secondary education – enrolments and their share in population of typical age – according to type of school, school year 2009/2010

Type of school Number of pupils Share of population

(in %)

Secondary school for pupils with special educational needs 263 342 91,05

Special secondary school 1 302 0,45

Total 264 644 91,50

Notes: Typical age of pupils in secondary education is 15 – 18 years. To 31.12.2009 in the Slovak

Republic were 289 240 inhabitants of this age (preliminary data). The indicated number of pupils including also pupils of special classes (totally 54 pupils per 2

secondary specialised schools).

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For more details on special secondary schools see Chapter 10.



5.21.2. Post-secondary non-tertiary education – enrolments and their share in population of typical age

Post-secondary non-tertiary education – enrolments and their share in population of typical age, chool year 2009/2010

Type of school Number of pupils Share of population (in %)

Secondary school 789 0,50

Note:

Typical age of pupils in post-secondary education, non-terciary education is 19 – 20 years. To 31.12.2009 in the Slovak Republic were 158 107 inhabitants of this age (preliminary data).



5.21.3. –Secondary schools - schools, classes, pupils and teachers – according to founder

Secondary schools - schools, classes and teachers – according to founder, school year 2009/2010

State


Private schools

Total


Of which with special classes 1 1 - 2

Number of classes 9 542 748 1 064 11 354

Of which special classes 3 2 - 5

Number of pupils 246 533 18 967 20 113 285 613

Of which in special classes 40 14 - 54

Number of full-time teachers, including headteachers and deputies of headteachers

17 580 1 458 1 605 20 643

Part-time teachers 3 173 613 1 257 5 043

Instructors of practical training including foremen 3 321 214 46 3 581

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Note: The indicated teachers or a part of them provide teaching for students of part-time study

studying in external, evening and part-time forms.

For more details on teachers and other staff see Chapter 8. .


5.21.4. Secondary schools – proportional indicators – according to the founder

Secondary schools – proportional indicators – according to the founder, school year 2009/2010

State


Private schools

Total



Average number of full-time teachers per school

32,3 19,4 12,3 27,5

Average number of part-time teachers per school

5,8 8,2 9,7 6,7

Average number of pupils per class 25,8 25,4 18,9 25,2

Pupil-teacher ratio 11,8 12,6 11,1 11,8

Note:

At calculating the rate teacher/pupils only full-time teachers, instructors of practical training and foremen were included.


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5.21.5. Secondary schools – repeaters

Secondary schools – repeaters, school year 2009/2010

Number of pupils in school year 2008/2009 295 901

Absolute number 3 408Of which repeaters

% 1,15

Note:

Repeaters – the pupils who in the school year 2009/2010 attended the same grade as in school year 2008/2009.



5.21.6. Vocational apprentice centres and practical schools - pupils – according to the founder

Vocational apprentice centres and practical schools - pupils – according to the founder, school year 2009/2010


Number of pupils 4 536 31 21 4 588

For more details see Chapters 8. and 10. .


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6. Tertiary Education


41 2 3 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 2710



G Y M N Á Z I U M
















Source: Eurydice.

In the Slovak Republic the higher education is characterised by relatively high degree of decentralisation and autonomy of individual institutions as regards the content, forms, methods of teaching, freedom in the field of science and research as well as management of finances. The institutions providing the tertiary level of education comprise higher education institutions that are divided into public, state and private.


The first university existing in Slovakia was Academia Istropolitana founded by Matthias Corvinus in Bratislava in 1465. In the 16th century the Old Hungary had no university, and therefore the inception of Jesuit universities in Trnava, 1635, with philosophical and theological faculties, and extended in 1665 by faculty of law and in 1769 by faculty of medicine, and the Košice philosophical and theological faculties of 1657, were of great significance for development of education In the period of Enlightenment in 18th century they became the centres of formation of new ideological trends, the

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centres of implementation of new forms of teaching, and of scientific investigation and publishing. After dissolution of the Jesuit monastery they were either moved or dissolved. The need for vocational training led to the foundation of higher vocational schools. The first College of technical orientation in Europe was founded at the territory of Slovakia in Banská Štiavnica in 1762. In 1763, Collegium oeconomicum was founded by Maria Theresa in Senec, that corresponded in content and organisation of education to a higher education institution providing the preparation of students for the branches of national economy.

In the second half of the 19th and beginning of the 20th century there were several theological faculties and colleges in Slovakia, such as the agricultural academy and academy of law in Košice and Banská Bystrica, and forest academy in Banská Štiavnica. The Elisabeth University founded in 1912 and opened as late as 1914 in Bratislava had four faculties of which only the faculty of law and faculty of medicine were created due to war. In 1914 it was dissolved and moved to Hungary.

A new stage in development of higher education in the Slovak Republic started in 1918 upon establishment of the First Czechoslovak Republic, when the older colleges were dissolved and, based on the Act No. 375/1919 of the Law Code, a state university was founded in Bratislava named Comenius University. By 1938 it had the faculties of arts, law and medicine to be added the faculty of science in 1960. The foundation of the Comenius University was a significant event that led to cultural and social advancement of Slovakia. According to the Act No. 170/1937 of the Law Code the Technical College of dr. Milan Rastislav Štefánik was founded in Košice to be renamed the Slovak Technical University with the seat in Bratislava. The School of Commerce was founded in Bratislava on 4 October 1940 to supplement the missing spectrum of specialised higher education of commercial orientation.

After 1948, the higher education was built-up on the principle of a unified, state education. A long-year imprint was labelled to it by the Higher Education Act No. 58/1950 that ensued from the Soviet model of planning and control of higher education institutions with the aim to "educate professionally and politically skilled specialists, loyal to the People’s Democratic Republic and devoted to the idea of socialism". A department and scientific postgraduate study was the basic organisational unit of educational and scientific work. The Act No. 46/1956 supplemented the former act in all fields concerning management, organisation and staff of higher education institutions.

In addition to Bratislava, the other towns of Slovakia become the university centres. In the academic year 1982/83 their number was 13, excluding the military and theological institutions, with 42 faculties and 55,874 full-time and 15,553 part-time students, and 1149 students from abroad.

After adoption of the Act No. 172/1990 of Law Code on Higher Education the system of higher education started diversifying and coming closer to the European model of higher education institutions. The Act set out comprehensive parts of higher education, fundamental academic rights and freedoms, namely, the freedom of scientific research and of publishing its results, the freedom of artistic creation, the right to teach and to learn, the right to elect academic self-governing bodies, the right to hold diverse philosophical views and to profess religious beliefs and to disseminate them, the right to use academic insignia and symbols, and to perform academic ceremonials.

Dejiny českej a slovenskej pedagogiky


Decree No. 85/1995 on school farms

Act No. 170/1937 on foundation of Technical University in Košice

Act No. 375/1919 on establishment of Comenius University in Bratislava

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The state has an undoubted role in financing of education and in quality regulation as it is declared in the Slovak Republic. The subject of the discussion in 2009 was to concentrate on the future vision of the higher education and a need to prepare a long-term higher education development plan in terms of educational policy and in coaction with scientific research, innovations and employability. The focus is given on modernisation of accreditation system, financing, differentiation of higher education institutions, flexible forms of HE management and governance, as well as provision of grants to HE institutions according to performance criteria. Summary of short-term and long-term tasksfor the sector of higher education is encapsulated in the material of the Slovak government “Modernization Programme Slovakia 21”.

From academic year 2008/2009 it became a reality to determine annually by the The Government Decree of the Slovak Republic a limit of sums of financial means for the provision of study programmes in external forms.

The lowest limit of yearly tuition in the bachelor’s study is set for the study of law. The highest rate could be required by higher education institutions for study courses of cynology and hygiene of foodstuffs. Similar situation occurs at the Master’s, Engineer’s and Doctor’s study programmes, where the students of part-time study could pay the lowest tuition per year at the study of law and the highest one at study of veterinary medicine, cynology and hygiene.

The PhD. study has the lowest limit of yearly tuition for study programmes of management, social work, Slovak language and History. The highest tuition limit is set for medical study programmes.

2009 year was characteristic by ongoing projects of higher education institutions and the Ministry of Education which influent the development of higher education sector management and enable a greater transparency. It refers to formation of the central information portal of higher education institutions, the central register of publications, the central register of students, as well as introduction of the electronic signature in the sector of education.


New conditions of the legal status of higher education institutions, their management, financing, creation of higher education study, study fields and programs their transformation, graduates titles, measurement, accreditation and transfer of the achieved knowledge and skills via credit system, accreditation, position of higher education staff and placement of the staff, position of students and system of social support for student and school fee is contained in the Act No 131 on Higher Education and on Changes and Supplements to Some Acts of 21 February, which came into force as of 1 April 2002. This Act has been already supplemented by the Acts Nos. 209/2002, 401/2002, 442/2003, 465/2003, 528/2003, 553/2004, 365/2004, 455/2004, 523/2004, 578/2004, 5/2005 of the Law Code, 332/2005 of the Law Code and the last amendment No. 363/2007 of the Law Code. The Ministry of Education of the Slovak Republic issued the Decree No. 614/2002 of Law Code on the credit system of study. This legislation creates a legal framework for implementation of principles of the Bologna Declaration.

Further, the Decree of the Ministry of Education of the Slovak Republic No. 6/2005 of the Law Code on the procedure of acquisition of scientific-pedagogical and artistic-pedagogical degrees of "docent" and "profesor", the Decree of the Ministry of Education of the Slovak Republic No. 238/2005 of Law Code on the procedure at recognition of diplomas and the Decree Ministry of Education of the Slovak Republic No. 453/2005 of the Law Code on the range and other details on recognition of motivation scholarship, which was annulled by the last amendment to the act, just like the Decree No. 204/2002

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of the Law Code on granting scholarship to PhD students in full-time for of PhD study. The decision-making on motivation scholarships falls within the competence of higher education institutions and the award of scholarships to PhD students in full-time form is regulated by Decree No. 363/2007 of the Law Code.. In 2006, the Ministry of Education of the Slovak Republic issued a new Decree No. 102/2006 of Law Code on granting social scholarship to students of higher education institutions. In 2007, the Directive of SR Government No.475/2007 of the Law Code on setting the limit on amount of funds for providing study courses in the part-time study programmes came into force and the measure of ME SR of 17th October 2007, which establishes the amount of maximum yearly tuition for academic year 2008/2009 for study programmes in part-time form. The Ministry of Education of the SR has also issued by the provision No. 472/2007 the list of higher education institutions operating on the territory of the Slovak Republic. The Directive of the SR Government No. 104/2003 on Accreditation Commission is a subject of amendment by the Government Directive No. 558/2007 of Law Code.

A remarkable measure of the Slovak Rector’s Conference was the adoption of the Ethic Code of employees of higher education institutions.

The main aim of the last amendment to the higher education act (No.363/2007 of Law Code) as shown in explanatory report is to increase the level of higher education and higher education institutions. For all types of higher education institutions correct environment is created, and the conditions are being adapted. The operation of higher education institutions from European Union countries at the territory of Slovakia is being adjusted, the list of employees of higher education institutions has been introduced, and competences of bodies of academic self-administration are proposed. The act specifies the professional higher education institutions as providers of the Bachelor’s study programmes oriented especially at acquisition of knowledge and skills needed for pursuit of profession, university higher education institutions offering all levels of higher education study, and possibility of a higher education institution without being classified has been also introduced.

Multisource financing of public higher education institutions, particularly, the possibility to take a commercial loan from banks has been preserved. The strengthening of the rights of administration board of higher education institution and, on the contrary, the restriction of the rights of academic senates, is another novelty.

The payment for part-time forms of study has been also introduced. The size will be set by each higher education institution. Also, maximum number of applicants admitted to part-time study that should not exceed the number of applicants admitted to full-time form of study, will be applied.

Labour legal relations of the staff of public and state higher education institutions with the employees are set within the particular Act No. 553/2003 of Law Code on performance of work in public interest, as amended.

The Act No. 175/2008 on higher education sets out new attributes of activities of the higher education institution that may carry out enterprising activities and may also use with agreement of the Academic Senate of the public higher education institution and of the Administration Board of the public higher education institution as a financial source the bank credits5a) for research and developmental activities and for financing capital costs.

The Government Regulation No.420/2008, whereby the financial limits are set for provision of full-time study in the study programmes, determines taxatively the amount of contribution for every public higher education institution.

On 29th October, 2009 was issued the Act No 496/2009 according to which the Act No. 131/2002 on Higher Education and on the changes and supplement to some acts as amended by subsequent provisions has been changed and supplemented. The above mentioend act is dealing with powers of higher education institutions to hire out their premises, resp. the part of real estates, duties of foreign higher education institutions to respect legislation coming from the Act on Higher Education in terms of employees and students and to publish lists of accredited study programmes. There are enacted new conditions for registration of students enrolled to study at the same or related study programme studied at different higher education institution, determine a new tool leading to transparency of

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higher education institutions activities – set up of central register of final, doctorate and habilitation thesis, determineduties to higher education institutions to issue diploma supplements in English language free of charge. There are determined as well duties of higher education institutions to have rules for continuous assessment and evaluation of qualitative level of acquiring knowledge and development of skills of students and to serve publicly available evaluation reports on their activities together with measuers on how to remove establishes deficits.

Decree of the Government No. 104/2003 on Accreditation Commission

Decree of the Government No.420/2008, whereby the financial limits are set for provision of full-time study in the study programmes, determines taxatively the amount of contribution for every public higher education institution

Decree No. 102/2006 on granting social scholarship to students of higher education institutions

Decree No. 453/2005 on the scope and further details on granting motivation scholarship

Decree No. 6/2005 on the procedure of acquisition of scientific-pedagogical and artistic-pedagogical degrees of "docent" and "professor"

Decree No. 614/2002 on credit system study




The idea of European area of higher education stressed in Bologna Declaration, Prague summit is put into practice via emphasis on the central role of universities in the area of development of European dimension, acceptance of compatible system of 2- cycle education (pre-gradual and 2-level gradual). Introducing the credit system in higher education study, support of student, teachers and researchers mobility and support of European cooperation and European dimension in higher education mainly in the process of preparation and transformation of the study programs.

The conclusions and recommendations of international declarations together with the conclusions and recommendations ensuing from evaluation of development and present state of higher education became a basis for the Concept of Further Development of Higher Education in Slovakia for the 21st century. The development of this concept was one of the most significant tasks of the ministry of education in 2000. This program document was approved by the Slovak Republic Government in August 30, 2000 and became the key document for the Act No 131/2002 on higher education and on the change and supplement to some acts, as amended.

In 2008 the external evaluation of the Slovak higher education institutions and of the HE sector using methodology of EUA was finished and sectoral report on the external evaluation was delivered and presented to academic community representatives and professional public. Focus on quality was continued in 2009 by activities of the Accreditation Commission of the Slovak government, which was concentrated on the complex accreditation of higher education institutions which enables differentiation of higher education institutions into three categories during 2010. This fact will affect the positioning of respective higher education institution in tertiary system and will be a mechanism for further allocation of public financial sources.

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In accordance with the Act No. 131/2002 of the Law Code on Higher Education and on the Change and Supplement to Some Acts, as amended, the higher education in the study programme or in combination of the study programmes can be accomplished by the study courses according to the accredited study programme in this study programme or via combination of the study programmes.

According to the above-mentioned Act we define:

Bachelor study programs Master, Engineer and doctors degree study programs PhD study programs

General Objectives - Higher Professional Education

In postsecondary study at the conservatoire and at schools of applied art, the students improve their knowledge for qualified performance of artistic profession; at the secondary health school the students specialise on professional activities.

The specialised postsecondary study at other SOŠ is carried out in the fields of study that are predominantly linked-up to the branches of secondary specialised schools.

General Objectives - Bachelor's Study

Bachelor’s study as a study program of the first level is aimed at acquisition of theoretical knowledge and practical knowledge based on the recent state in the science or art and at management of its use in practice or in continuation in further higher education study. Bachelors study program graduates achieve the higher education of the first level. Duration of study is 3 – 4 years.

General Objectives - Magister’s Study, Engineer’s Study and Doctor’s Study

The mission of higher education is to develop harmonious personality, knowledge, wisdom, goodness and creativity in man and to contribute to the development of education, science, culture and health for the profit of the whole society.

The main tasks of higher education institutions are as follows: provision of higher education and creative scientific research or creative artistic activities. Higher education institutions have the right to provide higher education and exclusive right to award academic degrees to university graduates; they have the right to carry out scientific education or artistic education in the form of PhD. study and exclusive right to award to its graduates academic degrees. Higher education institutions accomplish their mission also in the way that they train the experts with high moral principles, civil and social responsibility, they contribute to the education development at all levels, provide the in-service education and cooperate with outer environment: bodies of state and public administration, communities and civil initiatives, entrepreneur sphere and develop international cooperation via participation in common projects, employees and students mobility and mutual recognition of the study and documents on study.

General Objectives - PhD Study

The PhD. study is the third level of higher education aimed at preparation of new scientific workers not only for higher education institutions, but also the entire economy. It is aimed at acquisition of knowledge based on the present state of scientific and artistic knowledge and, particularly, on the student’s contribution to it, which is a result of scientific research and independent creative activity in the field of science or technology or independent theoretical and creative activity in the field of art.

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The PhD study became a standard type of higher education. In the PhD study, the graduates of Bachelor, Engineer and Doctor’s studies may continue after meeting the admission requirements. In the full-time form the study takes three to four years, in the part-time form it takes five years.

The students of PhD study in full-time form of study are provided scholarship which is regulated by Amendment to Act No. 363/2007 of the Law Code whereby the present decree of Ministry of Education of the Slovak Republic No. 204/2002 of Law Code on granting scholarships to PhD students of full-time PhD study, as amended by Decree of Ministry of Education of the Slovak Republic No. 505/2004 of the Law Code was annulled. For purposes of health insurance, retirement insurance and for purposes of covering security contributions in case of unemployment the PhD student in full-time form of study has a position of a student. The amendment to the act specifies the provision of PhD scholarships in such a way that the PhD student in full-time form of study is entitled to it during the standard length of pursuing his study programme only.



Higher Professional Education

The transformation of experimental fields to the study fields of higher professional study lead in legislation to introduction of a new kind of postsecondary study, the so-called higher professional study. In this kind of study the secondary technical schools provide the graduates with secondary education or secondary specialised education completed by school-leaving examination the higher professional education but will not provide the higher education that in the light of higher education law may be provided by higher education institution only. At the same time, it will be possible to transform the verified experimental study fields of higher professional education to the bachelor study programmes of professional higher education institutions.

Higher professional education (postsecondary) pupil receives by successfull completing:

Two-year or three-year educational programme in secondary specialised school which is concluded by graduation examination, the certificate on achieved level of education is certificate on graduation examination and graduation diploma with the right to use title “diploma specialist” with the abreviaiton “DiS".

Coherent six-year educational programme in conservatoire which is concluded by graduation examination or by the last grade of coherent eight-year educational programme in dance conservatoire, the certificate on achieved level of education is certificate on graduation examination and graduation diploma with the right to use title “diploma specialist” with the abreviaiton “DiS.art.”.

The conservatoire is a type of secondary school. See Chapter 5.5.2. . As a rule, it takes six years to complete, in the field of dance eight years (including the upper secondary school). The conservatoires also prepare the students for the world of work and for higher education study.

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Types of Higher Education Institutions

The Act No 131/2002 of the Law Code on higher education, as amended, distinguishes three types of higher education institutions: public higher education institutions (20), state higher education institutions (3), private higher education institutions (10) and amendment to the Act also allows establishment of foreign higher education institutions.

Public, state and private higher education institutions can provide Bachelor, Master and Ph.D. degree study programs depending exclusively on the conditions of accreditation. The higher education institutions may admit the students only to the study in accredited study programs based on credit system. Foreign higher education institutions provide the study programmes according to regulations of countries of their origin.

The higher education institutions according to § 2 Section 13 of the Act No. 175/2008 on higher education and under fulfilling of settled criteria in § 82, Section 7 on the domain of the Accreditation Commission can be divided as follows:

university higher education institution professional higher education institution.

The Bachelor study takes three to four years, Magister’s study and Engineer’s study takes at least one year and at most three years. Approximately 80 per cent of students pursue this kind of study. The Doctor’s study in medical and veterinary branches last six years with about eight per cent of students studying.

Higher education institutions are divided according to orientation of study programmes as follows:

Natural sciences and the humanities:

o Comenius University in Bratislava – public HEI

o Pavol Jozef Šafárik University in Košice – public HEI

o University of Prešov in Prešov - public HEI

o University of Constantine Philosopher in Nitra – public HEI

o Matej Bel University in Banská Bystrica – public HEI

o University of Trnava in Trnava- public HEI

o University of St Cyril and St Methodius in Trnava – public HEI

o Catholic University in Ružomberok - public HEI

o Slovak Medical University in Bratislava – State HEI

o St Elisabeth University of Healthcare and Social Work – private HEI

o University of J. Selye in Komárno – public HEI

o Bratislava School of Law – private HEI

Technical sciences:

o Slovak University of Technology in Bratislava – public HEI

o Technical University in Košice - public HEI

o University of Žilina in Žilina - public HEI

o A.Dubček University of Trenčin in Trenčín - public HEI

o Technical University in Zvolen - public HEI

Agriculture and veterinary sciences:

o University of Veterinary Medicine and Pharmacy in Košice - public HEI

o Slovak Agricultural University in Nitra - public HEI

Social sciences:

o University of Economics in Bratislava - public HEI

o College of Management in Trenčín – private HEI

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o University of Economics and Management of Public Administration in Bratislava – private HEI

o University in Sládkovičovo – private HEI

o International School of Management ISM Slovakia in Prešov – private HEI

o Central European College in Skalica – private HEI

o Dubnica Institute of Technology in Dubnica nad Váhom – private HEI

o Bratislava International School of Liberal Arts – private HEI

Sciences on culture and art:

o Academy of Performing Arts in Bratislava – public HEI

o Academy of Fine Arts and Design in Bratislava – public HEI

o Academy of Arts in Banská Bystrica – public HEI

Military and Security Sciences:

o Military Academy of Slovak National Uprising in Liptovský Mikuláš – State HEI

o Police Academy in Bratislava – State HEI

o University of Security Management in Košice – private HEI

The largest higher education institution is the Comenius University in Bratislava with about 28,000 students (academic year 2007/2008) and the smallest one is the Academy of Fine Arts in Banská Bystrica with about 400 students. The numbers do not include non-university types of education (courses, adult education, University of the Third Age, etc.), which higher education institutions perform in their own domain. The largest university cities measured according to number of students are: Bratislava, Košice, Žilina, Banská Bystrica, Prešov and Nitra.

After 1989, other new forms of study designed primarily for "non-traditional" groups of students also started developing at the inception and operation of which a significant role is played by various foreign institutions.

On 1 November 1990 Academia Istropolitana, later on renamed to Academia Istropolitana Nova, was founded which offers the study for graduates of higher education institutions. The City University in Bratislava is successfully running. Based on an agreement with the Open University in the United Kingdom this University has introduced the form of distance education. Altogether, 5 city universities are operating in different regions of Slovakia. These educational institutions have not the status of a higher education institution.

Types of Higher Education Institutions - PhD Study

Higher education institutions and non-higher education institutions (external educational institutions) provide PhD study in the study program in the appropriate study field according to Section 54 of Act No. 131/2002 of Law Code on Higher Education and on the Change and Supplement to Some Acts, as amended.

A non-higher education institution which is a legal entity performing research and development on the territory of the Slovak Republic, may participate in implementing PhD study in cooperation with a higher education institution, upon being granted the accreditation by the Ministry of Education on a contract base.

The PhD study is carried out in full-time or part-time form of study.

Výročná správa o stave vysokého školstva za rok 2005

Academia Istropolitana

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Military Academy of M.R. Štefánik in Liptovský Mikuláš

Police Academy in Bratislava

Academy of Arts in Banská Bystrica

Bratislava International School of Liberal Arts

Bratislava School of Law

The Dubnica Institute of Technology in Dubnica nad Váhom

University of Economics in Bratislava

Catholic University in Ružomberok

University of Prešov

Comenius University in Bratislava

Slovak University of Agriculture in Nitra

Slovak University of Technology in Bratislava

Slovak Medical University in Bratislava

Central Europe College in Skalica

Technical University of Košice

University of Technology in Zvolen

University of A. Dubček in Trenčín

University of Trnava

University of J. Selye in Komárno

University of Constantine the Philosopher in Nitra

Matej Bel University in Banska Bystrica

University of P.J. Šafárik in Košice

University of St.Cyril and Methodius in Trnava

University of Veterinary Medicine and Pharmacy in Košice

College of Safety Management in Košice

University of Economics and Management of Public Administration in Bratislava

College of Management in Trenčín

International School of Management ISM Slovakia in Prešov

Academy of Performing Arts

University in Sládkovičovo

Academy of Fine Arts and Design

College of Health Service and Social Work of St. Elisabeth

University of Žilina in Žilina


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Act No. 286/1999 on foundation of College of Management in Trenčín

6.6. Admission Requirements

Admission Requirements - Higher Professional Education

Admission requirements for HPE at secondary specialised schools are school leaving certificate and successful entrance examination.

Admission Requirements - Bachelor's Study, Magister’s Study, Engineer’s Study, Doctor’s Study

Every citizen has the right to study at a higher education institution in the selected branch of study programme provided he fulfils the basic admission conditions for study and further conditions specified by higher education institutions. The basic condition for the admission to Bachelor study is graduation from complete secondary education or complete secondary vocational education (the education completed by the secondary school-leaving examination). Basic condition for admission to the study in study programme of the second stage is a subject of completing the study programme of the first stage. The basic condition for admission to PhD study is graduation from the second level study program (Magister’s, Engineer’s or Doctor’s degrees).

Higher education institution can admit applicants of accredited study programmes which are in the list of study programmes. According to Higher Education Act only the higher education institutions have the prerogative to provide and organize higher education and hence they are the only institutions empowered to admit students to higher education study.

The admission examinations are organised directly by a faculty, which determine by themselves the admission requirement in such a way as to admit to the study only the candidates with necessary abilities and prerequisites. The faculty or higher education institution shall announce the framework content and way of evaluation of results of admission examination. The other conditions must not go beyond the content of knowledge offered by the secondary education with school-leaving certificate in the light of the education law. The admission examination is held mostly in written form. Some schools also include oral examinations or interviews, too, for selected programmes. Their aim is to evaluate the overall prerequisites for the study programme chosen, language skills, etc. The talent or practical examination is taken by candidates of the teacher training for the first grade of primary school, or candidates of teacher training for academic subjects in combination with physical education, music education and art education, at the study programmes of sports, journalism, architecture and at all programmes of artistic orientation. The dean of faculty decides on the applicant admission in case of appeal, the rector of higher education institutions makes the final decision on the student admission. The result of admission examination is usually issued on the day of performance, eventually, on the second day. Almost all faculties, however, publicize the results on their Internet pages. A written statement on admission or non-admission is delivered to the student within 30 days.

The applicant with a health disorder is determined upon his request the form of admission examination and the way of its completion with a view to his health disability. Each higher education institution has a tutor for work with these students.

The applicant, who successfully passes the admission exams, becomes the student of higher education institution. The conditions for admission of foreigners to the study at higher education institution are the same like for the citizens of the Slovak Republic.

The admission of graduates of Bachelor's study to Master's study forms a special form. The admission is stipulated by study rules of higher education institutions. The admission to the appropriate branch of

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study may be granted by the dean of the faculty. It is conditional upon the results of the state examination by which the Bachelor's study was finished, or merits in completing the substitute entrance exam.

Admission Requirements - PhD Study

The admission to PhD. study is conditional on successful completion of higher education of the second level.

Before the admission procedure the higher education institution or faculty defines the themes of dissertation theses, to be applied for by the applicant. The supervisor is appointed for each theme. The applicant for PhD study will choose one of the announced themes. The external educational institution may publicise the themes either independently or in cooperation with the higher education institution or faculty.

The admission interview is carried out in the training institute before the admission commission which is represented by members of higher education institution and members determined by the head of the external educational institution if it is their topics. The members of the admission commission from the higher education institution are determined by the dean and/or rector. The admission examination may be taken after agreement with the higher education institution or the faculty with an external educational institution on the territory of the external educational institution. The decision on the result of the admission procedure must be made within 30 days from verification of fulfilling the conditions for admission to the study. The PhD study has both full-time and part-time forms of study.



In the Constitution of the Slovak Republic the financing in the field of higher education is declared according to the possibilities and abilities of an individual. The state guarantees to their citizens possibilities of the study at universities with the State’s support after completing secondary or secondary specialised education.

The main resource of financing of the public higher education is appropriation from the state budget and another out budget resources. The base for definition of tuition fees (according to Section 92 Clause 4 of the Act No. 131/2002 of Law Code on higher education) and the payments connected with the study in the public higher education institution is 10% of the average amount paid per student of daily study from the total current expenses provided by the Ministry of Education. The students of full-time or part-time study do not pay yet the tuition fees. The last amendment to Higher education Act has preserved the philosophy of one free full-time study course in public higher education institution but the student pays for his study in case of exceeding the standard length of study. The provisions have been made more precise if the student pursues several study programmes of the same level, the latter are taken into account in overall period of study. The amendment introduced payment for part-time form of study in public and state higher education institutions, particularly, for the study programmes which cannot be provided free of charge within the framework of the sum limits set by the Government according to the Directive of the SR Government No. 475/2007 of Law Code. The limit of subsidised part-time students and fields of study will be determined according to needs of labour market by the SR Government by the issue of the government directive for the next academic year (Directive of SR Government No. 475/2007 on determination of limits of sums for provision of study programmes in part-time form for academic year 2008/2009 entered into force on 20th October 2007.).

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Public higher education institutions are obliged to publicise the scale of tuition fees and study-related fees for the next academic year, but no later than two months prior to submission of applications for study.

In October 2008 the Regulation of the Slovak Republic Government No. 420/2008 on determination of limits of financial sums for study programmes provision in part-time form by which particular public higher education institutions in the academic year 2009/2010 are obliged to cover limits for free of charge study in part-time form, was published. At the same time Proceeding of the Ministry of Education of Slovak Republic was published. There are determined maximum tuition fees in part-time study form for public higher education institutions for academic year 2009/2010. The basic sum according to § 92 of the Act No. 131/2002 and on the change and supplement to some acts as amended by subsequent provision for the academic year 2008/2009 were settled in the sum of 288,79 €.

The public higher education institution may require from the applicants of study the fees for material provision of admission procedure. The fee is derived from real expenses of the HEI connected with this administration. The amount is from 13,3 to 9,8 €. Also, the procedure on examina rigorosa and issue of the diploma after having taken the examina rigorosa, the fees for issue of documents on study and the copies (§ 67), issue of documents on completion of study, if required in foreign language except of diploma supplement which is explicitly issues free of charge (the Act No.496/2009, § 68, Section 5), issue of copies of the documents on study and for recognition of equivalence of documents on study can be linked with charges (§ 106). If the student pursues studies longer than the standard length of study without a serious reason he/she must pay to the higher education institution a yearly tuition fee for each additional year of study as set out by the institution. For foreigners the tuition fees for study programme of any level shall be determined by the higher education institution. Payment of tuition fees for students studying under international agreements is regulated according to provisions of these agreements. The amount of the fee is set by the internal schools regulation. The Rector can decrease the amount of the tuition fees and payments, to forgive or postpone the deadline of payment with regard to study results, social or health situation or other serious reasons, which are defined in higher education institution statute. The tuition fees and payments connected with the study are the income of the higher education institution.

The full-time students of PhD study programmes are required no fees.

The tuition fees and payments connected with the study in a private higher education institution are defined by each institution individually in their internal regulation.


6.8. Financial Support for Students

Students are provided financial support in the direct and indirect form.

The direct forms of social support are scholarships. Higher education institutions provide for the students scholarships from resources allocated for this purpose from the national budget and/or from their own resources via scholarship funds. In 2005 the Decree of the Ministry of Education of the Slovak Republic No. 453/2005 of the Law Code on the scope and other details on granting motivation scholarship came into force, which was annulled by amendment to the Act. The granting of motivation scholarships falls now within the area of competence of higher education institutions. Its aim is to appraise distinguished students and to motivate the other students to improve their academic achievements. The right to receive the merit-based scholarship is granted to 10 % of the best students pursuing full-time form of bachelor’s and magister’s degree study in every public higher education

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institution. This type of scholarship was awarded for the first time to 10 860 university students in academic year 2005/06. The exact criteria are determined by every higher education institution, or faculty. Each student is entitled to receive this type of scholarship automatically provided he/she fulfils the criteria set by the institution. Number of students awarded the scholarship as well as its size is upon the higher education institution. The latter will publicise the list of awardees.

In 2006 a new decree came into force on granting social scholarship to university students in the Slovak Republic (No.102/2006 of Law Code). Students are eligible to receive social scholarship upon meeting the conditions, provided they pursue the first full-time course. This decree sets out decisive income for assessment of the right to social scholarship, the area of commonly assessed persons, the salary limit giving right to social scholarship and other details. The instrument to help university students in disadvantaged social situation has been enforced by Decree No. 396/2008 on recognition of social scholarship to university students which came into efficacy from 1.1.2009, which supplements the above Decree No. 102/2006 responding to the current situation starting with 1.1.2009.

The handicapped students, that means, those with severe mental and physical impairments are presented scholarships for the disadvantaged to be able to study in higher education institutions according to their choice and be integrated among their peers. The students must submit an application accompanied by medical report on their health state which is subsequently assessed by a commission.

The indirect non-market tools of university policy, such as tax bonus, allowances for children and contributions to children's allowances, travel reductions and other discounts for non-provided for children - have been applied in the Slovak Republic for a long time and their quantitative and qualitative characteristic depend on prosperity and economic power of the society. The social services are represented by subsidized catering and housing services and a contribution for sports and other activities.

The system of social aid also includes provision of loans favourable terms, such as the Study Loan Fund on favourable terms, the Act No. 200/1997 of the Law Code on Student Loan Fund, as amended by Act 231/2000 of the Law Code. The intention of the Act is to mitigate the impact of increased financial demands for student at the study in higher education institution. Nevertheless, the number of applicants decreases each year (in academic year 2007/08 there were only about 3000 applicants). The reduction may be explained by introduction of social scholarships, new system of motivation scholarships, that can bring to student the required cash. In accordance with the above Act only the student of the first year of university study in the full-time form, who is a citizen of the Slovak Republic and has a permanent residence at the territory of the Slovak Republic as well as a foreign student who studies in a higher education institution in the Slovak Republic in the position of a foreign Slovak, is entitled to apply for the loan. The amendment to Act No. 231/2000 of the Law Code on the Student Loan Fund gives possibility to award a loan also for students - citizens of the Slovak Republic who study in a higher education institution abroad. The Fund resources are meant for covering the part of costs for the applicant’s study, particularly, for accommodation, board, travel costs, study literature and study stays. The student may ask for a loan the faculty in which he studies. According to amendment to Law on Student Loan Fund the amount of loan was doubled (from 663,50 € per year to 1328,00 €).

The indirect aid offered outside the education is a support in the form of family alovance by 25 years of age, if the student is being prepared in the daily form of study for future occupation. The amount of monthly allowance is uniform in 2009 as 17,92 € per student. Family alovance is paid by the respective office of labour, social affairs and family according to the domicile of student by the age of 25.

The training institution provides to full-time Ph.D. student a scholarship for the period of his study. The amendment to the Higher Education Act specifies the award of PhD scholarships in such a way that the PhD student in full-time form of study is entitled to it only during his/her standard length of pursuing the study programme and since 1 January 2008 the scholarship is not taxable. The only medical insurance is paid by the state, social insurance (pension, sickness insurance and insurance in unemployment) are paid by student as by the voluntarily insured person.

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Decree No. 102/2006 on granting social scholarship to students of higher education institutions

Decree No. 396/2008 on recognition of social scholarship to university students

Decree No. 453/2005 on the scope and further details on granting motivation scholarship

Act No. 200/1997 on the Study Loan Fund

6.9. Organisation of the Academic Year

The academic year begins in September 1 and finishes in August 31 of the following year. The study in one academic year can be divided into 2 terms or 3 terms. Each higher education institution defines the division of study in its statute.

In higher education study plans are drafted on the basis of study programmes. Study programmes are obligatory for both students and teachers, and may be modified and supplemented only in accordance with the procedure determined by the study and examination order.

The study plans give the list of compulsory subjects, compulsorily elected subjects and optional subjects for individual terms in relation to the study programs and the credit system of study.

The draft for a study programme of study field is submitted by the supervisor of the study field. The dean of the faculty recommends it for approval to the scientific council of the faculty.


6.10. Fields of Study, Specialisation

Study field is area of cognition which can be subject of higher education in one of its three levels. The field of study is limited by content which is characterized by area and extend of knowledge, skills and abilities which define graduate profile. Set of fields of study is administered by the Ministry of Education.

According to Act No. 131/2002 of Law Code on higher education and on the change and supplement to some acts, as amended, the Ministry of Education issues and regulates the system of the fields of study in the Slovak Republic. The Ministry of Education of the Slovak Republic issued the List of Study Fields in Higher Education in the Slovak Republic as the Decision of the Ministry No. 2090/2002 of 16.12.2002, which has been a subject of numerous modifications by now.

The Ministry of Education may introduce a new study field or carry out a change in the List only after prior opinion by the Accreditation Commission.

Fields of Study, Specialisation - Higher Professional Education

The fields of study include:

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at conservatoire singing, music, dramatic art, dance; at the school of applied art, e.g., hand-made artistic processing of textiles; at secondary health school the state-registered nurse, the state-registered general nurse, the

state-registered physiotherapist and the state-registered radiological assistant.

At the other secondary specialised schools there are the following fields of study, for example, electrical engineering, textile and clothing, agriculture and forestry, economics and organisation, business and services, special education, etc.

Fields of Study, Specialisation - Bachelor's Study, Magister’s Study, Engineer’s Study and Doctor’s Study

The system of study fields was developed by a working committee composed of representatives of higher education institutions in agreement with international standards (International Standard Classification of Education / ISCED 97) will all the specificities of Slovak system of education and training preserved. The academic year 2004/2005 was the last one in which the higher education institutions could admit the students for study fields according to former regulations.. Since the academic year 2005/2006 the higher education institutions may admit the students only to study programs introduced by Higher Education Act. The possibility of admission is conditional on accreditation of the given field of study. Therefore throughout the year 2004 the higher education institutions submitted to the Accreditation commission the applications for accreditation of new study programmes in the study fields introduced in the new system of study fields. The system of study fields is administered according to law by the ministry. Higher education institutions could submit their applications for accreditation of study programs in 160 study fields, for accreditation of study programs of the second level in 166 study fields and for accreditation of study programmes of the third level in 305 study fields.

The number of study fields as compared to previous state has been reduced by introduced of new system of study fields as follows: According to former regulations there were 268 bachelor study fields while in the new system the number has been reduced by 108. Out of 623 magister study fields in the new system the number has been reduced by 457. Specific orientation of individual higher education institutions or faculties has not be effected by this step, as the higher education institutions considers its specificities within the framework of the study programme. By separation the term of "study program" from "study field" the system of higher education become more transparent. It should be noted that the system of study fields is an open document and in case of need it is updated by decision of the ministry and upon the opinion by the Accreditation Commission.

Fields of Study - PhD Study

For the PhD study the same list of the fields of study is applied as for study of the first and second level.


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6.11. Curriculum

Curricula, study program - Highe Professional Education

The higher professional education includes general education, special professional training, and artistic and educational-artistic training.

See also Chapter 5.13. .

Bachelor's Study, Magister’s Study, Engineer’s Study and Doctor’s Study

Study programme is a set of educational activities as lecture, seminars, exercises, laboratory work, practice, diploma thesis and dissertations, projects etc. After their completion can be obtained higher education. Study programme is specified by: the name of the study programme, field of study, in which the higher education is received, level of study, study form, graduate’s profile, characterization of study units, rules and conditions for creation of study plans, standard duration of study, number of credits, additional conditions, academic degree awarded.

Student study plan is defined by the time and content succession of the study programme units and forms of study results evaluation. Study plan is compiled by student himself or with assistance of tutor within the given rules, except for the forms of evaluation of the student’s results.

Study programme - PhD Study

The study programme of full-time PhD. student contains the most important tasks characterising the content and course of PhD. study. A part of study programme of full-time student is the performance of educational activity (4 hours per week at most) or other professional activity connected with his teaching activities. A PhD student may also complete a period of study in other institution, also abroad.

The PhD study consists of the study part and scientific part. The study plan is compiled by the supervisor. The study part of the PhD study consists, especially, of lectures, seminars and individual study of professional literature. The scientific part of PhD study consists of individual or team work of the PhD student, which is bound to the theme of the dissertation. If the PhD student applied for the dissertation theme offered by the external educational institution, he/she carries out the scientific part of the PhD study and the duties of the study part of PhD study in this external educational institution.

Informatórium Filozofickej fakulty UK v Bratislave

Ročenka Matematicko-fyzikálnej fakulty UK v Bratislave

Študijný program Prírodovedeckej fakulty UK v Bratislave


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6.12. Teaching Methods

The content and methods of teaching within the framework of individual subjects are in full competence of universities and faculties in agreement with fundamental rights and freedoms of higher education institutions.

In higher education institutions the choice of teaching methods is determined by the type of teaching and specificities required from individual subjects. Lectures, seminars, proseminars (combined form of teaching made up of lectures and seminars), exercises, courses, consultations, excursions, practice teaching, seminar papers are the main forms of teaching. In technical and science subjects it is a laboratory work. As a part of lectures, the dialogue methods are used combined with computer technology and other teaching aids.

In seminar and practical parts of teaching a use is often made of simulation methods, minimized operational facilities. At medical, health and pharmaceutical study fields the teaching includes practical teaching in specialized teaching institutions – healthcare institutions. Also, in veterinary, agricultural, forestry fields of study the teaching includes practical teaching in specialised teaching institutions. The teacher training study fields require practice directly in teaching process in primary schools or secondary schools. The determination of length of the practice teaching falls within the competence of the appropriate higher education institutions. The main emphasis is laid on individual study and on preparation for seminars and examinations.

The study program can be realised in full-time or part-time form of study while using presentation, distance or combined methods.



Študijný program Prírodovedeckej fakulty UK v Bratislave

6.13. Student Assessment

Student Evaluation - Higher Professional Education

See Chapter 5.15. .

Student Evaluation - Bachelor's Study, Magister’s Study, Engineer’s Study and Doctor’s Study

Details on evaluation of student performances during his study are set up in study rules of universities and faculties. Procedures of evaluation of students vary.

The organisation of all levels and forms of higher education study is based on the credit system. The credit system of study enables by credits to evaluate the student’s load connected with the completion of the units of study program in agreement with the rules contained in the study program. The standard load is expressed by the number of credits as follows: 60 for academic year, 30 credits for semester and 20 credits for trimester.

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The evaluation of the student results within the framework of the subject study is carried out, in particular, by

a) continuous check up of the study results during the teaching part of the given period of study (examination questions, written tests, tasks for individual work, papers, courseworks, etc.),

b) examination for the given period of study.

The subject completion is evaluated by a mark. A mark expresses the quality of acquisition of knowledge or skills in agreement with the aim of the subject. The result of evaluation is recorded in study book (index).

Evaluation by a mark is carried out according to the system of grading composed of six grades:

A – excellent = 1 B – very good = 1,5 C – good = 2 D – satisfactory = 2,5 E – sufficient = 3 FX – fail = 4

The student shall obtain credits for the subject if his/her result were assessed by any of the classification grades from A to E. For evaluation of overall study records of the student in a defined period the use is made of course weighted average. It is counted in such a way that the products of number of credits and numerical assessment in the period assessed shall be summed up and the result shall be divided by total number of credits registered by the student for the given period.

With efficacy from 1 November 2002 the Decree of the Ministry of Education of the Slovak Republic No. 614/2002 of Law Code was issued on the credit system of study the content of which is compatible with ECTS.

The credit system is successfully used in the area of mobility which allows transfer and accumulation of the credits under the conditions set out in agreement between the sending and beneficiary higher education institution.

More efforts are also directed at evaluation of preparedness of university graduates for practice, eventually, at assessment of individual faculties. For example, testing Young Talents is oriented at assessment of faculties of economics. In academic year 2006/07 over 400 students from ten economic faculties and one private higher education institution got involved in it upon completing their terms of study. A review of current events in economy, logistics, language skills and computer literacy were subject of testing.

Evaluation of PhD student

The study and research part of PhD study is annually specified at annual evaluation of the PhD student.

The forms of evaluation of PhD student are the following:

annual evaluation dissertation examination defence of a dissertation thesis

The annual evaluation of PhD student rests in evaluation of the state and level of the PhD study, inspection of fulfilling the set up tasks of the study and scientific parts of the PhD study. The annual evaluation of the PhD student is carried out by the instructor in cooperation with the PhD student in a written form. He/she submits it to the head of the training institute along with the proposal of continuation, expulsion or prolongation.

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The dissertation examination and the defence of dissertation thesis belong to the State examination. The examination commission has 4 members at least. If the PhD student has applied for the dissertation theme proposed by the external educational institution, both the dissertation examination and the defence of the dissertation thesis take place before the commission in which there is a parity representation of the members of the higher education institution and the members determined by the external educational institution.





6.14. Progression of Students

Promotion, Educational Guidance - Higher Professional Education

See Chapter 5.16. .

Promotion, Educational Guidance - Bachelor's Study, Magister’s Study, Engineer’s Study and Doctor’s Study

Each student has the right to apply for study at another faculty or higher education institutions or abroad. In higher education institutions it is possible to transfer from one branch of study to another that are set up in study rules of faculties and universities. From 2009 the registration of students at higher education institution, for those who have been enrolled for study programme in the same or relative study programme at the another institution, whereby is regulated by § 59 with new sections 4 and 6 of the Act No. 496/2009 by which is changed and amended the Act No. 131/2002. Higher education institution which enables a registration to respective student, has to announce the new fact to the higher education institution at which the student gave up study. The announcement has to be done within three working days from the accomplishment of the registration.

The progression to higher grade depends on the student commitments set up by study plans according to given study programme. At some faculties and universities it is possible to repeat a year of study, eventually, a part of unfulfilled duties may be postponed for the next year. In credit system condition for student progress is acquiring of 60 credits for academic year, 30 credits for semester and 20 credits for trimester. Higher education institution set out total number of credits which is necessary for completion of study in the respective levels.

Promotion, Educational Guidance - Ph.D Study

The PhD student has also the right to apply for the study in another faculty or higher education institution, eventually, abroad. In the higher education institution there is a possibility to transfer from one study program to another, under the conditions set out in the study and examination rules of the faculties and higher education institutions.

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The progression to a higher grade depends on fulfilling the study duties set by curricula according to the given study program.


6.15. Certification

Certification - Higher Professional Education

See Chapter 6.5. .

Certification - Bachelor's Study

The Bachelor’s study program as the first level program is completed by the state examination before an examination board. A part of the state examination is the defence of a Bachelor thesis, if set up by the statute of the faculty or the statute of the higher education institution which is not divided into faculties.

The graduates of Bachelor’s study are issued diplomas indicating the study branches, academic degree and a certificate on the state examination. The higher education institutions award the academic degree of Bachelor (Bc.) to the graduates of Bachelor’s study.

Certification - Magister’s Study, Engineer’s Study and Doctor’s Study

The Magister’s study, Engineer’s study and Doctor's study are completed by state examination before an examination commission. The state examination includes the defence of a thesis if set up by the statute of the higher education institution or the faculty. The state examination consists of 3-4 subjects. In case of failure at the state examination the student has the right to re-sit. Each part of the state examination is assessed separately. The overall evaluation of study (in dependency upon results of the overall study and results of the state examination) is evaluated in two grades "he/she passed with honours" and "he/she passed".

The higher education institutions award the following academic degrees to their graduates:

in Magister’s study, the degree of "magister" (Mgr.); in artistic study programmes, the degree of "magister umenia" (Mgr. art.);

in Engineer's study, the degree of "inžinier" (Ing.); the degree of "inžinier architekt" (Ing. arch.) in the study programmes of architecture and town planning;

in Doctor's study of the study programmes of humane medicine the degree of "doktor všeobecného lekárstva" (MUDr.), "doktor zubného lekárstva" (MDDr.) in the study programmes of dentistry; and the degree of "doktor veterinárskej medicíny" (MVDr.) in the study programmes of veterinary medicine.

The graduates of Magister’s study (Mgr.) who completed the examina rigorosa a part of which is the defence of a thesis, are awarded the diploma, showing the branch of study completed and the academic degree:

in the study programmes of natural sciences "doktor prírodných vied" (RNDr.) in the study programmes of pharmacy "doktor farmácie" (PharmDr.) in the study programmes of the humanities and art disciplines "doktor filozofie" (PhDr.)

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in the study programmes of law and security with juridical concentration "doktor práv" (JUDr.) in teacher training with study programmes of education and sports "doktor pedagogiky"

(PaedDr.) in theological study programmes except for Catholic theology "doktor teológie" (ThDr.).

Certification - Ph.D Study

The Ph.D. study is finished by the defence of a dissertation thesis after completing dissertation examination.

The graduates of the Ph.D. study are issued diplomas showing the name of the higher education institution, faculty, study field and study programme; in case the PhD study took place in the external educational institution, also the name of the latter. The graduates of Ph.D. study are awarded the academic degree of "doktor" ("philosophiae doctor") abbr. Ph.D. and in artistic PhD study programmes the academic degree of "doktor umenia" ("artis doctor") abbr. ArtD. After the initial comprehensive part of PhD study the PhD graduates in the field of Catholic Theology are awarded the academic degree of "licenciát teológie" (abbr. ThLic.). The graduates of PhD study in these areas are also awarded the academic degree of "doctor teológie" (abbr. ThDr.).

Decree of the Government No. 412/2007 on provision of aid for support of consumption of milk and milk products


6.16. Educational/Vocational Guidance, Education/Employment Links

Educational/Vocational Guidance, Education/Employment Links - Higher Professional Education

See Chapter 5.18. .

Educational/Vocational Guidance, Education/Employment Links - Bachelor's Study, Magister’s Study, Engineer’s Study, Doctor’s Study and Ph.D Study

For provision of the educational guidance to students at compiling the study plans there are study advisers active in the higher education institutions. According to Act No. 131/2002 of Law Code on higher education, as amended (Section 70 Clause 1) the student has the right to information and counselling services connected with the study and a possibility for graduates to find a placement in practice. The counselling centres established in higher education institution serve this purpose, as well.

The project of modernization of academic libraries should also contribute to improving the services. After furnishing the academic libraries with the latest computer techniques and modern information technologies they will provide top level services.

The employment rate of university graduates according to branches of study is annually analysed by the Ministry of Labour. Only a small percentage of university graduates are employed in research and

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development. The success on transition from the stage of education to work is a result of functioning the supply and demand at the labour market. The discord between the supply and demand causes that a certain part of graduates is forced to be economically passive. But the unemployment rate among the graduates is very low, it is under 2.5 % of total number of unemployed.

Demografia a sociálna štatistika: Vekové zloženie obyvateľstva SR 2002




The Act 131/2002 of the Law Code on higher education and on the change and supplement to some acts, as amended, sets down that a private higher education institution is acknowledged the right to act in the form of a State consent which is granted by Government. In 2001, following the previous regulations, the Act on establishment of the College of Management in Trenčín came into being. Starting from 2003, the St. Elisabeth School of Health Service and Social Work in Bratislava has been founded and in 2004, the Bratislava School of Law and the HEI of Public Administration Economy and Management in Bratislava. In 2005, based on the State consent, the HEI in Sládkovičovo and the International School of Management ISM Slovakia in Prešov started their activities. In 2006 the Central European College in Skalica, Dubnica Institute of Technology in Dubnica nad Váhom, Bratislava International School of Liberal Arts and College of Security Management in Kosice were established.

In the Slovak Republic a foreign higher education institution has been also established with the right to provide at the territory of the Slovak Republic the higher education in seven Bachelor’s and two Magister’s degree courses, being granted by the Ministry of Education of the SR in March 2008. BIVŠ Prague is functioning at the territory of Slovak Republic via consulting centres on the basis of accreditation by the Czech Republic and in agreement with the EU Directive of 6.6.2005.

Bratislava International School of Liberal Arts

Bratislava School of Law

The Dubnica Institute of Technology in Dubnica nad Váhom

Central Europe College in Skalica

College of Safety Management in Košice

University of Economics and Management of Public Administration in Bratislava

College of Management in Trenčín

International School of Management ISM Slovakia in Prešov

University in Sládkovičovo

College of Health Service and Social Work of St. Elisabeth


http://www.bivs.sk/admin/files/rozhodnutie.pdf�

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The Act No. 131/2002 of the Law Code on higher education and on the change and supplement to some acts, as amended, deals taxatively in its Part 4, Sections 47 – 49b with establishment, decision-making bodies, internal regulations, financing and other duties of a private higher education institution and a foreign higher education institution.

For more details see section 6.3.


6.17.1.1. Non-university private education

According to Section 2 Clause 13 of Act No. 131/2002 of the Law Code higher education institutions may be classified as university type of higher education institutions (providing education in the study programmes of all three levels and carrying out especially the basic research) or professional higher education institutions (providing education in the study programmes of the first level and carrying out applied research). There are also higher education institutions which are not classified, providing education in the study programmes of all three levels and carrying out especially the basic research. The classification of higher education institutions will be done during the year 2010 on the basis of results of complex accreditation carried out in 2009.

The term of nonuniversity higher education institutions was deleted from the recent amendment to the act.


6.17.1.2. Private universities

As for the implementation of education there are no differences between public and private higher education sectors.

6.18. Organisational Variations, Alternative Structures

Higher education institutions also offer special 2-year educational programmes for citizens in postproductive age. They are oriented at various topical areas of social life in study branches which are realised in the appropriate institutions. Annually, several hundred of graduates complete the study of the third age, with certificates on education granted.


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According to the Act No. 131/2002 of Law Code on higher education and on the change and supplement to some acts, as amended, higher education institutions may provide the further education in agreement with the Act No. 386/1997 of Law Code on further education, as amended, namely:

to provide further education necessary for performing specialised professions or activities, to supplement education in keeping with development of world science, to provide foreign language education

From December 1, 2009 is valid the Act No. 568/2009 on Lifelong Learning, by which the Act No.386/1997 on Further Education was repealed.

The new act regulates lifelong learning in which further education is linked with the level of education achieved in school education (§ 1 Section 1 of the adduced Act). This act at the same time specifies the accreditation of educational programmes, rules of verification and recognition of further education learning outcomes, national qualification system, information system, and control of accreditation conditions and awarding authorization to carry out exams leading to verification of professional qualification. Also higher education institutions perform this kind of education according to afore mentioned act ( § 5 of the quoted act).

The above-mentioned studies may be a subject of fees connected with the study.


Act No. 567/2001, as amended by the Act No 386/1997 on further education and on change of the act No 387/1996 on employment as amended by the act No 70/1997 and by which is changed the act No 416/2001

6.18.1.1. Distance education

Distance learning is one of the forms of education, which recently plays an important role on the basis of results of programs of international support (PHARE), as well as community programmes and it is developing also through Structural Funds of the European Union.

In the Slovak Republic the distance form of education started to be used in the 90s, in affiliations of the well-known educational institutions that started functioning in this country. Their operation still continues, the offered educational activities cover only certain areas (language education, management, enterprising, etc.), but do not form a complete stage of study connected to the school education system.

Within the framework of PHARE programme a network of centres was created for distance education at the beginning of 1995. Its workplaces are particularly in higher education institutions (STU Bratislava, SPU Nitra, TU Zvolen, TU Košice, ŽU Žilina) and at Comenius University in Bratislava, which prepare and offer their own educational courses and programmes. The activities of the centres are funded from 1996-2000 by the Ministry of Education of the Slovak Republic. By the end of 1999, their professional activity was managed by the PHARE programme unit from Budapest through the National Centre for Distance Education in Bratislava. The educational activities of the centre networks will also continue in their activities after termination of the PHARE project.

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At present, one of the most advantageous forms of realisation of the distance education are e-Learning methods of education. e-Learning allows to make use of majority of available information and communication means, which may serve not only for presentation of the curricula but also for verification and testing of education process.

6.18.1.2. Open university

Open university offers education courses in the form of distance study courses.

The education courses are accessible to everybody (hence the name Open) and as a rule no previous qualification is needed before starting the course. Education is distance-based so all the study materials are delivered to student by mail. The study itself takes place at home or where it suits best for the student. The assignments have a written form and for assessment they must be sent by regular mail, email or online directly to the tutor. The final examination is held in study centres of the respective region or country.

Open University offers the possibility of higher education also for those who for various reason cannot study in conventional higher education institutions as well as to those who have not yet received any qualification.

6.19. Statistics

Unless indicated otherwise, the data presented in this chapter include only full-time form of study. For data on other forms see Chapter 7. .

When we are speaking about tertiary education we mean study of 1st and 2nd level and PhD study of the Slovak citizens at higher education institutions as well as in higher professional education provided by secondary specialised schools..

6.19.1. Tertiary education – number of students according to the type of school and kind of study

Tertiary education – number of students according to the type of school and kind of study, school year 2009/2010

Type of school Number of students

Secondary specialised school (ISCED 5B) 1 754

Higher education institution 146 111

study of 1st and 2nd level (ISCED 5A) 140 680In which

PhD study (ISCED 6) 5 431

Total 147 865


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6.19.2. Higher education institutions - institutions, faculties, students and teachers – according to the founder

Higher education institutions - institutions, faculties, students and teachers in academic year 2009/2010, graduates in academic year 2008/2009 – according to the founder

Public

institutionsState

institutions Private

institutions Total

Number of institutions 20 3 9 32

Number of faculties 104 6 16 126

Number of students of study of 1st and 2nd level (ISCED 5A)

133 432 1571 9105 144 018

Of which foreign students 3 159 7 172 3 338

Number of PhD students (ISCED 6) 5 520 2 60 5 582

Of which foreign graduates 135 - 16 151

Number of graduates of study of 1st and 2nd level (ISCED 5A)

41 771 349 977 43 097

Of which foreign graduates 584 - 5 589

Number of PhD graduates (ISCED 6) 889 - 6 895

Of which foreign graduates 21 - - 21

Number of full-time teachers 9 643 387 931 10 961

Number of part-time teachers 1 766 228 227 2 221

Notes:

The The indicated teachers or a part of them provide teaching for students of full-time form of study as well as those in other forms (see Chapter 7. ).

For more details on teachers and other staff see Chapter 8.

Klasifikácia odborov vzdelania


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6.19.3. Higher education institutions – proportional indicators – according to the founder

Higher education institutions –proportional indicators – according to the founder , academic year 2009/2010

Public

institutionsState

InstitutionsPrivate

institutions Total

Average number of students per institution 6 671,6 523,7 1 001,7 4 500,6

Average number of faculties per institution 5,2 2,0 1,8 3,9

Average number of full-time teachers per institution

482,2 129,0 103,4 342,5

Average number of part-time teachers per institution

88,3 76,0 25,2 69,4

Average number of students per faculty 1 287,5 261,8 310,7 1110,9

Students-teacher ratio 13,8 4,1 9,7 13,1

Note: At calculating proportional indicators only full-time students of study of 1st and 2nd level were included; at calculating average number of students per teacher only full-time teachers were included.


6.19.4. Higher education institutions – repeaters according to citizenship

Higher education institutions – repeaters according to citizenship, academic year 2009/2010

Number of students of study of 1st and 2nd level (ISCED 5A) in academic year 2008/09

137 347

Absolute number 4 400Of which repeaters

% 3,2

Note:

Repeaters – students who in academic year 2009/2010 enrolled in the same grade as in academic year 2008/2009.



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6.19.5. Higher education institutions - study of 1st and 2nd level - students according to citizenship, to type and to length of study

Higher education institutions - students according to citizenship, to type and to length of study, academic year 2009/2010

Length of study in years Students of citizen-ship of SR Foreign students Total

Study of 1st level (Bachelor's Study)

3 87 255 1 094 88 349

4 5 293 87 5 380

Total 91 302 1 177 92 479

Study of the 2nd level (Magister’s study and Engineer’s Study following the 1st level)

1 244 - 244

2 39 556 439 39 995

2,5 8 - 8

3 39 3 42

Total 39 664 442 40 106

Study of the 1st and the 2nd level (single long cycle)

4 9 - 9

5 2 475 347 2 822

6 5 801 1 386 7 169

Total 8 150 1 712 9 862

PhD Study (ISCED 6)

3 3 555 106 3 661

4 1 879 45 1 921

Total 5 429 151 5 580


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6.19.6. Higher education institutions - students according to citizenship and to major groups of fields of study

Higher education institutions - students according to citizenship and to major groups of fields of study, academic year akademický rok 2009/2010

Major group of fields of study (code and name) Students of citizen-

ship of SRForeign

students Total

Study of 1st and 2nd level (ISCED 5A)

1 Natural sciences 8 342 90 8 432

2,3 Technical sciences and disciplines 35 755 568 36 323

4 Agricultural, forestry and veterinary sciences and disciplines

4 974 226 5 200

5 Medical and pharmaceutical sciences and disciplines

9 614 1 540 11 154

6,7 Social sciences, disciplines and services 74 937 650 75 587

8 Sciences and disciplines on culture and art 3 843 256 4 199

9 Army and security sciences 3 115 8 3 123

Total 139 116 3 331 142 447

PhD study (ISCED 6)




299 5 304


307 24 331


8 Sciences and disciplines on culture and art 257 14 1 644

9 Army and security sciences 31 1 32

Total 5 429 151 5 580

Note:

The indicated codes and names of major groups of fields of study correspond to the national classification of fields of education.



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6.19.7. Higher education institutions - graduates according to citizenship and to major groups of fields of study

Higher education institutions - graduates according to citizenship and to major groups of fields of study, academic year 2008/2009

Major group of fields of study (code and name) Graduates of citizen-

ship of SR Foreign

graduates Total

Study of 1st and 2nd level (ISCED 5A)




1 620 57 1 677


2 116 73 2 189


8 Sciences and disciplines on culture and art 1 198 93 1 291

9 Army and security sciences 634 1 635

Total 42 159 589 42 748

PhD study (ISCED 6)

1 Natural sciences 142 - 142

2,3 Technical sciences and disciplines 265 7 272


58 3 61


42 1 43

6,7 Social sciences, disciplines and services 307 15 322

8 Sciences and disciplines on culture and art 51 1 52

9 Army and security sciences 97 - 9

Total 874 27 901

Note:

The indicated codes and names of major groups of the fields of study correspond to national classification of the fields of education.



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7. Continuing Education and Training for Young School Leavers and Adults

The continuing education in the Slovak Republic is the area of education which considered as a part of lifelong education that enables every citizen to supplement, extend and deepen his/her education already received, to retrain or to educate in the field of his/her interests. It includes the further professional education while the aim is not achieve a higher level of education (that means, it is mainly the specialisation, deepening one’s knowledge, retraining); it also includes the special-interest and civic education. Similarly as the study in higher education institution the continuing education is accessible to all citizens. The continuing adult education is also carried out in formal subsystem of education, which also provides for the second chance to receive education to those who could not receive it for various reasons during education in school. In nonformal subsystem of education the educational activities for adults are carried out by various educational institutions, schools, educational institutes of firms, directly managed institutions in sectors, private educational institutions, and others. The educational programmes may be oriented at selected target groups (the unemployed for longer period, mothers on maternity leaves, threatened groups, etc.). The continuing education and training of adults are also provided as the further education (vocational and other) for already qualified young people/adults as well as a general education for non-qualified youth and adults, who for example prematurely left the school (recently it has been 6 % in average from population bracket).


In the course of historical development, particularly from the end of 18th century, during the Age of Enlightenment and National Awareness Movement, a whole set of educational activities was carried out, such as Sunday schools, reading clubs, trade associations, and others, contributed to eradication of illiteracy, to the spread of the latest knowledge among people, to the moral and intellectual revival of the nation. In the second half of the 19th century, the association of Matica slovenská and, after its closure, the association of Živena were significant organisations in this field.

Under the first Czechoslovak Republic the process of adult education also continued with enactment of the Act. No. 67/1919 of the Law Code on organisation of the folk courses of civics, the Act No. 430/1919 of the Law Code on public municipal libraries and, in 1919, the establishment of the Cultural Union for Slovakia. In addition to development of its own cultural activity, the Union provided an umbrella and methodical guidance to central institutions such as Matica slovenská, Czechoslovak Red Cross, Union of Physical Education Sokol, Workers’ Academy, Association of Slovak Women Živena, and others.

The Act No. 95/1948 of the Law Code on the unified school supported the adult education by extending the possibilities of citizens to study in the form of on-the-job training in secondary schools and higher education institutions. The act on the system of education and training of 1960 made the adult education equal to full-time study.

The adult education has been continuously developed in three streams:

in the education system managed by the ministry of education with the purpose to attain a certain level of education,

as out-of-school education managed by the ministry of culture oriented at promotion of knowledge and skills according to one’s own interests,

as in-company education that did not shelter any ministry was oriented at a specialisation, promotion of professional training of workers. According to the government resolution of

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1972 on principles of the concept of adult education, new company, branch and sector educational institutions and cultural establishments came into being, either partially or fully funded by the State.

In 1976, the state concept on development of adult education was worked out according to which adult education became an integrated part of the education system and was carried out, as indicated above, in three ways.

After the year 1989, fundamental changes have occurred in the content aims and financial provision of adult education. The Higher Education Act No. 172/1990 of the Law Code made it possible for higher education institutions to realise individual forms of lifelong education which ensued from the urgent need to retrain a great number of teachers especially at the beginning of the 90s. The retraining also referred to the workers of other professions of industrial and non-industrial area. As a result of restructuring the economy, many educational institutions have been dissolved and new ones arose in agreement with the act on entrepreneurship, too. They were founded mostly on the basis of self-financing by natural persons or legal entities, branch or sector institutes. In 1990 the universities of the third age were founded in higher education institutions to give the possibility to study to senior citizens. In 1991 the Ministry of education initiated the Association of Adult Education Institutions, as a non-governmental, voluntary organisation, which lists almost 100 members today. In the years 1995-1997 the Ministry of education had been preparing the proposal on the Act on the further education which came into force in 1998. At the same time the centres for distance learning have been established at 5 higher education institutions. These centres provide education programs for the adults. In August 2000 the Government of the Slovak Republic approved the Proposal of the concept of education in public administration as a base for content, institution, legislative and financial realisation of education in public administration.

In the beginning of 2001 the Slovak Republic joined consultation process concerning Memorandum of EU on lifelong learning, in June the national conference took place as well as the national report was prepared. In 2002 the Ministry of education prepared the Concept on the Lifelong Learning in the Slovak Republic, in 2003 the Concept on Lifelong both of which were subsequently approved by the Slovak Government. In accordance with the measures of the Concept of Lifelong Learning, in 2005 the Ministry addressed the state administration bodies of higher territorial units to develop activities oriented at creation of learning regions and to use for their financing the possibility of the Ministry’s call to draw the funds of the European Social Fund. At the same time, the Ministry of Education has established the Council for lifelong education, a coordination and advisory body of the Minister for this area which was transferred in the new advisory body of the Ministry of Education for education system, lifelong learning and science. It includes representatives of some ministries, nongovernment organizations, employers and employees. The Council creates working groups oriented at preparation of materials and proposals for the Minister’s decision oriented at significant areas of lifelong education (see Chapter 7.2. ). In 2007 the Ministry of Education of the SR worked out a proposal of the Strategy of Lifelong Education and Lifelong Guidance. The Government approved this material on 25 April 2007 and it contains the measures for introduction of significant changes in the field of continuing/nonformal education, that will be implemented by 2010. In connection with the adopted Strategy several activities took place (conferences, workshops), aimed at the Strategy implementation in the forthcoming period. In May 2007, the Ministry of Education approved the National Programme for Learning Regions. In 2008 the Ministry of Education constituted the National Forum for Lifelong Guidance which prepared the concept of guidance and prepares a proposal for development of the system of lifelong guidance. The administrative activities of the National Forum are provided by the Academia Istropolitana. In December 2009 was approved the act on lifelong learning as one of the tasks stipulated in the Strategy.

The Association of Adult Education Institutions was founded in 1991 on the basis of the initiative of the Ministry of Education of SR as the non-governmental, non-political and non-profit volunteer organisation, which associates and promotes common interests, objectives and needs of adult education institutions as well as represents its members in national and international associations, takes care on professionalism of its members, cooperates with national bodies in the preparation and

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development of legal and other measures in the area of adult education.The Association issues the professional magazine Adult Education, prepares seminars and conferences and cooperates with national and international institutions which are focused on human respources development. At present it has got more than 100 members.

The Faculty of Arts of Comenius University has been a significant professional and educational centre for adult education for several years by now. The former Department of Higher Education Pedagogy (founded 1961, which, among other things, educated university teachers throughout Slovakia, has turned 1994 to Department of Andragogy which was a guarantor of the Bachelor’s and Magister’s study of Andragogy. The department is a research workplace and educated scientific workers too.

The Faculty of Arts of Presov University is the centre of adult education in East Slovakia. At present, its workplace – Department of Andragogy at the faculty of Arts – is focused on adult education. Formerly, the department was founded in 1964 as a department of adult education and pedagogy, and underwent by several organisation changes. Today it prepares graduates of the Bachelor’s and Magister’s study of the study field of Andragogy and develops scientific-research activities and is involved in project solution within the framework of international cooperation.

The Department of Andragogy at Faculty of Education of the Matej Bel University in Banská Bystrica is the youngest university workplace concerned with adult education in Slovakia. It came into being in 2007, providing education and training of graduates of the Bachelor’s and Magister’s study of Andragogy, and carries out scientific-research projects and closely collaborates with the Association of Institutions of Adult Education in the Slovak Republic.

The Ministry of Education of the Slovak Republic encompasses in its structure the unit responsible for development and support of adult education from the second half of the 70s of the last century. It was a seat of the Slovak Commission for adult education. After 1989 the area of adult education was guaranted and supported even more intensively than before. From the incentive of the Ministry of Education the Association of Adult Education was created (1991). Universities of Third Age were established at universities (1990). Slovakia responded to initiatives of the European Commission, i.e. Slovakia became one of the partners of the project of distance education centres network (1995-2001). Most of actions as well as development of conceptual and strategic policy papers were influenced by the Memorandum on Lifelong Learning (2000).

In 2007 the Section of Lifelong Learning was established at the Ministry of Education. Its main tasks consist in the coordination and fulfilling the Strategy of Lifelong Learning and Lifelong Guidance, in the accreditation of further education programmes, coordination of education programmes reform (National Programme of Reforms) and in the provision of the European cooperation in the area of education, vocational training and qualifications.


Faculty of Arts at Comenius University

Faculty of Arts at University of Prešov

Association of Adult Education Institutions

Faculty of Education at Matej Bel University

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Based on the results of the National report to EC Memorandum on lifelong learning as well as a result of preparation and realisation of proposals of both national concept, but particularly on the basis of the adopted Strategy of Competitiveness in Slovakia by 2010 the key priorities were set up to achieve the aims of Lisbon Strategy under the conditions of the Slovak Republic.

Concrete priorities for the field of continuing education were determined by the approved Strategy of Lifelong Education and Lifelong Guidance (2007):

Monitoring and prognosticating of educational needs of citizens and employers Provision of the system of quality management of lifelong education and lifelong guidance Recognition of results of nonformal education and informal learning Efficient investment in lifelong education and lifelong guidance Development of key competences for lifelong education Provision of complex information services for lifelong education and development of learning

regions Efficient planning and use of finances from the Structural Funds for creation and development

of the systems of lifelong education and lifelong guidance.

The search of answers to the questions is oriented, particularly, at:

the field of financing (namely, the search of resources and their use), evaluation of quality of the further education, accreditation of educational programmes, creation of information and counselling centres for all citizens on possibilities and ways of

lifelong learning, constitution of the framework for evaluation of results of non-formal and informal education

and learning in connection to formal education, preparation of a proposal of regulation on lifelong education and lifelong guidance.

Preparation of conditions for recognition of results of nonformal education and formal learning as a way of obtaining education required for employment at the labour market is a significant subject of topical discussions. The attaining of this goal will mean an opening of the subsystem of formal education and its interlink to nonformal education. Creation of the National System of Qualification is being prepared to serve as a framework for assessment of nonformal education and informal learning. It is supposed that this system will come into operation since 2011. The Act on educational staff which contains, inter alia, the proposal of the system of continuing education for educational and professional employees was approved in 2009.

Academia Istropolitana is directly managed institution of the education sector. Its task is to provide the continuing education of employees of the education sector, to prepare and submit the concept and strategic materials oriented at lifelong learning. In 2008, it was empowered to implement the approved strategy of lifelong education and lifelong guidance. The tasks will be also fulfilled on the basis of projects funded by ESF. It provides for the activity of the National Forum for Lifelong Guidance.

The Strategy of Competitiveness Strategy of Ability to Compete in Slovakia by 2010 is the National Lisbon Strategy approved in 2004 within which is regularly prepared national programme of reforms. For fulfilling the aims of strategy the action plans were approved for defining priorities and setting the tasks for each sphere.

The action plan Education and Employment contained the following tasks related to adult education: Development of strategy of lifelong learning and lifelong guidance and development of the system of lifelong learning of pedagogical emplyees. Both tasks were fulfilled and their results are implemented into practice.

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Strategy of Ability to Compete in Slovakia by 2010

Academia Istropolitana


The Act No 245/2008 of the Law Code on education and training (Education Act), enables the adult education in primary and secondary schools.

The Act No 131/2002 of the Law Code on higher education institutions and on the change and amendment of particular acts. According to this act the higher education institutions provide also in-service education (adults) in the sense of the law regulations.

Act No. 568/2009 on Lifelong Learning and on the change and supplement to some acts.

The Act determines the accreditation of further education as the tool for quality assurance.It introduces a new type of accreditation of further education for the labour market, according to which educational provider has to submit an educational programme project in compliance with full or partial qualification in line with National System of Qualifications. The qualification requirements are emerged from employers needs, so the act is significantly contributing to conversions between the world of work and education.

Moreover the act regulates verification and recognition of further education outcomes on the basis of exams in authorised institutions. This mechanism enables to evaluate and assess further education learning outcomes for then purposes of labour market and to offer citizens possibilities of flexible adjustments in terms of labour market and to achieve required qualification by using a variety of educational programmes.

The National System of Qualification is to be created according to the quoted act. In the system partial and full qualifications in relation to working performance are described. They create a basic framework for verification and recognition of non-formal education learning outcomes. The National System of Qualification will be the basis of National Qualification Framework.

According to the quoted act the information system of further education is established as the indispensable supplement for the provision of the further education system. The procedural audit of quality of further education programmes and institutions is established, too.

The act regulates also a system of monitoring and prognosis of educational needs. The necessity of such system comes out from the need of flexible definition of qualifications required at the labour market. System is a dynamic mechanism of social partnership through which a labour market represented by employers interests and system of lifelong learning are linked. (System works on the basis of working groups composed from employers representatives, employees, ministries of labour and education → definition of employee qualification requirements in middle horizon / outcome → tool of guidance and regulations of lifelong learning offers).

The Act of the National Council of the Slovak Republic No. 5/2004 of the Law Code on employment services, as amended, regulates education and training for labour market of job applicants.

The Ministry provides for the funds from public resources for realisation of passive and active employment policy. The Centre of Labour, Social Affairs and Family regulates the activity of its regional labour agencies which provide consulting services for unemployed applicants of jobs and the citizens threatened by unemployment; it also provides for (in cooperation with educational institutions) the adult education – for the unemployed. It also prepares a proposal of the national system of occupations, that will be a starting point for determination of educational and evaluation standards in the national system of qualifications.

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The further legislation related to adult education:

Act No. 400/2009 of the Law Code on Civil Service and on the change and supplement to some acts regulates improvement of qualifications of civil servants as well as provision of work concession (§ 77).

General conditions for adult education are regulated by Labour Code. The provision of study holidays is regulated in Labour Code. The student may use days off, upon agreement with his/her employer, for participating in educational activity and for examinations.

In area of adult education also other specific legal norms are in force to regulate preparation and education of individuals for performing specific occupations and mastering special skills (e.g. for the field of fire-protection, operation at ground communications, etc.).

Accreditation Commission for futher education




Act No. 387/1996 on employment

Act No. 5/2004 on employment service, as amended



The continuing (lifelong) education is the way that enables the adults to accommodate to the changing living and societal conditions. The placement at labour market without supplementing, extending or deepening one’s education is more and more harder. The further education is the way that may be used by those who did not complete their compulsory schooling, for achievement of basic knowledge, but especially the skills and to increase their ability to find employment and assertion in it. At the same time, it is the way whereby the personality of each man changes and develops by satisfying his needs and developing his interests, the way that helps the groups in jeopardy to find placement in the society. The most topical aims are set in the above strategy of lifelong education and lifelong guidance. The main aim of the strategy is to finish the creation of the systems of lifelong education and lifelong guidance in such a way as to facilitate the access of citizens to repeated and flexible attainment of new qualifications through a high quality education also obtained, in addition to formal system, in nonformal system of education and informal learning with the help of complex advisory services during the whole life time.


The further education is provided by the school and extra-school educational institutions. The school institutions include specialised secondary schools, higher education institutions, school facilities. Extra-curricular (private educational institutions, in-company institutions, various non-government

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institutions, civic associations, non-profit-making organizations etc.) offer various courses and study programmes as to their content to complement and improve the knowledge of participants in the branch they are interested in. Some sectors have their own educational institutions which provide for education of employees falling under the competence of the sector and according to special rules.

The continuing education in secondary schools and higher education institutions is oriented first of all at the subject/content which is a subject/content of education in formal education, only the scope is changed (they are mostly shorter courses). In-company education is strictly oriented at the own need of the employer (specialization, innovation education, retraining). Private institutions, educational institutions of civic associations, etc. provide varied educational offer oriented according to interest of the participants of education who pay for the education.

Company institutes have (depending on its size) their own lecturers and organization staff. Private educational institutions (especially smaller) have only educational managers. They also hire premises, e.g. schools.

The Act on higher education as amended by Act No. 528/2003 according to Act No. 131/2002 on Higher Education, as amended by subsequent provisions (fully wording in the Act No. 175/2008) nables also the higher education institutions to carry out the continuing education. Starting with 2006 as many as 13 higher education institutions offered education as a part of lifelong education at the Universities of the Third age where they offer for seniors the programmes of special-interest education based on the study programmes of full-time study. From its foundation the number of students studying at the Universities of the Third Age has been growing (2668 students in 1999, 3581 in 2003, 4525 in 2005 and 6033 in 2007.

Academy of Education



The educational institutions for further education are accessible throughout the Slovak Republic. It ensues from geographical location of secondary schools and from total number and location of other institutions which provide such education. The access to education is also enabled by affiliations of some educational institutions which are situated in bigger towns, at least in Bratislava, Banská Bystrica and Košice, or Prešov. The Academy of Education which has its affiliations in 38 towns throught the Slovak Republic, is the largest one. A strong ability of competition of these institutions is in Bratislava and the surroundings, and in Košice with a high density of population, enterprises and employers. In less inhabited regions the possibilities of education are only at schools in the closest communities (while they organize the educational activities for adults too), or through distant forms of education and Internet (which is being spread more and more and in various ways in households too.). The Slovak Republic is a small country in its size, and educational opportunities are accessible to all target groups.

Academy of Education

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7.7. Admission Requirements

In the further education there are no admission requirements. Education is designed for citizens from 18 years of age, but also younger (according to their need). Target groups are defined in the project of educational activity in connection with the aim of education. While the education is oriented at specialization, the extension of abilities, the condition of admission need not be set (e.g., completion of compulsory schooling, school-leaving examination, specialised secondary school), if oriented at selected groups (the threatened by unemployment, the disabled). In general it is valid that everybody has the right to education according to his/her consideration and possibility at any age of human life.



The access to further education is not free in most cases. The participants of the education pay fees for their education to the organisers (in case of private institutions it is a rule). The in-company education may be an exception (it is paid by the employer himself), education of employees in public and civil service (public sources), but especially education for labour market for those who are unemployed for several years, which are cover by public sources. Schools and school facilities increase their resources by collecting fees for organising the further education to be used for development of their school. The students need not compulsorily contribute to the support of the student organisations or health centres. In legislation no employer’s duty is enforced to provide for work concessions to students, it depends on his own decision, enabling him to keep in employment for a certain time the employee by granting him the reliefs, or by paying back the funds provided to the employee during his participation in the education and for the education itself.

7.9. Financial Support for Learners

In the continuing education there are no specific forms of financial support for students, or financial stimuli so far. Financing of adult education is provided from various sources. The state budgetary organisations plan the funds directly in the budget. The State participates in financing in the form of specially allocated subsidies especially for the state and regional developmental programmes, educational activities in the field of fight against drugs, for the handicapped and persons from disadvantaged environment as well as for education of those employed in state service and public service. The other resources are those from employers’ organisations, budget of the Centre for Employment, Social Affairs and Family, funds of communities, non-profit-making organizations and legal entities. In the prepared legislation (Bill on lifelong education) the preconditions should be created for introduction of various forms of financial stimuli for citizens as well as employers. Within the framework of discussions on implementation of the Strategy a tax relief, education vouchers or other possibilities of support were considered but until now no consensus has been achieved at introduction of such mechanisms.

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7.10. Main Areas of Specialisation

The categorisation of study fields for adult education that would be linked to working opportunities, has not been created in the Slovak Republic. However, labour market requires specific study branches and concentrations and the educational offer is comforted to it. The organisation of educational activities in the above area is carried out at various levels (of the department, enterprise, educational institutions). The offers of educational activities have various range and it is not possible to accept them to full extent since there are not set the standards for vocational training of adults, as well as their interconnection with school education. Educational activities (courses, training, etc.) are oriented at a complex of information and training according to target orientation (graduate’s profile, target group), and consequently it is not possible to change specialization in shorter courses. It is possible, though, to start education in another course after completing one course. Language education is upgraded, while the young people make use of the possibility to study language in schools they attend (with the possibility to attend also other courses), the adults make use of the possibility offered by employers (especially the civil services and public service where training for improvement of performance in activities is compulsory and aimed especially at the ICT use, new regulations as well as language education), or the offer of language schools as well as other institutions. ICT is also instructed as a subject but is also used as a teaching aid in other subjects. The measures for education of adult refugees are oriented at education of official language in case of obtaining asylum.

7.11. Teaching Methods

In continuing education and vocational training a use is made of all methodical ways that are applied in daily study in secondary schools and higher education institutions, as well as activating methods (work in small group, seminars, workshops, group projects, computer-aided classes, distance education, etc. These methods got into labour market along with origin of private institution which made their offer of education more attractive. Thus statement, however, is not generally valid, many institutions make use of classical methods (lecture). The choice of teaching method is almost always a result f free choice of teacher (an exception is possible in case of requirement of the organiser of education or participants – clients of education). The structure of teaching depends on the aim of the educational programme or the course.

7.12. Trainers

In the continuing education there are first of all professional teachers from secondary schools and higher education institutions or practitioners with long year experience in education. This is applied first of all in the further vocational education, language education, ICT. Thereby their qualification is given too. The trainers have mostly university education (up to 85 % of them) or secondary education (about 10 % of them). In general no legislative demands are prescribed for activity it is in the interest of the organiser of education to offer a high quality lectorship. In adult education in secondary schools (the second path – part-time study) there are the school teachers liable, for operation in the school primary activities too, to fulfil preconditions set up by a regulation (pedagogical and professional skills verified by the State). On voluntary basis and without a need of a special training are employed the instructors in courses aimed at, e.g. training in decaying professions, fields of human activities (but it is rarely the further vocational education).

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7.13. Learner Assessment/ Progression

The evaluation of young people in secondary schools and higher education institutions while concerned with results of study, is set by appropriate laws for the particular level of education and is also valid for part-time study (professional examination, school-leaving examination, State final examination). In continuing education at final evaluation a use is made first of all of written and oral examinations, tests, in selected courses also practical exams. Technically also ICT is applied, similarly as in continuous evaluation at the end of half-a-year (it is mostly quantitative assessment). In-company education requires special approach (practical examination), as well as the education in civil service and public administration (knowledge, application of rules, etc.). The students should as a rule finish their study in set deadlines (especially direct teaching), greater flexibility may occur at elaboration of final theses and at modular structure of education content.

7.14. Certification

The institutions of continuing education issue for graduates of the course, educational activities the certificates on graduates. After studies in secondary schools and higher education institutions they are certificates, eventually diplomas (only in case of successful completing the study to achieve the level of education). The certificates achieved in the further education indicate the aptitude of the graduate to get employed in the respective branch and the extent according to the aim of the course/activity. The recognition of the certificate is the affair of the employer, so far there are no criteria established for individual evaluation of results of courses of varied orientation and extent. Some professional associations created their own evaluation (certification), which is valid to the extent of the area of competence of the association. The certificates issued to graduates of educational activities /courses which were accredited by the Ministry of Education of the Slovak Republic according to act on further education are of nation-wide competence, but their recognition depends on concrete employer.

7.15. Education/Employment Links

The counselling before, during and after completing the period in which the students were enrolled in the study are provided so far to the limited degree especially by educational institutions. There is no network of information-counselling centres created yet for this area (except for counselling which is offered by labour offices to the unemployed). The information on possibilities/offer of education is available on some websites and in ads in press. The employers have often an influence on the choice of education (it corresponds to their needs– courses tailored to measure).


The private educational activities outside the schools which are functioning at the education market amount to about more than 2000. They arose on the basis of law on civic associations, entrepreneurship law and, etc. The law on entrepreneurship enables to carry out the further education as an unbinding activity. In 1997 about 7 thousand legal entities showed it as their subject of activity (according to the evidence of the ministry of the interior). The evidence of Statistical office of the Slovak Republic (Infostat) of June 2001 shows about 2 500 entities which include adult education as their subject of activity. The ability to compete in education market is great, the students can evaluated

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the quality of provided educational services and to consider the accessibility of this education also from the point of view of price. The market mechanism creates the space for natural selection of the best and strongest educational institutions and supplies the state in this situation.

The private organisations are mostly self-financed, they collect fees for education. The subsidies from public resources may be obtained, e.g., from grants for education, the education of the workers from civil service, or retraining are conditional on accreditation of the educational activity by the ministry of education. The inspection of quality in these organisations by the State is done solely through accreditation of the educational activity (it is obligatory only in the above case). The criteria of the amount of financial support is determined by legislation related to the above possibilities. The public institutions may be provided the subsidies under the same conditions. The other possibilities of funding adult education are provided by ESF (European Social Fund) funds based on challenges which in operational programme of "Education" are announced by the Ministry of Education.

7.17. Statistics

The reliable statistical data are available only on the further education, whereby the level ISCED 2 and over is achieved. See the chapters 7.17.1. , 7.17.2. , 7.17.3. and 7.17.4. .

The data accessible on the further education whereby one does not achieve a level of education are incomplete. The information system that is to provide such information was launched in 1996; the outcomes of statistical findings for 1997 to 2008 have only orientation information level as the statistical data were provided only by some educational institutions (in 2008 about 25 % from the total number ).

Selected data for 2008 in the chapters 7.17.5. , 7.17.6. , 7.17.7. and 7.17.8. present current type of educational institutions, composition of students and graduates according to the field of study, age and lectors qualification.

For the right interpretation of the indicated data on further education whereby the level of education is achieved it should be added:

While in this chapter we mention primary education, we mean the courses for obtaining the basic education provided by primary and secondary schools for young people, who completed the compulsory school attendance in primary school in lower than the last year or the last year was not completed successfully (i.e., they have not completed education corresponding to level ISCED 2).

Secondary education we mean the part-time study provided by gymnasia and part-time study provided by specialised secondary schools in the fields of study completed by school-leaving examination (including postsecondary education) or by final examination, that is, without the school-leaving examination. According international classification ISCED 1997 this education is equivalent to the level 3 (upper secondary education).

Postsecondary education not included in tertiary education (ISCED 4) cover the postsecondary study (innovative and qualification) that is carried out as part-time study completed by post school leaving examination.

The tertiary education (ISCED 5 and ISCED 6) stands for part-time form of initial and PhD study of citizens of the Slovak Republic in higher education institutions as well as the higher professional study provided as part-time study by specialised secondary schools.

The above data of students do not include the students in secondary schools of the Ministry of the Interior of the Slovak Republic.

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7.17.1. Courses for achieving primary education – number of students according to the kind of school

Courses for achieving primary education – number of students according to the kind of school, school year 2008/2009

Kind of school Number of students

Primary schools 265

Secondary schools (including special schools) 50

Total 315


7.17.2. Secondary education - number of students according to the kind of school

Secondary education - number of students according to the kind of school, school year 2009/2010


Gymnasia 1 116

Secondary specialised school 8 086

Total 9 184

Note: The students in united secondary schools are included according to the field of study.


7.17.3. Post-secondary non-tertiary education – number of students

Post-secondary non-tertiary education – number of students, school year 2009/2010


Secondary specialised school 1 730

Note:

The number of students including the students of post-secondary study at united secondary schools.


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7.17.4. Tertiary education – number of students according to the kind of schools and type of study

Tertiary education – number of students according to the kind of schools and type of study, 2009/2010


Specialised secondary school (ISCED 5B) 471

Higher education institution 75 587

Study of 1st and 2nd level (ISCED 5A) 70 873In which

PhD study (ISCED 6) 4 714

Total 76 058

Note:

The number of students including the students of higher professional study at joined secondary schools, excluding foreigners.


7.17.5. The further education whereby the level of education is not achieved - educational institutions according to type

The further education whereby the level of education is not achieved - educational institutions, year 2008

Type of educational institution (EI) Total number Štructure in %

Secondary school 79 15,16

Higher education institution 19 3,65

EI of state administration bodies, EI of employers 20 3,84

EI – facilities of towns and villages 12 2,30

EI of professional associations and trade unions 33 6,33

EI of civil association and community of interest 23 4,41

EI of church and religions community 3 0,58

EI – cultural establishments 6 1,15

EI of physical entities and natural persons 251 48,18

Another EI 75 14,40

Total 521 100,00

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Informačný systém o ďalšom vzdelávaní v SR. Štatistické výstupy rok 2007

7.17.6. The further education whereby the level of education is not achieved – students and graduates according to major groups of fields of study

The further education whereby the level of education is not achieved - students and graduates according to major groups of fields of study, 2008

Major group of fields of study (code and name) Number of students Number of graduates

1 Natural sciences 10 891 9 244

2,3 Technical sciences and disciplines 69 794 65 139


20 894 16 415

5 Medical and pharmaceutical sciences and disciplines 15 723 12 001

6,7 Social sciences, disciplines and services 253 022 177 577

8 Sciences and disciplines on culture and art 8 837 3 976

9 Army and security sciences 3 971 3 791

Unidentified 4 917 3 135

Total 388 049 291 278

Note: The indicated codes and names of major groups of fields of study correspond to the national classification of fields of education.



7.17.7. The further education whereby the level of education is not achieved – graduates according age-group

The further education whereby the level of education is not achieved - graduates according age-group, 2008

Class of age Total number Structure in %

From 15 to 19 years 19 097 6,56

From 20 to 24 22 592 7,16

From 25 to 29 29 380 10,09

From 30 to 34 30 704 10,54

From 35 to 39 30 089 10,33

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From 40 to 49 29 994 10,30

From 50 to 59 16 249 5,58

60 and more 3 120 1,07

Unidentified 110 053 37,78

Total 291 278 100,00

Note:

From 521 educational institutions including in the Table 7.17.5. graduate age structure is available only for number of 294.


7.17.8. The further education whereby the level of education is not achieved - lectors according to the qualification

The further education whereby the level of education is not achieved – lectors according to the qualification, 2008

Level of education Number of

lectors of which those with teaching

qualification

Trained in the branch 406 116

Secondary education (with school-leaving certificate)

1 522 660

Higher education 12 823 7 145

Total 14 751 7 921

Note:

Internal and external lecturers together. From 521 educational institutions mentioned in the figure 7.17.5. the number of lecturers is available only from 520 institutions.


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8. Teachers and Education Staff

The teaching profession is ranked among the professions which require real specialists. The preparation for it is complex and long-lasting since for efficient fulfilment of his tasks – educating, training and developing the pupils´ personality, the teacher must thoroughly manage his area, and have a good pedagogical preparation and high culture.

All primary and secondary school teachers must have higher education qualification. The initial teacher training takes place in higher education institutions. Full-time study is free, the students pay for the study exceeding their standard length, admission interviews, accommodation, catering, transport and for some administrative services. In case of part-time study higher education institution can charge fees.

The teacher training study (1st and 2nd level) is completed by the completing the State examination and the defence of a thesis in the respective study programme and field of study.

The achieved teacher qualification has unlimited validity.

The skilled preschool teachers may be also graduates of a secondary pedagogical school and secondary pedagogical and social academies to be completed by a school-leaving examination. For more details see sections 8.1. and 8.1.4. .

8.1. Initial Training of Teachers

The basic structure of initial teacher training consists of two streams:

After completing the primary school the students continue in their study in secondary pedagogical schools secondary pedagogical and social academies, where upon completing the school-leaving examination they receive qualification for kindergartens and school facilities.

After completing the school-leaving examination at secondary school the students continue in their study at faculties of higher education institutions oriented at pedagogy or other faculties oriented at professional education with the possibility to complete supplementary pedagogical study. Thus they receive teaching qualification for primary and secondary schools and school facilities, including special education.

The higher education teaching qualification may be of three kinds:

The study in faculties of higher education institutions preparing teachers - the students complete higher education of the 1st and 2nd level. After the defence of a thesis and completion of the State final examination they receive the pedagogical qualification.

The study in higher education institutions and supplementary pedagogical study. The student completes concurrently two study programmes and besides the professional qualification he/she receives pedagogical qualification too.

The study in higher education institutions - after its completing the candidate receives higher education professional qualification and only afterwards does he complete the supplementary pedagogical study.

The teachers with professional qualification may acquire new professional qualification by retraining (e.g., ICT, foreign languages atc.).

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The skilled teachers may also complete the extended pedagogical study. The teachers complete this kind of training, whether those oriented at pupils with special education needs, or those focused on subjects of art or sports.


Until the end of 17th century the teacher training for higher levels of schools was provided by universities while the lower levels did not require any training; anybody who received the knowledge in writing, reading and arithmetic could become a teacher. Since the 18th century, under the reign of Maria Theresa, the requirement of special training for lower schools was also enforced. This condition was confirmed by the State regulation for the Old Hungary of 1777, Ratio educationis, by the ordinance on foundation of the so-called "normálka", one-year course for teachers of people’s schools in all provisional towns. The candidates of the courses were instructed teaching Methodology, Calligraphy, Drawing, Geometry, Basics of Physics and Music.

The first special preparatory school - "Institutio praeparandorum" existing at the territory of Slovakia was established in 1819 in Spišská Kapitula. The study it offered took two years.

From the second half of the 19th century the tendencies grew towards inception of the State two-year teacher training institutes, the so-called preparatory courses at the academies and lyceums - two-year courses for Catholic teacher training. The Regulation XXXVIII/1868 on the people’s and middle schools in Article 81 enforced to set up the State-owned three-year teacher training institutes for men and women in various places of the Old Hungary. Step by step all church preparatory schools were tailored in content and organization to the State teacher training institutes. In 1881, the Ministry of Culture and Teaching prolonged the teacher training from three to four years. The future teachers, who had an ambition to acquire the teacher qualification for a higher stage of the people’s school and middle school, had to take special examinations before the special public board. In 1918, there were 7 State-owned and 8 church-affiliated teacher training institutes at the then territory of Slovakia, all of which with Hungarian as the language of instruction.

After establishment of the first Czechoslovak Republic, four-year co-educative teacher training institutes and separate ones for men and women, were transferred from the category of "national schools" to the category of secondary schools. The professional teacher training institutes, which were also founded largely at the institutes, were aimed at education of child home teachers. The secondary school teachers were further trained at colleges.

The teacher training institutes were renamed to academies, the coeducation was abolished and the study was prolonged to five years. The professional teacher training institutes were not referred by the Act.

A significant milestone in preparation of teacher candidates was the act on teacher education of 9 April 1946 which introduced university education of teachers of all levels and types of the "national schools". The difference at the level of education and in social status between the teachers of "national schools" and teachers of secondary schools was removed, for the first time in their history.

The Act of 1953 on the school system and the teacher education brought the teacher training for the first level back to the category of secondary schools. The kindergarten teachers received education in the three-year pedagogical school, teachers for the first stage in the four-year teacher training schools and teachers for the second stage of primary schools received education at two-year higher teacher training schools. The general teachers in secondary schools were prepared at faculties of education in four-year courses and vocational subject teachers at faculties of other universities.

The teacher training colleges founded in 1959 as the institutions of a university type providing training in three-year and four-year courses for teachers of the first and second stages of primary schools, were dissolved by the Act No. 166/1964 of the Law Code and replaced by the faculties of education.

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This meant a renewal of teacher training of 1946 when all teachers, except for kindergarten teachers, received their qualification in higher education institutions. Since the eighties a university education started to be enforced for kindergarten teachers, as well.

The International Teacher Chart defines in the approved recommendation on the teachers’ status the following issues: teacher’s personality and professional profile, level of education and the achieved work results, working conditions, moral and economic estimation of teacher’s profession. Czechoslovakia and afterwards the Slovak Republic accepted the Chart as well as the recommendations as a base and a part of its school policy.

After 1945, training of kindergarten teachers and teachers of Grades 1-5 of ZŠ was provided at four-year teacher training colleges. The 1946 Act on establishment of faculties of education partially solved the problem of teacher training. That is why the Education Act of 1953 temporarily postponed the implementation of higher education of teachers for the first stage of ZŠ. For teachers of the second stage of ZŠ two-year schools of education were established for a temporary period. Secondary school generalists were trained in four-year study at faculties of education.

In 1959, the teacher training colleges of a university type were established, in which teachers for the first stage of ZŠ attended three-year courses and teachers for the second stage of ZŠ attended four-year courses. The Act No. 166/1964 of the Law Code dissolved the teacher training colleges to be replaced by faculties of education which prepared teachers for the first and second stages of ZŠ.

The Act of 1960 introduced a change in that all teachers, except for kindergarten teachers, obtain qualification at higher education institutions. At present, kindergarten teachers are also required, as the second possibility, to complete higher education.


Ratio educationis. Základný dokument pre reformu uhorského školstva

Legal provision No. 166/1964 on teacher training colleges

8.1.2. Ongoing debates and future developments

The appropriate State authorities carry out diverse concept and legislative changes in such a way as to increase the motivation for choice of teaching career and survival in it. For example, the increase of societal and financial remuneration of teachers, improvement of in-service teacher training, improvement of their professional perspective and last but not least improvement of initial training of teachers in higher education institutions.

The higher education institutions that prepare teachers differ in traditions, quality, composition of teachers and other aspects. New problems arise which must be solved and discussed.

The sustaining problems:

insufficient language preparation of would-be teachers (in the context of European dimension of content of education),

insufficient teaching experience of students (establishment of training schools), creation of nation-wide standards of teaching profession (they should contain binding structure

of outcome requirements for the State final examination and define the elements of teaching qualification),

provision of lifelong teacher education, strengthening of educational research.

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The Act No. 317/2009 on pedagogical employees and professional employees and on the change and supplement to some acts and Decree No. 445/2009 on continuous education, credits and attestations of pedagogical employees and professional employees are devoted to areas mentioned above.


Every citizen of the Slovak Republic has the right to education, which is laid down in the Constitution of the Slovak Republic.

The Act No. 131/2002 of the Law Code on Higher Education and on the change and Supplement to Some Acts, as amended (fully wording of the Act No 175/2008 of the Law Code) defines higher education institutions as supreme educational, scientific and artistic institutions.

The qualification of educational staff is laid down by the Act No. 317/2009 on pedagogical employees and professional employees and on the change and supplement to some acts Within the above act all conditions for fulfilment and achievement of professional competence are also stipulated. By completing the teacher training fields of study and tutorship the educational staff receive professional and educational competence. By completing non-teacher training fields of study the educational staff receive only professional competence. The educational competence is supplemented in the form of supplementary pedagogical study. The Decree No.437/2009 (in Annex) clearly sets who is qualified for individual kinds and types of schools.

In-service training of educational staff is laid down by the Decree No. 445/2009 on continuous education, credits and attestations of pedagogical employees and professional employees. The Decree regulates the organisation, content, extent, types, forms and finishing of continuous education, attestations, receiving, awarding, numbers of credits and financing of continuous education.

The Act No. 553/2003 of Law Code on performance of work in public interest. The Act No. 596/2003 of Law Code on State administration in education and self-government,

as amended.


Decree of the Government No. 238/2007 whereby the raised salary brackets are set out for employees performing works in public interest



Decree No. 379/2000 whereby Decree No. 41/1996 on professional pedagogical competence of educational staff, as amended by Decree No. 14/1998, is changed and supplemented





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8.1.4. Institutions, Level and Models of Training

Teachers and educational staff are trained at:

secondary pedagogical schools, secondary pedagogical and social academies faculties of higher education institutions or teacher training colleges other higher education institutions.

Secondary pedagogical schools and secondary pedagogical and social academies provide especially teacher training for kindergarten teachers and educators, but they also offer training for social workers, governess, and other trainers. The study takes four years and is completed by a school-leaving examination.

Faculties of Education and teacher training colleges provide training for specialists for preschool education, the first stage of primary school and teachers of academic, artistic, educational subjects and teachers of vocational subjects and practical training in primary schools, basic schools of art and in secondary schools. They create educational basis for the whole area of special pedagogy, which makes it possible to provide for teacher training for all kinds of special schools and facilities for children and young people with special education needs. The two-level study leads to Bachelor’s and Master’s degree; the first level is completed by a state final examination and award of the degree of Bachelor (for example, teacher training for kindergartens, tutorship for school clubs, instructors of vocational training). The graduate of the first level may also apply for the Master‘s study programmes. It is the second level of university training to be completed by each student wishing to receive teaching qualification (teacher training for the first stage, preschool pedagogy, teacher training with a subject specialisation, (teacher training with two-subject specialisation, teacher training for the first stage in combination preschool pedagogy, teacher training for special schools and vocational subject teacher training. The study is completed by a final examination and acquiring teaching qualification.

In 2008, there were seven faculties of education in Slovakia: Faculty of Education at Comenius University in Bratislava, Faculty of Education at University of Constantinus Philosopher in Nitra, Faculty of Education at University of Prešov, Faculty of Education at Matej Bel University in Banská Bystrica, Faculty of Education at Trnava University, .and Faculty of Education at Catholic University in Ružomberok, and Faculty of Education at J.Selye University in Komárno. Teacher training colleges are operating at the above and other universities (e.g., at Comenius University in Bratislava – Faculty of Arts, Faculty of Sciences, Faculty of Mathematics, Physics and Informatics, Faculty of Physical Training and Sports).

The students embarking the tertiary education in concurrent model of professional training, combine from the outset the general education in several subjects of theoretical preparation with practical professional training. The pedagogical core of teaching is oriented at definition and interpretation of modern attitudes in education, at application of anthropologic-humanist concepts focused on topical questions of education transformation in schools and its perspectives. It teaches the students to define the scientific branch of pedagogy, education as a subject of science, to learn and use educational terminology, aims and content of educational process, teacher´s personality, etc It endeavours to carry out systemization and interpretation of the basic pedagogical phenomena and regularities, integration and coordination of the conclusions of all pedagogical disciplines.

The professional section of education is devoted about 70% of teaching load, the practical part about 30%. The interconnection of theoretical and practical preparation is carried out through practical exercises from the field of education and training, reviews of lessons which are aimed at analysis of educational and didactic activity and afterwards the independent teaching.

In the subject and pedagogical practice of teachers the training teacher plays a principal role. He is the main adviser of the practising student. Quality of his consultations is an important impulse at practical, personality and professional profile of the future teacher.

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Faculty of Education at Comenius University and Faculty of Education at University of Prešov prepare teachers for the whole area of special pedagogy, for all kinds of special schools and special educational institutions for children and young people.

For more details see sections 8. and 8.1. .

Ako na vysokú školu

Faculty of Education at Catholic University in Ružomberok

Faculty of Education at University of Prešov

Faculty of Education at University of Trnava

Faculty of Education at University of J. Selye in Komárno

Faculty of Education at Comenius University

Faculty of Education at University of Constantinus Philosopher

Faculty of Education at Matej Bel University

8.1.5. Admission Requirements

The higher education institutions oriented at pedagogy study attract continuous interest. The number of applicants permanently exceeds the higher education institutions capacities available. The basic rules for indicating who and under what conditions can be admitted to higher education institutions, are laid down by the Act No. 131/2002 of the Law Code, as amended. See also Chapter 6. .

The higher education institutions that prepare teachers annually issue information on the study programmes and admission requirements. They show deadlines for submission of application forms, admission conditions, way and date of verification of their fulfilment and, if the admission examination includes verification of competencies, also the form and framework content of examination and the way of assessing its results, characteristics and organization of study, possibilities of employment, catering, accommodation, and the like. They also publish information about number of applicants to be admitted to the respective study programmes. At the choice the students are aided by tutors in secondary schools. Higher education institutions issue for the students choosing their study the collections of questions in individual subjects for entrance examinations showing compulsory and facultative literature, or they organize preparatory courses.

An applicant for study in a higher education institution is required secondary general and overall secondary specialised education with school-leaving certificate, and an application supplied with curriculum vitae, health certificate, and an explanation why he/she wants to study the chosen branch. Application forms to higher education institutions are submitted individually in January, February and the entrance examinations are usually held in May and June. In some study programmes also talent examinations are required. They are taken by applicants of teacher training study for the first stage of ZŠ, at general teacher training in combination with physical education, music and art.

The increased attention is also devoted to admission of candidates from nationality minorities so as to fulfil the needs of the nationality schools (a public higher education institution with a teacher training college with Hungarian language as a language of teaching was established).


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8.1.6. Curriculum, Special Skills, Specialisation

In accordance with the Act No. 317/2009 of the Law Code on pedagogical employees and professional employees and on the change and supplement to some acts, the qualification precondition for performance of pedagogic activity and for performance of profession al activity is receiving of professional competencies by completing the study programme in required study field

Professional competence – is a set of professional knowledge, skills and habits acquired by study at school.

Pedagogical competence – it is knowledge in pedagogy, psychology, didactics and skills necessary for performing educational activities.

The detailed description of qualification preconditions are stipulated in the Act 317/2009 of the Law Code and in the Decree N o. 437/2009 of the Law Code. Within these legal documents are precisely described all requirements for pedagogic competence for all types of schools and leveld of educational system in the Slovak Republic.

The classical content of education and training of future teachers is constituted by a combination of three basic teaching blocks:

core curriculum vocational subjects, their methodology, practice teaching.

Core curriculum consists of introductory lectures (e.g. introduction to study) and core subjects. The core subjects at faculties of education are usually the following: general education, history of education, general psychology, developmental psychology, special education, methodology, biology, philosophy, etc.

Vocational subjects are oriented at teaching qualification of the student. The teaching qualification consists mostly of two subjects, e.g. Slovak language - history. In exceptional cases there are also qualifications comprising three subjects, however, they appear to be suitable only in case of relative branches of study. There is also one branch study which is language oriented (curriculum implementation of one-branch study of foreign languages – English, German, French, Spanish, were prepared within the framework of PHARE programme in the 90s). More frequent are concentrations made up of one subject, e.g., English language only. Besides curriculum teaching, there is also subject methodology and didactics instructed. Sometimes the number of subjects and lessons of didactic nature is given as a separate content-based part of the initial teacher training.

The third content-based part is students’ teaching practice. Most often the practice proceeds by stages in such a way that in the first years there are visits to schools, field trips and observations, to be later continued by teaching conducted by students at presence of their colleagues and the trainer or methodologist from the higher education institution. The requirements for practical performances of students are formulated as the appropriate professional competences:

project competence (e.g., to master the preparation for teaching by using teaching activities and target-aimed orientation, to didactically include thematic unit into the given number of lessons, to be able to develop a detailed study preparation for a lesson, to competently determine the aim of teaching, to select efficient procedures and ways of organisation of teaching, to be able to create such assignments that will secure achievement of teaching objectives, to set out teaching strategies, to plan logic and dynamic procedure of a lesson, etc.).

realization competences

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o communicative competence, that means, to get a contact with the class and each of the pupils, to create a positive climate in classroom, to be able to react to signals of fatigue, concentration,

o organizational and managerial competences, that means, to involve all pupils into the activities, to keep continuous contact with pupils, to cooperation, to preserve discipline, to evaluate the results, to apply individual and differential forms of work, and the like,

o diagnostic and intervention competences, that means, to master realisation of educational diagnosis of class and individuals, to adjust the teaching demands – to work with both the backward and talented pupils, make use of positive form of evaluation, to promote self-evaluation;

reflexive competences (to be able to systematically monitor classes, to take notices of the lessons and be able to assess the colleagues´ performance, to carry out self-reflection after his own performance).

Organisationally, the content of initial teacher training is first drawn up from the point of view of educational theory and needs of practice, and is explicitly expressed in the graduate’s profile. From these facts the study plan is derived which is specified in the syllabi of individual subjects with required and recommended literature needed for examinations, marked credit and credit indicated. At the end of study the student demonstrates in his/her thesis and in the State examination if he/she creatively mastered the required content and extent of knowledge, skills and capabilities necessary for performance in practice.

The responsibility for determination of the content of education is upon individual teacher training faculties.

In some faculties there is the first level of higher education introduced for instructors of vocational training. The study courses of the 1st and 2nd levels are the most widespread forms and types of study. On completion of Bachelor’s and Master’s study the graduate may obtain doctor‘s degree through "examina rigorosa". Furthemore, a university graduate of can obtain the scientific-academic degree of PhD (third level) through PhD study in the scientific field of pedagogy, psychology, in the subject to be instructed, or in another university field of study.

See also section 8.1.4. .




8.1.7. Evaluation, Certificates

The organisation of work at faculties of education and teacher training colleges is determined by their statutes, organisational orders, study orders, grant and disciplinary orders. The study is organised in terms. A term in most cases lasts 12 - 14 weeks. Students complete individual subjects with a credit, marked credit, examination, comprehensive examination or State examinations and, in case of PhD study, by final examinations.

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The lowest level of teacher education is education obtained at secondary pedagogical school and secondary pedagogical and social academies. The study lasts four years and is completed by the school-leaving examination. The certificate on the secondary vocational education completed by "maturita" is the school leaving certificate in which all the subjects are indicated with the qualitative assessment (results of written and oral school-leaving examination). The certificate on school-leaving examination is recognized by the State. Refer also to section 5.17. .

A higher level, that is, the first level of higher education, is 2-3-year Bachelor’s study, after passing State Bachelor examination and defence of Bachelor thesis, the graduates are awarded the diploma and degree of Bc. Completion of the 1st level of higher education is a necessary condition for admission to the 2nd level of higher education (Magister’s, Engineer’s, Doctor’s study).

The most widespread form and kind of study is Master’s study, which lasts two or three years. It is completed by the defence of a thesis, the State final examinations and issue of a university diploma showing the study programme pursued. Through the doctoral study, the graduate can obtain the scientific-pedagogical degree of Ph.D.

The teachers of primary schools of art or teachers with specialisation to teach art subjects can achieve the qualification at conservatoires.


8.1.8. Alternative Training Pathways

In Slovakia there are no alternative ways existing to obtain teaching qualification except for those mentioned in Chapter 8.1.4.

8.2. Conditions of Service of Teachers

The labour-legal relations are described in details in the Act No. 317/2009 of the Law Code where teachers were ranked as protected person as mentioned in terms of the Code of Labour.

The employment may be concluded for a definite or indefinite period (tenure), and the teacher may work either full-time or part-time. The salary is dependent on the teaching load. The teacher may be employed by several employers as well (up to 48 hours per week).

The working conditions are adjusted by the Labour Code and by work orders of individual types of schools or school facilities.

Decree of the Government No. 341/2004 whereby the catalogues of activities done at performance of works in public interest are set out


Act No. 416/2002 on transfer of some competencies from bodies of state administration to the municipalities and higher territorial units


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The development of conditions of service for teachers is closely linked with the development of educational policy in accordance with the society’s needs and interests and the system of managerial and executive bodies that take care of the organisation and work of schools and school facilities. During the education reforms in Slovakia, which were connected with general social conditions, progress in science, education and culture, a change occurred within different managerial bodies charged with administration of schools (church administration, nationalisation of schools, later on, ideologisation of the education system), and the conditions of service for teachers were adjusted to these conditions. On the basis of preserved school orders it is possible to find out previous organisation of schools, their content orientation and internal regime, teacher status and conditions of their service.

Political, social and economic changes in 1989 reinforced revisions of work and law regulations, changes in the Labour Code, work order, system of reward, position and competencies of trade organisations, which also influenced social position of teachers.

8.2.2. Ongoing debates and future developments

The stage of transformation of the society is gradually coming to conclusion. The qualitative aspects come to the forefront, e.g., care for teacher, better equipment of schools by the latest communication technologies, so that the teachers become a symbol of stability, self-realisation, as well as fulfilment of the desire to work with children and youth.

The Government of the Slovak Republic defined in its Manifesto for 2006 –2010 the priorities, which are remarkably concerned with the solution of social and economic status of teachers, improvement of their working environment and regeneration of workforce, the career growth, as well as the changes in financing. Development of a new system of teachers remuneration based on the principle of interconnection of the duty of further education and adequate estimation of this activity in order to simultaneously met the aims at achieving a high quality educational process is contained in the concept of the Professional Development of Teacher in Career System which was approved by the Government in April 2007.

The present concept cannot solve all the critical aspects of the teaching profession. It is aimed at development of a system of demands and conditions for professional growth and career advancement of teachers. Its strategic framework is codification of changes of philosophy o teaching, curricula, educational management at the level of schools and school facilities, founders and the State in the prepared act on education and training. Its realization is based n gradual implementation of five strategic steps mutually connected:

1. creation of professional standards of teachers, 2. career system, 3. innovation of the system of continual education of teachers, 4. development of the credit system, 5. innovation of the system of evaluation and remuneration of teachers.

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The Concept of the professional development of teachers was projected in the Act No. 317/2009 on pedagogical employees and professional employees and on the change and supplement to some acts as well as other related decrees.


The legislative framework of pre-school establishment, ZŠ and secondary school teachers is laid down by:

The Labour Code - the Act No. 311/2001 of the Law Code, as amended. The Act of the Slovak National Council No. 596/2003 of the Law Code on State administration

in education and self-government in education and on change as amended. The Act No. 522/2003 of the Law Code on the performance of work in public interest. The Government Decree No. 422/2009 of the Law Code on extent of teaching activity and

pedagogical activity of pedagogical staff. The Decree of the Ministry of Education of the Slovak Republic No. 374/2005 by which is

changed and supplemented the Decree No. 41/1996 of the Law Code on professional and educational competence of teaching staff by subsequent provisions.

The Decree of the Ministry of Education of the Slovak Republic No. 137/2005 of the Law Code on school inspection.

The Act No. 317/2009 on pedagogical employees and professional employees and on the change and supplement to some acts.

Decree No. 445/2009 on continuous education, credits and attestations of pedagogical employees and professional employees.

Decree No. 437/2009, by which are stipulated qualification criteria and special qualification requirements for individual categories of pedagogical employees and professional employees.

The Act No. 416/2001 on transition of some competencies from the State administration bodies to municipalities and higher territorial units.





Act No. 416/2002 on transfer of some competencies from bodies of state administration to the municipalities and higher territorial units



8.2.4. Planning Policy

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The strategic intentions in development of the teacher policy are included in the Millennium - the National Programme of Education of the Slovak Republic for the next 15-20 Years which was approved by the Slovak Republic Government in 2001 but also in more measures of the National Programme of reforms 2008 - 2010.

Since the teacher recruitment is upon the headteacher of school, the latter may exercise directly influence upon the position of his own school in the market of educational services. Under decrease and reduction of the school network it is a significant moment influencing the competition between schools.

The municipalities and higher territorial units, being the founders and employers of teachers, continuously adopt to full extent all the competences in the field of education and put emphasis on selection and recruitment of teachers.

The State school administration along with the ministry of education continuously analyse the situation on human resource conditions and work of school in connection with arrangement of the network of schools and school facilities (association, combination, dissolution) and demographic development in Slovakia.


8.2.5. Entry to the Profession

The number of teachers and their posts in schools come from the performance and size of the schools. The act on financing education introduced a normative principle. On the basis of this act the Ministry of Education of the Slovak Republic issued a decree whereby the normative way of defining the number of education employees is set up. It is based on number of pupils, classes or groups, number of weekly hours and teaching load.

According to the act on pedagogical employees and professional employees, the teachers are protected persons as stipulated in the provisions of the Labour Code. Only those applicants may be employed who meet the personal, educational and qualification requirements.

The vacancies of headteachers and their deputies are filled by selection procedure. The way and procedure is similarly defined by the Act on State administration in education and school self-governance.

At a higher education institution professors, associate professors, visiting professors, emeriti professors, visiting associate professors, assistant lecturers, assistants, instructors, and scientific and artistic workers act as teachers. The posts of teachers and research workers of higher education institutions are filled through selection procedures. The way of selection procedures is governed by the internal order of a higher education institution or a faculty on selection procedure.



8.2.6. Professional Status

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In creation of professional status the decisive personal qualities are professional and teaching qualifications, civil irreproachability and moral maturity. Teachers are ranked among the category of protected persons (Labour Code). In addition to teachers with tenure (indefinite length of position) there are also teachers employed for a definite period, namely in case of substituting during long absence.

However, the society pays a constant attention to the overall social and economic status of teachers. Each profession has its ethic specificities being a subject of identification and characterisation by professional ethics. In case of teaching profession the aim of professional ethics is to promote a good level of carried out work, in which all participants, starting from children through parents up to teachers – are interested. Each profession is characterised by its special typical professional competencies. Professional codex in teaching profession expresses moral ideal since a man is the object of interest. The basic prerequisite of the fact that the holder of ethic and social status will not misuse his position does not rest only in quality of control mechanisms in the society. Optimum prevention is the teacher’s high moral development, sensitivity towards others, self-identification with the profession performed. The latter is also closely connected with overall level of his competency and professionalism. In educational area the teachers given the chance to introduce in the educational process the elements of individual creativity in relation to concretization of the educational objectives, modification and completion of the content of education and training, in selection of methods, organizational forms of teaching and of tools in narrower or wider sense.

The task to develop a proposal of legislative intent on the status of educational staff of schools and school facilities ensues from the Plan of Legislative Tasks of the Government of the Slovak Republic for 2007 and priority tasks of the Ministry of Education of the Slovak Republic for 2005 – 2010. The main purpose of the approved Act No. 317/2009 is the upgrading of professional competences and quality of pedagogical and professional employees of schools, their professional development and adequate remuneration of their work. For more details see section 8.2.13.


8.2.7. Replacement Measures

An educational employee is obliged to substitute preliminary absent teacher on headteacher’s command and, if necessary, to take over the teaching activity or educational work over the extent of his/her teaching or educational work. This duty may be set in agreement with the Labour Code. At any absence (personal, family reason, further education, execution of public functions or other performance in general interest) it is solved by substituting through supplementary off day or overtime work. Long-lasting absence is solved by employing teacher for substitution.

The Ministry of Education of the Slovak Republic issued directives on overwork and on days off given to pedagogic employees and the other employess of schools and school facilities. The directives say that the employer shall give to its employees for an hour of overwork either a salary + 30 % of an hourly rate of functional salary or days off. For one hour of overwork the employee gets one hour off.

8.2.8. Supporting Measures for Teachers

One of the forms of further education of educational staff is the programme of induction of starting educational staff in practice that helps to the beginners to overcome difficulties at applying theoretical knowledge in practice.

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The induction training is organized by the school or school facility in cooperation with the appropriate workplace of the Methodical-educational centre or the National Institute for Education, eventually, with educational organizations established by central bodies. It is carried out by the pattern project issued by the ministry of education in the first year upon employment of the graduate from higher education institution or secondary school as an educational worker by the school or school facility.

The inducting teacher as an experienced colleague has understanding for the young would-be teacher and can advise at problem-solution the young teacher meets at the beginning of his career. The inducting teachers invite those who are in need of induction for visits, and vice versa. They advise young teachers how to overcome difficulties and problems in organization of classes, their content, the teaching literature available, in assessment and market, and draw attention to their mistakes done at classes, running documentation, such as class books.

For increasing motivation and efficiency of teachers several measures were taken:

a trend of a faster rise of salaries, even though to insufficient extent, is enforced adoption of the act on creation of loan fund for beginning teachers, maintaining the tradition of moral remuneration of teachers on the occasion of Day of

Teachers, system of qualification examinations for teachers in practice provided for entitled-for rise of

salary advancement after completing the first and second qualification examination, improvement of professional competencies of educator, head of methodical association and

subject commission, classteacher in primary and secondary school and kindergarten teacher, improvement of professional competencies of school librarian, improvement of professional competencies of educational adviser – professional counselling, improvement of professional competencies of teacher – coordinator of prevention.


8.2.9. Evaluation of Teachers

The duty of official assessment has been applied until recently to just induction training before its completing it was carried out by the teacher responsible for the induction and approved by headteacher of the school. The Act No. 245/2008 of Law Code on education and training and on the change and supplement to some acts, also amended the Act No. 596/2003 of the Law Code on State administration in education and school self-government, as amended. According to this amendment the headteacher of school and head of school facility are accountable for annual evaluation of educational and special employees. The headteacher’s evaluation is carried out within its foundation competence by the municipality and self-governing region.

In general, the teacher is assessed in case of defining his personal extra pay or in case of a bonus proposal. In methodology of school inspection for performance of complex inspection there are criteria set up for evaluation of the level of educational process at schools. See Chapter 9. . The measures on removal of shortcomings should be taken by the headteachers according to law only in case of substantiated comments in the teacher’s complaint. In case of trespassing working duties the adopted measures may lead, e.g., to recall from the post of class-teacher, shortening or cancelling personal allowances, a rebuke or to firing.


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8.2.10. In-service Training

The system of in-service teacher training aims at improvement and development of an optimum ability of teachers for performance of their profession and improvement of their qualifications in accordance with social needs and with regard to teachers’ individual abilities, their social activities and personal qualities. Special emphasis is put on updating of knowledge, development of teaching skills, knowledge, skills and habits, attitudes, qualities in a whole complex corresponding to the present and future requirements for the creative performance of teachers’ educational work.

At present, the organisation, content, extent and forms of the in-service training of educational staff are laid down by the Decree of the Ministry of Education of the Slovak Republic No. 445/2009 of the Law Code on continuous education, credits and attestations of pedagogical employees and professional employees.

Methodical-pedagogical centre within the framework of professional training of educational employees provides for in-service teacher training. The in-service training of educational staff is oriented at:

promotion of participation in EU educational programmes, development of legal consciousness of employees of schools and school facilities, systematic lifelong education of principal pedagogical employees in all areas of management,

legislative innovations and development of their qualities, the field of labour and use of information-communication technologies in teacher’s work, development of knowledge on the concept of joint Europe, operation of mechanisms of

European institutions and law, improvement of language competencies of teacher communication in foreign languages, etc.

The in-service training of teachers is regulated by the following legal rules:

The Act No. 317/2009 on pedagogical employees and professional employees and on the change and supplement to some acts

The Decree of the Ministry of Education of the Slovak Republic No. 445/2009 of the Law Code on continuous education, credits and attestations of pedagogical employees and professional employees

The in-service training of educational staff is controlled by the Ministry of Education of the Slovak Republic through organisations for in-service training of educational staff, that is, Methodical-educational centre, the National Institute for Education, the State Vocational Education Institute, higher education institutions and other educational institutions central bodies.

The above-mentioned organisations closely cooperate with local state administration in the area of education.

The in-service training of educational staff is provided by:

higher education institutions educational organizations of the Ministry of Education of the Slovak Republic schools and school facilities educational organisations of other central bodies of State administration, which are founders

of schools and school facilities

Higher education institutions provide for:

preparation of leading educational staff - headteachers and deputy headteachers of schools and school facilities and educational staff of the National Institute for Pedagogy and the State Vocational Education Institute

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continuous education of educational staff specialisation innovation study of educational staff specialisation qualification study of educational staff extended study of educational staff

The higher Education Law broadens the space for higher education institutions to secure the lifelong learning in the form of in-service training. This way they can achieve the feedback on the quality of their work, to strengthen educational research. The first step in this area was establishing of the Centre for in-service training at Comenius University in Bratislava and signing the agreement on mutual cooperation between Comenius University and the Ministry of Education in May 2002. In the frame of the agreement the centre will realise specific educational programs for teachers, which will be aimed at the protection of teacher’s mental health and at work in the area of prevention.

Educational organisations of the Ministry of Education of the Slovak Republic are:

National Institute for Education Methodical-educational centre State Vocational Education Institute

The National Institute for Education and Methodical-educational centre provide for:

preparation of the leading educational staff - headteachers and deputy headteachers of kindergartens, primary schools, secondary schools and methodologists of methodical centres workplaces,

continuous education of educational staff of primary schools, secondary schools and school facilities

specialised innovative study of educational staff of primary schools and school facilities specialised qualification study of educational staff of primary schools, secondary schools and

school facilities

The State Vocational Education Institute provides for:

continuous education of educational staff - vocational teachers and instructors of practical training in secondary schools in vocational component

specialised innovative study of vocational teachers and instructors of practical training in secondary schools in vocational component

specialised qualification study of vocational teachers and instructors of practical training in secondary schools in vocational component

Schools and school facilities provide for:

induction of starting educational personnel into practice.

Educational organisations of other bodies of State administration which are founders of schools and school facilities are:

Central Methodical-Inspection Centre of the Ministry of Health of the Slovak Republic Institute for Public Administration of the Ministry of the Interior of the Slovak Republic Institute of Education and Services of the Ministry of Economy of the Slovak Republic Agroinstitute of the Ministry of Agriculture of the Slovak Republic

In order to improve the system of in-service teacher training the proposals are being prepared so that every entity in the system of this training had strictly defined competencies in the area of the content and extent of education, organisation, carrying out and completion of the forms of the in-service training of teachers. At the Ministry of Education of the Slovak Republic the Board for In-Service Teacher Training was established to integrate and coordinate cooperation of individual institutions with higher education institutions and provide special status of higher education institutions in the system of in-service training. At the same time, it coordinates a more distinct participation of our schools,

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institutions of the in-service training of teachers, higher education institutions and the managerial sphere of the education system in the international cooperation with the countries of the European Union and other neighbouring countries at the creation and implementation of international projects for teachers.

The admission requirements of the in-service training of teachers are laid down in dependence on what form of in-service training the teachers apply for. Individual forms of the in-service training of teachers are laid down by the Decree of the Ministry of Education of the Slovak Republic No. 445/2009 of the Law Code.

Teachers usually apply for individual forms of in-service training through headteachers of schools. The headteacher decides what forms of in-service training are preferential with regard to the educational and instructional practice of the school as well as individual interests and needs of teachers and conditions of the school. On the basis of the judgement of these facts the headteacher of the school submits requests for admission of teachers to appropriate forms of in-service training.

The Decree of the Ministry of Education of SR No. 41/1996 of the Law Code was abolished by the Act No.317/2009 of the Law Code on pedagogic employees and professional employees and on the change and supplement to some acts, it means that it lost its validity on 1st November 2009. From this pint of view there is no possibility to acknowledge compensations of I., resp. II. qualification exam. New legal rules does not acknowledge compensation of I., resp.II. qualification exam, it only enabled to acknowledge them to those pedagogic employees who fulfilled conditions for their acknowledgement by 31 November 2009.

According to the Act No. 317/2009 of the Law Code pedagogic employee who has got at least five years of pedagogic practice and passed I. qualification exam or achieved its compensation according to existing rules, is considered as pedagogic employee with first attestation from 1 November 2009. It means that from 1 November 2009 pedagogic employee who has got at least five years of pedagogic practice and passed the I.qulaification exam by 31 October 2009 or achieved its compensation by 31 October 2009 according to rules valid by 31 October 2009, it means he/she achieved compensation of I.qualification exam according to § 9 section1 of the Decree No. 41/1996 of Ministry of Education of SR of the Law Code is considered as pedagogic employee with first attestation for the category of pedagogic employee in which he/she passed I.qualification exam or achieved its compensation, is categorised into the career level- pedagogic employee with the first attestation.

It means that for the recognition of I.qualification exams, resp.their compensation there is judged in which category a pedagogic employee was in the period when he/she categorised and passed the first qualification, resp. Achieved its compensation. There are no judged themes of work assignments at carrying out of qualification exams.

In case of teachers of primary school, secondary school, language school and basic art school it must be fulfilled a qualification requirement stipulated by the § 7 Section 3 of the Act No. 317/2009 of the Law Code, it means teaching of specialisation subjects or subjects of the teaching study field of teacher in the scope of at least one half of the direct teaching activity decreased by one hour on weekly basis.

If pedagogic employee passed the I.qualification exam after 1 November 2009 or by 31 October 2009 achieved compensation of I.qualification exam but by this date did not achieve the length of five years pedagogic practice, it is not possible to acknowledge this education as the first attestation, and not even if achievement of five years of pedagogic practice.

According to the Act No. 317/2009 from 1 November 2009 as the carrying out of I. attestation or II. attestation is acknowledged current continuous education of pedagogic employees, which was granted by 31 October 2009 as a compensation of I.qualification exam according to § 9 section 1 of Decree No. 41/1996 of Ministry of Education of SR of the Law Code, resp.as the compensation of II.qualification exam according to § 9 section 2 of Decree No. 41/1996 of Ministry of Education of SR of the Law Code, under the condition that by its end pedagogic employee received at least five , resp. ten years of pedagogic practice.

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The above wording of the act is related to ongoing in-service training of pedagogic employees, which was by 31 October 2009 acknowledged as the compensation of I., resp. II. qualification exam according to the Decree No.41/1996 of the Law Code, it means for instance the ongoing specialisation qualification study, extended study, specialisation innovation study, PhD study, so those ongoing studies of pedagogic employees, which were acknowledged as the compensation of I. resp.II. qualification examination and were started by 31 October 2009 and finished after 1 November 2009.

According to the above decree completing of examina rigorosa was acknowledged as the compensation of I. qualification examination after five years of pedagogic practice. Examina rigorosa is not further education in terms of the Decree No. 42/1996 of the Law Code on in-service training of educational staff. From this reason there is not possible to acknowledge completing of examina rigorosa as the compensation of the I.qualification examination as well as not as the I.attestation exam because particular legal document was abolished.

Completing of examina rigorosa is acknowledged as the I.attestation in case that it was passed by 31 October 2009 and at the same time pedagogic employee accomplished at minimum five years of pedagogic practice. If pedagogic employee completed examina rigorosa by 31 October 2009,but he/she did not accomplish by 1 November 2009 minimum of five years of pedagogic practice, it was not possible to acknowledge it as the I.attestation.

If pedagogic employee accomplish third level of higher education (he/she obtaines degree PhD after PhD studies) in the field connected to the pedagogical performance and he/she has got at least 6 years of teaching practice, it is possible after 1 November 2009 to apply the wording of the Act and to categorise him/her to the career level of the pedagogical employee with II. attestation. At receiving of degree PhD by 31 October 2009 the particular wording of the Act is applied.

If professional employee accomplish third level of higher education (he/she obtaines degree PhD after PhD studies) in the field connected to the professional performance and he/she has got at least 6 years of professional practice, it is possible after 1 November 2009 to apply the wording of the Act and to categorise him/her to the career level of the professional employee with II. Attestation.

There is not possible to acknowledge compensations of I.qualification examinations to professional employees because of the fact that legal regulation according to which it could be possible to acknowledge compensations of qualification examinations did not exist.

Qualification examinations consists of the defence of a final thesis and oral examination in the study field or teacher training subject. It takes place before a five-member commission.

The content of the in-service training of educational staff is the deepening, improving and extending of professional and pedagogical competence of educational staff in accordance with the latest progressive scientific knowledge, social needs, and requirements of pedagogical and professional practice. It is essential to fully support the in*service training of pedagogical and non-pedagogical employees as a part of their career development aimed at improvement of education quality in schools and school facilities.

The forms of the in-service training which can be provided by school or school establishment are adaptative, actualisation, specialisation education. Conservatories and secondary specialised schools can provide in addition also qualification education.

Higher education institution can provide actualisation, innovation, specialision, managerial and qualification education.

Educational organisation established by other central national administration body can provide the following types of continuous education: actualisation, innovation, specialision, managerial and qualification education.

Church or religious association can provide the following types of continuous education: actualisation, innovation, specialisation and managerial education for pedagogic employees and profession al employees of church schools or church school establishments.

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Private educational institution can provide the following types of continuous education: actualisation, innovation, specialision education.

The aim of adaptative education of newly-recruited pedagogic employee and professional employee is to achieve professional competencies necessary for the performance of independent pedagogic employee and independent professional employee which are not possible to acquire by completing the study programme or educational programme in required study field providing the particular level of education.

The aim of specialisation education of pedagogic employee and professional employee is to achieve professional competencies necessary for specialised activities performance.

The aim of managerial education of pedagogic employee and professional employee is to achieve professional competencies necessary for managerial activites performance.

The aim of actualisation education of pedagogic employee and professional employee is to keep professional competencies necessary for standard pedagogic performance or for standard professional performance,or for the preparation and completing the attestation.

The aim of innovation education of pedagogic employee and professional employee is the improvement of professional competencies necessary for standard pedagogic performance or for standard professional performance.

The aim of qualification education of pedagogic employee is to achieve professional competencies necessary for fulfilment of qualification ability to teach additional approbation subject of study programme field or for the supplement of qualification.

Adaptative education is performed according to the educational programme of adaptative education elaborated by the employer. Other forms of continuous education (in-service train ing) are performed entirely through programmes of continuous education programmes accredited according to the above Act.

In compact forms of studies that are oriented towards significant content-based changes in several subjects or newly-created subjects in new educational subject fields and study fields classical verbal or monological and dialogical seminar methods predominate. Teachers, mainly those of ZŠ, are increasingly interested in group forms of work based on the use of situation, heuristic methods. These methods are oriented towards the development of personal qualities of teachers, the change in interaction, communication with pupils, and the development of teachers’ creativity.

The new methods like training methods, multimedia methods and methods intended at the development of pedagogical-psychological and didactical-methodological competence of teachers.

Prospectively it is reckoned with a more frequent use of individualised and group forms of in-service training, as well as the forms of correspondence, distance training. The focus of all the forms and methods of in-service training is individual study, teachers’ self-education.

Structure of the System

The career system will be composed of career pathways, career grades and career positions. The latter express the degree of demonstrable acquisition of professional competencies of teachers based on formal and nonformal education and informal learning for which they gain a determined number of credits. The professional promotion within the career grades and career positions also defines financial remuneration of teachers.

C a r e e r g r a d e s : newly recruited pedagogical employee teacher, independent pedagogical employee, pedagogical employee with the first attestation, pedagogic employee with the second attestation.

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C a r e e r p o s i t i o n s : pedagogic employee – specialist, cheef pedagogic employee.

C a r e e r p a t h w a y s :

(a pedagogic employee freely chooses the one which suits best to his professional objectives)

for lifelong preservation of standard pedagogical competencies, for acquisition of expert pedagogical competencies (completion of the first or second

attestation), for acquisition of specialised or managerial competencies through specialised or functional

education.

Standards and remuneration

Professional standards create a starting point for the outlined career system, as well as for the system of in-service training and teacher evaluation and remuneration systems.

The new system of teacher remuneration will enable the personnel management in schools and school facilities that will be based on teachers’ competencies. Management staff will be able to better manage, develop and remunerate those teachers who possess the required competencies to fulfil the aims and educational programmes of schools and school facilities. Based on the upgrading within career grades and career positions through continuing education and attained credits the teachers will receive various forms of motivation bonuses, eventually, a change in pay grading within the given career grade.

Koncepcia profesijného rozvoja učiteľov v kariérovom systéme


ly, školské zariadenia, orgány štátnej správy a orgány územnej samosprávy na školský rok 2008/09

Agroinstitute Nitra

Institute for Public Administration

Ministry of Agriculture of the SR

Ministry of the Interior of the SR

Ministry of Construction and Regional Development of the SR


Institute of Education and Services





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8.2.11. Salaries

From 2002 teachers’ salaries have been regulated by the law on public service. The latter was substituted by the new Act No. 553/2003 of Law Code which sets out the rise of some salary brackets. The brackets include employees of the employers with financial relation bound to the State budget, employees of municipalities and higher territorial units, which provide for transferred competences (e.g., employees of primary schools, secondary schools, social service establishments, etc). This amendment is not concerned with the employees who are remunerated according to separate salary brackets of university teachers, research and development workers and health employees.

Government Decree No. 238/2007 of Law Code sets out the raised scales of salary brackets of employees at performing works done in public interest with efficacy from 1 January 2008 by 5%.

Separate scale of salary brackets applicable for educational staff of schools was created, where the salaries are by 3% higher than the salaries of other employees of budget area apart from health employees. The above mentioned Act makes it possible to give teachers, besides regular salary, also personal extra pays for a high-quality fulfilment of working tasks and a personal extra pay for work under difficult and detrimental-to-health conditions of service, under the conditions and in the value laid down by the Government Decree. For the fulfilment of exceptional and especially important working tasks the teacher has a right to bonus.

The actual wording of scale of salary brackets of pedagogic employees and professional employees and increasing of salary brackets in dependence of the length of included practice came into effect from 1 January 2010. It was issued by the Ministry of Eduaction of SR in conection with validity of *the Regulation of the Government of SR No. 578/2009 of the Law Code by which increased salary brackets scales are set out for employees working according to public interest performance.

The scale of salary brackets contains 14 salary grades and each grade has 12 salary stages, which involves all educational staff (from pre-school establishments to higher education institutions, scientific and research workers including management), divided initially into two years of practice, whereby a more speedy advancement to higher degree is allowed, later on, per two years of practice. The concrete ranking of educational staff into the appropriate class or grade is done according to the Government Regulation No. 341/2004 of the Law Code whereby the catalogues are set concerning work activities at performing the works in public interest with predominance of intellectual work. An employee is placed in the appropriate salary grade according to the most difficult work activities from the point of view of its complexity, degree of responsibility, physical demands, that he/she carries out, required qualification, and in a salary stage according to the number of service years in the area of the required working activities. The placement of employee in the salary grade should be in agreement with characteristics of salary grades and catalogue. Kindergarten teachers are ranked in the salary grades 6th – 9th, teachers of ZŠ and secondary schools are ranked in the salary grades 8th – 12th according to fulfilment of the qualification requirements, educators fall into 6th – 10th salary grade.

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Masters of vocational training into 7th – 10th salary grade, school inspectors and staff in the field of methodology into 10th – 12th salary grade, school psychologist into 10th – 12th salary grade.

University teachers are remunerated according to a special scale of salary brackets. Its division is identical to that for educational personnel at performance of works in public interest (14 salary grades and 12 salary brackets). They are placed in salary grades 9th – 14th. Assistant lecturers are included in the salary grade 9th – 10th, lecturers in the salary grades 11th –12th, associate professors and professors are usually ranked in the salary grade 12th —14th.

Decree of the Government No. 238/2007 whereby the raised salary brackets are set out for employees performing works in public interest

Decree of the Government No. 341/2004 whereby the catalogues of activities done at performance of works in public interest are set out


8.2.12. Working Time and Holidays

At present there is valid the Regulation of the Government of SR No. 422/2009 by which is stipulated the extent of direct teaching activity and direct educational activity of pedagogical employees.

The weekly working time is made up of activities whereby the educational workers carry out the direct teaching and educational activities and of the time during which they carry out the other activities connected with their educational work. The other working activities connected with educational work should be specified by the work order of the school or school facility.

The basic workload for teachers is determined by lessons. The basic weekly workload of kindergarten teacher is 28 hours, of ZŠ teacher, teacher of basic school of art 23 hours per week, of a secondary school teacher 22 hours per week, and of instructor of vocational training 21-35 hours per week, etc.

The teacher’s workload of university teachers is not regulated by a separate rule.

The length of teachers’ leaves is laid down by the Labour Code. The leave of teachers, headteachers and their deputies, instructors of vocational training and tutors, kindergarten teachers including their headteachers and deputies, is 8 weeks in a calendar year. If the tutor educates the young people under heavy conditions, at least in the extent of half of the weekly load set down, he/she has the right for extra leave lasting one week.




8.2.13. Promotion, Advancement

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Owing to the fact that under the act on performance of work in public interest the teachers are public employees, their procedure is limited by this law. The procedure is more or less automatic depending on the length of practice.

The career diversification is given so far exclusively by the function performed. The act prepared, has already underwent public discussions and was mentioned in greater detail in section 8.2.10.

The managerial posts at schools are the posts of headteachers and deputy headteachers. The new regulations in the field of administration in education and school self-government, as well as in the field of labour-legal relations of remuneration, which came into force on 1st January 2004 have gradually changed the conditions under which the headteachers will carry out their post. The most significant change seems to be the introduction of 5-year functional period of headteachers in schools where the founders are represented by municipalities, self-governing body or a regional educational authority. The functional period is not applied to church schools and private schools. Another change refers to dismissal of headteachers. While formerly the proposal of dismissal could be submitted by the school board, the founder and Principal School Inspector, starting with 1st January 2004 it is also upon the Minister of Education. Also, the reasons of dismissal have been extended. The third significant change consists in the amendment of labour legal relations and the way of determining salaries. The headteacher is appointed and recalled by the founder according to a special rule upon a proposal by the appropriate school board. The school board submits the proposal for appointment on the basis of a competitive procedure. In case of a private school, church school, the headteacher is appointed and recalled by the founder upon the statement of the appropriate school board. The basic condition of appointment to the managerial posts is the fulfilment of the requirement of professional and teaching qualification laid down for the given type of school by a separate rule, and at least five years of service. The function of methodologist is assumed by the employee from among skilled educational workers who fulfils the requirement of ten years of teaching experience.

The headteacher evaluates working results of teachers to the extent following from the duties of managerial workers laid down by the Labour Code. In the teacher evaluation the headteacher takes into consideration mainly the results of their activities in education and teaching, as well as fulfilment of their work duties.

To appreciate the work of educational staff, other persons, pupils and students, as well as citizens of other nationalities, the minister awards the Big Medal of Saint Gorazd for lifelong work, exceptional results obtained in the educational process, and for a significant part in the development of education in the Slovak Republic.

In higher education institutions, the prerequisite of acquisition of the scientific-pedagogical or artistic-pedagogical degree of Associate Professor is a successful habilitation on the basis of a habilitation thesis. The prerequisite of acquisition of the scientific-pedagogical or artistic-pedagogical degree of Professor is the preceding acquisition of the degree of Associate Professor. The scientific-pedagogical or artistic-pedagogical degree of Visiting Professor is awarded by the Chancellor following a proposal of the Scientific Council of the higher education institution to such an external worker who is outwardly a distinguished scientific (artistic) personality in an appropriate branch of science (art). The scientific-pedagogical or artistic-pedagogical degree of Visiting Associate Professor is awarded by the Dean following a proposal of the Scientific Council of the faculty to such an external worker who has manifestly achieved significant scientific results or created artistic masterpieces. The strict and taxative procedures on acquisition of scientific-pedagogical degrees or artistic-pedagogical degrees of "docent" and "profesor" are laid down in new decree of Ministry of Education of the Slovak Republic No. 6/2005 of Law Code.


Ministry of Health of the SR

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Decree No. 6/2005 on the procedure of acquisition of scientific-pedagogical and artistic-pedagogical degrees of "docent" and "professor"



8.2.14. Transfers

Through higher education study teachers of all types of schools acquire qualification to teach the subjects of their specialisation only at a certain type and kind of school. For example, teachers for Grades 5 – 9 of ZŠ, teachers of general subjects. A generalist teacher for secondary schools fulfils, at the same time, a professional and teaching competence to teach the subjects of his/her specialisation also at ZŠ.

The transfer of teachers from one school to another is not controlled centrally, teachers are transferred on the basis of terms of employment and relevant regulations of the Labour Code, as well as their own decision.

Teaching posts in higher education institutions and faculties are filled through selection procedure. The way of selection procedure is governed by the order of a higher education institution or a faculty on selection procedure. A contract of employment of a professor or an associate professor can be concluded only for an indefinite time. The employment of visiting professors, visiting associate professors, lecturers, assistant lecturers, and chancellors are concluded for a definite time, which is, however, five years at most. The employment of assistants can be extended by additional two years at most. The employment of assistant lecturers can be extended by additional five years at most. The employment of lecturers, artistic workers and scientific workers can be extended according to decision made by the Dean. The employment of lecturers can be extended by time of maternity leave, time of basic (substitute) military service or civil service.



8.2.15. Dismissal

The dismissal of teacher from the category of educational staff is not regulated by a separate rule. In case of gross violation of working discipline the appropriate regulations of the Labour Code are followed. The teacher changes employment on his/her own decision.

The dismissal of teacher from the category of university teachers is not regulated by a separate rule. In case of violation of working discipline the appropriate regulations of the Labour Code are followed. A professor and associate professor change employment on their own decision. The duration of employment of lecturers and assistant lecturers is governed by the Higher Education Act.

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8.2.16. Retirement

The legal right of teachers and other employees for retirement is equal. The attainment of retirement age, however, is not a legal reason to terminate employment.

Recently the broad social reform has been introduced as of 1.1.2004 according to which in the course of 10 years the whole social system including the pension insurance will be changed – the retirement age will be gradually prolonged and the differences in retirement of men and women will be equalized (to 62 years of age).

The employment of university teachers, research workers and artistic workers finishes at the end of the academic year in which they have reached the age of 65 years, unless their employment was terminated earlier on a substantial reason. With the approval of the Academic Senate of the faculty (university) the Dean (Chancellor) can extend the employment also upon having reached the above age.



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8.3. School Administrative and/or Management Staff

The headteacher of school and school facility – the extent of his rights and duties are set by the Act No. 596/2003 of the Law Code on State administration and school self-governance in education. He is responsible for observance of generally recognized rules, study plans and syllabi, for professional and educational standard of educational work and for effective use of funds allotted for provision of the school activities and for property management. The other duties of the headteacher are set by the Work Order for educational staff and other employees of the schools and school facilities that was issued by the Ministry of Education of the Slovak Republic (No. 1315/2002 – 12 as of 10.2.2003). Article 12 of this order reads that the headworker is obliged to:

to manage and control and regularly evaluate the work results of employees to get subordinate employees familiar with organisation rules, labour legal rules, etc. to create favourable working conditions and ensure security and health protection at work to use economically and purposefully the equipment and funds obtained provide for remuneration of employees according to legal rules and collective agreements to create favourable conditions for elevating professional level of employees and for

satisfaction of their social needs to secure so that no abridgement of working discipline took place to adopt early and efficient measures for protection of the employer’s property.

The Act No. 245/2008 of the Law Code has also amended and supplemented the responsibilities of the headteacher. According to this amendment the headteacher is responsible for:

adherence to the national educational programmes designed for the school he manages, drafting and adherence to the school educational programme and instructional programme, elaboration and fulfilment of the annual plan of the in-service teacher training, annual evaluation of educational and professional staff.

A municipality or autonomous region are obliged to provide legal counselling to headteachers and they also cooperate at provision of school staffing.



8.3.1. Requirements for Appointment as a School Head

The school head (headteacher) is appointed and recalled by the founder of the school upon the proposal of the respective school board on the basis of the selection procedure. The selection procedure is announced by the founder through press or other mass media. The employment is concluded by the statutory body that appointed him to the function. By recalling from function the employment does not terminate.

The headteacher must fulfil qualification requirements of education for the given type of school or kind of school facility, after appointment to the function he/she must complete the appropriate form of in-service training and have personality and moral preconditions, show good results in professional and methodical work and good command of Slovak language in official contacts (members of national minorities) and at least five years of teaching experience.

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Headteacher and other managerial staff are obliged to complete the training designed for head teaching staff that they start within one year at the latest since appointment to the post and they finish it within three years from filling the post at the latest.

Every headteacher who has been in the post for at least five years, has terminated his functional period by 30 June 2004. The functional period of a headteacher is five years and is filled through selection procedure. The tasks of selection committee are fulfilled by the school board. The functional period of those who has filled their posts for a shorter period, shall terminate after five years. See Chapter 8.2.13. .

8.3.1.1. Historical Overview

The right to nominate an headteacher of the school fell under the competence of the founder of the respective school (State, church, private). Regulations in this area acquired a fixed legislative form under the first Czechoslovak Republic. They included the choice, evaluation and the very appointment of the headteacher of the school. At the selection the competition announcement was an important democratic element. It set up, among other things, requirements for the post, particularly, the appropriate professional education (qualification), personality preconditions, and often a confirmation of the state-political loyalty (in the form of taking a vow). The right of nominating for headteacher post were often delegated to lower levels of educational management and the ministry could shift them to LEAs, or school inspector.

In the 90s of the last century, the headteacher‘s status was special. It was a period of historical changes of the school which are usually labeled as a transformation in the context of great socio-political, economic and cultural changes. All the changes that the school system and the very schools in this country underwent, were implemented through headteachers.

8.3.1.2. Ongoing debates and future developments

The headteacher’s personality has a key significance for the school and its optimum operation. No matter which of the school problems is treated, either its state-of-the-art, conditions, means, operation, organization of education and teaching, personnel background, dynamics of development and its perspectives, it is always the headteacher’s personality to be faced. There were numerous tasks, often unplanned or even unsystematic ones requiring not only rational, emotional and responsible realization, but also the tasks which anticipated changes in content and quality of management as well as changes in professional, moral and human capacity of the very personality of the headteacher. First of all, the process of democratization of the society, its life and mechanisms of functioning and their transfer to practice of management and everyday school work was and is specially demanding. The independence and self-governance of schools was gradually strengthening. In this connection the content, mode and methods of their management had to change. The content of managerial work of headteachers had to include new, hitherto unknown market-economic principles and rules. On the one hand, these factors opened new possibilities of making the economy and material functioning of the schools more efficient, and new space was opened for initiatives and creativity of headteachers. On the other hand, new economic mechanisms and norms appeared as steady and persistent regulations of the very existence of the schools, which principally changed the demands for professional and management qualification of headteachers.

8.3.2. Conditions of Service

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When fulfilling his tasks the headteacher of school and school facility follows the appropriate regulations mentioned above, Chapters 8.3. and 8.3.1. . In addition to these duties he fulfils the basic load with consideration to the type of school and number of classes, or pupils. The basic load is from 3 to 23 hours. The management staff receives for the managerial activities an extra pay. It is determined by the employer as a percentual share from the salary brackets of the highest salary grade he/she was ranked into. The range is shown in Annex 6 of Act No. 553/2003 of Law Code. The management is entitled to extra payment. Since the remuneration is upon by the founder, the extra payment for management is determined by:

the mayor - in case that the founder is represented by a municipality the chairman of autonomous region – in case that the founder is an autonomous region the chief – in case of the regional school authority.

Each of the statutory bodies which does not acknowledge at least the lower limit of the range (that means, 12% of the salary bracket), breaks the law.

All other conditions of employment follow the same rules as with other employees (according to Labour Code).


8.3.2.1. Historical overview

See sections 8.1.1. and 8.3.1.1. .


In order to be successful, the educational process in schools requires not only knowledge but also skills of management staff, which necessitate certain prerequisites. Also, sufficient amount of motivation for performance and fulfilmet of this service is essential. At the moment, inadequate financial remuneration is referred to in debates. Its future development is aimed at partial satisfaction of the need of social recognition.

Great expectations are put in the prepared act on teaching staff which just undergoes public comment procedure evaluation.

8.4. Staff involved in Monitoring Educational Quality

For the purpose of quality assurance of education and management of pre-school establishments, ZŠ, secondary schools and school establishments it is essential to gather necessary information at the level of the Ministry of Education of the Slovak Republic. Information has been gathered predominantly in two ways, that means, through school inspection and data bank collection and development.

The State school inspection aims mainly at the check-up of the level of the educational process, its results, planning, pedagogical management and organisation functioning of the school methodical

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bodies, as well as at the level of management and at conditions for educational activity. At its work the school inspection makes use of knowledge tests, visits, pedagogical documentation, etc. It adheres to centrally approved methodology of school inspection of performance. The results of its work (inspection records) are given to appropriate administrative bodies for further use. Based on the results of inspection activities the Report on the state and level of education at schools and school facilities in the Slovak Republic is annually submitted.

The second way of administrative monitoring is provided in the form of school statistical returns. Initial information is processed at the level of the school and through the regional school authorities it is submitted to the Institute of Information and Prognoses for Education (ÚIPŠ). The results are all-territorially processed in the form of complex materials for individual levels, types and kinds of schools, and contain e.g. information on the numbers of schools, classes and classrooms, pupils in individual schools and grades, the numbers of teachers, their qualification, age composition, etc.

The Decree No. 137/2005 of Law Code on the school inspection regulates the details on organisation of school inspection, on fulfilment of its tasks, procedure at its execution and the way of execution.

The new Act No. 245/2008 created a new monitoring channel – National Institute of Certified Measurements of Education for monitoring and evaluation of quality of education and training at the level of the national educational programmes. This institute prepares and methodically guides the external parts of examinations and testing of pupils in schools; it provides for processing, evaluations and storage of results and keeps their registry. It provides for the international measurements in the SR according to the programmes in which Slovakia is involved (PISA, PIRLS). It also provides for the external part of examination and a written form of the internal part of the secondary school-leaving examination set by the ministry of education.

According to Letter a) Clause 7 Section 154 of the new Education Law the school and school facility also provide for monitoring and evaluation of quality of education and training.






8.4.1. Requirements for Appointment as a School Inspector

The candidate for post of school inspector is admitted on the basis of selection procedure for vacancy of a civil servant, announced by the Ministry of Education of the SR. The applicant for employment as a school inspector of SSI must fulfil qualification requirements of a higher education for the appropriate type, and level of school or school facility, eight years of continuous teaching practice, completion of one qualification examination or its substitute, to fulfil the post of managerial worker for three years at least or as a methodologist (or school inspector), or completion of the second qualification examination or its substitute, or to have good command of language of the respective national minority (in connection with the content of working activity). After employment to the post of school inspector he must complete in-service training, to fulfil moral and personality prerequisites and preconditions of professional inspection work. The candidate for post of school inspector is admitted on the basis of selection procedure for vacancy of a civil servant, announced by the head of civil service office of the State School Inspection.

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The problem of inspection is a natural part of considerations on operation of any social system, the system of education and training including. In the Slovak school system, a special control and supervisory body – school inspection plays a traditional role. Despite the fact that its competencies change by time, just like the methods and style of work used. Thanks to the tradition it is perceived as a natural element in the structure of education and training.

For history see section 8.1.1.


The increasing of quality of inspectors, increasing the attractiveness of this occupation and securing the nalanced age structures of inspectors was a subject of ongoing discussions in 2009.

8.4.2. Conditions of Service

The purpose of the school inspection efforts is to acquire impartial background materials on the level of education and training. It is the starting point of the perspective (long-term) and current (short-term) solution of the problem of management of schools and school facilities whereby the school inspection is filled not only in declarative but also pragmatic level.

The school inspection is carried in dependency on aim, research and extent through several kinds of inspections each of which has its criteria:

informative inspection (orientation, information and starting points, running database, acquisition of incentives),

thematic inspection (evaluation of current and specific problems, source of feedback information, cross-sectional state),

complex inspection (overall view of quality of management, conditions and level of education and training),

subsequent inspection (control of fulfilling measures).

The aim of informative inspection is to provide data, knowledge and information which serve for further inspection activity, processing of database with the basic data on schools and school facilities.

The aim of complex inspection is to obtain an overall view of quality of education, educational management, process and conditions of education and training in schools and school facilities.

The aim of thematic inspection is to find out the current state in selected pedagogical areas and to provide feedback information on development and efficiency of concept and management activities in schools.

The aim of subsequent inspection is the control of removal of shortcomings found out in previous inspection.

The following tasks were added to the school inspection by the new amendment to the act since 2008:

agreement between school educational programme and the national educational programme agreement of the educational programme and principles and aims of education and training

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level of quality of education and training at individual education

According to the Act No. 400/2009 of the Law Code on civil service and on the change and supplements to some acts the school inspectors are civil servants.

According to Section 3 of the Decree of ME SR No. 137/2005 of Law Code on school inspection the following issues are followed in the school inspection performance:

adherence to the generally binding legal and internal regulations and decisions concerning education,

process of education and its results, professionalism of teaching, premise and material-technical conditions of educational process, as well as their purposeful

and efficient use, provision of in-service training of educational staff, fulfilment of qualification preconditions of headteachers of schools and school facilities.


Act No. 400/2009 on state service and on changes and supplements of some acts

nd on changes and supplements of some acts


Development of school inspection and its mission in Slovakia in the 90’s were marked by searching the very identity in the newly created decentralized system of school management. The inspection activity carried out prior to 1990 came from the essence of centralist directive system and was oriented first of all at the control of educational process, eventually, at the degree to which this process deviated in practice from rigidly set out pedagogical documents. The autonomy of schools, especially in the field of content and methods of education placed the inspection before an uneasy task, namely, to shift the center of attention of the inspection activity to conditions and results of educational process. The transformation process was completed in 2005.

See also sections 8.1.1. and 8.4.1.1.


Following the current legal situation and the state of competence the debates are oriented first of all on potential possibilities of schools or school facility with a view to real conditions

programme of the school in relation to the municipality or region (local labour market), possibilities of the school (personnel provision, material-technical conditions, working

conditions of both teachers and pupils, educational principles and methods used in education and training),

environment (local placement, possibilities of competition, economic situation, national minorities, etc.),

modes and tools of management (kind and type of facility, legal form).

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8.5. Educational Staff responsible for Support and Guidance

For counselling purposes professions of educational counsellor, school psychologist and school special pedagogue have been established in the education sector.

The educational counsellor fulfils consulting tasks concerning education, vocational guidance, and prevention of the problem and delinquent development of children. He/she takes care of pupils from a socially disadvantaged environment, pupils with an altered working ability, and gives pupils and their legal guardians consultations in the solution of problems concerning education. He/she mediates linkage between the school and specialised establishments and other establishments dealing with child care. The headteacher of the school appoints the educational counsellor from the ranks of pedagogues. He realises its activities at primary schools, secondary schools, special schools and if necessary in school establishments.

The school psychologist can be in employment with counselling establishments, he/she gets to know the personality of a handicapped pupil, deals with problems of education and behaviour of pupils who find themselves in situations of a crisis, suggests educational approaches and participates in their implementation. He/she gets involved in career guidance and career choice of handicapped pupils too (through consultations).

The school special pedagogue can be in employment with counselling establishments. His/her function and mission involve assistance to those handicapped children who are educated in the normal type of schools and school facilities. If need be there may be several school special pedagogues in one school. They participate in drafting an individual curriculum, provide individual special-pedagogical, therapeutic and rehabilitation services, provide legal guardians and pedagogues with consultations and methodical assistance. In accordance with individual učebné osnovy of the child the school special pedagogue fulfils his/her partial aims in the family, provides information and contacts with school facilities. He/she puts forward suggestions and incentives for the improvement in work with handicapped children integrated into schools and school facilities of the normal type.

In keeping with the amendment to this Act, since 2008, the school psychologist and school special pedagogue provide for also the counselling and consultations to teachers of schools and school facilities.

8.6. Other Educational Staff or Staff working with Schools

The schools in which the primary and secondary education is carried out, employ besides teachers also other teaching and non-teaching staff.

The teaching staff include first of all the tutors and instructors of vocational training who must have pedagogical qualification. In addition, there are auxiliary tutors and instructors of practical training who need not have the pedagogical qualification.

The education law enables the employment of further educational staff - teachers’ assistants. This category is introduced, first of all, for schools with Roma pupils. Higher education preparation of teachers’ assistants started in the school year 2001/2002, the first graduates had completed their study in 2003/2004.

The category of non-teaching staff make up two subgroups: support personnel of schools and school facilities that provide for their course and professional staff who work either directly at schools (e.g., psychologists) or in specialised institutions (librarians, etc.).

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The libraries are mostly run by teachers or volunteers, in larger schools by professional librarians. Teachers and librarians cooperate and thus they reach higher level of literacy, reading, learning, problem-solution and ability to work with ICT.

8.7. Statistics

Due to the fact that the different kind of schools in the education system of the Slovak Republic usually combine in one organization unit two or more levels of education, the division of teachers and other teaching and non-teaching staff according to educational levels is impossible. Therefore the number is shown according to kind of schools. Number of teaching and nonteaching staff are expressed as physical persons. The proportion of women (in %) and part-time-time teachers (in %) out of the total number of teachers is also shown according to kind of schools.

8.7.1. Kindergartens - number of teachers, other educational staff and some nonteaching staff – according to the founder

Kindergartens - number of teachers, other educational staff and some nonteaching staff – according to the founder, school year 2009/2010

State


Private schools

Total

Teachers, including headteachers 13 295 204 295 13 798

Assistants at schools with weekly and continuous operation

1 - - 1

Teacher assistants 39 3 17 59

Educational psychologists 3 - 3 6

Special teachers 11 - 3 14

Nurses 5 - - 5

Note: The stated data including data concerning special classes.


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8.7.2. Primary schools - number of teachers, other educational staff and some non-teaching staff – according to the founder

Primary schools - number of teachers, other educational staff and some non-teaching staff – according to the founder, school year 2009/2010


Full-time teachers in total, including headteachers

29 324 1 513 289 31 126

in grades 0 - 4 11 945 595 169 12 709Of which

in grades 5 - 9 17 379 918 120 18 417

Part-time teachers in total 4 672 412 197 5 281


Educators 4 488 259 75 4 822

Educational psychologists 95 8 3 106

Special teachers 354 30 10 394

Educational counsellors (from the total number of teachers)

1 354 93 12 1 459

Note: The stated data including data concerning special classes.


8.7.3. Secondary schools - number of teachers, other educational staff and some nonteaching staff – according to the founder

Secondary schools - number of teachers, other educational staff and some nonteaching staff – according to the founder, school year 2009/2010


Headteachers and deputies of headteachers

1 639 159 283 2 081

Full-time teachers in total 15 890 1 299 1 373 18 562

for general subjects 10 180 1 093 832 12 105Of which

for vocational subjects 5 535 201 507 6 243

for practical training 175 5 34 214

Part-time teachers in total 3 129 613 1 301 5 043

for general subjects 1 902 478 783 3 163Of which

for vocational subjects 1 175 129 501 1 805

for practical training 52 6 17 75

Instructors of practical training, including foremen

3 299 46 236 3 581

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Educational psychologists 60 8 9 77

Special pedagogues 31 1 5 37

Educational adviser (from total number of teachers)

521 60 87 668

Assistant teachers 3 - - 3

Notes: The stated data including data concerning special classes. The number of deputy headteachers involve only deputies for theoretical and practical

teaching and extra curricular education (excluding deputies for technical and economic activity).


8.7.4. Special schools - number of teachers, other educational staff and some nonteaching staff – according to the founder

Special schools - number of teachers, other educational staff and some nonteaching staff – according to the founder, school year 2009/2010


Full-time teachers, including headteachers

3 694 73 126 3 893

Part-time teachers 314 13 24 351

Instructors of practical training 626 2 2 630


Educators 435 5 26 466

Educator Assistants 21 9 1 31

Educational psychologists 38 - 3 41

Nurseries 22 1 2 25


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8.7.5. Basic schools of art - number of teachers – according to the founder

Basic schools of art - number of teachers - according to the founder, school year 2009/2010


Full-time teachers 2 901 85 352 3 338

Part-time teachers 1 634 84 766 2 484

Total 4 535 169 1 118 5 822


8.7.6. Higher education institutions - number of teachers – according to the founder

Higher education institutions - number of teachers – according to the founder, academic year 2009/2010

Public schools State schoolsPrivate

schools Total

Full-time teachers 9 643 387 931 10 961

professors 1 395 59 164 1 618

associate professors 2 029 80 184 2 293

assistant lecturers 5 802 162 505 6 469

instructors 296 86 73 455

Of which

lecturers 121 - 5 126

Part-time teachers 1 766 228 227 2 221

professors 160 29 22 211

associate professors 212 39 48 299

assistant lecturers 1 220 158 59 1 437

instructors 141 2 83 226

Of which

lecturers 33 - 15 48

Note: the number of professors and associate professors also include visiting teachers.


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8.7.7. Share of women of the total number of teachers according to kinds of schools and the founder

Share of women (in %) of the total number of teachers according to kinds of schools and the founder, school year 2009/2010

Public and

State schoolsChurch schools Private schools Total

Kindergartens 99,89 99,52 98,98 99,87

Primary schools 81,62 79,06 79,22 81,45


Special schools 78,70 76,14 75,00 78,54

Basic schools of art 66,75 59,76 65,92 66,39

Higher education institutions 42,90 x 43,44 42,94

Note:

At calculating the number of women the teachers from secondary schools falling under Ministry of the Interior of the Slovak Republic were not included; at calculating the share of women for secondary schools and special schools the category of teachers also included instructors of practical training.


8.7.8. Share of part-time teachers of the total number of teachers according to kinds of schools and the founder

Share of part-time teachers (in %) of the total number of teachers according to kinds of schools and the founder, school year 2009/2010

Public and

State schoolsChurch schools Private schools Total

Kindergartens - - - -

Primary schools 13,74 21,40 40,53 14,51


Special schools 6,78 14,77 15,79 7,20

Basic schools of art 36,03 49,70 68,52 42,67

Higher education institutions 16,58 x 19,60 16,85

Note: The share of part-time teachers does not include the teachers of secondary schools falling under the Ministry of the Interior of the Slovak Republic; at calculating the share of part-time teachers for secondary schools and special schools the category of teachers also includes the instructors of practical training.


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9. Evaluation of Educational Institutions and Education System

In Slovakia, the changes in the social-political conditions and as a result of organization and content changes in the education system are closely connected with the intense growth of interest in impartial, reliable and systematic measurement and evaluation of how the school system is functioning, both as a whole and its individual constituents. The evaluation of education becomes a significant area of educational research and especially social-political and teaching practice. The main aim of evaluation became to evaluate quality depending on efficiency, efficacy provide assistance at decision-making on the questions of education, to monitor not only the content, but also to consider the conditions of teaching and learning, to support the formative aspects of the teaching process, to record both the strengths and weaknesses in development of the children and pupils, and successive results of educational process at the level of classes, schools and the entire system.


The beginnings and development of supervision over the schools are connected with the church that was the main initiator of the school foundation. From the second half of the 18th century, when this process started in the Austro-Hungarian Empire, the supervision over the schools by the church had gradually weakened and diminished. The State school supervision under the rule of Joseph II was regulated by the "Instruction for Visitors of National Schools in the Old Hungary" of 1788.

According to Act XXVIII of 1876 educational authority and supervision in the Old Hungary were substantially improved and unified. The school curators were appointed for three years and the district and municipal boards for five years. The district royal school supervisors checked all state, municipal, church and private schools. This state lasted until 1918.

Under the first Czechoslovak Republic (after 1918) the supervision over the kindergartens, people’s, middle and auxiliary schools was organised by the school inspectorates at the level of districts, where the inspectors administered its inspection districts. The improvement of the inspection supervision from 1932 was supported by introduction of compulsory state examinations for the would-be school inspectors. The supervision over the higher education system in Slovakia was provided by the Department of the Ministry of Education and National Culture.

In post-war history of the Slovak education system the Education Act No. 95/1948 of the Law Code on the unified education system played a crucial role. In the field of evaluation the directives on organisation of the school supervision in kindergartens and comprehensive schools appeared. In 1954, the directives were supplemented by a decree on professional supervision to be realised by the former departments of education as well as by regional school inspectors with the help of professional advisors. In 1956, the directives on education of school supervision and its management were issued.

The following changes were regulated by the Act No. 89/1958 of the Law Code on the vocational training for apprentice youth and by the Act No. 186/1960 of the Law Code on the system of education and training with the subsequent provisional directives on the school supervision of 1960 and the directives on school supervision of 1961, supplemented in 1962, which had over ten-year validity.

In the 1970s the reconstruction of the entire school system was started. New relations have been normatively codified by Act No. 62/1978 of Law Code and Act No. 63/1978 of Law Code on the measures in the system of primary and secondary schools, Act No. 78/1978 of Law Code on

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educational establishments and Act No. 79/1978 of Law Code on the state administration and self-government in education. These acts were connected with the decrees and regulations on organisation of the activity in which evaluation was referred particularly by Decree No. 72/1979 of Law Code on the inspection of education ad training. The latter became a starting point for its organisational completion and content unification.

The above mentioned rules defined the full subordination to the state centre in the instructional, evaluation and educational areas.

An essential change in the approach and way of evaluation of schools as institutions and evaluation of the educational system occured after November 1989 and after adoption of regulations on education and training, establishment, control, management and evaluation of schools and school facilities. The school system became open and plural.

Decree No. 72/1979 on inspection in education and training


Act No. 63/1978 on measures in the system of primary and secondary schools

Act No. 78/1978 on educational establishments

Act No. 89/1958 on education of adolescents for trade careers (Apprenticeship Law)


Constitution Law No. 62/1978 whereby the Article 24 Section 2 of the Constitution of the Czechoslovak Socialist Republic is amended


According to the "National Programme of Education and Training in the Slovak Republic for the Next 15-20 years" (Millennium) approved by the Government in 2001 and discussed in Parliament in 2002, it is proposed for quality assurance of education and training:

to develop by each school and school facility the system of quality assurance that will ensue particularly from theory of complex quality management, and the European quality systems (according to the ISO norm 9000),

to work out the profile of graduate of the field of study the national educational (content- and performance-based) standards for all subjects in all kinds and types of primary and secondary schools, as well as the standards of individual occupations for the study fields and trades preparing for occupations. The task of schools will be to achieve these standards.

The quality of the school and institution work will be monitored and evaluated both internally (self-evaluation) and externally (evaluation). The focus of self-evaluation will consist in evaluation of completing the curricula of the school (institution), the degree of achieving the national standards, improvement of the processes of education and training and meeting expectations of school "clients": the pupils, students, parents, graduates). The external evaluation will consist especially in evaluation of completing the annual curricula of the school (institution) and its evaluation by the founder. It should be based on:

national external evaluation of pupils and students of primary and secondary schools aimed at achievement of the national educational standards with subsequently published overall results, including their analysis, comparison with previous results and recommendations for improvement of quality of education and training;

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control and evaluation of primary and secondary schools by the school inspection; standardization of maturita exams, by introducing state maturita examinations and publishing

their results, by external evaluation of final examinations, state examinations and certification in further education,

involvement in international findings of results of work done by pupils and schools (e.g., PIRLS, PISA, TIMSS, IALS, etc.).

The impartiality and transparency of quality evaluation will be achieved by a high quality information system, providing the latest information from the field of education in a flexible way, continuously and without major problems not only in Slovakia but also in the EU and OECD countries. These services will be provided by Internet that all schools will be gradually connected to.


9.3. Administrative and Legislative Framework

During the past years a number of different measures have gradually changed and transformed largely centralised system of primary and secondary schools in Slovakia. The competences were transferred to lower levels of management and differentiation of tasks of individual partners continues. Due to the reform of public administration the task of self-government has been considerably extended. In the Manifesto of the Slovak Republic of June 2006 in the plan of major tasks of the Ministry of Education the stress was laid on new education law, named the "Act on Education and Training". The latter was implemented on 1 September 2008 when the Act No. 245/2008 of Law Code on education and training and on the change and supplement to some acts as amended by subsequent provisions (hereinafter referred to as “Education Act”) came into force. The Education Act defined the principles and aims on which the education and training are based, and defined their new tasks in agreement with the trends of the new decentralised and participative system and defined their new tasks in agreement with the trends of new perception of education and its task in 21st century. The focus of this new perception is to evoke interest in lifelong education, to develop key competences of pupils in agreement with recommendations of the European Parliament and the Council of 18th December 2006 concerning key competencies for lifelong education, to strengthen creativity, ability to learn, cooperate and identify, and to solve problems and to communicate in the official, native and foreign languages, to use the latest information and communication technologies, and to make use of the possibilities of nonformal and distance education. The above necessities required crucial changes in the field of education quality evaluation. A significant change proposed in the education act is that kindergartens which had been incorporated by now among the school facilities, have turned to schools providing pre-primary level of education (ISCED 0). The role of the State School Inspection as an external evaluator of education quality, of school conditions and management, was strengthened. There were two-level curricula introduced – the State and school-based. The school responsibility for quality of education offered by them, was raised. These changes were also considerably influenced by problems of evaluation according to proposals described in section 9.2.

The Education Act defined the interim 4-year period for the schools and school facilities (terminating in 2011/2012). The pupils of the first and fifth year of primary schools and the first year of secondary schools will be educated from school year 2008/2009 according to school educational programmes. The pupils of the other years are provided education according to the present curricula adopted, until completing the respective level of education. Each ongoing school year the reform will move ahead to higher grades.

The Education Act defines the term Curricular Board that is to serve as a professional, initiative and advisory body of the minister of education in key areas of education and training, enlarging the offer of education and training by new fields of education, educational reforms and new models of evaluation.

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There were thirteen decrees elaborated as supplements to the education act and approved by the minister of education (executive decrees) to specify in greater detail the selected areas.

Curricular Board


Act No. 245/2008 on education and training (Education Law) and on the change and supplement to some acts

9.4. Evaluation of Schools/Institutions

As set down by the Education Act the monitoring and evaluation of quality of education and training are carried out by:

school or school facility, State School Inspection, or Ministry of Health for professional section of education for healthcare fields in secondary

health schools.

In agreement with the Education Act the monitoring and evaluation of quality of education and training at the level of the national educational programmes is carried out by the National Institute of Certified Measurement in Education (for more details see Chapter 9.5. ).

According to Act No. 596/2001 of Law Code on the State administration in education and school self-government and on the change and supplement to some acts, as amended (hereinafter referred to as the Act on State administration in education and school-self-government) the schools of all kinds and types as well as educational establishments carrying out educational activity have a duty to annually evaluate in the form of a report, particularly:

concept intention of development of schools or school facility designed for at least two years; educational activity, its results and conditions; outcomes concerning the school’s or school facility’s economic management.

The above reports are submitted by schools and school facilities for a statement to the school board as to a self-government school authority and to the founder for approval.

According to dictum of the act on the State administration in education and school self-government the justification of objections against the content of report on educational activity, its results and conditions is assessed by the State School Inspection. For more details on internal evaluation see section 9.4.1.

The external evaluation of education, the conditions of education and training and management is carried out by the State School Inspection in agreement with the Act (more details in section 9.4.2. ).





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9.4.1. Internal Evaluation

The internal evaluation is divided according to individual levels of the education system.

9.4.1.1. Self-Evaluation at Primary Level

By entry into force of the Decree of Ministry of Education of the SR No.9/2006 of Law Code on structure and content of reports on educational activity, its results and conditions of schools and school facilities the process of self-evaluation of school has begun. The starting process of self-evaluation will introduce innovations in schools and school facilities.

The schools of all kinds and types as well as school facilities divided according to the new Education Act performing educational and instructional activities have the duty to annually submit information in the form of reports, particularly on:

children and pupils, including those with special education needs, results of evaluation and marking of pupils according to the level of education provided, study fields and trades and their concentrations, educational employees and fulfilment of qualification requirements of the teaching staff in

school, in-service teacher training, activities and presentation of the school to the public, projects, in which the school is involved, results of inspection activity carried out by the State School Inspection in school, spatial and material-technical conditions of the school, financial and material provision of educational activities, the aim set up by the school in the concept intention of the school development for the

respective school year and evaluation of its fulfilment, the areas in which the school achieves good results and the areas in which the school fails

and the level of its education, including the proposal of measures, must be improved, results on successfulness of the school at admission of its graduates to further study, psycho-hygienic conditions, leisure-time activities, cooperation of school and parents, children, pupils and other institutions participating in

education.

The reports are prepared by head teachers of schools and school facilities in cooperation with other head educational employees and teaching staff. Methodical associations and curricular review groups which represent advisory bodies of headteacher in primary schools, provide a significant help in it.

The school council as a body of school self-government has the right to express its opinion on the facts shown in evaluation report, while the founder is to approve the report. The headteacher is responsible for publicising the report on educational activity, its results and conditions, upon approval by the founder, at a usual place at school and at school website, if it is founded by 31 December at the latest. The substantiation of objections against the report content is judged by the State School Inspection.

Self-evaluation enables the school to identify the strengths and weaknesses, to indicate priorities a plan the activities necessary for quality improvement. The aim of self-evaluation in the field of

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education and training is to get information on current state of the process of education and training and to compare it with the set out aims of the school, with the aim of continuous improvement.

In addition to preparation of reports on educational activity, its results and conditions, the internal evaluation is also carried out within the framework of methodical associations at the first stage of ZŠ and different curricular review groups at the second stage of ZŠ. The meetings are regularly concerned with evaluation of the teaching process and the pupils’ achievements, they unify criteria on evaluation of pupils´ performances in individual subjects and grades. They analyze pupils´ results (tests, knowledge tests) and compare them with results of external measurements (nation-wide testing of pupils of Grade 9 of primary schools (for more details see Chapter 9.4.2. ), PISA, PIRLS). Based on analysis they adopt measures resulting in removal of identified insufficiencies. The procedure onassessment and marking of educational results and behaviour of pupils is given in Methodical guide on assessment of primary school pupils of 2008.

At the end of the assessment period (twice a year) the headteacher approves the assessment and marking of the educational results and behaviour of pupils.

The pedagogical school board, as advisory body of the headteacher, discusses work schedule, evaluates its fulfilment, results of educational activity for the period assessed and for the whole school year, and makes decisions on educational measures imposed by headteacher.




9.4.1.2. Self-Evaluation at Secondary Level

For secondary schools, the substantial part of the content from chapter 9.4.1.1. is applied. The assessment and marking of achievements and behaviour of secondary school pupils are rgulated by the Education Act, while the procedure on evaluation and marking of educational results and behaviour of pupils are set down by the Methodical Guide No. 15/2006-R of 7th June 2006 whereby the procedure on assessment and marking of secondary school pupils is regulated.

The report on educational activity, its results and conditions, except for the parts shown in chapter 9.4.1.1. also contains information on results of successfulness of the school at preparation of school-leavers for performance of profession, or on successfulness of school-leavers in admission to higher education study.

The pedagogical school board discusses work schedule, evaluates its fulfilment, results of educational activity for the period assessed and for the whole school year, and makes decisions on educational measures imposed by headteacher. Further, it discusses theoretical and practical questions of teaching with a view to concrete needs of the school.

Methodical Guide No. 15/2006–R whereby regulates the procedure of assessment and marking of secondary school pupils in the Slovak Republic

9.4.1.3. Self-Evaluation at Higher Education Level

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According to Act No. 131/2002 of Law Code on higher education, as amended, higher education institutions and their faculties submit reports on the state of the higher education institution and on activity of its self-governing body - the academic senate, to the academic community of the higher education institution once a year. Higher education institutions are also obliged to carry out evaluation according to other legal rules, e.g., in quarterly and annual financial reports on results in managing the allotted budget funds in accordance with Act No. 523/2004 of Law Code on budget rules of public institutions and od the change and supplement to some acts, as amended, and others.




9.4.1.4. Self-Evaluation in Other Educational Institutions

Regardless of its founder, practically all institutions providing accredited forms of education (educational institutions aimed at retraining, methodical and other workplaces providing innovative or functional study of educational employees, the Slovak Academy of Sciences and other external educational institutions which are entitled to provide PhD study) are obliged under the valid legal rules to carry out evaluation concerning the adherence to the legal rules, educational standards and documents, purposefulness and effectiveness of the use of material, technical means and financial resources, and personnel conditions for the educational activity, etc.

9.4.2. External Evaluation

The external evaluation is divided according to individual levels of the education system.

9.4.2.1. External Evaluation at Regional and Local Levels

The municipalities at the transferred performance of the state administration in the matters of education control the observance of generally binding regulations in education with exception of the control entrusted by law to the State School Inspection. They also handle the complaints and petitions of citizens and legal guardians of children and youth at schools and school facilities they had founded, except for complaints and petitions the handling of which falls under the competence of the State School Inspection. But in case of necessity it may ask for assistance the State School Inspection or Regional School Office while examining the complaints and petitions.

Under the transferred execution of the state administration the self-governing regions carry out the administration of schools and school facilities they had founded. For realization of educational process they provide especially the premises, material-technical equipment and educational technology used in educational process. In the field of control their competences are similar as with municipalities.

Based on Act on state administration in education and school self-government the establishment of regional school boards as specialised bodies of state administration in education. In addition to the

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managerial competences (issue of organization guides for the founders and headteachers of schools in their territorial area of competence), founding competences (special schools, some kinds of school facilities, primary schools in case that the municipality does not secure fulfilment of compulsory school attendance according to act, etc.), provision of professional counselling, for example, in the fields of organization of education and training, informatics, work with children and youth and special interest activity, security and health protection at work, fire protection and civil protection, labour relations and remuneration they carry out activities at the second level. Further, they carry out control in the field of provision of activities and tasks of municipalities and self-governing regions in the field of education, youth and physical culture, they control observance of generally binding regulations in the field of education, catering at schools and school facilities within their territorial areas of competence with exception of the control that was entrusted by the Act to the State School Inspection. The regional educational authorities organize, coordinate and financially provide for the district and regional rounds of competitions for children and youth of schools and school facilities within their territorial area of competence and subject Olympiads.

The adjustment of competencies of regional educational authorities is set by the Decree of the Ministry of Education of the Slovak Republic No. 2/2004-E, whereby the internal organization and content of activities of the regional school office are set. According to Article No. 2 „The regional office establishes these organisation units:

office of mayor human resource section section of methodical and professional activities section of economic activities section of administration of internal operation

Under this Decree Annex, the office of mayor fulfils the following tasks in terms of control and evaluation activity within its territorial area of competence, particularly:

provides for statistical surveys in the field of education and their processing on the basis of UIPS guides for automated processing of school statistical returns in the light of act on statistics;

manages the control activity of regional school office; carries out control of management and use of allotted funds in schools and school facilities; carries out control of activities of municipality and autonomous region in the field of education

by professional staff.

The human resource section of the regional school office in this area, particularly

provides methodical guidance of the founders of schools and school facilities within its territorial area of competence at their request in the field of labour legal and remuneration;

cooperates with the section of professional activities with headteachers and founders of schools and school facilities at staffing schools and school facilities by educational and non-educational staff;

assesses, monitors and controls fulfilment of qualification presuppositions of educational staff of schools and school facilities within its territorial area of competence.

The section of methodical and professional activities fulfils the following tasks in terms of control and evaluation activity within its territorial area of competence, particularly:

issues organization guides for the founders and headteachers of schools and school facilities; prepares background materials for appointment of chairs of examination boards for final

examinations, maturita examinations, graduation examinations and state language examinations;

coordinates and guides professional activity within the framework of educational process at schools and school facilities and guides activity of the employees of municipalities and self-

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governing regions in the field of providing professional and counselling activity to schools and school facilities;

carries out control activity including proposals of measures in the field of managerial work of head staff of schools and school facilities in the extent set by law on state administration in education and school self-government. It monitors the labour market from the view of inclusion and exclusion of the fields of study in the network of schools and school facilities of the Slovak Republic;

controls observance of generally binding regulations in the field of education and training in the field of school catering;

works our background materials concerning decision-making on equivalence of certificates issued by primary schools and secondary schools abroad and concerning a jeopardy of education of pupils in early age or negligence of care for compulsory schooling;

monitors the development of network of schools and school facilities; provides for cooperation concerning education and training with municipalities, self-governing

regions, bodies of school self-governance, other state bodies, other legal entities and natural persons, providing sports and physical culture including competitions of children and pupils;

carries out methodical guidance at introducing alternative methods, content and forms of educational work of new study fields;

provides professional and counselling activities to all founders of schools and school facilities in the field of organization of education and training, school catering, work with youth, development of physical education and sports;

works out the concept of state care for children and youth in the region; creates necessary material, personnel and organization presupposition for its realization and provides for fulfillment of tasks ensuing from the government programme on the care for children and youth, fight against negative phenomena (criminality, drug abuse, xenophobia, racism, truancy);

provides for fulfilment of tasks ensuing from the Government resolutions in the field of health, environmental and ecological education in schools and school facilities and implementation of projects in this area;

give professional guidance to leading staff of school canteens, carries out professional controls of in them, monitors development of their network and controls observance of material-consumption norm at preparation of meals;

cooperates with hygienic and health service; provides for performance of control of provision of activities and tasks of municipalities and

self-governing regions in the field of education, youth and physical culture.

The section of economic activities carries out the following activities concerning evaluation within the framework of s territorial area of competence of the regional school office, particularly

works out the requirements of the founders on the basis of real need for covering expenses according to special rules and allots funds to individual founders for this purpose, as well as in case of requirements for "specificities";

in cooperation with the section of professional activities it keeps registry on the need of finances for extra achievements of pupils in the defined areas, allotting them after approval of funds of the ministry to individual founders;

works out requirements of founders for current and capital expenditures for solution of urgent situations and after allotting the funds by the ministry it hands them to the individual applicants;

works out the requirements of the founders for financing developmental projects and submits them to the ministry; after agreement it allots the funds to individual founders;

announces to the founders the amount of normative funds for current expenses and the amount of funds for capital investments to the founder of the state schools;

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in cooperation with the section of professional activities it works out and sums up background materials for financing competitions of pupils and after its approval it provides the funds to individual founders for the competitions;

works out background materials and provides works connected with realization of contribution to special purpose education;

provides for collection of data on number of pupils and further data needed for breakdown of funds from the chapter of the ministry of education for schools and school facilities from individual founders;

announces to the founders the amount of normative contributions and transfers the contributions on their accounts;

amends to the founder the amount of finances for the remaining part of the year in case that the change in number of pupils in the area of competence of the founder exceeds 5%.



9.4.2.2. External Evaluation by the State School Inspection

According to Section 8a Clause 1 of Act No. 301/1999 of Law Code whereby the Act of Slovak National Council No. 542/1990 of Law Code on State administration in education and school self-governance, as amended, the State School Inspection was established as a state administration body in education, which executes evaluation of schools and school facilities at the national level. The Act explicitly declares it as an institution independent in its activities which is regulated by laws and other generally valid regulations. The organisation constituent parts of the State School Inspection are the school inspection centres (there are eight school inspection centres located in regional towns).

The new Act on the State administration in education and school self-government (Act No. 596/2003 Law Code) confirmed the independence of execution of school inspection.

The State School Inspection is managed by the cheef school inspector that is appointed and recalled by the Minister for five-year term of office.

The State School Inspection is carried out by the State School Inspection through school inspectors authorised for the function by the cheef school inspector or by the head of the school inspection centre. The school inspection of subjects of Religion and Religious Education is carried out by the school inspectors upon the major school inspector’s authorization, and by the persons appointed by the respective church or church community according to their internal rules.

The cheef school inspector:

submits to the minister the plan of inspection activity for the respective school year, submits to the ministry proposals for exclusion of the school or school facility from the network

on revealing serious insufficiencies in the education process (Section 17 Clause 1 Letter c)) after prior discussion with the founder,

submits to the ministry the proposals for changes in the network (Section 18, Clause 2) on revealing serious insufficiencies in the education process after prior discussion with the founder,

issues for school inspectors an authorisation for performing the school inspection, submits to the founder a proposal of the headteacher withdrawal, on revealing serioue

defects, creates conditions for cooperation of school inspectors and the founders.

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The competence of the cheef school inspector has been enforced compared to the past in that the amendment to the act on the State administration in education and school self-government set down the founder‘s duty to recall the headteacher, if proposed by the major school inspector. Another task set out in the amendment is the task of the State School Inspection to delegate its deputies to the School Board for purposes of selection procedure for post of headteacher with a regular vote. The duty to summon the State School Inspection is upon the School Board.

The State School Inspection fulfils the function of State inspection of the level of educational management, standards of education and training and material-technical conditions including practical teaching in schools and school facilities, centres of practical training, vocational training workshops and in educational institutions. In this field it handles complaints and petitions.

The State School inspection checks up provision of premises, material-technical conditions and provision of educational technology used in the education process. The school inspection is carried out by the State School Inspection through school inspectors authorised for the function by the cheef school inspector or by the head of the school inspection centre.

The school inspection of subjects of Religion and Religious Education is carried out by the school inspectors upon the cheef school inspector’s authorization, and by the persons appointed by the respective church or church community according to their internal rules.

The school inspection over professional part of training in secondary health schools is carried out by the Ministry of Health of the SR.

In connection with the new Education Act the act on the State administration in education and school self-government was amended (No. 596/2003 of Law Code) defining the further tasks for the State School Inspection:

to check the agreement between the school educational programme and the national educational programme, and the aims and principles of education and training,

to check the agreement of educational programme and the aims and principles of education and training,

to check the level of quality of education and training at individual learning, to monitor and evaluate the quality of education and training.

For assessment of professional questions at performing school inspection, for advisory activity and elaboration of an expert’s opinion to be used as basic document for inspection report the school inspector may invite experts from practice.

At performing school inspection the school inspection produces his voucher of the State School Inspection employee and a warrant on performing the school inspection.

While performing school inspection the school inspectors are competent to enter premises of inspected entities, to check the educational activities, to view the documentation of schools and school facilities, to ask information from the state administration bodies and written documents needed for fulfilment of their tasks.

The school inspection is carried out as informative, complex, thematic and subsequent one. Complex inspection is carried out as a rule once in five years.

The school inspection is carried out especially by means of observations, analyses and syntheses, comparisons, surveys, interviews, questionnaires, reviews of educational documentation and pupils’ results, consultations, visits, written tests, examination of objects, participation in meetings of head school employees, participation in meetings of advisory bodies of headteachers, participation in competitions and shows of pupils’ creativity, inspection tests, inquiries, and by technical means.

In schools and school facilities the school inspection checks up:

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adherence to generally binding rules and internal rules and decisions concerning education and training,

process of education and training and its results, professionalism in teaching, spatial and material-technical conditions of educational process, as well as their efficient and

purposeful usage, provision of further education of teaching staff, fulfilment of qualification preconditions of headteachers of schools and school facilities.

According to seriousness of found out shortcomings it applies the following measures:

recommendation reminder taking measures on the part of the controlled entity taking measures setting commission examination at finding shortcomings at assessment setting a legally binding instruction to remove the found out insufficiencies discontinuation or abolition of decision by the headteacher issued in discrepancy with

generally binding legal rule setting sanctions according to law.

The results of findings and assessment from inspection activity are recorded in output inspection materials in the form of a report on results of inspection activity. The found out knowledge and information are worked out according to needs in the form of a report based on results of executed inspections.

The reports are signed by the school inspectors who took part in the inspection, and the head of the examined entity after discussing it no later than 21 days after completing the direct inspection execution.

The output inspection documents are stored in the examined entity and the appropriate school inspection centre of the State School Inspection.

The amendment to the act on the State administration in education and school self-government (No. 596/2003 of Law Code) has been added in 2008 a new section which reads as follows:

The educational process in schools and school facilities may be joined by school inspectors of the State School Inspection.

The post of school inspector may be filled by the person who fulfils qualification conditions of higher education for the respective kind, type and level of school or school facility, has eight years of teaching experience at school or school facility, completed Qualification Examination I, or its equivalent, and has filled the post of manager for at least three years in school or a post of methodologist or school inspector, or who completed the Qualification Examination II, or its equivalent.

The school inspector must have good command of Slovak language in official communication, the language of the respective national minority in connection with the content of the working activity, and personality and morale qualifications and qualifications for performing professional inspection activity.

Details on organization of school inspection, on fulfilment of tasks of the school inspection, the procedure at its execution and the way of its procedure are determined by the Decree of Ministry of Education SR No. 137/2005 of Law Code on school inspection.

The school inspection is carried out on the basis of plan of inspection activity for the respective school year that is approved by the major school inspector and on initiative.

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The major school inspector submits annually to the Minister of Education "The Report on the state of the art and standards in education and training in schools and school facilities in the Slovak Republic for the respective school year based on inspection findings and other findings".

The report contains a review of findings from the inspections with recommendations for individual types of schools and school facilities. The report also includes incentives and recommendations of the State School Inspection for the Ministry of Education, its directly managed organisations, headteachers and founders of the schools and school facilities. Owing to the fact that the State School Inspection in the field of educational management, including education and training and material-technical conditions handles the complaints and petitions, the report also contains information on results of inspected complaints.

The report fulfils the task of an information source on current state and standards of education and training, conditions of education and training and educational management in schools and school facilities for the respective school year meant for schools and school facilities, state administration authorities, school self-administration bodies, educational institutions, higher education institutions, sector research institutes, parents and non-government organisations the activities of which are directly concerned with problems of education and training of children and young people.

The report is issued and is available on website of the State School Inspection www.ssiba.sk.

Based on the new Education Act the State School inspection elaborated a new methodology and tools for evaluation of the state and level of education and training and electronic system for evaluation of inspection findings. The methodology reflects changes in education and covers the components being included in methodologies of the countries associated in the Standing International Conference of Inspectorates (SICI). The aim of developing the new methodology is to improve impartiality and professionalism in performance of the school inspection, and to support the process of self-evaluation of the schools. The internal evaluation will be one of the background sources for external review of the school by the State School Inspection.



Act No. 301/1999 whereby Act No. 542/1990 on the state administration in education and self-government is changed and supplemented


9.4.2.3. External evaluation at national and international level

In primary schools, the national evaluation is carried out prior to advancing to the upper stage of education at the conclusion of the study (Grade 9). In the form of written test the pupils´ knowledge was verified in subjects of the official language/native tongue and Mathematics. This testing has been enforced in the new Education Act as an external testing – the national testing of primary school pupils of Grade 9.

The Education Act has explicitly set down the duty of external testing of primary school pupils with the purpose to identify the level of educational achievements of primary school pupils in individual subjects that will be carried out by the National Institute of Certified Measurements in Education.

The external testing of primary school pupils will be carried out according to educational standards of the national educational programme, and will monitor its content and performance components.

http://www.ssiba.sk/�

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The particular year and subject to be tested will be determined by the ministry of education for each school year.

The external testing of primary school pupils will be annually carried out on one day in the particular grade/year in all primary schools. The term will be set by the ministry. The responsibility for organisation provision of external testing of pupils of primary school falls upon the headteacher.

The external testing of pupils of primary school will involve all primary school pupils of the respective year, including those with special education needs (with specially adjusted conditions for conducting the external testing), except for pupils educated according to educational programmes for pupils with mental deficiency.

In the school year 1998/99 the Ministry of Education of the SR decided on preparation of new concept of secondary school-leaving examination to be carried out by the National Institute for Education. In 2000 the selected schools have launched Monitor – the examination verification of new school-leaving examination. The proposal of new concept of school-leaving examination was approved in November 2001. In 2004 the general examination of external part of the new school-leaving examination was held, with participation of all those who chose the subject Maths, English or German as their school-leaving examination bythe Decree of Ministry of Education of the Slovak Republic No. 510/2004 of 23 August 2004 on completing study in secondary schools and on completing the training in vocational schools, apprentice centres and practical schools, as amended, a new secondary school-leaving examination was held in all secondary schools.

The Decree of Ministry of Education of the Slovak Republic No. 390/2007 whereby the Decree No. 510/2004 of 23 August 2004 on completing study in secondary schools and on completing the training in vocational schools, apprentice centres and practical schools is seting out a new secondary shool-leaving examination in all secondary schools is amended.

The external (State) part of the school-leaving examination took place in the form of uniform, centrally set tests. All school-leavers wrote tests in the given subject simultaneously in whole Slovakia. In the school year 2004/2005, the students graduating in Maths, English or German wrote external tests. At present, the tests are also written in French, Spanish, Russian or Italian. In the school year 2006/2007, the general examination in external part of school-leaving examination was also held in Slovak language and literature, Hungarian and Ukrainian languages and literature in all secondary schools. The students could choose between two levels of the school-leaving examination in all subjects according to demands. The basic level of knowledge is represented by B and the higher, more demanding level is represented by A level. The division between the two levels is concerned with internal and external part of the school-leaving examination.

In August 2005 Ministry of Education SR issued an amendment to Decree No. 510/2004, which introduced new issues and considered some experience from praxis. The other changes connected with completion of the study in secondary schools were laid down in amendment to the Decree of Ministry of Education of the Slovak Republic No 482/2006 of 31 July 2006.

The Education Act brings a chapter on completing education and training in secondary schools, which sets the rules for external part of the secondary school-leaving examination.

The external part of the secondary school-leaving examination consists of a written test that is set and assessed by the National Institute of Certified Measurements in Education. The external part of the secondary school-leaving examination is held in the same time throughout the Slovak Republic. The supervision at completing the external part of the secondary school-leaving examination and error correction is carried out by a teacher who is not an employee of the school holding the external part of the examination.

New Decree of the Ministry of Education of the SR No. 318/2008 of the Law Code on completing the study in secondary schools of 23 July 2008 shows the list of secondary school-leaving examination subjects in which the external part is held (English language, French language, Hungarian language and literature, Mathematics, German, Russian, Slovak language and Slovak literature, Spanish,

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Italian, Ukrainian and literature), the instructions on completing the external part, details of assessment and marking at secondary school-leaving examination.

The final examination will be aimed at verification of the knowledge and skills of pupils in the extent of subject matter determined by curricula and educational standards of the State educational programme, and verification of how the pupils are prepared for application of achieved competences in performing their jobs and professional activities for which they have been trained and, at the school-leaving examination, also verification of the students´ ability to use the achieved competences in further studies.

The State School Inspection checks up the process of the nationwide testing of pupils in Grade 9 in primary schools and, in secondary schools, it checks the realisation of the external and internal parts of the secondary school-leaving examination in the form of thematic and informative inspection.

In 2003, two measurements were done at the schools in the Slovak Republic focused on international comparison of the knowledge and skills of 15-year old pupils – PISA (in natural sciences in 2006, and last testing was provided in 2008/2009 in reading literacy, math and natural sciences).





Decree No. 390/2007 on completing the studies in secondary schools and on completing the training in vocational schools, apprentice centres and practical schools, as amended by subsequent provisions

Decree No. 482/2006 whereby the Decree No. 510/2004 on completion of study at secondary schools and completion of training at secondary vocational schools, apprentice training centres and schools of practical training, is changed and supplemented

Decree No. 510/2004 on completion of study at secondary schools and on completion of training in secondary vocational schools and apprentice training centres and practical schools as amended by the Decree No. 390/2007 of the Law Code


9.4.2.4. External Evaluation at National Level - Higher Education

The evaluation of higher education at the national level is ensured through the Accreditation Commission. It is established by the Government of the Slovak Republic as its advisory body. The Government also approves its status. The Accreditation Commission activity is regulated by the Act No. 131/2002 of Law Code on the higher education institutions. The members of the Accreditation Commission are outstanding personalities from the academic community with high professional level and authority. In agreement with the above act the mission of the Accreditation Commission is to monitor, assess and independently evaluate the level of education, scientific or artistic activity in higher education institutions and faculties and to help improve it. In this process the Accreditation Commission takes into account the results of periodic evaluation of higher education institutions according to the special regulation (the Act No. 132/2002 of Law Code on the science and technology). The Accreditation Commission between 1991-1995 carried out the first accreditations of higher education institutions and faculties and, at the same time, launched the system of annual evaluation of faculties and higher education institutions.

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The accreditation is executed each 4-5 years according to plan. The evaluation is aimed at quality of provision of the educational and teaching process. The faculty submits:

a report from the internal evaluation of quality of educational process a report on the study, including the study programmes.

In addition, the faculties submit list of professors, associate professors and part-time workers, list of guarantors study fields and specializations, list of grant projects, list of publications, background materials for PhD study, criteria for qualification and inauguration procedures, composition of the scientific council and evaluation documents for the assessed years.

The result of accreditation is the acknowledgment of the right of faculty to hold the state examinations for the Bachelor’s, Magister’s, eventually, doctoral study, the acknowledgement of the right to perform and award the degrees for PhD study. The result of accreditation is also the acknowledgment of the right for qualification and inauguration procedure in the respective fields of study. The Accreditation Commission also judges proposals for the establishment, fusion, division and dissolution of universities and faculties, proposals study fields to be offered at higher education institutions and faculties, as well as the request of the founder of a non-state higher education institution for a financial subsidy from the state budget for its activity.

The Ministry of Education of the Slovak Republic allots financial subsidies to individual higher education institutions according to the accreditation of study programs. The Accreditation Commission annually carries out the evaluation of the faculties of the all higher education institutions using methods which give quantitative and qualitative evaluation of the scientific activity (publishing, patents, etc.), educational activity, qualification composition of educational staff and research workers, participation in research activities, success in obtaining domestic and foreign grants, activities in home and foreign scientific societies, etc.

Accreditation Commission




9.5. Evaluation of the Education System

The law on state administration in education and school self-governance (Act No. 596/2003 of Law Code) sets to the cheef school inspector the duty to annually submit to the minister of education the "Report on the situation in education and training at schools and school facilities in the Slovak republic for the respective school year based on inspection findings and other findings". This report evaluation in a complex way the system in the field of the level of management, conditions and quality of processes and achieved results according to kinds, types, and levels of education. The report shows the chief strengths and weaknesses as well as trends of development in individual fields as well as characterization of topical situation at regional level (individual regions).It also contains proposals and recommendations on legislative, organization, content and other amendments for the Ministry of Education and other bodies of school administration, for founders, headteachers of schools and school facilities as well as other institutions acting in the sphere of education. The report is submitted by the minister as an information for commenting to the government and for the meeting of the Committee of national Council of the Slovak Republic for science education, youth, culture and media. The report is

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published and is accessible at internet website of the school inspection, ministry of education and government.

With the purpose of gradual limitation of admission examinations at transfer from primary to secondary schools, and from secondary schools to higher education institutions, and thence the lowering selectivity of the system, the nationwide testing of pupils of Grade 9 of primary schools was introduced. It covers identification of the standards of pupils finishing Grade 9 of primary school nad intending to continue their study in secondary schools. The knowledge of the applicants in the subject of Slovak Language and Maths is evaluated in the form of a test. Every pupil will get a document on achieved result. The schools are also informed of the results achieved by the pupils of the school. The tests are worked out externally centrally; the administration of tests at schools is checked by school inspection.

Since 2001 the preparations for a change of school-leaving examination started at completing study in secondary schools. In the school year 2004/2005 the external part of the secondary school-leaving examination was introduced. It has the written form of test in the appropriate subject of secondary school-leaving examination. The tests were prepared by the National Institute for Education, administration and the course of testing is checked by the school inspection. The evaluation is also external. In some subjects the pupils may choose from two levels of demands on tests.

In 2003, the Slovak Republic took part in two international measurements of the level of school system – TIMSS and PISA. The evaluation of the results took place in 2005-2006.

The Education Act brought about the change in that the Ministry of Education constituted the National Institute of Certified Measurements in Education designed for monitoring and evaluation of quality of education at the level of the national school programmes.

The National Institute of Certified Measurements in Education is responsible for preparation and methodical guidance of the course of external parts of examinations and testing of pupils in schools according to the Education Act, for processing, evaluation and storage of the results of external measurement or testing; it will determine the content of external parts of examinations or testing ordered by the ministry of education, and issue certificates on competence to execute the function of chairman of the commission for secondary school-leaving examination, chairman of the commission for secondary school-leaving examination subjects and evaluator of the results of external part of examinations or testing.

The National Institute of Certified Measurements in Education in schools and school facilities provide for external part of examination and written form of internal part of secondary school-leaving examination ordered by the ministry of education, setting down the requirements for professional training of educational employees for performing the function of chairman of the school commission for secondary school-leaving examination, chairman of the commission for the secondary school-leaving examination subjects, providing for the production, delivery and evaluation of assignments or tests for external examinations or testing for the schools and school facilities holding the external examinations or testing. It will keep the registry of results of external examinations or testing, registry of educational employees who are authorized to perform the function of chairman of the school commission for secondary school-leaving examination, chairman of the commission for secondary school-leaving examination subjects or evaluators, and provides it to the appropriate bodies of local state administration in education.

The National Institute of Certified Measurements in Education also fulfill the tasks for providing international measurements in Slovakia, according to the programmes that the Slovak Republic is involved in.



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9.6. Research on Education Linked to the Evaluation of the Education System

The development of research is conditioned, inter alia, on the provision of some activities at the nation-wide level connected with its organisation, management and financial backing. In the Slovak Republic this area falls within the competence of the Ministry of Education of the Slovak Republic. Their competencies are regulated by legislation (the Act of the National Council of the Slovak Republic No. 132/2002 of the Law Code on the science and the Act 575/2001 of the Law code on the government activity organisation and organisation of the central state administration). The Act 132/2002 sets concepts, fields of research and development, the tasks of state administration central organs in the area of science and technology, the conditions and forms of state provision to support the research and development, the systems of evaluation, information provision of research and development and the rights and duties of the legal and physical entities involved in this area.

The research and development fields are divided into following basic groups: natural science, technical science, medical and pharmaceutical science, agricultural science, social science, humanity science.

The Ministry of Education as the central body in the area of science and technology is responsible for development of science and technology in the Slovak Republic, for the effective use of the state budget financial resources and coordinates the activity of the central organs and the Slovak Academy of science in the process of preparation and realization of mid-term concept of the state science and technology policy of the Slovak Republic. It is also responsible for creation of system environment via coordination, legislative and financial tools and via international cooperation.

The support of science and technology is realized directly and indirectly. The direct way is the provision of the financial resources from the state budget and indirect way is creation of the tools to involve out budgetary resources. The state supports the science and technology from the state budget resources (in the proposal of the state budget for science and technology another indicators are the expenses at: state programs, state orders, Agency for the support of science and technology, public institutions in the area of education, research and development, international cooperation in research and development and for fulfilment of the obligations in the area of science and technology).

The Ministry of Education establishes professional advisory body of the Ministry of education - commission for periodical evaluation of research and development. The Minister of Education appoints its chairman. The Ministry of Education is provider of the whole state information system. Their purposes are unification of the achievement and provision the data on the science and technology.

In the Slovak Republic the educational research is mainly carried out in the specialised directly managed organisations of the Ministry of Education of the Slovak Republic: the National Institute for Education (Bratislava), Research Institute of Child Psychology and Patopsychology (Bratislava), in higher education institutions and partly at workplaces of the Slovak Academy of Sciences.


Slovak Academy of Sciences

Research Institute of Child Psychology and Patapsychology


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Act No. 575/2001 on the government activity organisation and organisation of the central state administration

9.6.1. Research. Activity in Directly Managed Organisations of the Ministry of Education of the Slovak Republic

In the directly managed organisations of the Ministry of Education of the Slovak Republic only a certain number of experts deal with research and their research activities focus mainly on the problems of pre-school education and primary and secondary schools. These institutions include:

National Institute for Education Research Institute of Child Psychology and Pathopsychology Institute of Information and Prognoses of Education State Institute for Vocational Education Methodical-pedagogical centres





9.6.1.1. National Institute for Education

The National Institute for Education (NIE) fulfils the tasks concerning the sector research, professional and methodical guidance, provision of professional and methodical management of primary and secondary schools and school facilities, and the tasks assigned by the founder. In the field of education the National Institute for Education provides for, particularly, the development of concepts, preparation of the basic pedagogical documents, research and survey, the continuing education of educational staff, management, coordination and professional-methodical guidance, counselling and advisory activity, editing and publishing, cooperation with higher education institutions, departmental and non-departmental institutions, project management in cooperation with foreign countries.

The following tasks ensue from the mission of the National Institute for Education:

development and preparation of proposals of concepts and setting out the aims connected with the school system, its individual functions, development and proposals of concepts on content of education and training and continuing education of educational staff,

drafting, creation and updating of basic educational documents - school-leavers’ profiles, curricula, standards and diagnostic materials fore pre-primary education and primary and secondary education,

applied research in content, methods and forms of education and training, initiation, projection, implementation and evaluation of educational experiments,

surveying aimed at identification of the state and level of educational process, development and application of educational, psychological, didactic and diagnostic methods, techniques and procedures,

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initiation, drafting, projection and coordination of individual forms of in-service training of educational staff and professional coordination of attestation forms of education,

initiation, drafting, projection and implementation of education of leading educational workers, selected workers of the State administration in education, teachers-methodologists and teachers,

coordination, management and direction of regional methodological and educational institutions,

professional-methodical regulation of regional methodological and educational institutions, professional and methodical assistance to educational workers,

mediation of domestic and foreign information concerning education and training, and school systems, including database production for the needs of the National Institute for Education, schools and school facilities,

delegating teachers for educational events abroad, issuing periodical and non-periodical publications, professional and methodological materials,

audio and video information, coordination of production of textbooks, teaching texts and teaching aids for all types, kinds

and levels of schools and school facilities, monitoring publication of teaching texts and teaching aids,

coordination and direction of activity of central curricular review groups and methodical bodies in schools and school facilities,

cooperation with higher education institutions, departmental and non-departmental institutions and institutions abroad,

initiation and professional and methodological preparation of competitions related to educational process, designed for pupils and teachers.

At fulfilling its tasks the National Institute for Education cooperates with domestic and foreign scientific and research institutes and partner institutions abroad, with higher education institutions, methodological and educational workplaces founded by the ministry or other central bodies of State administration, with representatives of the State administration in education, LEAs and school inspection, with leisure- time organisations and associations active in education and training.

The NIE carries out the above activities on the basis of its annual plan of main tasks, according to the requests of the ME SR, needs of regional methodological and educational institutions, needs of schools and school facilities, and research projects obtained through selection and grant procedures.


9.6.1.2. Research Institute of Child Psychology and Pathopsychology

The Research Institute of Child Psychology and Pathopsychology (RIPP) in Bratislava deals particularly, with:

complex research of psychical and personality development of children both in norm and pathology, research into conditions of development and possibilities of its optimizing in family, school and other establishments and institutions, by comparing research findings with data from other countries,

experimental verification of modelled of care for the handicapped and talented children, models of prevention against unwanted socio-pathological phenomena and concrete diagnostic educative and therapeutic procedures,

coordination of the system of counselling facilities in the education sector,

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expertise for the ministry of education, drafting proposals for improvement of care for children and young people under the conditions of schools and educational establishments.


9.6.1.3. Institute of Information and Prognoses of Education

The Institute of Information and Prognoses of Education (IIPE) represents:

information centre of the sector of ministry of education, basic information centre of the ministry and its directly managed organisations as well as the organisations in methodical guidance of education which fall within the competence of the regional educational authorities and territorial self-government,

leading branch, research, methodical-coordination centre of the uniform and complex information system of the sector, its automation and link to information systems in the Slovak Republic and abroad,

research and concept workplace in the area of development and prognoses of education, development of concept on higher education and lifelong education, scientific research of the sector, care for youth, management of the education system and economics of education,

sector workplace of surveys, analyses of education and forming the pupils’ and students’ personality,

workplace participating in concept methodical-coordination activities of development and provision of sector research and scientific research activities,

central workplace for information processing (under coordination of the education system, education and training), socio-economic information, information for budget, special managerial information in the sector and foreign information sources,

central workplace for promotion and provision of information on education system, science, and training, the care for young people in the Slovak Republic and a coordinator for the provision of information for UNESCO, BIE, OECD, PHARE and other organisations abroad,

branch training institute of the staff of information systems in the sector, mainly in the area of applied software,

central museum of education and pedagogy of Slovakia and methodical-coordinating workplace in this area,

provider of activities of the Secretariat of the Higher Education Council and the Secretariat of the Student Council in agreement with their statutes.


9.6.1.4. State Vocational Education Institute

The State Vocational Education Institute (SVEI) represents a professional-methodical, educational-counselling, coordination and educational institution of the Ministry of Education of the Slovak Republic. It is the only professional and educational guarantor for solution of tasks of professional education for the entire network of secondary specialised schools and secondary vocational schools in the Slovak Republic

Section of Education and Concepts

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Section provides for the development and verification of the new and innovation of the existing educational programmes, educational documents and projects for education and training in secondary vocational schools and secondary specialised schools. The Section is responsible for development of analyses and concepts, and participates in prognoses of development of secondary vocational education. It provides for development of textbooks, study texts and teaching aids. In connection with the trends of secondary vocational education and labour market it ensures the further education of the educational staff of secondary specialised schools and apprentice training centres.

Section of cooperation with foreign countries, information, documentation and creativity of young people

In cooperation with foreign partners the section provides for preparation and implementation of foreign educational projects in secondary vocational schools and secondary specialised schools and apprentice training cesntres in the Slovak Republic. It organizes educational activities (periods of study abroad, special excursions, meetings, seminars, visits of specialised exhibitions, etc.), for teaching staff and pupils of secondary specialised and apprentice training centres abroad. It updates the educational methods in secondary schools by introducing simulation educational forms representing real business life through training school companies. It organises the international fair of vocational education and training companies in the Slovak Republic and participation of Slovak vocational education and training companies in similar fairs abroad. In the field of youth creativity it ensures secondary school professional competitions "SOČ", "Zenit" and school presentation-sale exhibitions "JUVYR".


9.6.1.5. Methodical-pedagogical centres

Take part in research activities in cooperation with the National Institute for Education and State Institute of Vocational Education, carries out vocational research of educational activities of schools and educational establishments and school facilities and further education of educational staff, specifying the load and conditions of the teachers’ work, verifying experimental programs of education and models of management of schools and coordinating the qualification studies of teachers of selected subjects.

9.6.2. Research in the Slovak Academy of Sciences

The Slovak Academy of Sciences is a self-governing scientific institution of the Slovak Republic with nation-wide scope of activities established by the Act on the Slovak Academy of Sciences, aimed at development of basic and applied scientific research. It has a separate budgetary chapter, that means, from the point of view of relation to the state budget it has the status of a central body of state administration. The Slovak Academy of Sciences is based on the six pillars, including:

excellent research, application of results, education, international cooperation, scientific service popularization of science and technology.

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It publishes 54 titles of scientific and special journals and 8 yearbooks.

There are 49 scientific societies affiliated to the SAS, which operate as civil associations. From among these societies the following associations are concerned with development of education and sciences of education: the Slovak Pedagogical Society, the Slovak Linguistic Society, the Slovak Literary Society and the Slovak Psychological Society.

The improved effectiveness of SAS can be documented by creation of so called centres of excellence. The experts from abroad from the different research institutions are invited for short-term or long-term visits. There has been created top information and infrastructure base for the realisation of the important projects. Recently SAS has 6 centres of this type.

SAV employees are permanently involved in pedagogical process. SAS and higher education institutions have 32 joint working places. The results were published in 63 monographs. They are tutors in PhD study for almost 908 students. Each year they organise conferences, meetings and they publish science and special publications.

From the point of view of financing the basic research the most significant status among the established agencies is that of the scientific grant agency (VEGA) of Ministry of Education of the Slovak Republic and SAS. Its members are outstanding scientific workers, university teachers and workers of directly managed organizations of the research base. The period of project solution is usually three years and it is reviewed by three experts, one from abroad. The subject of evaluation is the scientific level and ethic aspects of the project, professional level and composition of the team, feasibility of the fulfilling the set up aims, adequacy of time schedule and financial requirements for solution, conclusions of experts and social topical relevance of the problem.

Slovak Linguistic Society


Slovak Literary Society

Slovak Psychologic Association

Scientific Grant Agency

9.6.3. Research at Higher Education Level

Research activity at higher education institutions is conceived as a fundamental basis of the development of fields of study and disciplines, and it fulfils a function of the communication of the acquired knowledge from scientific research into education.

At higher education institutions there are approximately 9 907 full-time teachers, who are partially employed (from 500 to 1 200 hours per year) in science and research. The above number of the full-time teachers includes about 1064 professors, of whom 359 are holders of the degree of Doctor of Science, and about 2 400 associated professors, of whom 52 are holders of the degree of Doctor of Science and 2 222 are holders of the Ph.D. degree. Furthermore, there are approximately 1,600 full-time research workers engaged in science and research.

This highly-qualified human potential at universities provides for education of approximately 4,300 students and is involved in the solution of about 700 - 800 research projects which has successfully got through the grant competition and have obtained grant, as well as the solution of approximately 1,000 institutional projects, the setting and solution of which is in the competence of individual universities. From this number about 60 - 70 grant projects and about 100 institutional projects having

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a character of educational research, are solved annually, which are financed from the national, EU, NATO resources.

9.7. Statistics

There are no statistical data available as we do not ascertain any outcomes of evaluation of the education system.

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10. Special Educational Support

At present in Slovakia there is a network of special schools developed to offer differentiated education for the health disadvantaged or handicapped children or pupils, depending on the kind of their handicap, particularly, physical and mental handicaps, impaired communication ability, hearing and sight defects, autism or further pervasive developmental defects, developmental disorder of learning, disorder of behaviour, impairments of activity and concentration, deaf and blind and children or pupils with multiple defects. There is a worked out system of education and training applied with the main aim to achieve maximum working and social integration of the disabled with respect to the kind and degree of their defects or other health impairment.

The system of special schools is differentiated – just like mainstream schools – according to levels of education and professional orientation and, at the same time, according to the kind and degree of health disadvantage.

The another possibility it is education of children and pupils with health disadvantage in special classes established in pre-primary, primary and secondary schools. They are set out for children and pupils with the same type of health disadvantage. The organisation of teaching in these classes is the same as in the special schools for particular specific type of health disatvantage –number of pupils in one class, obligatory teacher qualification precondition in such classes is special pedagogy qualification of the second level together with teacher qualification.

The third way is the integration, that means, involvement of children or pupils into mainstream class with other pupils.

Education of children and pupils with health disadvantage in all three above mentioned types of education is subordinated to educational programme belonging to specific health disadvantages which is the part of the national educational programme.. Pupils proceed in school integration according to individual education al programme, even if pupil is educated in special class or special school, if he/she is not able to follow the educational programme approved for the given category of health disadvantage.

The targeted assistance to children with health disadvantage in their education should ensure their successful involvement in the everyday life. The act sets down under the conditions of integration to provide to pupils with special education needs the education by special forms and methods, corresponding to their individual abilities and preconditions in relation to their impairment. The aim of integration is to achieve the highest possible degree of socialization, that means, subsequent involvement in working process and everyday life.

See Chapter 10.5.


The beginnings of the organised special needs education in Slovakia date back to the first half of the 19th century. Until 1918 the education of children requiring special care fell under the competence of various charitable associations, municipalities and churches which founded charitable institutes for the physically, mentally and perceptually handicapped and, later on, for morally impaired children. The first institute of this kind founded at the territory of Slovakia was the Beitl Institute for the Blind dated 1825 and located in Bratislava, while the first public institute for abandoned children was the Reform School founded in Košice, 1903.

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Regulation No. XXXVIII/1868 on people’s and middle schools that set up the 6-year school attendance, did not comprise duties for children with handicaps, called "defective or deviant".

After the origin of the first Czechoslovak Republic a necessity arose to develop, in a more proportionate way, the network of specialised school facilities named "institutes for the deviant youth" for the blind, morally impaired, physically disabled and moronic. The adopted Act No. 86/1929 of the Law Code on auxiliary schools set up the duty to establish auxiliary classes at people’s schools as well as independent schools for "children insufficiently gifted". The compulsory school attendance in these schools lasted 8 years. The compulsory schooling for the retarded children educated in the institutes was provided according to their possibilities; full or partial exemption was permitted only on the basis of the physician’s recommendation. In the school year 1937/38 there were 13 schools for the retarded, with 114 classes, 1806 pupils and 109 teachers.

After 1948 the education system was built-up on principle of a unified and state-owned school. The children who required special care were educated in agreement with the Acts Nos. 95/1948, 31/1953 and 186/1960 of the Law Code, in special schools and remedial school facilities which provided them with the basic education, training for practical occupations, eventually, secondary education.

The project of further development of the education system of 1976 set up the task to prepare the young people with special education needs for involvement into the world of work as its full-fledged members. The children with light sensory and physical disorders attended special kindergartens and primary schools and those with disorders in reading, writing and sensory-motor disorders were educated in the specialized classes at primary schools.

For children and youth with serious mental, sensory, speech and physical defects, ill and placed in the health establishments and maladjusted children are special schools.

In the 1980s new forms and ways of integration of children and pupils with health disadvantages in educational process of mainstream population were worked out and real conditions were created, in case of interest and skills, to receive higher education.

As it appeared after 1990 in development of special schools, the segregated education in special schools has unbeneficial effects upon development of social relations. The educational legislation enabled to consider more consistently the individual needs and interests of children. Therefore the individual integration of the children with special educational needs (SEN) into mainstream kindergartens, primary and secondary schools is preferred. Children with health disadvantages and their parents have the possibility to choose between education in a special school or mainstream type of school. The school classroom is the initial environment outside the family in which the pupil experiences a certain period of his/her life. The school and teachers should create such an atmosphere in class that would have a positive impact upon the level of social integration of the pupil with special education needs. The school must however provide for special compensation and special educational aids, create material conditions for his/her successful work. The teacher must know how to carry out special educational care. Therefore it is always necessary to consider prior to the integration of the child with special education needs if all conditions have been created for his/her successful integration, the further rehabilitation care and his/her personality development.






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The concept of education and training for children with health disadvantages (with a perspective fulfilment of measures by the year 2015), approved at the ministry of education at the end of 2000, intensified a number of activities oriented at new trends in the education process of children and pupils with special education needs. The latter are linked to the traditions and underline positive elements of education and training of children and pupils with health disorders.

The system of education of children and youth with health disorders underwent a fundamental restructuring. The practical consequence of underlining the principles of humanization in education is the respect of individual specificities of personality development of every individual which brought about the transfer from almost exclusively segregated education of the disabled to the system of options between optimum integration in schools of mainstream type and special schools. Due to specific adjustment of conditions of education a great part of this population is enabled to complete primary and secondary education within the framework of mainstream schools. Such a solution does not only contribute to the achievements of higher quality but it also supports the process of continuous social integration and overall personality development. In this way a higher percentage of the handicapped than before is perspectively prepared to receive higher education and to find placement in formerly unusual fields of societal and working life.

For an operating integration it is necessary to secure for the school the material-technical, organization and personnel conditions, special educational conditions with special educational care, with an extensive counselling service to the pupil, school and family. The successful integration of pupil with special education needs is impossible without tolerance, understanding, help from the other pupils and the surroundings.

10.3. Definition and Diagnosis of the Target Group(s)

The integration into the system of special education is aimed at children and pupils in which special medical, psychological and educational testing showed such defects in mental, psycho-social and physical development for which they cannot be successfully educated in regular schools and establishments despite using compensation-rehabilitation aids.

The proposal of admission to the system of special education and education within school integration is commented by experts from the sectors of health, education, and in some cases also the sector of social affairs and family can be involved.

In case of child with health disorders the starting point should rest in the medical diagnosis that is carried out in the sector of the ministry of health. Within the framework of screening examination - by 36th month of the child’s life at the latest - the physician identifies an eventual defect in various areas of the health state, and he sets an indicative diagnosis with recommendation for further professional medical examinations.

After stating the medical diagnosis the physician recommends further examinations of the child in counselling establishments of the education sector. The medical diagnosis is supplemented by psychological and special education examination. If a defect in development of psychic, somatic or perceptual functions is appeared due to which the child cannot be successfully educated by methods that are used for his/her other peers, another diagnosis is carried out in special-educational counselling centres. Subsequently, in these establishments the concrete special-educational interventions are also defined.

From the point of view of time, the counselling centres provide professional aid to children with health disorders and to their guardians, from 0 to 3 years of age of the child - the so-called early care. The

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programme of early counselling has been developed in agreement with the concept intentions of special education and is structured into several areas, such as:

concept solution of the problems of early counselling at the level of individual sectors and intersector cooperation,

uniform registration of children with an impairment in early age, provision of information and interventions into the problems of early care for children with

special education needs with the intention to provide the family with as much information as possible and to secure their active participation in the process of complex care for their child,

network of establishments of special-pedagogical counselling, their personnel supply in relation to priority activities and professional interventions of special-educational counselling services and child integration centres,

the further education of professional employees in issues of early counselling, adjustment of regulations.

Upon attaining the age of three years the child is recommended one of the forms of pre-school institutional education either in a special or mainstream kindergarten. Special kindergartens integrate children according to the type of defect. In mainstream kindergartens the handicapped children may be educated in special classes or they can be individually integrated among their peers.

In counselling establishments education sector, that means, in special-educational counselling centres and, at developmental disorders, also in centres of pedagogical-psychological counselling and prevention through a special educational diagnosis is based on expert special-educational diagnostic methods which supplement and make the previous examinations more precise. The team of experts composed of - physician, psychologist, social worker, and special pedagogue, rehabilitation worker and technician, or other specialists, give complex evaluation of the child – pupil with health disadvantages. Finally, a special pedagogue determines the final special-educational diagnosis, namely, after assessment of all examinations and special educational interventions. At the same time, special education needs are defined by stating educational prognosis. The complex evaluation given like this is a part of the "Proposal for admission of the child, pupil with special education needs to the special school, special kindergarten, primary school and to secondary school".

Within the framework of special educational diagnosis the children with health disadvantage are differentiated as follows:

mentally handicapped child (brain injury or injury of its functions) child with impaired communication ability (at phonetic-phonologic, syntactical, morphological,

lexical or pragmatic level) child with hearing defects (remarkable defects of hearing and speech) child with sight defects (inborn or acquired defects of sight) deaf and blind child physically handicapped (defects of motor and supportive apparatus or injury of nervous

apparatus) child with multidefects (combination of hearing or sight or other defect with mental handicap,

or the combinations) child with autism or other pervasive developmental disorder child with developmental defect - developmental learning defect (dyslexia, etc.), with

attention-deficit disorder and attention deficit-hyperactivity disorder (ADD, ADHD) ill child and physically weakened maladjusted child – with impaired functions in emotional and social sphere (with problems in

the field of social adaptability)

The child with health disadvantage in intentions of special-educational diagnosis is recommended to be integrated into the special-educational care in the system of counselling and into the educational process as soon as possible - before starting the school attendance.

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For more details see Chapter 2.9. .

Diagnostika narušenej komunikačnej schopnosti

Mentálne postihnuté dieťa v škole

Program na zdokonalenie systému raného poradenstva pre rodičov detí so zdravotným postihnutím...


The Act No. 281/202 of the Law Code on the child allowances sets up the amount of social allowances that the State allots to the child education and catering, or the Act No. 280/2002 of the Law Code on parent benefits. The right to get the benefits is conditional on personal and proper care of the parent for the child with unfavourable health state lasting long years (the child is not provided the institutional care for more than three continuous calendar months).

The Act No. 245/2008 of Law Code on education and training (Education Law) and on the change and supplement to some acts which came into force on 1 September 2008 on granting scholarships lays down in Section 149: Scholarship may be granted to pupils of full-time study in secondary school, vocational apprentice centre or practical school, if estimated in relation to the persons who are granted benefits in economic shortage according to a special regulation, or, whose one twelfth of income for calendar year preceding that in which he asked for the scholarship, amounts to at most the life minimum. Scholarship is provided from the beginning of the school year (during the schooling) based on a written application submitted by the pupil or his/her guardian to headteacher of the school the pupil attends. The scholarship is granted on the basis of the headteacher’s decision. The scholarship is provided to the pupil in the amount of 25%, 35% or 50% of the life minimum depending on the achieved school results. All details on secondary school scholarships are described in chapter on secondary schools, see Chapter 5.9. .


Act No. 280/2002 on parent benefits

Act No. 281/2002 on the child allowances sets up the amount of social allowances

10.5. Special Provision within Mainstream Education

The school integration of children and pupils with health disadvantage is carried out in mainstream pre-primary, primary and secondary schools. It is therefore upon the founders of schools, headteachers and teachers to create adequate conditions for full-value education of the pupils concerned. Every child with a health disadvantage has under the law the right to systematic provision of adequate professional care applied in educational process.

The integration of special education and special education as an organic component of general education is understood in the terms of providing the education in mainstream educational institutions and not separately. The child with health disadvantage has the right to be offered by the society the same opportunities and incentives for his development as his/her peers. The complete functioning of

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the integration requires an extensive early professional counseling service and direct assistance to families with the children with health disadvantage.

In practice the school integration is carried out:

individual school integration of pupil in mainstream school, in mainstream class integration in special classes of the mainstream schools which involve pupils with a certain

kind of impairment. The part of the education can be fulfilled in mainstream classes, this way can be considered as the partial integration.

A presupposition of efficient integration of the pupil with special education needs is a team cooperation of experts, the very pupil and his/her family.

The basic conditions of education and training of children and pupils in school integration are set down by Act No. 245/2008 of the Law Code on education and training (Education Law) as amended by subsequent provisions, in its executive regulations (Decree No. 320/2008 of the Law Code on primary school, Decree No. 306/2008 of the Law Code on kindergarten, Decree No. 318/2008 of the Law Code on completion of study in secondary schools, for special classes in mainstream schools as Decree No. 322/2008 of the Law Code on special schools). The further details and rules on education and training of these children and pupils are defined by the State educational programme which include educational programmes for children and pupils of different categories according to types of health disorder as determined by the Education Law (Section 94 Clause 2 of Act No. 245/2008 of the Law Code). The pupil may be involved in school integration on the basis of request of his/her guardian and a written statement of the respective counselling institution.

The guardian of the child with special educational needs has the right to choose if the child will be educated in mainstream class of primary school, in special class of mainstream primary school or in special school. If there will detected that education in mainstream school is not in favour of integrated child/pupil and guardian does not agree with the change of type of education of his/her child, the court can make decison on the way of his/her further education.

The individually integrated pupil is educated according to individual educational program. If the pupil is released from education in individual subjects or their part, these facts are indicated in his programme, while the headteacher issues an appropriate statement thereof.



The supreme guarantor of the special education is the Constitution of the Slovak Republic that in Chapter 42 guarantees a universal right of every citizen of the Slovak Republic to education and, in Chapter 38, Section 2, it stipulates a special care for the handicapped citizens in preparation for their career.

The Act No. 245/2008 of the Law Code on education and training (Education Law) and on the change and supplement to some acts defines in Section 2 the child/pupil with special education needs, the child/pupil with health disadvantage, with health disorder, ill or physically weakened child/pupil, the child/pupil with developmental disorders, the child/pupil with behaviour disorders and guarantees to pupils with special education needs the right to education corresponding to their individual abilities by special forms and methods responding to their handicap. The blind and the deaf are guaranteed the right to education in their mother tongue using sign speech (Section 12 Clause 4 and Section 144 Clause 3 of the Act No. 245/2008 of the Law Code on education and training (Education Law) in

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intentions of Section 4 letter b) of Act No. 149/1995 of the Law Code of the National Council of the Slovak Republic on sign speech of the deaf) or Braille letters.

The integration of pupils with special education needs in mainstream primary and secondary schools is stipulated by Act No. 245/2008 of the Law Code on education and training (Education Law) and on the amendment and change to some acts (e.g., Section 28 Clause 9 in kindergarten, Section 29 Clause 10 in primary school, Section 65 Clause 2 in secondary school)..

The problems of state administration in education, including special schools and establishments, are treated by the Act No. 596/2003 of the Law Code on state administration in education and educational self-government as amended by subsequent regulations.

The qualification requirements of educational staff of special schools as well as educational staff of other schools and facilities, including professional employees of centres of special pedagogic and psychologic counselling and centres of pedagogic and psychologic counselling are treated by the Act No. 317/2009of the Law Code on pedagogic employees and professional employees and on the change and supplement to some acts. Qualification requirements of pedagogical staff at special schools as well as pedagogic employees at mainstream schools are determined by the Decree No. 437/2009 as amended by the Decree No. 170/2010.

The number of teaching hours and duties of educational work of educational staff and in special schools are regulated by the Government Regulation No.422/2009 of the Law Code.

The Act No. 597/2003 of the Law Code on financing primary schools, secondary schools and school facilities.

The Government Regulation No. 630/2008 of the Law Code whereby the details of breakdown of finances from the national budget are set down for schools and school facilities as amended by the Government Regulation No. 29/2009 of the Law Code.

The Directive No. 16/2008-R of 18th December 2008, whereby the procedure of allotting funds to founders of schools for salaries and allowances to insurance funds of teachers’ assistants for pupils with health disadvantage or for gifted pupils.




Act No. 149/1995 on sign speech of the deaf




10.5.2. General Objectives

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Integrated education represents a creative combination of the education system in mainstream and special schools. This fact should contribute to educational results of higher quality and to positively support the process of smooth involvement and overall personality development so as to stimulate more and more individuals to achieve secondary education, or higher education which will result in more opportunities in social and working life.

The integration of pupils with special education needs is aimed at achieving the highest degree of socialization, that means, involvement into the employment and regular life. For a functioning integration it is inevitable to provide for in the school the material-technical, organization and personnel conditions, special educational conditions with special educational care with a counselling service available for pupil, school and family.

10.5.3. Specific Support Measures

While providing education and training of the integrated handicapped children and pupils it is necessary to collaborate with special-pedagogical counselling centres, with special school pedagogues or with special schools in education, training, counselling, rehabilitation and other services that will enable them to develop their abilities and skills to maximum degree. The establishments of special-pedagogical counseling are concerned with children and young people with special education needs. Their aim is to achieve optimum development of personality for benefit of their social and working involvement in the society. The counseling provides for diagnostic, psychotherapeutic, educational, reeducative, rehabilitation, corrective and other services and closely specialized activities to children and young people in the form of ambulant care, short-term training stays and visits in the environment, where the child lives. The facilities also provide for counseling activity, consultation activity and methodical assistance to families, legal guardians, pedagogical workers and other stakeholders.

A part of documentation of pupil with special education needs (health disorders and other health disadvantage) in school integration consists of an individual educational programme of the pupil, which is worked out and continuously supplemented by the class teacher in cooperation with the school special pedagogue or an institution of the special educational counselling. Individual educational programme contains basic information on the pupil, on specificities of influence of its diagnosis and prognostication on educational process, on requirements for adjustment of the classroom environment, educational procedures, organization of educational process, curricula, provision of compensation aids, special aids, and personal assistance. The recommended structure of individual educational programme:

The present health state, a type and degree of the defect, educational level of the pupil and characteristics of personality preconditions for learning.

Determination of educational programme according to which the pupil will proceed on the basis of his/her health disadvantage, curricula, in non reformed classes, or their modification to be followed at education and training of the pupil. Increase of time load for some subjects, integration of some special subjects into teaching for compensation of the disorder, for example, subject development of communication skills, individual tyflopedic care, etc.

Special teaching and technical aids, modification of teaching materials to be provided for education and training of the pupil.

Characteristics and description of special educational service. Long-term and short-term aims of educational process, method of assessment and marking of

pupil´s achievements. Continuous evaluation of individual educational plans of individual subjects which were

recommended for the pupil.

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Vzorový štatút špeciálnopedagogického poradenstva

10.6. Separate Special Provision

Special schools are special kindergartens for children with health disadvantage, special primary schools for pupils with health disadvantage, special secondary schools for pupils with health disadvantage, practical school and apprentice training centre.

Special kindergartens are established for mentally, sensuously or physically handicapped children, for children with impaired communication ability, for children with multidefects and for ill and weakened resident in health centres.

Primary schools for pupils witgh health disadvantage provide for pupils with special education needs, except for those with mental handicap, education which is equal to that achieved in mainstream primary schools, that means, the pupils receive in them the primary and lower secondary education. The pupils with mental handicap achieve primary level of education upon completing the primary education. The education in primary schools for pupils with health disadvantage is differentiated depending on the degree of the pupils' impairment.

The pupils with intellectual defects who cannot be successfully educated in primary school and pupils who are able to adopt at least some elements of education are offered special primary schools for mentally handicapped in which the curriculum is adapted to the degree of handicap of the pupil. Based on these degrees the school is internally differentiated.

A special primary school is established for pupils with autism or another pervasive developmental defect which provides to pupils an appropriate level of education depending on whether their impairment is also associated with a mental handicap, or not.

Special secondary schools provide to pupils with hearing, sight or physical defects who cannot be educated in other secondary schools, the school education which is equivalent to education received in other secondary schools; they are internally differentiated according to kind of defect at which they are directed. Special secondary schools are divided into the types: gymnasia and technical secondary schools. Special technical secondary schools and vocational apprentice centre provide education and training in selected fields of education or trades.

The pupils with mental disorders who completed grade 9 in special primary schools or compulsory schooling are designed vocational apprentice centres and practical schools. The centres provide vocational training in the fields of training with adjusted curricula.

Practical schools provides education and training for simple working activities to pupils with mental disorders who completed the basic special school and who were not admitted to vocational apprentice centre, or did not manage its educational content. Practical school prepares pupils for family life, for self-service and practical chores and trains them for performing works to be able to carry out simple working activities under supervision.

Special schools are usually established as schools for one kind of defect. In case that a pupil has a combination of two or more health disadvantages, there is recommended the education which is tailored according to specificities of health disadvantages of given child.

Education in special schools is provided in special forms and methods with the possibility of using compensatory aids with the aim to integrate the pupils into working process and life of society. For mentally handicapped pupils and those with multidefects the classes with individual educational programmes are established. Pupils with multidefects are integrated in the classes according to their primary defect.

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Pupils with special education needs may be also educated within the system of mainstream kindergartens, primary and secondary schools in the form of individual integration directly in mainstream classes or in the form of special classes.

The pupil who due to his health condition cannot attend the school, is provided by the State administration body for education such a form of education that will allow him to achieve the same education as that received through school attendance. If a pupil from serious health reasons cannot daily attend the school, the headteacher may issue a decision on releasing the child from the duty to attend the school for a time until the reasons pass away. For this purpose a statement by specialist for children and youth is required. The decision on releasing from the duty to attend the school must be reviewed once a year at least.

In the Slovak Republic the legislation also enables teaching of pupils with special education needs in home environment. Such education is provided to pupils who receive long-lasting home treatment. In that case the school provides for individual teaching in the scope of two hours weekly at least. For serious reasons a pupil may be released either completely or partly from learning individual subjects. For that purpose a special statement of a special pedagogue, psychologist and specialist is needed. In the certificate the given subject is marked by word "not completed".

Care for maladjusted children is provided due to disturbed funkcions in the social or emotional spheres by special school facilities: re-educative centres, diagnostic centres and therapeutic-educational sanatoriums.

At the re-educative centre and at the diagnostic centre and at therapeutical educational sanatorium, there can be established a primary school and secondary school for maladjusted pupils. The maladjusted pupils with mental handicaps are educated at special primary school, vocational apprentice centre, practical school established at re-educative centres.

The children of preschool age may be provided education at kindergartens established at diagnostic centres.


The supreme guarantor of the special education is the Constitution of the Slovak Republic that in Chapter 42 guarantees a universal right of every citizen of the Slovak Republic to education and, in Chapter 38, Section 2, it stipulates a special care for the handicapped citizens in preparation for their career.

The Act No. 245/2008 of the Law Code on education and training and on the change and supplement to some acts (Education Law) as amended by subsequent regulations guarantees to pupils with special education needs the right to education corresponding to their individual abilities by special forms and methods responding to their handicap. The blind and the deaf are guaranteed the right to education in their mother tongue using sign speech (§ 4 letter b of Act No. 149/1995 of the Law Code of the National Council of the Slovak Republic on sign speech of the deaf) or Braille letters. It also sets down that nobody may be exempt from fulfilment of compulsory schooling (see section 19.).

The executive regulation related to special education is the Decree of the Ministry of Education of the Slovak Republic No. 322/2008 of the Law Code on special schools of 6 August 2008. This Decree regulates the details on organisation, internal differentiation and the length of education and training in special schools, admission procedure for children and pupils, details on specificities of education and training, on assessment and marking the school achievements and behaviour, on numbers of children and pupils in special school classes, on the form and content of the report on education and training of the pupil, on designation of schools, and it sets out the system of disciplines and concentrations of trades in vocational schools.

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The special education domain also includes school facilities designed for performance of institutional and protection education (special education institutes – diagnostic centre, re-education centre, therapeutic-educational sanatorium), as well as counselling institutions (educational-psychological centre, special-educational counselling centre), school special pedagogue and assistant of teacher.

The executive regulation on organisation of educational process in special educational establishments, forms and methods of education and training in the process of re-education, on educational groups and diagnostic groups, safety measures, on personnel, financial, material-technical and premise provision is the Decree of the Ministry of Education of the SR No. 323/2008 of the Law Code on special educational establishments.

The executive regulation of the Act of the National Council of the Slovak Republic No. 325/2008 of the Law Code on school facilities of educational counselling and prevention.

The problems of state administration in education and school self-government, including special schools and establishments are treated by the Act of NC of the Slovak Republic No. 596/2003 of the Law Code on state administration in education and school self-government, as amended by subsequent regulations.

The qualification requirements of educational staff of special schools and of other schools are treated by Decree of the Ministry of Education of the Slovak Republic No. 437/2009 of the Law Code, whereby the Decree No. 170/2010 of the Law Code on professional and teaching competence of educational staff is changed and supplemented.

The number of teaching hours and duties of educational work of other educational staff in special schools are regulated by the Government Decree No. 422/2009 of the Law Code.

The Act No. 597/2003 of the Law Code as amended by subsequent provisions on financing primary schools, secondary schools and school facilities.

The Decree of the Ministry of Education of the Slovak Republic No. 137/2005 of the Law Code on school inspection.

The Act No. 552/2003 of the Law Code on performance of work in public interest.

The Decree of the Ministry of Education of the Slovak Republic No. 318/2008 of the Law Code on completion of study at secondary schools.

Methodical Guide of Ministry of Education of 31.8.2004 on education and training of pupils with the learning defects in primary and secondary schools.





Decree No. 322/2008 on special schools

Decree No. 323/2008 on special educational establishments

Decree No. 325/2008 on school facilities of educational counselling and prevention


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Act No. 149/1995 on sign speech of the deaf






10.6.2. General Objectives

Main objectives at individual levels of special education fall within the competence of the Ministry of Education of the Slovak Republic, namely, its directly managed institutions: the Research Institute of Child Psychology and Pathopsychology and the National Institute for Education. These institutes are involved in the preparation of conceptual and legal activities in the area of education, vocational education and training and professional care related to children and pupils with special educational needs.

These specialised institutes are responsible for experimental verification of the new content, methods, forms and approaches in special education, elaboration of pedagogic documentation including state educational programme and their application in practice.

From the point of view of special-educational activities the objectives are of general and special character.

General objective of a special teacher’s educational activities is differentiated in relation to the type, kind and degree of the defect. It is aimed at acquiring pupils’ knowledge, skills, competence and habits in the field of development of cognitive processes as well as development of their moral qualities. The teaching objectives in individual types of schools for the pupils with health disadvantages are differentiated in the scale from teaching objectives consistent with teaching objectives of mainstream schools (e.g. with physically handicapped pupils) up to the teaching objectives specifically modified in relation to the type and degree of individual handicaps - i.e pupils with mental, sensual, multiple handicaps). They respect medical, psychological and special-educational diagnosis and prognosis of psychosocial development at all stages of health disorders.

Special objectives are oriented at realisation of complex rehabilitation care for physically handicapped at all schools and school facilities in which the pupils of special education needs are educated. They follow removal or elimination of negative effects of visual, hearing, mental, and physical handicaps and those concerning communication ability and they act in prophylactic way against the origin of secondary undesirable phenomena in the personality development of pupil. They involve objectives aimed at prophylaxy, compensation, re-education, correction and rehabilitation of individual types of impairment and their combination with other handicaps. An organic part of defining special objectives is continuous monitoring of pupil - special-educational diagnostics aimed at setting up special-educational differential diagnosis.

From the view of content, the teacher - special pedagogue in special-educational activity distinguishes the cognitive, operational and value objectives. The cognitive - informative objectives are related to development of cognitive functions, developing knowledge of the handicapped pupil. By setting up operational - modification objectives he individualises the teaching in relation to topical external - objective, and internal - subjective conditions of educational process, namely, not only with respect to

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various defects but also with respect to real possibilities of teaching in the given special-educational situation. The value-based formative objectives build-up and develop the value-oriented system of the pupils with health disorders, they create a hierarchy of personality qualities of behaviour towards oneself and the environment in which they live and will live.




10.6.3. Geographical Accessibility

Special schools are established and dissolved according to network determined by the ministry of education for 10 pupils at least and dissolved if the number drops below 8. In justified cases the school may be kept operating even at lower number of pupils. A class may be established for less than four pupils. If the child cannot attend the school daily, the special schools are founded as residential schools.

10.6.4. Admission Requirements and Choice of School

The child who attained the age of 6 years is enrolled in the first grade of primary school. In case he/she is not adequately grown-up, either spiritually or physically, can start school attendance by the preparatory class, or the headteacher can postpone the school attendance of the child for the next year based on the results of the related examinations. Child has to enrol the first grade latest in the age of 8. The parent of the child with health disorder is recommended to visit the special-educational counselling centre which mediate examinations and prepare documentation. According to the above examination the headteacher decides on enrolment of the child in the primary school (school integration or in special class), resp.in special school.

An incentive for integration of the child into the system of special education may come either from the child’s parent or other legal guardian, physician, headteacher of the special school or institution, head of the counselling centre or social institution.

The decision on admission of the pupil to the system of special education is within the competence of headteacher of the school or school facility, always with the informed agreement of the child legal guardian. The content and scope of education come from curricula designed for pupils with mental disorder, or and individual educational scheme, compiled in dependency to the degree of the disorder.

In the spirit of the Declaration of Human Rights and the Act No. 245/2008 on Education and Training (Education Act) and on the change and supplement to some acts, the parent has the right to express his opinion on the proposal for integration of his child in the education system. He gives his consent or disapproval to proposed solutions and recommendations by his signature.



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10.6.5. Age Levels and Grouping of Pupils

The levels of education of children and pupils with special education needs are analogous to levels of education of common population. Differences ensue from the kind and relevance of the handicap. The children and pupils with sensuous and physical handicap are offered special schools up to the level of upper secondary education, that means, kindergartens, primary schools, gymnasia, secondary specialised schools.

The special kindergarten provides education for children from 3 to 6 years of age. Education in primary school for pupils with health disadvantage starts at 6 years. These primary schools consist of grades 9, or they may also include preparatory grade. The first stage includes grades 1-4, and second stage grades 5-9.

Children are enroled into special kindergarten usually from three to six years of their age. Pupils with health disadvantages enter the primary school usually at the age of six years. These primary schools have 9 grades or 10 grades and also they can have a preparatory grade. Preparatory and 1. – 4 grades create 1st level of primary school and 5.- 9 . grades create a 2nd level of primary school (lower secondary education – ISCED 2).

For children and pupils with impaired communication and children and pupils with autism and further pervasive progressionall malfunctions are established kindergardens and primary schools with possibility of the preparatory grade.

Special primary schools for mentally handicapped pupils with educational variant A have a preparatory grade and nine grades, special primary schools for mentally handicapped pupils with variant B and C have a preparatory grade and ten grades which are divided into four sages – lower and middle are of three years, higher and working are of two years . Preparatory 1-4 grades with educational variant A create the first stage, grades 5-9 create the second stage.

Secondary schools for physically and sensuously handicapped pupils organize postsecondary study for those interested who received upper secondary education. The pupils are integrated into individual schools according to their defects, in case of multidefects according to dominant defect. They are ranked in classes according to their age.

The children and pupils with mental handicap are offered special kindergartens, special primary schools, apprentice training centres and practical schools. The special primary schools for mentally handicapped do not provide basic education.

The schools for mentally handicapped admit pupils according to their age and degree of defect they suffer from. For those pupils with severe mental disorders and with multidefects who cannot educate in other way, are provided classes with individual educational programme in special kindergartens, special primary schools, vocational apprentice centres and practical shools. Special primary schools do not offer for pupils with mental handicap a stage of education provided by primary school.

Teaching in special primary school for pupils with severe mental disorders is carried out at the lower, middle, higher and working level. The pupils proceed to individual stages according to their age; the content is adjusted to their mental potential.

The pupils in special schools are instructed in classes with lower number of pupils than at mainstream school. The minimum number of pupils in a class of special school is 4; maximum numbers are set up according to individual kinds and types of schools, ranging from 8-12, except of classes with individual educational programme in which the highest number of pupils is four (pupils with autism and deaf blind) and maximum is 5-6 pupils in classes of the variant C.

The school-leavers of primary schools for physically and sensuously handicapped pupils after completing the admission interviews may continue their schooling in mainstream secondary schools, special classes of mainstream secondary schools, or in special secondary schools. Maximum

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numbers of pupils in special classes in secondary schools and at classes of special secondary schools range from 8 to 14. Education acquired in the same type of mainstream and special secondary school is equal.

The school-leavers of special primary school for mentally handicapped who have prerequisites to master the training are offered a apprentice training centre; mentally handicapped pupils are admitted to it on the basis of entrance examinations with criteria determined by the headteacher after the approval of the pedagogic board of the school. The education in apprentice training centre it lasts from one to three years, before that a preparatory grade can be provided. The vocational education and training is completed by issuing a document which is presented by school leaving certificate. A maximum number of pupils per class is 14, in groups of vocational training 5-7. The school-leavers are capable to carry out work in simple worker’s professions and crafts.

Mentally handicapped pupils who after completing compulsory school attendance has no prerequisites to complete an OU, have the possibility to be educated in practical school with duration of one, two or three years. A maximum number in classes of practical school is 10. The school-leavers are capable to carry out simple worker’s professions.

At the health centres, the kindergartens, special kindergartens, primary schools and special primary schools are established. In these schools the pupils are educated during treatment of their diseases or health impairments for which they have been temporarily placed in the health centre. They are grouped in classes according to age with maximum number 6 - 10 (according to type of illness).


The organization of school year and holidays are determined for all primary and secondary schools by Section 150 of the Education Law. The school year starts on 1 September and ends on 31 August and is divided into the period of school classes and school holidays. The period of school classes start on 2 September and end on 30 June of the next year and is divided into the first and second term. The first term is finished on 31 January and the second term on 30 June. The period of school holidays is made up of autumn, Christmas, half-year, spring, Easter and summer holidays. Their dates are determined by the Decree of the Ministry of Education of SR No. 231/2009 of the Code of Law on details and organisation of the school year at primary schools, secondary schools, basic art schools, practical schools, vocational apprentice shools and language schools.

The schools provides classes for five days in a week. No classes take place on public holidays and State holidays.

For details on time schedule see Chapter 10.6.7. .


10.6.7. Curriculum, Subjects

In accordance with Section 94 of the Act No. 245/2008 of the Law Code on education and training (Education Law) the education and training of children and pupils with special education needs are based on the following programmes designed for:

children and pupils with mental disorder,

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children and pupils with hearing disorder, children and pupils with sight disorder, children and pupils with physical impairment, children and pupils with impaired communication ability, children and pupils with autism and other pervasive developmental disorders, children and pupils ill and weakened, children and pupils deaf and blind, children and pupils with multiple defects, children and pupils with behavioural disorders, pupils with developmental learning impairments, pupils with impairment of attention and activity,

which are a part of the state educational programmes.

In schools for mentally handicapped pupils the teaching is carried out according to internal differentiation of the school in three variants – A (pupils with minor degree of mental handicap), B (with mid degree of handicap), C (heavy and deep degree of mental handicap) according to particular of učebné osnovy , resp. in so called reform classes with approved content of education with reduced amount of subject matter, while the content of education in individual cases is adjusted to mental degree of pupils. Učebné plány at the schools for mentally handicapped pupils contain almost all subjects as those at mainstream schools, however, the subject of work education is more time-consuming and all classes require individual logopaedic care.

The subjects contained in učebné plány of special schools are divided into compulsory and optional. Compulsory subjects include: Slovak language and literature, environment, natural history, home history, history, science, geography, civics, mathematics, physics, chemistry, technical education (work education), art, physical education, in schools for pupils without mental handicap there is also foreign language. In special primary schools religious education is taught in alternation with ethics, at schools for mentally handicapped pupils religious education is an optional subject and basics of ethic education is contained in the subject of civics. Schools are equipped within the framework of Infovek project.

Time devoted to individual subjects is set up in učebné plány of individual types of special schools and they are binding for schools. According to individual grades the pupils are instructed 20-30 hours weekly which means 4-6 hours per day, each hour lasting 45 minutes. The practical class and a lesson at practical training takes 60 minutes (50 minutes for the handicapped with sight impairment). The last morning and afternoon lessons may be shortened to 40 minutes. If required by the health state of pupils, the schools at health centres may also shorten the lessons to 40 minutes after approval by physician. For the pupils sick- abed individual classes are organised in duration defined by headteacher after consulting it with physician. The order of individual subjects is set up by timetable, subject of approval by the headteacher. The school can excercise the different ways of organisation of teaching taking into account specificities of pupils with health disadvantages, mainly by dividing teaching hours into shorter time segments, by introducing breaks, block teaching and other organisational forms (§ 2, section 14 of the Decree No. 322/2008 on Special Schools.

The content of classes in individual subjects is set up by the State educational programme, the content of education for the appropriate grade, type of school are determined by the school educational programme. The content of education is determined by framework content of education approved by the ministry of education. The State educational programme is a subject of approval by the Ministry of Education of the Slovak Republic, the school educational programme by the headteacher of school. učebné plány of the school and syllabus of school are the part of the school educational programme and they are derived from framework učebné plány and framework educational standards determined by the State educational programme. Educational standards are not determined for pupils with mental handicap.

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The purpose of out-of-school classes is to support the educational, health, rehabilitation, re-education and compensation objectives of special schools (use of computers adjusted to various kinds of defect).

For development of special-interest activities the headteacher creates special-interest groups. The educational staff of special schools see to that the participation of the pupil in extra-classes activities is not at the account of his/her health and school duties.

In special schools the therapeutical-preventive care is also provided by the appropriate physician within the framework of school health service.

If the education takes place in premises of the home of social service, the spatial provision in terms of operation is provided by the respective home, textbooks, teaching aids and personnel is provided by the ministry of education. If the children are educated outside the home of social service, the spatial, material and personnel provision falls under the competence of the education sector. Education of children and pupils in home of social service is regulated by the valid legislation.

The State supervision of the level of pedagogical management, the level of education and training and material-technical conditions are carried out by the State School Inspection.




10.6.8. Teaching Methods and Materials

Help of special methods carries out the education of pupils with special education needs. These methods are aimed at overcoming, mitigation or prevention of the handicap. Special-educational methods used in special schools may be summed up as follows:

method of re-education - special-educational procedures which are aimed at the affected function,

method of compensation - special-educational procedures aimed at development of compensatory unaffected functions,

method of rehabilitation - special-educational procedures aimed at socialisation - integration of the handicapped individual in the community.

Within the framework of the above methods, the methods and forms of special education of such a kind are used which are characteristic of individual procedure. Further, they are the methods using various compensatory aids, such as computers, hearing aids, various optic aids, etc. Bibliotherapy as a part of therapeutic-educational intervention, a method of communicative nature proved to be effective too. These compensatory aids are used individually or collectively - special classrooms such as video studios, logopaedic workplaces, etc.

A module system is verified only in the system of vocational training at ou. The entire special education is conceived in such a way so that each pupil with health handicap could acquire a certain level of education according to his ability and possibilities.

10.6.9. Progression of Pupils

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The children with health disadvantages integrated in the system of special needs education and training in special primary and secondary schools and schools of regular type based on professional recommendations fulfils his compulsory schooling and subsequently applies for study in secondary schools, vocational apprentice centre and practical schools in agreement with the Act No. 245/2008 of the Law Code on education and training (Education Law).

The transition from lower to higher grade is conditioned by fulfilling his school duties and by evaluation and marking of pupils’ achievements. The sick and ill pupils pass to a higher grade of ZŠ in case that his/her achievements are marked "he/she passed", namely, in agreement with the Methodical Guides for Evaluation and Marking Pupils in force; in case of integrated pupils in conformity with principles of pupils with health disadvantages assessment who are integrated in primary school . These principles are in the annex No. 4 of the Methodical Guide No. 7/2009-R from 28 April 2009 on the Assessment of Pupils of Primary School.

After successfully completing the compulsory school attendance in primary schools for pupils with particular types of handicaps or in school integration pupils are admitted to study at mainstream school, or, at special secondary schools or apprentice training centre and practical schools. The possibility of the school-leavers from mainstream and special primary schools ensues from the level of the achievements gained at the ZŠ that the pupil had attended.

For secondary studies the applicant or pupil’s guardian may submit filled-out application forms (form is approved by the Ministry of Education of the Slovak Republic), to two secondary schools or to two study branches in the same secondary school. The applicant or his/her guardian submits the application to headteacher of the school that the pupil attends. The application contains medical statement and confirmation about the nature of his defect in case that the pupil completed the compulsory school attendance at a mainstream ZŠ and applies for a special secondary school. The character of his/her defect must correspond to the type of the special secondary school that the pupil has applied for. In case that the pupil applies for a regular secondary school the application must contain the decision of the appropriate medical expert commission of social insurance on ability to pursue the field of study selected. The application form of the pupil with health handicap also contains educational documentation that is made up of psychological and special educational examinations.

The apprentice training centre admits the pupils who successfully completed special primary school (for mentally handicapped) or educational programme for pupils with mental handicap in school integration and have prerequisites to complete preparation in this school. The practical school admits the pupils who are not capable to complete preparation for a job in vocational apprentice centre. The legal guardian of the pupil submits the application; it contains statement by professional physician for adolescents on health fitness of the pupil along with educational documentation. The headteacher of special primary school hands over the filled-out application to the vocational apprentice centre or practical school. The admission commission that is constituted by the headteacher out of his educational staff, psychologist and physician on the basis of conditions fulfilled for preparation at the vocational apprentice centre, decides on the admission of the pupil to the vocational apprentice centre or practical school.

After successfully completing study at secondary school the pupil with health handicap may further apply for higher education study through integrated form of education. At present, there is the Supportive Centre functioning at the Faculty of Mathematics and Physics that provides a complex of professional counselling services at the study of perceptually handicapped students in higher education institutions. At all higher education institutions are coordinators for students with health handicap.



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10.6.10. Educational/ Vocational Guidance, Education/Employment Links

In agreement with the Act No. 245/2008 of the Law Code (Education Law) the professional services are provided in centres of special-educational counselling and in centres of special-educational counselling and prevention.

The basic component of the system of educational counselling and prevention for children and pupils with special education needs is the centre of special-educational counselling. Another component is the school special pedagogue. These centres have regional competence, and are established as independent institutions or at special primary schools.

For more details see Chapter 2.9. .




10.6.11. Certification

Upon successfully completing the appropriate educational programme the child or pupil may obtain some of the following levels of education :

pre-primary education by completing the last year of educational programme of the kindergarten branch;

primary education by completing the last year of comprehensive part of educational programme of the branch for the first stage of primary school (pupil with mental disorder by completing the last year of primary school);

lower secondary education by successful completing of the last year of comprehensive part of educational programme of the study branch for the second stage of the primary school or by completing the third year of educational programme of practical school;

lower secondary specialised education (lower secondary) by successful completing of the last year of two-year educational programme of the study branch in secondary specialised school or successful completing of the last year of educational programme of the study branch in the vocational apprentice centre that is to be completed by a final examination;

secondary specialised education (secondary), by successful completing of the last year of at least three-year or at most four-year educational programme of the study branch in secondary specialised school to be completed by a final examination;

general secondary education (upper secondary) by successful completing of the last year of at least four-year and at most eight-year educational programme of the study branch in gymnasia to be completed by secondary school-leaving examination;

specialised secondary education (upper secondary) by successful completing of the last year of at least four-year and at most five-year educational programme of the study branch in secondary specialised school to be completed by secondary school-leaving examination;

higher professional education (postsecondary or tertiary) by successful completing of at least two-year and at most three-year educational programme of the study branch in secondary

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specialised school to be completed by graduation examination, or the last year of six-year programme of the study branch in conservatory to be completed by graduation examination.


10.6.12. Private Education

In addition to special schools and special school facilities, the establishment of church and private special schools and special school facilities is in full agreement with the current legislation. Education received in private and church schools is equal to that received in other schools.

10.7. Special Measures for Children/Pupils of Immigrants

Children of foreigners, immigrants and refugees with permitted residence at the territory of the Slovak Republic, children of applicants for asylum and Slovaks living abroad are provided with the education at primary and secondary schools under the same conditions as children of the citizens of the Slovak Republic. The basic and advanced courses of the official language are organized for them in order to facilitate the integration of these children in educational process.

Language courses for children of foreigners may be also organised by other legal entity or physical person after having obtained accreditation. For children of foreigners with the residence permit at territory of Slovakia they may establish schools different from public schools and to provide education and training in language different from official language at a payment. Teacher training of the employees responsible for education of foreigners’ children is professionally, methodically, organisationally and financially provided by the ministry of education.

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10.8. Statistics


10.8.1. Overview of education of children and young people with special education needs in special schools

Overview of segregated education of children and young people with special education needs (SEN), school year 2009/2010

Type of school Number of

schoolsNumber of

classesNumber of

pupils

Number of full-time

teachers


Kindergartens for children with SEN

73 157 1 268 224 13

Primary schools for children with SEN

274 2 507 20 077 3 069 169

with mental defects 199 2 099 16 253 2 567 115of which for pupils with other kinds of

defects in total 75 408 3 825 502 54

Special secondary schools for pupils with SEN, vocational apprentice center, practical schools

111 685 5 892 600 169

Total 466 3 349 27 237 3 893 351

Notes: The number of full-time teachers including headteachers and deputy headteachers. Primary schools for children with other kinds of defects stand for special primary schools for children with

hearing, visually or physically disabled, for ill and weakened pupils placed in health centres and for pupils with impaired communication ability and for gifted pupils.

For data on other employees of special schools in total see section 8. .


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10.8.2. Special kindergartens – schools, classes, children and teachers – according tothe founder

Kindergartens for children with SEN - schools, classes, children and teachers – according to the founder, school year 2009/2010

Indicator State


Private schools

Total


Number of classes 132 5 20 157

Number of admitted children 1 039 33 196 1 268

Number of full-time teachers, including headteachers

188 7 29 224

Number of part-time teachers 9 1 3 13


10.8.3. Special kindergartens – proportional indicators – according to the founder

Kindergartens for children with SEN – proportional indicators – according to the founder, school year 2009/2010

Indicator State schools Church schools Private schools Total

Average number of classes per school

2,4 1,7 1,4 2,2

Average number of children per school

18,6 11,0 14,0 17,4

Average number of teachers per school

3,4 2,3 2,1 3,1

Average number of children per class

7,9 6,6 9,8 8,1


Notes: In average number of teachers per school resp. in average number of children per teacher are

including only internal teachers. For correct interpretation of average number of children per teacher it should be noted that at

realisation of a prevailing part of educational work per teacher about double of the indicated number of children is ascribed to one teacher, as the classes with all-day, weekly and continuous attendance are alternately provided by two teachers while their basic weekly load overlaps at the time of children’ stay outside and during lunchtime.


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10.8.4. Special primary - schools, classes, pupils and teachers – according to type of school and the founder

Primary schools for pupils with SEN - classes, pupils and teachers – according to type of school and the founder, school year 2009/2010


Special primary school for pupils with mental defects



Number of pupils 15 788 263 201 16 252


2 474 47 46 2 567


Primary schools for pupils with other kinds of SEN in total



Number of pupils 3 271 45 509 3 825


446 10 46 502



10.8.5. Special primary schools – proportional indicators – according to type of school and the founder

Primary schools for pupils with SEN – proportional indicators – according to type of school and the founder, school year 2009/2010


Special primary school for pupils with mental defects




Primary schools for pupils with other kinds of SEN in total



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Note:

At calculation of average number of teachers per school or average number of pupils per teacher, only full-time teachers were included.


10.8.6. Special secondary schools, vocational apprentice centers and practical schools - schools, classes, pupils and teachers – according to the founder

Secondary schools for pupils with SEN, vocational apprentice centres and practical schools - schools, classes, pupils and teachers – according to the founder, school year 2009/2010

Indicator State


Private schools

Total



Number of pupils 5 824 47 21 5892

Number of full-time teachers, including headteachers and deputies of headteachers

586 9 5 600

Number of part-time teachers 160 9 - 169

Number of instructors of practical training, including foremen

626 2 2 630


10.8.7. Special secondary schools, vocational apprentice centers and practical schools - proportional indicators – according to the founder

Secondary schools for pupils with SEN, vocational apprentice centres and practical schools - proportional indicators – according to the founder, school year 2009/2010

Indicator State schoolsChurch schools

Private schools

Total



Average number of full-time teachers per school

5,2 1,8 2,5 5,0

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Average number of part-time teachers per school

1,4 1,8 - 1,4

Average number of instructors of practical training per school

5,6 0,4 1,05 5,3

Average number of pupils per class 8,7 5,9 5,3 8,6


Note: At calculation of average number of pupils per teacher the full-time teachers and instructors of vocational training, incl. foremen were included in the number of teachers.


10.8.8. The overview on education of children and young people with special education needs in special classes of mainstream school

The overview on education of children and young people with special education needs (SEN) in special classes of mainstream school, school year 2009/2010

Type of school Number of schools Number of classes Number of pupils

Kindergarten 23 28 245

Primary school 322 1 140 10 242

Secondary school 3 5 54

Total 348 1 173 10 541

For more details on special classes in kindergartens and primary schools see Chapter 3. and 4. .


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10.8.9. Number of children/pupils with special education needs integrated into mainstream school

Number of children/pupils with special education needs individually integrated into mainstream school, school year 2009/2010

Type of school State


Private schools

Total

Kindergarten 468 11 23 502

Primary school 16 122 883 236 17 241

Secondary school 3 721 171 418 4 310

Total 20 311 1 065 677 20 053


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11. The European and International Dimension in Education

By 2003 the international cooperation was aimed especially at intensification and concretisation of the Slovak Republic entry to European Union and the cooperation with the Council of Europe, UNESCO, OECD, UNO and its Child Fund UNICEF, CEEPUS. Therefore it was necessary to support the organizational, personnel and financial involvement of educational institutions in the programmes of European cooperation and mobility, to continuously follow the development in the field of education and training, adoption of new values of cognitive and moral properties of the man of future. Since 1st May 2004 the Slovak Republic became a member of the European Union. Since that period it fulfils its tasks as a EU Member State, the stress is continuously laid on sustaining the involvement in the programmes of European cooperation in the broadest context, namely, not only the field of cooperation with EU countries, but also the third countries, for which the Slovak Republic allocates funds from its national budget (SlovakAid).


One of the most important tasks set up by the Ministry of Education of the Slovak Republic was the process of integration of the Slovak Republic into the European Union. The implementation of tasks within the framework of the integration in the field of education has been provided by the Section of International Cooperation and European Integration at the Ministry of Education of the Slovak Republic in cooperation with the Section for Primary Schools, Secondary Schools and Educational Establishments, the Section for Higher Education, the Section for Sports, Children and Youth and the Legislative Department. The key tasks were solved at the sessions of the Association Subcommittee of the Slovak Republic/EU Innovations which is oriented at the topics: education, vocational training and youth, science and research, telecommunications and information technologies, culture and audio-visual policy. The function of coordinator of the Association Committee is by appointment of the Slovak Republic Government fulfilled by the Ministry of Education of the Slovak Republic. The concrete tasks in the integration process were solved by the working group No. 18: Education, Vocational Training and Youth.

In this connection a bilateral meeting on the process of analytical screening of acquis communautaire took place on March 8, 1999 and, on October 26-27, 1999 a meeting of the Association Subcommittee Slovak Republic/EU Innovations was held in Bratislava. At the same time, the respective chapters of the National Programme for accession acquis communautaire were elaborated in 1999 and 2000. Ensuing from the progress in the integration process the Slovak Republic was ranked among the first group of EC candidates at the Helsinki Summit in December 1999.

The pre-accession negotiations with the European Commission started in March 2000 in eight chapters of acquis communautaire, also in two chapters coordinated by the Ministry of Education of the Slovak Republic: Chapter 17 Science and Research, and Chapter 18 Education, Vocational Training and Youth. These two chapters (along with four additional) were provisionally completed at the pre-accession conference in June 2000.

The negotiation position of the Slovak Republic in Chapter 18 contained the intention to adopt a new higher education law enforcing the principle of equal conditions of study for university students from EU countries as well as for Slovak students, and the intention to adopt a new law on education and training, which also will include the problem of education of children from migrant workers. On January

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13, 1999 the Act No. 5/1999 of the Law Code was adopted whereby the Act No. 29/1984 of the Law Code on the system of primary and secondary schools, the Act No. 270/1995 of the Law Code on state language and the Act No. 542/1990 of the Law Code on state administration and self-government in education are amended and supplemented. This regulation enables an issue of bilateral certificates to pupils of primary and secondary schools in which the education is conducted in the language of national minorities.

The Act No. 301/1999 of the Law Code of November 2, 1999 brought about changes in education management. A system of school inspection was established at the local and regional levels. An independent State School Inspection originated. New Decree No. 32/2000 on school inspection specify tasks, position and organisation of the State School Inspection.

In May 1999, the ministry of education set up a commission for drafting the "Concept of Development of Education and Training in the Slovak Republic with a Perspective for the Next 10-15 years” (Millennium). The proposal of this Concept comes from recent theoretical background materials, practice, science and research in the field of educational and psychological sciences, and science on management, and from experience in education reforms in the EU countries. At present (April 2000), the Concept was submitted for public discussion and it should be approved this year. The Concept served as a starting point of the new education law to be drafted on the basis of the appropriate EU regulations. The act also includes the problems of education of children of migrant workers which are dealt with today by other regulations.

In April 2000, in the field of higher education the "Concept of Further Development of Higher Education in Slovakia in the Twenty-First Century" was developed. In 2002 the new higher education act was approved and came into effect as at 1st April 2002. The Act includes some changes as regards autonomy especially in the field of economical management of the higher education institutions (transfer from budgetary to non-profit sphere, in acquiring assets, funding on the basis of block grants, possibility of own salary policy, etc.).

One of the tasks of the National Programme for acquis within the framework of Chapter "Education, Vocational Training and Youth" was the preparation of agreements on mutual recognition of diplomas on education.

The conference of ministers of education of EU countries and candidate countries is held annually in some of the candidate countries. In 2002 it was held in Bratislava.

The bilateral agreements on reciprocal recognition of credentials in higher education which came into effect after 1998, were signed with Romania, Croatia, Hungary, Germany, Austria (Memorandum), Czech Republic and Poland.

The Act No. 606/2003 on the stay of refugees was issued to deal with the question of refugees who applied for granting asylum, or they were provided a temporary shelter at the territory of the Slovak Republic.

The Centre for Recognition of Diplomas became a constituent part of the Ministry of Education of the Slovak Republic. At the moment the Centre issues statements on equivalence of diplomas in connection with:

their recognition for purpose of performing regulated profession in the Slovak Republic, their recognition for purpose of continuing the study in the Slovak Republic (higher education

documents on education from countries with concluded agreements).

The Centre also assesses credentials and issues standpoints with recommendation:

in case of recognition of a period of study abroad, in case of recognition of completed study for purposes of continuing the study or performing

a profession which is not regulated, in case of assigning the student status to citizens of the Slovak Republic studying abroad (the

so-called continuous preparation for profession).

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It issues an apostil (a statement on genuine character of the credential) attached to the higher education documents on education.


The creation of the joint European higher education area – EHEA – started by the Bologna Declaration (1999) and will end in 2010. Its primary aim is to create conditions for convergence of national systems in higher education.

After introduction of 3–level system of higher education the question of improvement of employability in relation to each of the levels, as well as lifelong education, has been treated in greater detail.

The Ministry of Education has established the sector coordination group for European affairs (hereinafter referred to as ”SCG”) which expressed its agreement with the proposal of resolution of EU Council and government deputies of member countries, which convened at the session of the Council on health and comfort of young people. The Ministry of Education of the SR has included in the concept document entitled ”Key areas and action plans of the State policy in relation to children and young people in the Slovak Republic for 2008 – 2013“ the topic of health and comfort of young people which is treated at regular meetings of the special group representing selected sectors through nominated experts.

The recommendation is at aimed at the support of mobility of young voluneteers in Europe by means of improving the conditions of cooperation between organisers of voluntary activities in several countries. The approach should enable every young man to enjoy the opportunity for voluntarism in Europe, and to make of the mobility based on the principle of free movement the basic instrument for forming the sense of coexistence in Europe, support of social and work integration, securing the competitivness of European economy in globalised environment and overall support of education and vocational training.

NQF becomes a part of the Slovak modern educational policy – the first proposal of preparing the National Qualification Framework was ready for discussing it by the Ministry leaders in November 2008.

The present benchmarks in education which were agreed at the Council meeting in May 2003 and accepted by the Slovak expert community, have been added the further benchamarks which confirm the orientation of Slovakia at lifelong learning. They are the following reference values:

to make lifelong learning and mobility of students a reality to improve quality and efficiency of education and specialised training and their results to enforce justice and active citizenship to strengthen the areas of innovations and creativity including entrepreneurship at all levels of

education and specialised training.

These attributes create space for Slovak educational policy for the next period by 2013.

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11.3. National Policy Guidelines/Specific Legislative Framework

The accession of the Slovak Republic to European Union requires intensive continuation in reforms and fulfilment of the major political trends, as well as fulfilment of continuous tasks according to international agreements based on bilateral and according to Programme of Slovak Republic Government Declaration for 2006-2010 in the field of education.

The educational policy in Slovakia is manifested in implementation of the national programme reform. Its strength lies in progress of the higher education reform, creation of new measures for support of use of information and communication technologies and gradual integration of disadvantaged children into the major educational trend.

The implementation of European Qualification Framework that will serve as a converger between various qualification systems and their levels to increase transparency, comparability and transfer of qualification of citizens in individual countries, is an important measure. This process respects the following strategic documents of international organizations, which the Slovak educational policy has incorporated into the national procedures: They are the Lisbon Strategy the aim of which is to build up the most competitive and most dynamically developing economy based on knowledge, with greater social cohesion and higher employment rate.

The main objectives in education are focused on improvement of quality of human potential and are closely associated with the aims in the field of employment and social cohesion.

Another document of 2004 is "Future priorities of the joint European cooperation in the field of professional education and training" adopted in Maastricht, which is de facto an updating of the Copenhagen Declaration. This Communiqué establishes 8 priorities at the national level and five at the European level, the fulfilment of which should contribute to development of professional education.

At the European and national level the priorities also underline the task of qualification systems, creation of a flexible and open framework for professional education and training which means a reduction of barriers between professional and general education, greater interconnection between the initial, further professional and higher education. In this trend the European priority – development of open and flexible European framework for qualifications, based on mutual trust between institutions, employers and societies is filled, being based on competences and results of education.

The national policy in education is based on OECD document The task of the national systems of qualifications in implementation of lifelong learning (2000–2005), with participation of 23 OECD member countries and international organisations as Cedefop (European Centre for Development of Vocational Training); ETF (European Foundation of professional Education) and ILO (International Labour Organisation), further, on the National lisbon Strategy and National Reform Programmes.

The Strategy of Competitiveness of Slovakia by 2010 is the most significant complex document which declares the improvement of competitiveness of the Slovak economy and increase of potential of human resources for the needs of knowledge-based economy. The Action plans of the National Lisbon Strategy and the National Reform Programme is oriented at those development intentions of Slovakia which will contribute most of all to the enlargement of innovative potential of Slovak economy, to development of knowledge-based economy and employment of the citizens.

The Programme Declaration of the SR for 2006-2010 sets as its task to improve and make more efficient the implementation of the national Lisbon Strategy (MINERVA), particularly, in the area of – investments in people, education and employment, innovation, science and research, information society and enterprising environment.

In the intentions of fulfilling the above strategy the operational programme Education was created to be used as a support for development of human resources in the field of education, making use of the

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European Social Fund resources and national resources. It defines the global aim, priorities, measures and framework activities that will be supported in the context of objectives of Convergence and Regional Competitiveness and Employment in the period 2007 – 2013. From geographical view it covers the entire territory of the Slovak Republic.

Within the framework of the national legislative norms the National Council of the SR approved the Act No. 282/2008 on the support of work with youth which is concerned, among other things, with mobility of young volunteers, whereby it improves the mobility conditions in EU.

In addition, within the framework of the Programme of Financial Support of Children’s and Youth’s Activities for 2008 – 2013 the first priority for 2009 is a more intensive support of the youth voluntarism in the field of work with youth and youth policy focused on systematic creation of permament opportunities for youth volunteers in structures and activities of organisations and institutions at work with youth.

The activities continue in implementation of objectives of the Bologna processes in higher education at the national level and simultaneously in international activities. The Slovak Bologna promoters take an active part in projects in implementing the Bologna Declaration into the process of higher education reforms in the countries which applied for European Union membership.

The national policy in the field of education and training accentuates European and international dimension, which is contained in each proposal of legislative document.

The Ministry of Education of the Slovak Republic coordinates realisation of policies and oversees the fulfilment of European Union objectives in the field of education. For information on recent resolutions of European Parliament concerning education and on documents of the Council of European Union there is the Ministry’s website for public at large, showing several key documents that Slovakia has pledged to fulfill and respect:

Resolution of European Parliament of Creation of European Qualification Framework European Charter of Mobility Quality Key Competences for Lifelong Education Joint Framework of Indexes and Reference Values for Monitoring of Progress at Achieving the

Aims in Education and Professional Training.

At the creation of Strategy of Lifelong Education and Professional counselling (2006) and preparation of the concept of Professional Education and training (2006) the starting point were the European documents, which as a rule accept recognition of professional competences and solve the problem of certification. This context is accepted in the Act No. 568/2009 on Lifelong learning and on the change and supplement to some acts, too.

Also, at creation of the Education Law the international trends are being implemented, especially with the stress on national curriculum development guaranteeing the basic educational and knowledge-based parameters.

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11.4. National Programmes and Initiatives

The international cooperation in the Slovak Republic is carried out at two levels: bilateral and multilateral. Within their framework various educational programmes and initiatives have been implemented.

Along with the entry of Slovakia to European Union, the country became a member of European Economic Area (EEA), which also include the states of European Association of Free Trade. Financial Foreign Aid through EES and Norwegian Financial Mechanism represents the possibility of human resource development, mobility of pupils and students, teachers and research workers. Based on agreement between European Union and the states EZVO Norwegian Kingdom, Iceland and Lichtenstein provide in the period from May1, to April 30, 2009 to the Slovak Republic and other countries, the financial aid in total yearly sum of 13.36 mil. EUR. During the 5-year period the Slovak Republic will be allotted total sum of 67 mil. EUR. The aim of this aid is to contribute to mitigation of social divergences in European economic area by means of grants for investments and development projects in the following areas:

Environment protection Support of sustainable development Preservation of European cultural heritage Human resource development Health and care for children Research Introduction of Schengen acquis, support of jurisdiction Regional policy and cress-border activities Technical aid connected with implementation of acquis communautaire

The concrete information on the form of aid and eligible activities concerning educational and research space is available at the website of the Slovak Academic Information Agency (SAIA), www.saia.sk, which is responsible for administration of this part of the programme.

The Swiss financial mechanism is an interesting element of the cooperation. The hitherto development of realisation of Swiss Financial Mechanism for the entire European Union resulted in February 2006 in signing the Memorandum on understanding between the Swiss Confederation and European Union on accession of the resources of Swiss Financial Mechanism for ten new European Union members, accepted on May 1, 2004, further, in March 2006 for approval of the federal act on cooperation with East Europe by the Swiss Parliament and in November 2006 for approval of the federal act on cooperation with East Europe by the Swiss population in nation-wide referendum.

Since 2007, the programme becomes a reality. The main aim of activities supported from the Swiss Financial Mechanism is decrease of economic and social disparities within the framework of EU territory and provision of the principle of sustainable development in the following priority areas:

Security and stability Environment and infrastructure Private sector Human and social development Special contributions (Scholarship Fund)

Each priority area may be enlarged, or reduced by specifying relevant subareas that the contribution from the Swiss Financial Mechanism will refer to.

For more details see www.sfm.vlada.gov.sk.

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The creation of National Scholarship Programme for support of mobility for students, teachers and research workers approved by SR Government in 2005 has a special significance. National Scholarship Programme is funded by the Ministry of Education of SR.

The scholarships are designed for students of Slovak higher education institutions and PhD students for covering living costs for study periods during Magister degree curses (2nd level of higher education), or a research period during PhD study in a selected foreign higher education institution or a research workplace. There are two deadlines for submitting scholarship applications in a calendar year (in spring by 30th April and in autumn by 31st October).

The students, intern PhD students, university teachers and research workers of Slovak Academy of Sciences may apply for travel grant in connection with their scheduled study of research stay abroad. In the academic year 2009/2010 113 students of Master/Engineering study, 89 students of PhD study were involved in the programme. In addition to this 127 travel grants were awarded in two terms (spring and autumn terms). University teachers and research workers are provided only travel grant to cover travel costs.

At the same time in the framework of National Scholarship Programme also the study for foreign applicants was provided, namely to 36 students of Master / Engineering study, 66 PhD students and 109 academics.

The exact statistical data are available at www.saia.sk.

11.4.1. Bilateral Programmes and Initiatives

According to available sources (www.minedu.sk) Slovakia has the signed and active bilaterial agreements with 40 countries in the field of education, science and culture.

Cooperation in the field of education, science, youth and sports between Slovakia and Austria has been very intensive and versatile. In 1999, the new "Agreement between the Governments of the Slovak Republic and Austrian the field of Culture, Education and Science" was signed to come into force on September 9, 2000. In connection with this framework agreement the program of cooperation in the field of education, science, youth and sports has been prepared. The activity of bilingual Slovak-German Section at the Bilíková Street, Gymnasium in Bratislava, at the Business Academy, Hrobákova street, in Bratislava, the creation of class for students from Slovakia at the Commercial Academy Vienna and cooperation with KulturKontakt have been among the most significant projects and activities of the cooperation.

From as early as 1993, the "Action Slovak Republic-Austria", cooperation in the field of education and science, has been carried out. For the Action implementation the Austrian Party covered 2/3 of costs (about 8 million crowns per year) and the Slovak Party 1/3 of costs (about 4 million crowns per year). Owing to the fact that Austria as a new EU member changed the concept of support of science and research and considers it as one of the priorities, the Action gained a new dimension and serves first of all for the mobility support and further development of scientific contacts. In 1999 the Action organization and administration was provided by the Slovak academic association for international cooperation in Bratislava. From 1.1.2000, based on the tender, the Action is provided by the Slovak Academic Information Agency - Service Centre for the third sector in Bratislava. The Action is financed by the Ministry of Education of the Slovak Republic and the Federal Ministry for Education, Science and Culture of Austrian Republic. The aim of the programme is to intensify the cooperation between both countries in the field of education, science and research. The administration body of the Action is a 10-member Gremium, with parity representation of both countries. Five members of the Gremium are appointed by Minister of Education of the Slovak Republic and five members by the Federal Minister for Education, Science and Culture of Austrian Republic.


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The Federal Republic of Germany belongs to the most outstanding partners that cooperate with the Slovak Republic in the field of education and science. Cooperation is carried out on the basis of "Agreement between the Government of the Slovak Republic and Government of the FRG on Cultural Cooperation" of 1997 and "Agreement between the Ministry of Education of the Slovak Republic and the Federal Ministry for Family, Seniors, Women and young People of the FRG on Cooperation in the field of Young People" of 1997.

The delegation of German teachers to Slovak schools through the Federal Board for Foreign Education, German Academic Exchange Service (DAAD) and through the Robert Bosch Foundation, are considered as significant.

In 2001 the German Academic Exchange Service (Deutscher Akademischer Austauschdienst – DAAD), Ministry of Education of the Slovak Republic and Slovak Academy of Sciences agreed a joint programme, aimed at intensification of scientific cooperation. The aim is a support of cooperation between the German and Slovak research groups through "Program of exchange of persons involved in joint projects (Programm des projektbezogenen Personenaustauschs – PPP). Within the framework of research cooperation increased emphasis is laid on education and specialization of young research generation (PhD candidates and post doctorants). The programme is open for all specializations and trends. The offer is designed for university teachers and scientific workers in German and Slovak higher education institutions and non-university research workplaces.

Based on bilateral international agreements in education, with the efforts to support development and increase of level of teaching Slovak language and culture in universities and higher education institutions the lectorates of Slovak language and culture has been established abroad.


Slovak Academic Information Agency (SAIA)


11.4.2. Multilateral Programmes and Initiatives

The Section for Bilateral and Multilateral Cooperation and programmes of the Ministry of Education of the Slovak Republic provides for performance of the state administration in the field of international cooperation, is responsible for promotion of education abroad, granting scholarships by Slovak Republic Government for the study of foreigners in the Slovak Republic, lectorates of the Slovak language and culture, development of academic mobility, native country problems in the field of education, coordination of international projects.

It coordinates cooperation of the sector of education and UNO, Council of Europe, OBSE, OECD, NATO and other international organisations, coordinates the participation of the Slovak Republic in Central European Initiatives for the field of education directed at the support of mutual cooperation of Central Europe countries, realizes the International Scholarship Programme V4 in the Slovak Republic and Program CEEPUS, it coordinates implementation of the scholarship programme United World College in the Slovak Republic for secondary school students, provides for delegation of the employees in education sector and experts at national level in committees and commissions in the light of requirements of international and national organisations.

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11.4.2.1. UNESCO

Cooperation between the Slovak Republic and UNESCO has been developed through the "Associated Schools Project" which associates 20 schools in the Slovak Republic. The schools lay emphasis on education for democracy, tolerance, peace, human rights, international understanding and environmental education.

The project of the Institute of Quality of Education in the countries of Central and Eastern Europe with the seat in the Slovak Republic ranks among the greatest achievements of the UNESCO activities in the field of education. The project was submitted to the Ministry of Education of the Slovak Republic and promoted at the 160th session of the General Assembly of UNESCO in Paris.

11.4.2.2. COUNCIL OF EUROPE

The education department takes an active part in the Council of Europe activities. Since 1999 several international projects were carried out, e.g., Europe at School, Teaching Modern Languages, Education for Democratic Citizenship, study stays, etc. The Slovak Republic is involved in CE programs that are aimed at problems of education of children from disadvantaged surroundings, particularly, the Romany children. The latter topic also served as a theme of the seminar organised in September 1999 in this country. Another big project was realised by the Council of Europe Centre of Modern Languages in Graz where foreign language teachers from Slovakia are sent to improve their knowledge of languages.

11.4.2.3. OECD

The international cooperation with OECD is carried out through the Committee for Education and the CERI Administration Council. The activity was aimed at preparation for further cooperation of the Slovak Republic as an OECD member country in the field of education. Representatives of the Ministry of Education participated in the sessions of OECD committees in Paris and in cooperation with the Standing Mission of the Slovak Republic at OECD in Paris they consulted the possibilities and conditions of involvement of the Slovak Republic in OECD projects in 2001, especially the PISA and INES projects as well as in the Programme on educational institutions PEB and Programme on Institutional Management of Higher Education IMHE.

The coordinator of the Slovak involvement Slovak Republic in the INES project (Indicators of Educational Systems) which is oriented at development of indicators for OECD Member States education systems, is the Institute of Information and Prognoses of Education (http://www.uips.sk).

Being commissioned by the Ministry of Education of the Slovak Republic the National Institute for Education has carried out international studies. The coordinator of involvement of the Slovak Republic into the PISA project is the National Institute for Education (http://www.statpedu.sk).

Among the research projects of comparative educational research is the PISA (OECD) study and PIRLS, SITES and TIMSS (IEA) studies. The implementation of the international studies enables monitoring of topical results of education and trends at the level of the education system of the Slovak Republic in international context. In 2006 the main measurement of the third cycle of the PISA 2006 study was carried out, being aimed at natural science literacy. The PIRLS 2006 study monitors readers’ literacy of pupils of Grade 4 of primary school, in Slovakia it was already carried out for the second time. The TIMSS 2007 study monitors performances of pupils from Grade 4 of primary school

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in the field of mathematics and natural sciences; in April 2006 the pilot testing was carried out. In 2006 also the main testing of SITES 2006 was done.

The international project Europe at school supports European conscience among pupils and students as well as among teachers, it strengthens European dimension in education and training, implements it in the school teaching programmes and out-of-school activities of children and youth.

11.4.2.4. UWC

The Ministry of Education offers the possibility to receive scholarships for two-year study at international schools of the United World College (UWC) network. There is the possibility to send abroad the students of Grade 2 or Grade 3 of gymnasia, to complete their secondary education there. The curricula of individual subjects come from international project International Baccalaureate.

11.4.2.5. CEEPUS

Slovakia belongs to the founder members of the programme CEEPUS. National ministries of member states signed agreement on the continuation of the programme CEEPUS II for the period of 2005-2009. The validity of termination was prolonged from 5 to 7 years, it means by 31st of July 2011. Slovak Republic provided 600 man/months for the academic year 2009/2010.

The Slovak higher education institutions were involved in 48 academic networks of CEEPUS programme in the academic year 2009/2010 and 6 networks are coordinated by Slovak higher education institutions. Within the framework of the programme, in addition to classical type of mobility, there are also summer schools and excursions, where the representatives of networks (students and teachers) get together.

Concrete information is available at www.saia.sk.

11.4.2.6. Central Europe cooperation in education

With the aim to build the partnership of institutions between Austria, Czech Republic, Hungary, Slovenia and Slovak Republic the so called Central Europe cooperation was started in the field of lifelong education confirmed by the Joint Memorandum on Understanding. Participation in its activities are to promote regional relationships in European Union and to cooperate in building European education space, as well as to exchange opinions, professional knowledge and well-established practice in the field of lifelong education.

The Visegrad Fund is a predecessor of the Central European cooperation in education and a parallel programme scheme which annually supports the Central Europe cooperation in education, science and culture. Contrary to typical school environment it also supports cultural activities, politological discourses, meetings of citizens at multilateral level. It has four standard schemes of challenges. For more details on grants awarded see www.visegradfund.org.

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11.4.3. Other national programmes and initiatives

During the year 2002, the implementation of the last JEPs of the TEMPUS program took place with a focus, in its third phase, on preparation of institutions for EU entry and the other EU educational programmes - SOCRATES and LEONARDO da VINCI. In the period of 2001 – 2003 the Slovak Republic could not officially participated in the programme Tempus as candidate country (with exception of individual experts).

On January 1, 2007 the Slovak Republic got involved in the new educational programme of the European Union called Programme of Lifelong Learning which was approved by the resolution of European Parliament and Council No. 1720/2006/EC of 15 November 2006 whereby the action programme on lifelong learning has been established. The Programme of Lifelong Learning is implemented in all participating countries, that means also in the Slovak Republic, in the period 2007-2013. The Programme is oriented particularly at mobility development the cooperation and mobility among systems of education and professional training in the framework of the Community in order to achieve worldwide quality standards. The structure of the Programme is created by four sectoral sub-programmes (Comenius, Erasmus, Leoanrdo da Vinci and Grundtvig), cross-sectoral programme Jean Monnet.Each part of the programme put the accent on activities supporting the development of national lifelong learning strategies and providing the international cooperation of different parts of the educational and vocational education and training (VET) systems.

The Ministry of Education of the SR as the main coordinator has a significant role in the field of management and implementation of the programme. It is a professional guarantor at national level. The national agency of the Programme of Lifelong Learning is responsible for the very realisation of the programme in practice.

The Programme of Lifelong Learning comes from positive experience achieved at the second stage of SOCRATES and LEANARDO da VINCI Communautaire programmes and covered general and professional education.

Since 2004, upon the accession of Slovak Republic to European Union the possibility to take part in the Tempus program was renewed, however, with a different status of Slovak higher education institutions in the program.

Slovak higher education institutions are no recipients of an assistance by its mediator for the so called partner countries. Partner countries are divided into three groups: West Balkan countries (Card), East Europe countries and countries of Central Asia (TACIS) and countries in the area of Mediterranean (Meda).

For more details on the above programmes see www.minedu.sk, www.saaic.sk/llp.

The cooordination of cooperation in the field of YOUTH is carried out within the framework of EU especially through active participation of representatives of ME SR in the meetings of the EU Council for education, youth and culture, in the meetings of working group of EU Council for youth and the programme committee Youth in Action. The cooperation results in documents on recommendations on implementation of joint aims ensuing from the White Paper on Youth.

Information on involvement of Slovak institutions and individuals into the programme Youth in Action are available at www.iuventa.sk.

The most significant programs of international scientific and technical cooperation include 5th Framework Program EU for research, technical development and demonstration activities, programs of COST, EUREKA, CERN and the NATO Scientific Committee programmes.

The COST program (European cooperation in the field of scientific and technical research) was the first program in this area in which the Slovak Republic became a regular member immediately upon its foundation. At present there are about 70 international scientific and scientific-technical projects (the


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so-called actions) solved. The participation in the project solution with Slovak participation may be evaluated as very successful.

EUREKA program represents an initiative for strengthening the technological cooperation in Europe, particularly in the field of industrial and applied research.

Within the framework of the NATO Scientific Committee, the Slovak Republic participates in 15 projects with partners from member countries. The Government efforts to enter NATO was reflected in annual and long-term programs within the framework of initiative PRENAME (Programme of Provision of Slovak Republic Preparation for NATO Membership) which had a positive impact upon increase of interest of Slovak research teams to be involved in joint multilateral projects, acquiring grants, scholarships, study stays in NATO member countries.

11.5. European/ International Dimension through the National Curriculum

One of the most important tasks in connection with introducing the European dimension and internationalisation of the school system in the Slovak Republic was to create conditions for language teaching at primary and secondary schools. Language teaching is possible also in pre-primary establishment especially according interest of parents and conditions of kindergartens.

By the proposal of the National educational programme which is a part of fulfilling the tasks within the framework of the programme Declaration of Slovak Republic Government for 4-year period (2006) the Government bound itself to improve the conditions of the nationality education, especially in teaching Mother tongue of all national minorities within the framework of European Charter Regional and Minority Languages. At the same time it underlines that teaching in the language of national minority cannot be on account of quality of teaching the official Slovak language. The Government considers the principle of lifelong education as an important area of improvement of knowledge-based potential. This principle was also included in priorities of Lisbon strategy responding to the transformations in labour market, social cohesion and development of modern technologies.

One of the four basic goals of education in the EU countries is education towards citizenship. New concept of the subject of civil education at ZŠ and secondary schools in Slovak Republic is comparable with the concept of education towards citizenship in the developed countries. In gymnáziá the subject of civics is instructed to introduce the European dimension in education.

From the end of 2005 the Slovak Republic became a member of the Working group for international cooperation in the area of education to remember and make research on holocaust –Task Force for International Cooperation on Holocaus Education, remembrance and Research – ITF (www.holocaustforce.org) The coordination on pre-accession procedure, the part of which was the elaboration of the Baseline Study and the further interaction in Slovakia was given by the Slovak Government to the Minister of Foreign Affairs. The role of professional guarantors took over the Ministry of Education, the Ministry of Culture, Slovak Academy of Science. The education on holocaust fulfils the gap in the content of subjects such as history or civic education.

From March 2009 after the approval of the National standard on financial literacy, the strategy of education in financial area and management of personal finances focused on improvement of financial literacy, continuous widening of knowledge and skills on personal finances in accordance with changed responsibilities and opportunities in society, became a reality.

The European dimension of education is characteristic by the inclusion of new themes on consumer education and the support of the consumer citizenship into civics, and other subjects of the State educational programme. The support of consumer literacy is provided also via international project

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DOLCETA which is implemented by all member states of the European Union and financed by the European Commission.

11.5.1. Pre-primary education level

The proposal of the National Educational Programme is divided into parts corresponding to ISCED 0, 1, 2, 3.

ISCED 0 for children in pre-primary age (belonging to national minorities and ethnic groups) is concerned, in addition to the right to adoption of official language, with the right to education and training in their language under the conditions set by education act.

For children of the nationals belonging to national minorities and ethnic groups the education and training is provided in kindergartens and the classes in which the education and training is carried out in language of the respective national minority.

In kindergartens or classes in which the education and training are carried out in language of the respective national minority, a constituent part of educational activity is the communication in official – Slovak language.

The deaf children are also guaranteed the right for education in their sign language.

Education and training in kindergarten may be also carried out in a foreign language. Under the education act a foreign language is the language of another State with which the Slovak Republic concluded the agreement according to which a kindergarten or class were established with the second language of teaching of the State the language of which is not the language of national minority or ethnic group.

11.5.2. Primary level

National Educational Programme refers also to level of ISCED 1. It takes into account European dimension in education, determination of the state guaranteed extent, flexibility of content, forms and methods of education which is supporting regional and local dimension, creating of teachers.

Language preparation is organised so that the students could master at least one western language at an advanced level. For example, at ZŠ the teaching of one foreign language (English, French, German, Russian or Spanish) in a mainstream classes will be compulsory from grade 3 in the extent of three lessons, in grades 6-9 one lesson per week according to the proposal of the National Educational Programme for ISCED 1. There are classes with extended language teaching in grades 3-9, in grades 5-9, or from the first grade. The extent of classes is about 3-5 lessons per week. At the same time new učebné osnovy were developed and new textbooks for English, German and French languages were approved.

The Ministry of Education of the Slovak Republic welcomed the foreign partners’ offer concerning establishment of bilingual sections at gymnáziá and SOŠ. The main purpose has been to prepare secondary school-leavers with good command of foreign languages for continuing their study in higher education institutions, to prepare prospective citizens of the integrated Europe, and internationalisation of the Slovak education system while preserving its specificity.

The Slovak Republic has direct representation in the Project group of modern languages as well as in the European Centre for Modern Languages in Graz. Twenty three state-owned and six private language schools make up the network of educational institutions in Slovakia. During the final state

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examination, all language schools work with Cambridge Certificate. For preparation and performance of the final state examination in German, the language schools work on the basis of the Goethe Institute Certificate.

EUROPA in school is an international project connected with the competition. The competition is designed for pupils and students aged 6 – 19 years. The project has been realized in Slovakia since 1992 under the support of the Ministry of education of Slovak Republic and it is considered to be one of the tools of pre-European education and implementation of European dimension in education. The project organizers are the Slovak secretariat of Europe at school and the Centre for European clubs. The project is realized under the auspices of the Council of Europe, European Parliament, European Union Commission and European Cultural Fund. According to the statistical data in 2002/2003 the project activities joined 19 570 pupils, students and school teams from 967 schools of all types and level. The national jury assessed all together 1 327 works. The awarded works are exhibited in Municipal Museum in Bratislava.

11.5.3. Secondary education level

Development of the concept of vocational education has been based on European documents which generally accept the recognition of professional competences and open the problems of certification. The European system of credit transfer (ECTS) found its application in the field of tertiary education and it is being intensely discussed also in secondary and postsecondary education. The European system of credit transfer for the field of vocational education and training (ECVET) has not been introduced yet, and in the selected countries of Europe with a longer tradition of the mechanism the stage of its experimental verification is ongoing at the moment in a pilot form.

The educational programmes represent in the education sector the educational offer, whereby they create and form competition environment among schools.

The educational programme rests essentially in four basic rules which represent pillars of its effective introduction:

The aims for educational programme or qualification (partial or completed) are expressed in the form of educational outcomes.

The achievement of aims of educational program is determined by the length of education. It defines workload of pupil in the course of one school year.

Ensuing from international experience the profiles of graduate’s competences are a recognised description of his qualifications and basic order for the field of educational programmes development. The graduate’s profile gives a summary information on the joint qualification requirements for performance of the respective occupations. It respects qualification requirements given by the labour sphere and enables their transformation in educational programmes. The individual profiles of competences come from expression of qualification requirements of the respective occupations, the basis of which are working activities, tasks and duties or their domains.

A significant item of educational programmes is represented by system of evaluation and certification. It provides for classification and evaluation of results and their confirmation by corresponding certificates.

The national educational program for vocational education at the level ISCED 3 respects, in addition to regional specificities, the above European elements and objectives.

The implementation of European and international dimension in education is provided by the secondary schools themselves- gymnasia, secondary technical schools and secondary vocational schools, State Vocational Education Institute (e.g. Program of Canadian Government for International Development (CIDA) “New possibilities of vocational educational programme (VEP) for disadvantaged

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groups of population - ITAD“, within the framework of which the training courses are organised at the level of region and pilot schools: “Strategic planning“, strategic plans of the region and pilot schools, creating incubators to support employment of the groups of population with long-lasting unemployment – Romanies).

The State Vocational Education Institute, the empowered representative of the SR in Organization supporting European skills (ESPO), through the project EuroSkills since 2007 defends the interests of the Slovak providers of VEP. This project is aimed at the support of efficiency, quality and attractiveness of VEP through European competitions, to emphasize the significance of top level professional skills and education, to prepare, at European level, the professional competitions and enable participation of competitors from any European country.

For more information see www.euroskills2008.com.

11.5.4. Tertiary. education level

On 30 August 2000, the Government of the Slovak Republic approved the document the "Concept of Development of Higher Education for the 21st century". The document confirms the necessity to continue in the process of the whole European harmonization of the Slovak higher education in the context of Bologna declaration proceedings.

The Slovak higher education joined actively the process of europeanisation. It can be documented at 2 levels.

The first level is to create legislative framework and the second one aims to realize practical steps as well as another initiatives implemented within academic area.

The legislative framework aimed at gradual realization of European dimension has been realized via the Act. No. 131/2002 on Higher Education and the Decree No. 614/2002 of the Law Code of the Ministry of Education of the Slovak Republic on the credit system study. The 2-cycle system has been established – pre-graduate and graduate and in accordance with it the realization of 3 levels of higher education – Bachelor, Master and PhD study. The credit system, which is being created obligatory at each higher education institution, is based on ECTS base, enables evaluate gradually in a more quality and transparent way student burden and improves mobility within the university, at national and European level.

Besides, the net of study branches has been restructured concerning the amount, content and extent, in the line with the "Concept for Development of the Higher Education".

More higher education institutions pay increased attention to the European trends in the area of quality assurance and create compatible models at university level.

The improvement of the European dimension has been realized via study content, introducing new subjects European themes oriented (European law in general as well as oriented at particular areas of economy life, European integration, European monetary policy, law approximation and so on.) and gradual institutionalisation of these subjects via Department centres and Institutes of European studies. Universities are involved in Jean Monnet projects, which are a part of the Programme of Lifelong Education of EU since 2006, based on Jean Monnet Chair (Comenius University, University of Economics, from 2009 also at the University of Matej Bel in Banska Bystrica).

In addition, a number of universities have implemented specific courses – modules, which may be characterised as the basic teaching units for semester study courses. In agreement with the aims and priorities of the Jean Monnet programme these courses are aimed especially at getting acquainted with the European problems in study programmes, which are not directly connected with the basic study programme of the European studies, politology, European law, etc. The issues of European

http://www.euroskills2008.com/�

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studies are thus also implemented in the study programmes of technical branches of study, science and the humanities, with the aim to enlarge the knowledge base of the would-be specialists by European dimension. According to the latest outcomes these modules are located at the Matej Bel University in Banská Bystrica, University of Constantine the Philosopher in Nitra, Slovak University of Agriculture in Nitra.

Moreover, within the framework of the programme Slovakia also enjoys ECSA – network of European integration studies at Faculty of Law at Comenius University, and the Centre of Excellence at the Faculty of Social and Economic Sciences at Comenius University.

In the course of the last 10 years information and documentation centres have been established, which aim at collection and dissemination of information on European topics concerning the universities as well as non-academic area, to support the research, teaching and European integration in broader context.



11.6. Mobility and Exchange

The student and teacher mobility and information exchange are supported via Programme of Lifelong Learning. See website of LLL programme in the Slovak Republic www.saaic.sk/llp.

Complex information on possibilities of study of the Slovak students abroad (including scholarships granted by the Ministry of Education of the Slovak Republic, eventually, by the Ministry of the other contract party) is provided by SAIA, n.o. (www.saia.sk), that since 1.1.2000 offers for the Ministry of Education services concerning the given issues. SAIA gives information on current challenges and deadlines for submission of applications for mobility and exchange of students, teachers and research workers that it further works out using professional potential of selective commissions composed of representatives of educational institutions, Ministry of Education of SR and the appropriate embassies in case of applications concerning bilateral agreements.

In addition, it also provides for information campaign and processing of applications concerning the National Scholarship Fund which is designed for students and teachers of higher education institutions and research workers.

11.6.1. Mobility and exchange of pupils/students

The Slovak Republic also pays attention to increasing the number of activities that enable the students of all types of schools to take part in mobility of diverse length and range as well as to financial provision.

The key scheme is the programme Erasmus, Leonardo da Vinci and Comenius (constituent parts of the Programme of Lifelong Learning).

Another mechanism is the National Study Programme, which is designed for students of bachelor, magister and PhD degree courses. In summer term of academic year 2005/2006, 42 successful students, 46 doctorands and 4 teachers/researches received a travel grant.


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The programme Visegrad Fund is a successful scheme promoting realization of small, standard, strategic grants/projects, but first of all student mobility within the framework of the Vieegrad region (Czech Republic, Slovakia, Hungary, Poland). Its seat is in Bratislava. In addition to students of the above countries who have the possibility to receive scholarships, also for Ukrainian students, the programme is also organised through the so called intra scholarships, outgoing, incoming and Ukrainian scholarship schemes. The exact overview of mobility number in individual schemes is shown at www.visegradfund.org.

Visegrad Fund provides annually about 100 scholarships.

New initiative is the project ACES (Academy of Central European Schools) of the Austrian foundation ERSTE Foundation which works in the cooperation with Austrian intercultural centre (Interkulturelles Zentrum) and Slovak civic association “Včelí dom”. The aim of this network is to support the exchange and intercultural dialogue of young people and teachers in Central Europe.

The participants are mainly pupils of 12-17 years, who are invited to take part in international competition. The working language is English. Partner countries are Albania, Bosnia and Herzegovina, Bulgaria, Czech Republic, Montenegro, Croatia, Kosovo, Hungary, Macedonia, Moldova, Austria, Romania, Serbia , Slovenia , Slovakia. Further information are on website: www.aces.or.at.

From 2008 the provision of scholarships of the Slovak Government for study abroad for students of secondary schools is regulated by the Regulation of the Slovak Government No. 144/2008. This regulation covers period by 2011. Social scholarships of the Slovak Government are determined for one year study of foreign languages abroad especially for pupils who will be in the school year 2010/2011 pupils of secondary schools, bi-lingual gymnasia, resp. 8-year gymnasia. Scholarship places are set for study of following foreign languages: English language, German language, Russian language, French language, Spanish language and Italian language in following countries: Germany, France, Spain, Italy, Russian Federation. Social scholarships are covering costs for study, accommodation, board, purchase of books, textbooks, teaching aids, and travel costs from the place of residence in Slovakia to the place of school abroad and back, insurance and pocket money.

Programme CEEPUS is particularly focused on academic mobility support .

In one academic year more than 200 students travel abroad through CEEPUS programme and similar number of students arrive in Slovakia, as it is reciprocal provision of men/months approved by international committee of CEEPUS programme.

More precise information on networks – such as key mechanism of the CEEPUS programme and quantitative results within the framework of reciprocal mobility is available at www.saia.sk, showing the National Agency of the Programme for the Slovak Republic.

11.6.2. Mobility and exchange of teachers

The possibility of teachers’ activity abroad or the access of foreign teacher to the Slovak educational institutions is provided by the Programme of Lifelong Learning and its parts – Comenius, Erasmus, Grundtvig, Leonardo da Vinci.

Besides the classical bilateral agreements which allow exchange of teachers in the agreed areas of education, science and research according to classification of the fields of study, there is a possibility based on bilateral international agreements in the field of education and in the effort to support development and increase the level of teaching of Slovak language and culture at universities and higher education institutions, to be active also abroad at lectorates of Slovak language and culture. The exact list of lectorates is shown at website of Ministry of Education SR www.minedu.sk.

http://www.visegradfund.org/�

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The choice of lecturers for filling the posts of lectorates is provided by the commission of the Ministry for selection and evaluation of lecturers of Slovak language and culture abroad, appointed by the Ministry of Education SR. The Commission has its meetings once a year, or if needed, more frequently. Information on vacancies for lecturers of Slovak language and culture, deadline and conditions of selection procedure as well as other dispositions are publicized by the ME SR in mass media and at Internet at the beginning of the respective year (in the period of March - April).The activity of the lecturers abroad may last for years at most. Lectorates are situated in 14 countries of Europe, Asia in 28 universities.

Besides, the cooperation is developed with the countries where the teaching is going on in Slovak language, especially for children of the parents belonging to the Slovak national minority.. For the nine schools in three countries (Hungary, Romania and Ukraine) primary and secondary school teachers apply for their posts through selection procedures.

The Slovak Republic fulfils the programme of aid to the countrymen and organizes various methodical seminars, training, course, workshops for teachers and pupils/students belonging to Slovak minority abroad . The responsible organisations in this matter are the University of Matej Bel in Banska Bystrica and Comenius University in Bratislava and its centres of further education. Annually about 300 participants take part in the approved programme from abroad.

Mobility of pupils and students of all types of schools can be promoted and developed via counsellors from different institutions. Provision of qualitative information and counselling contributes in decision-making processes, as well as in successful implementation of mobility objectives. Euroguidance centre in Slovakia is most of all focused on the target group of counsellors. Its information service provides to counsellors in school environment, (educational guidance and counselling), to psychologists and pedagogs in centres of psycho-pedagogical counselling and prevention, offices of labour, social affairs and family, network of EURES, as well as to further experts and professionals dealing with study and working mobility agenda (non-governmental organisations , private sector). Centre provides information services in the form of consultations, publishing actual, brand news in the area of counselling and mobility and and tailor made information on the basis of client needs. Among activities which lead to the improvement of counselling there are international seminars, conferences, issuing publications, translation of foreign texts. Centre Euroguidance also supports the European portal on study opportunities PLOTEUS (http://ec.europa.eu/ploteus).

Euroguidance centrum SAAIC

11.7. Statistics

Available statistical data are presented in particular chapter.

GLOSSARY Gymnázium (gymnázium,gymnáziá,gymnáziu,gymnáziom,gymnázií,gymnázia,Gymnáziá) : Gymnázium/Gymnasium is an internally differentiated school providing general education that prepares young people mainly for study at higher education institutions; it can also prepare them for performance of some activities in administration, culture and other areas. Gymnasium has minimum four and maximum eight grades. The study is completed with the school-leaving examination. Konzervatórium (konzervatórium,konzervatóriá,konzervatórií,konzervatória,Konzervatóriá,konzervatóriu) : Conservatory - provides for complex artistic and artistic-educational education. It prepares pupils for

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professional artistic employment and for teaching artistic and vocational subjects in educational programmes of artistic orientation. OU : vocational apprentice centre is for school-leavers from special auxiliary school and its graduates acquire vocational training for performing profession in branches with especially adjusted Školský vzdelávací program (školský vzdelávací program) : School educational programme - is the basic document of the school according to which the education and training is carried out at school Školy pre deti alebo žiakov so špeciálnymi výchovno-vzdelávacími potrebami : Schools for children and pupils with special education needs - provides for education and training of health impaired children and pupils (e.g. with mental disorders, hearing and visual impairment, physical disabilities and communication deficiencies, deaf-and-dumb, ill and weakened, etc.) SOŠ : secondary specialized school prepares mainly for performance of specialized activities, especially technical-economic, economic, pedagogical, health service, social-legal, administrative, artistic and cultural; it provides complete specialized education with the school leaving examination and enables school-leavers to directly get involved in the world of work or apply for study at higher education institutions. SOU : secondary vocational school prepared for performance of some demanding workers’ trades and some technical-economic activities of operational nature mainly in 3-year courses. Following the new Education Act which became valid from 1 September 2008 SOU were transformed as secondary specialized schools. Štátny vzdelávací program (štátny vzdelávací program) : State educational programme - provides specification of compulsory content of education and training at schools for attaining competencies Študijný odbor (Študijné odbory,študijný odbor,študijných odboroch,študijných odborov,študijnom odbore,študijného odboru,študijné odbory) : Study branch it is a kind of vocational preparation that ends with the school-leaving examination. Učebná osnova (Učebné osnovy,učebných osnov,učebných osnovách,učebnými osnovami,učebná osnova,učebné osnovy) : Curriculum, complete the objectives and content, outlines basic methods, forms and aids of the educational process. Učebný odbor (učebné odbory,učebného odboru,učebných odborov,Učebné odbory) : Specialisation of vocational preparation that ends either with a final examination or certificate of apprenticeship Učebný plán (učebné plány,učebnom pláne,učebných plánov,učebných plánoch,Učebné plány) : Curriculum, complete subjects and the number of hours in grade at individual levels and kind of schools. Vzdelávací štandard (Vzdelávacie štandardy,vzdelávacích štandardoch,vzdelávacieho štandardu,vzdelávacie štandardy,vzdelávacích štandardov) : Educational standard. It represents a part of the teaching material of the given thematic unit in the teaching subject, which is supposed to be accessible at each primary and secondary school for all pupils. Executive part contains requirements on pupils knowledge and skills – it is a part of teaching material, which should every pupil acquire. ZŠ : primary school has nine grades. It is divided into two stages. The first stage consists of Grades 1 - 4, the second stage (lower secondary education) consists of Grades 5 - 9.

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LEGISLATION Act No. 100/1988 on social welfare (Act of the Federal Assembly) : 1.10.1988, 100/1988, Sbírka zákonů č. 21/1988, str. 581 Act No. 124/2006 on health security and labour protection and on supplement to some acts (Act of the National Council of the SR) : 1.7.2006, 124/2006, Zbierka zákonov č. 52/2006, strana 822 Act No. 131/2002 on Higher Education, as amended by subsequent provisions (fully wording in the Act No. 175/2008) (Act of the National Council of SR) : 1.4.2002, 131/2002, Zbierka zákonov č. 73/2008, st. 1554 Act No. 132/2002 on science and technology (Act of the National Council of the SR) : 1.4.2002, 132/2002, Zbierka zákonov č. 58/2002, str. 1515 Act No. 143/1992 on payment and remuneration for work preparadness in budgetary and some other organizations and bodies (Act of the Federal Assembly) : 1.5.1992, 143/1992, Sbírka zákonů č. 32/1992, str. 791 Act No. 149/1995 on sign speech of the deaf (Act of the National Council of the SR) : 20.7.1995, 149/1995, Zbierka zákonov č. 50/1995, str. 1474 Act No. 168/1968 on gymnasia (Act of the National Assembly) : 22.12.1968, 168/1968, Sbírka zákonů č. 46/1968, str. 455 Act No. 170/1937 on foundation of Technical University in Košice (Act of the National Assembly) : 8.7.1937, 170/1937, Sbírka zákonů č. 42/1937, str. 799 Act No. 184/1999 on the use of national minorities´ languages as amended by subsequent provisions (Act of the National Council of the SR) : 1.9.1999, 184/1999, Zbierka zákonov č. 81/1999, str. 1418 Act No. 184/2009 on Vocational Education and Training and on the Change and Supplement to Some Acts (Act of the National Council of the SR) : 1.9.2009, 184/2009, Zbierka zákonov č. 71/2009, str. 1334 Act No. 186/1960 of the National Assembly on the system of education and training (Education Law) (Act of the National Assembly) : 28.12.1960, 186/1960, Sbírka zákonů č. 82/1960, str. 645 Act No. 188/1988 whereby the Labour Code is amended and supplemented (Act of the Federal Assembly) : 1.1.1989, 188/1988, Sbírka zákonů č. 41/1988, str. 1161 Act No. 200/1997 on the Study Loan Fund (Act of the National Council of the SR) : 1.8.1997, 200/1997, Zbierka zákonov č. 91/1997, str. 1894 Act No. 201/2008 on substitute subsistence costs (Act of the National Council of the SR) : 1.7.2008, 201/2008, Zbierka zákonov č. 82/2008, strana 1707, http://

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Act No. 207/2004 on asylum and on the change and supplements to some acts (Act of the National Council of the SR) : 1.4.2004, 207/2004, Zbierka zákonov č. 91/2004, str. 2146 Act No. 221/1996 on territorial and administration organization of the Slovak Republic (Act of the National Council of the SR) : 24.7.1996, 221/1996, Zbierka zákonov č. 78/1996, str. 1542 Act No. 222/1996 on organization of the local state authority and on changes and supplements of some acts (Act of the National Council of SR) : 24.7.1996, 222/1996, Zbierka zákonov č. 78/1996, str. 1546 Act No. 229/2000 whereby Act No. 29/1984 on the system of primary and secondary schools (Education Law), as amended, is changed and supplemented (Act of the National Council of the SR) : 1.9.2000, 229/2000, Zbierka zákonov č. 99/2000, str. 2874 Act No. 245/2008 on education and training (Education Law) and on the change and supplement to some acts as amended by subsequent provisions (Act of the National Council of the SR) : 1.9.2008, 245/2008, Zbierka zákonov č. 96/2008, strana 1914, http:// Act No. 270/1995 on official language of the Slovak Republic (Act of the National Council of the SR) : 1.1.1996, 270/1995, Zbierka zákonov č. 89/1995, str. 1999 Act No. 279/1993 on educational establishments as amended by subsequent provisions. (Act of the National Council of SR) : 26.11.1993, 279/1993, Zbierka zákonov č. 68/1993, str. 1210 Act No. 280/2002 on parent benefits (Act of the National Council of the SR) : 1.11.2002, 280/2002, Zbierka zákonov č. 125/2002, str. 3050 Act No. 281/2002 on the child allowances sets up the amount of social allowances (Act of the National Council of the SR) : 1.7.2003, 281/2002, Zbierka zákonov č. 125/2002, str. 3054 Act No. 282/2008 on the support of work with youth (Act of the National Council of the SR) : 1.9.2008, 282/2008, Zbierka zákonov č. 110/2008, strana 2258, http:// Act No. 283/1995 on the refugees (Act of the National Council of the SR) : 1.1.1996, 283/1995, Zbierka zákonov č. 92/1995, str. 2026 Act No. 284/1997 whereby the Higher Education Act No. 172/1990 is amended and supplemended. (Act of the National Council of the SR) : 29.10.1997, 284/1997, Zbierka zákonov č. 119/1997, str. 2959 Act No. 286/1999 on foundation of College of Management in Trenčín (Act of the National Council of the SR) : 1.12.1999, 286/1999, Zbierka zákonov č. 123/1999, str. 2251 Act No. 29/1984 on the system of primary and secondary schools (Education Law) as amended by subsequent provisions (Act of the Federal Assembly) : 1.9.1984, 29/1984, Sbírka zákonů č. 5/1984, strana 110

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Act No. 293/2007 on recognition of professional qualifications (Act of the National Council of the SR) : 20.10.2007, 293/2007, Zbierka zákonov č. 133/2007, str. 1870, http:// Act No. 301/1999 whereby Act No. 542/1990 on the state administration in education and self-government is changed and supplemented (Act of the National Council of the SR) : 1.1.2000, 301/1999, Zbierka zákonov č. 126/1999, str. 2302 Act No. 302/2001 on self government of higher territorial units. (Act of the National Council of the SR) : 24.9.2001, 302/2001, Zbierka zákonov č. 125/2001, str. 3198 Act No. 31/1953 on the school system and teacher education (Education Law) (Act of the National Assembly) : 7.5.1953, 31/1953, Sbírka zákonů č. 18/1953, str. 193 Act No. 311/2001 - Labour Code, as amended by subsequent provisions (Act of the National Council of the SR) : 1.4.2002, 311/2001, Zbierka zákonov č. 45/2002, str. 425 Act No. 313/2001 on public service (Act of the National Council of the SR) : 1.4.2002, 313/2001, Zbierka zákonov č. 131/2001, strana 3380 Act No. 317/2009 on Professional and Pedagogical Employees and Professional Employees and on the change and supplement to some acts (Act of the National Council of the SR) : 1.11.2009, 317/2009, Zbierka zákonov č. 113/2009, str. 2334 Act No. 324/1996 whereby the Higher Education Act No. 172/1990 is changed and supplemented, as amended by the Act No. 41/1994 and on changes of names of some higher education institutions (Act of the National Council of the SR) : 20.11.1996, 324/1996, Zbierka zákonov č. 113/1996, str. 2102 Act No. 330/1996 on labour safety and health protection (Act of the National Council of the SR) : 1.1.1997, 330/1996, Zbierka zákonov č. 117/1996, str. 2142 Act No. 332/2005 whereby the Act No. 131/2002 on Higher Education and on changes and supplements to some acts is amended and supplemented (Act of the National Council of the SR) : 29.6.2005, 332/2005, Zbierka zákonov č. 140/2005, strana 3388 Act No. 334/2002 as amended by the Act No 542/1990 on state administration in education and school self-government as amended by subsequent provisions (Act of the National Council of the SR) : 1.7.2002, 334/2002, Zbierka zákonov č. 141/2002, str. 3418 Act No. 355/2007 on protection and development of public health and on the change and supplement to some acts (Act of the National Council of the SR) : 1.9.2007, 355/2007, Zbierka zákonov č. 15/2007, strana 2402, http:// Act No. 365/2004 on the equal provision in some areas and protection against discrimination (Antidiscrimination Law) (Act of the National Council of the SR) : 1.7.2004, 365/2004, Zbierka zákonov č. 153/2004, strana 3579 Act No. 375/1919 on establishment of Comenius University in Bratislava : 27.6.1919, 375/1919, Zbierka zákonov a nariadení

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Act No. 386/1996 on state budget for 1997 and on changes and supplements of some acts (Act of the National Council of the SR) : 1.1.1997, 386/1996, Zbierka zákonov č. 131/1996, str. 3230 Act No. 386/1997 on further education as amended by subsequent provision No 567/2001 and on change of the Act No. 387/1996 on employment as amended by the Act No. 70/1997 (Act of the National Council of the SR) : 1.1.1998, 386/1997, Zbierka zákonov č. 146/1997, str. 3583 Act No. 387/1996 on employment (Act of the National Council of the SR) : 1.1.1997, 387/1996, Zbierka zákonov č. 132/1996, str. 3262 Act No. 389/1999 whereby Act No. 221/1996 on territorial and administrative arrangement of the Slovak Repiblic (Act of the National Council of the SR) : 31.12.1999, 389/1999, Zbierka zákonov č. 155/1999, str. 3685 Act No. 400/2009 on state service and on changes and supplements of some acts (Act of the National Council of the SR) : 1.11.2009, 400/2009, Zbierka zákonov č. 145/2009, str. 3042 Act No. 41/1994 whereby the Higher Education Act No. 172/1990 is amended (Act of the National Council of the SR) : 28.2.1994, 41/1994, Zbierka zákonov č. 11/1994, str. 246 Act No. 416/2002 on transfer of some competencies from bodies of state administration to the municipalities and higher territorial units (Act of the National Council of the SR) : 1.1.2002, 416/2002, Zbierka zákonov č. 171/2001, str. 4482 Act No. 430/1919 on public municipal libraries (Act of the National Assembly) : 30.7.1919, 430/1919, Sbírka zákonů č. 88/1919, strana 572 Act No. 455/1991 on entrepreneurship (Business Law). (Act of Federal Assembly) : 1.1.1992, 455/1991, Sbírka zákonů č. 87/1991, str. 2122 Act No. 46/1956 whereby the higher education act is changed and supplemented (Act of the National Assembly) : 6.10.1956, 46/1956, Sbírka zákonů č. 25/1956, strana 95 Act No. 496/2009 on changes and supplements of the Act No. 131/2002 and on change and supplements to some acts as amended by subsequent provisions (Act of the National Council of the SR) : 1.1.2010, 496/2009, Zbierka zákonov č. 174/2009, str. 3756 Act No. 5/2004 on employment service, as amended (Act of the National Council of the SR) : 1.2.2004, 5/2004, Zbierka zákonov č. 4/2004, strana 22, http:// Act No. 506/2001 on funding of primary and secondary schools and school establishments (Act of the National Council of the SR) : 1.1.2002, 506/2001, Zbierka zákonov č. 58/2001, str. 5313 Act No. 522/2003 on performance of work in public interest (Act of the National Council of the SR) : 1.1.2004, 522/2003, Zbierka zákonov č. 226/2003, str. 4215 Act No. 523/2004 on budget rules of public administration (Act of the National Council of the SR) : 1.1.2005, 523/2004, Zbierka zákonov č. 280/2004, str. 4012

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Act No. 552/2003 on performance of work in public interest (Act of the National Council of the SR) : 1.1.2004, 552/2003, Zbierka zákonov č.226/2003, strana 4215, http:// Act No. 553/2003 on remuneration of some employees at the work performance in public interest and on the change and supplements to some acts (Act of the National Council of the SR) : 1.1.2004, 553/2003, Zbierka zákonov č. 226/2003, str. 4220 Act No. 564/2004 on budget determination of tax revenue from incomes of the territorial administration (Act of the National Council of the SR) : 1.1.2005, 564/2004, Zbierka zákonov č. 238/2004, str. 5010 Act No. 567/2001, as amended by the Act No 386/1997 on further education and on change of the act No 387/1996 on employment as amended by the act No 70/1997 and by which is changed the act No 416/2001 (Act of the National Council of the SR) : 1.1.2002, 567/2001, Zbierka zákonov č. 222/2001, str. 5856 Act No. 568/2009 on Lifelong Learning and on the Change and Supplement to Some Acts (Act of the National Council of the SR) : 1.2.2010, 568/2009, Zbierka zákonov č. 194/2009, str. 4402 Act No. 569/2009 on the change of the title of the University of Veterinary Medicine in Košice (Act of the National Council of the SR) : 15.1.2010, 569/2009, Zbierka zákonov č. 194/2009, str. 4415 Act No. 575/2001 on the government activity organisation and organisation of the central state administration (Act of the National Council of the SR) : 1.1.2002, 575/2001, Zbierka zákonov č. 225/2001, str. 5966 Act No. 596/2003 on state administration in education and school self-government and on change and supplements of some acts as amended by subsequent provisions (Act of the National Council of the SR) : 1.1.2004, 596/2003, Zbierka zákonov č. 243/2003, str. 5656 Act No. 597/2003 on financing primary schools, secondary schools and school facilities as amended by subsequent provision (No. 523/2004, No. 564/2004, No. 245/2008 and No. 184/2009) (Act of the National Council of the SR) : 1.1.2004, 597/2003, Zbierka zákonov č. 244/2003, str. 5681 Act No. 6/1998 whereby the Act No. 29/1984 on the system of basic and secondary schools (Education Law) is amended and supplemented, as amended by subsequent provisions and on change of the Act No. 542/1990 on state administration in education and self-government as amended by subsequent provisions (Act of the National Council of the SR) : 1.1.1998, 6/1998, Zbierka zákonov č. 2/1998, str. 50 Act No. 63/1978 on measures in the system of primary and secondary schools (Act of the Federal Assembly) : 1.9.1978, 63/1978, Sbírka zákonů č. 14/1978, str. 258 Act No. 67/1919 on organisation of the folk courses of civics (Act of the National Assembly) : 17.2.1919, 67/1919, Sbírka zákonů č. 15/1919, strana 72 Act No. 689/2006 whereby Act No. 597/2003 on financing primary and secondary schools and school facilities and Act No. 596/2003 on state administration and self-government in education

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and on the change and supplements to some laws is amended and supplemented (Act of the National Council of the SR) : 1.7.2007, 689/2006, Zbierka zákonov č. 263/2006, strana 6068 Act No. 70/1997 on Slovaks living abroad and on change and supplements of some acts (Act of the National Council of the SR) : 5.7.1997, 70/1997, Zbierka zákonov č. 30/1997, str. 390 Act No. 74/1995 whereby the Act No. 347/1990 on organization of ministries and other central bodies of state administration in the SR is amended and supplemented (Act of the National Council of the SR) : 18.4.1995, 74/1995, Zbierka zákonov č. 27/1995, str. 453 Act No. 78/1978 on educational establishments (Act of the Slovak National Council) : 1.9.1978, 78/1978, Sbírka zákonů č. 18/1978, str. 353 Act No. 84/1995 whereby Act of the Slovak National Council No. 542/1990 of the Law Code on state administration in education and school self-government is amended (Act of the National Council of SR) : 27.4.1995, 84/1995, Zbierka zákonov č. 30/1995, str. 489 Act No. 89/1958 on education of adolescents for trade careers (Apprenticeship Law) (Act of National Assembly) : 30.12.1958, 89/1958, Sbírka zákonů č. 37/1958, str. 243 Act No. 95/1948 on the basic amendment of the unified education (Education Law) (Act of the Constituent National Assembly) : 1.9.1948, 95/1948, Sbírka zákonů č. 38/1948, str. 829 Act on care of children (Old Hungary Act) : 28.4.1891, XV. Action Plan Education and Employment (Government Resolution of the SR Government) : 13.7.2005, 557/2005 Constitution Law No. 62/1978 whereby the Article 24 Section 2 of the Constitution of the Czechoslovak Socialist Republic is amended (Constitution Law of the Federal Assembly) : 1.9.1978, 62/1978, Sbírka zákonů č. 14/1978, str. 256 Decree No 79/1991 on admission to study at secondary schools (Decree of the Ministry of Education, Youth and Sports of the SR) : 1.3.1991, 79/1991, Sbírka zákonù č. 17/1991, str. 369 Decree No. 102/1991 on completion of study at secondary schools and of training at vocational schools (Decree of the Ministry of Education, Youth and Sports of the SR) : 1.4.1991, 102/1991, Sbírka zákonů č. 21/1991, str. 473 Decree No. 102/2006 on granting social scholarship to students of higher education institutions (Decree of the Ministry of Education of the SR) : 1.4.2006, 102/2006, Zbierka zákonov č. 43/2006, strana 734 Decree No. 107/1996 whereby the Decree No. 121/1994 on establishment, activity and operation of school catering establishments is amended and supplemented (Decree of the Ministry of Education of the SR) : 1.5.1996, 107/1996, Zbierka zákonov č. 40/1996, str. 893 Decree No. 11/1991 on private schools (Decree of the Ministry of Education, Youth and Sports of the SR) : 1.2.1991, 11/1991, Sbírka zákonů č. 3/1991, str. 75

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Decree No. 111/1996 whereby the Decree No. 42/1991 about fulfilment of compulsory school attendance outside the territory of the Czech and Slovak Federal Republic is amended and supplemented (Decree of the Ministry of Education of the SR) : 1.5.1996, 111/1996, Zbierka zákonov č. 41/1996, str. 904 Decree No. 119/1980 on establishments for performance of institutional and protective education (Decree of the Ministry of Education of the SR) : 1.9.1980, 119/1980, Sbírka zákonů č. 29/1980, str. 568 Decree No. 137/2005 on school inspection (Decree of the Ministry of Education of the SR) : 1.5.2005, 137/2005, Zbierka zákonov č. 59/2005, str. 1192 Decree No. 14/1996 on conditions of providing subsidies from the state budget to church educational establishments, public educational establishments and private educational institutions (Decree of the Ministry of Education of the SR) : 18.1.1996, 14/1996, Zbierka zákonov č. 5/1996, str. 39 Decree No. 140/1968 on work reliefs and economic provision of on-job students (Decree of the Ministry of Education) : 1.11.1968, 140/1968, Sbírka zákonů č. 40/1968, str. 373 Decree No. 143/1984 on primary school as amended by subsequent provisions (No. 409/1990 and No. 149/1995) (Decree of the Ministry of Education, Youth and Sports of the SR) : 1.1.1985, 143/1984, Sbírka zákonů č. 30/1984, strana 740 Decree No. 145/1996 on admission to study at secondary schools as amended by subsequent provisions (Decree of the Ministry of Education and Science of the SR) : 1.9.1996, 145/1996, Zbierka zákonov č. 54/1996, str. 1042 Decree No. 196/1994 on youth homes as amended by the decree No. 426/2007 of the Law Code (Decree of the Ministry of Education of the SR) : 1.9.1994, 196/1994, Zbierka zákonov č. 56/1994, str. 1023 Decree No. 204/2002 on granting scholarships to PhD students of full-time PhD study as amended by the decree No 505/2004 (Decree of the Ministry of Education of the SR) : 15.9.2004, 204/2002, Zbierka zákonov č. 213/2004, str. 4510 Decree No. 207/1993 whereby the details on equivalence of diplomas issued by foreign primary and secondary schools are set up (Decree of the Ministry of Education and Science of the SR) : 1.10.1993, 207/1993, Zbierka zákonov č. 55/1993, str. 928 Decree No. 212/1991 on special schools (Decree of the Ministry of Education, Youth and Sports of the SR) : 1.7.1991, 212/1991, Sbírka zákonů č. 43/1991, str. 1009 Decree No. 226/1998 on habilitation of associate professors and nomination of professors (Decree of the Ministry of Education of the SR) : 1.8.1998, 226/1998, Zbierka zákonov č. 86/1998, strana 1616 Decree No. 231/2009 on details and organisation of the school year at primary schools, secondary schools, basic art schools, practical schools, apprentice training centres and

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language schools (Decree of the Ministry of Education of the SR) : 30.6.2009, 231/2009, Zbierka zákonov č. 82/2009, str. 1604 Decree No. 238/2005 on procedure at recognition of diplomas (Decree of the Ministry of Education of the SR) : 15.6.2005, 238/2005, Zbierka zákonov č. 103/2005, strana 2566, http:// Decree No. 243/1993 on social dependency (Decree of the Ministry of Labour, Social Affairs and Family of the Slovak Republic) : 1.11.1993, 243/1993, Zbierka zákonov č. 61/1993, str. 1067 Decree No. 249/1995 whereby the Decree No. 143/1984 on primary education is supplemented, as amended by the Decree No. 409/1990 (Decree of the Ministry of Education of the SR) : 1.12.1995, 249/1995, Zbierka zákonov č. 83/1995, str. 1906 Decree No. 255/1995 whereby the Decree No. 80/1991 on secondary schools is amended, as amended by the Decree No. 52/1993 (Decree of the Ministry of Education of the SR) : 1.12.1995, 255/1995, Zbierka zákonov č. 85/1995, str. 1926 Decree No. 279/1996 on centres of vocational training (Decree of the Ministry of Education and Science of the SR) : 1.11.1996, 279/1996, Zbierka zákonov č. 94/1996, str. 1790 Decree No. 280/1994 on private schools (Decree of the Ministry of Education and Science of the SR) : 15.10.1994, 280/1994, Zbierka zákonov č. 78/1994, str. 1378 Decree No. 282/2009 on Secondary Schools (Decree of the Ministry of Education of the SR) : 1.9.2009, 282/2009, Zbierka zákonov č. 98/2009, str. 1914 Decree No. 291/2004 whereby details on the way of establishment of school administration bodies are laid down (Decree of the Ministry of Education of the SR) : 15.5.2004, 291/2004, Zbierka zákonov č. 118/2004, str. 2810 Decree No. 295/1995 on open-air schools. (Decree of the Ministry of Education of the SR) : 1.9.1995, 295/1995, Zbierka zákonov č. 31/1995, str. 385 Decree No. 305/2008 on open-air-school (Decree of the Ministry of Education of the SR) : 1.9.2008, 305/2008, Zbierka zákonov č. 115/2008, strana 2407, http:// Decree No. 307/2008 on education and training of intellectually gifted pupils (Decree of the Ministry of Education of the SR) : 1.9.2008, 307/2008, Zbierka zákonov č.115/2008, strana 2413, http:// Decree No. 308/2009 on kindergarten by which is changed the Decree No. 306/2008 on kindergarten (Decree of the Ministry of Education of the SR) : 1.9.2009, 308/2009, Zbierka zákonov č.109/2008, strana 2227 Decree No. 311/2004 on providing scholarships to students of secondary schools and special schools (Decree of the Ministry of Education of the SR) : 1.6.2004, 311/2004, Zbierka zákonov č. 130/2004, strana 2970

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Decree No. 314/2008 on secondary schools and on the list of the fields of study and trades in which the verification of special abilities, skills or gifts is required (Decree of the Ministry of Education of the SR) : 1.9.2008, 314/2008, Zbierka zákonov č. 118, strana 2438, http:// Decree No. 318/2008 on completing the study in secondary schools (Decree of the Ministry of Education of the SR) : 1.9.2008, 318/2008, Zbierka zákonov č. 120, strana 2526, http:// Decree No. 319/2008 on recognition of a substitution of the secondary school-leaving examination in foreign language (Decree of the Ministry of Education of the SR) : 1.9.2008, 319/2008, Zbierka zákonov č. 120, strana 2591, http:// Decree No. 321/2008 on language school (Decree of the Ministry of Education of the SR) : 1.9.2008, 321/2008, Zbierka zákonov č. 121, strana 2606, http:// Decree No. 322/2008 on special schools (Decree of the Ministry of Education of the SR) : 1.9.2008, 322/2008, Zbierka zákonov č. 121, strana 2616, http:// Decree No. 323/2008 on special educational establishments (Decree of the Ministry of Education of the SR) : 1.9.2008, 323/2008, Zbierka zákonov č. 121, str. 2625, http:// Decree No. 324/2008 on basic school of arts (Decree of the Ministry of Education of the SR) : 1.9.2008, 324/2008, Zbierka zákonov č. 121, strana 2630, http:// Decree No. 325/2008 on school facilities of educational counselling and prevention (Decree of the Ministry of Education of the SR) : 1.9.2008, 325/2008, Zbierka zákonov č. 121, strana 2634, http:// Decree No. 326/2008 on the types and appropriations of certificates and other school forms, including the ways of registry and storage (Decree of the Ministry of Education of the SR) : 1.9.2008, 326/2008, Zbierka zákonov č.121/2008, strana 2636, http:// Decree No. 330/2009 on School Meals (Decree of the Ministry of Education of the SR) : 1.9.2009, 330/2009, Zbierka zákonov č. 117/2009, str. 2418 Decree No. 343/2006 whereby the decree No. 311/2004 on granting scholarships to students of secondary schools and special schools is amended (Decree of the Ministry of Education of the SR) : 1.6.2006, 343/2006, Zbierka zákonov č. 200/2006, strana 5089 Decree No. 348/2005 on the kinds and appropriations of certificates and other school forms (Decree of the Ministry of Education of the SR) : 1.9.2005, 348/2005, Zbierka zákonov č. 149/2005, str. 3602 Decree No. 353/1994 on pre-school establishments as amended by subsequent provisions (No. 81/1997 and No. 540/2004) (Decree of the Ministry of Education and Science of the SR) : 1.1.1995, 353/1994, Zbierka zákonov č. 92/1994, str. 1703 Decree No. 361/2007 on details of organisation of school year in primary schools, secondary schools and in basic schools of art (Decree of the Ministry of Education of the SR) : 1.9.2007, 361/2007, Zbierka zákonov č. 159/2007, strana 2586

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Decree No. 374/2005 whereby the Decree No 41/1996 on professional and educational competence of educational staff is amended and supplemented by subsequent provisions (Decree of the Ministry of Education of the SR) : 1.9.2005, 374/2005, Zbierka zákonov č. 68/2005, str. 3010 Decree No. 376/2005 on the details on conditions and rules of experimental verification of aims, content, methods, organization and management of performing the educational process in schools and school facilities (Decree of the Ministry of Education of the SR) : 1.9.2005, 376/2005, Zbierka zákonov č. 160/2005, strana 3770 Decree No. 377/1996 on providing personal working tools (Decree of the Ministry of Labour, Social Affairs and Family of the Slovak Republic) : 1.1.1997, 377/1996, Zbierka zákonov č. 129/1996, str. 3192 Decree No. 379/2000 whereby Decree No. 41/1996 on professional pedagogical competence of educational staff, as amended by Decree No. 14/1998, is changed and supplemented (Decree of the Ministry of Education of the SR) : 1.12.2000, 379/2000, Zbierka zákonov č. 156/2000, str. 4342 Decree No. 390/2007 on completing the studies in secondary schools and on completing the training in vocational schools, apprentice centres and practical schools, as amended by subsequent provisions (Decree of the Ministry of Education of the SR) : 1.9.2007, 390/2007, Zbierka zákonov č. 164/2007, str. 2803 Decree No. 396/2008 on recognition of social scholarship to university students (Decree of the Ministry of Education of the SR) : 1.10.2008, 396/2008, Zbierka zákonov č. 146, strana 3243, http:// Decree No. 409/1990 whereby the Decree No.143/1984 on primary school is amended and supplemented (Decree of the Ministry of Education, Youth and Sports of the SR) : 1.11.1990, 409/1990, Sbírka zákonů č. 70/1990, str. 1491 Decree No. 42/1991 on fulfilment of compulsory school attendance outside the territory of the Czech and Slovak Federal Republic (Decree of the Ministry of Education, Youth and Sports of the SR) : 1.3.1991, 42/1991, Sbírka zákonů č. 8/1991, str. 172 Decree No. 42/1996 on in-service training of educational staff (Decree of the Ministry of Education of the SR) : 1.3.1996, 42/1996, Zbierka zákonov č. 16/1996, str. 416 Decree No. 424/2005 whereby decree No. 80/1991 on secondary schools is amended (Decree of the Ministry of Education of the SR) : 1.10.2005, 424/2005, Zbierka zákonov č. 176/2005, strana 4122 Decree No. 43/1996 on details of educational counselling and counselling institutions. (Decree of the Ministry of Education of the SR) : 1.3.1996, 43/1996, Zbierka zákonov č. 16/1996, str. 419 Decree No. 437/2009, by which are stipulated qualification criteria and special qualification requirements for individual categories of pedagogical employees and professional employees (Decree of the Ministry of Education of the SR) : 15.11.2009, 437/2009, Zbierka zákonov č. 152/2009, str. 3248 Decree No. 44/1996 on language schools and public language schools and other language examinations (Decree of the Ministry of Education of the SR) : 1.3.1996, 44/1996, Zbierka zákonov č. 16/1996, str. 422

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Decree No. 445/2009 on continuous education, credits and attestations of pedagogical employees and professional employees (Decree of the Ministry of Education of the SR) : 15.11.2009, 445/2009, Zbierka zákonov č. 155/2009, str. 3330 Decree No. 453/2005 on the scope and further details on granting motivation scholarship (Decree of the Ministry of Education of the SR) : 15.10.2005, 453/2005, Zbierka zákonov č. 183/2005, strana 4280 Decree No. 477/1990 on primary schools of art (Decree of the Ministry of Education, Youth and Sports of the SR) : 1.2.1991, 477/1990, Sbírka zákonů č. 80/1990, str. 1813 Decree No. 482/2006 whereby the Decree No. 510/2004 on completion of study at secondary schools and completion of training at secondary vocational schools, apprentice training centres and schools of practical training, is changed and supplemented (Decree of the Ministry of Education of the SR) : 1.9.2006, 482/2006, Zbierka zákonov č. 183/2006, strana 3941 Decree No. 51/2000 on school self-government (Decree of the Ministry of Education of the Slovak Republic) : 19.2.2000, 51/2000, Zbierka zákonov č. 24/2000, str. 1170 Decree No. 510/2004 on completion of study at secondary schools and on completion of training in secondary vocational schools and apprentice training centres and practical schools as amended by the Decree No. 390/2007 of the Law Code (Decree of the Ministry of Education of the SR) : 15.9.2004, 510/2004, Zbierka zákonov č. 215/2004, strana 4526 Decree No. 52/1993 whereby the Decree No. 52/l993 on secondary schools is amended and supplemented (Decree of the Ministry of Education and Science of the Slovak Republic) : 9.3.1993, 52/1993, Zbierka zákonov č. 14/1993, str. 274 Decree No. 536/1990 on establishment and activities of church-affiliated schools (Decree of the Ministry of Education, Youth and Sports of the SR) : 21.12.1990, 536/1990, Sbírka zákonů č. 87/1990, str. 1992 Decree No. 540/2004 on pre-school establishments whereby the Decree No. 353/1994 and No 81/1997 is amended and supplemented (Decree of the Ministry of Education of the SR) : 1.11.2004, 540/2004, Zbierka zákonov č. 226/2004, str. 4731 Decree No. 6/2005 on the procedure of acquisition of scientific-pedagogical and artistic-pedagogical degrees of "docent" and "professor" (Decree of the Ministry of Education of the SR) : 1.2.2005, 6/2005, Zbierka zákonov č. 4/2005, strana 65 Decree No. 614/2002 on credit system study (Decree of the Ministry of Education of the SR) : 1.11.2002, 614/2002, Zbierka zákonov č. 239/2002, str. 6250 Decree No. 63/2000 whereby Decree No. 212/1991 on special schools is changed and supplemented (Decree of the Ministry of Education of the SR) : 1.3.2000, 63/2000, Zbierka zákonov č. 29/2000, str. 1206 Decree No. 65/1985 on in-service training of educational staff. (Decree of the Ministry of Education of the Slovak Socialist Republic) : 1.9.1985, 65/1985, Sbírka zákonů č. 18/1985, str. 347

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Decree No. 706/2004 on admission to study at secondary schools as amended by subsequent provision No. 379/2005 (Decree of the Ministry of Education of the SR) : 1.1.2005, 706/2004, Zbierka zákonov č. 295/2004, str. 6834 Decree No. 72/1979 on inspection in education and training (Decree of the Ministry of Education of the Slovak Socialist Republic) : 1.9.1979, 72/1979, Sbírka zákonů č. 14/1979, str. 333 Decree No. 725/2002 whereby the Decree No. 145/1996 is changed and supplemented, on admission to study at secondary schools (Decree of the Ministry of Education of the SR) : 1.1.2003, 725/2002, Zbierka zákonov č. 276/2002, str. 6930 Decree No. 80/1977 on unified system of in-service training for teachers providing primary, secondary and higher education, and for other educational staff (Decree of the Ministry of Education of the Slovak Socialist Republic) : 1.1.1978, 80/1977, Sbírka zákonů č. 24/1977, str. 447 Decree No. 80/1991 secondary schools as amended by subsequent provision No. 52/1993, No. 255/1995, No. 120/2003 and No. 424/2005 (Decree of the Ministry of Education of the SR) : 1.3.1991, 80/1991, Sbírka zákonů č. 17/1991, strana 372 Decree No. 81/1997 whereby the Decree No. 353/1994 on pre-school establishments amended and supplemented (Decree of the Ministry of Education of the SR) : 1.09.1997, 81/1997, Zbierka zákonov č. 36/1997, str. 458 Decree No. 85/1995 on school farms (Decree of the Ministry of Education of the SR) : 1.9.1995, 85/1995, Zbierka zákonov č. 31/1995, str. 410 Decree No. 9/2006 on structure and content of reports on educational activity, its results and conditions of schools and school facilities (Decree of the Ministry of Education of the SR) : 1.2.2006, 9/2006, Zbierka zákonov č. 7/2006, strana 26 Decree No.320/2008 on primary school (Decree of the Ministry of Education of the SR) : 1.9.2008, 320/2008, Zbierka zákonov č. 121, strana 2598, http:// Decree of the Government No. 104/2003 on Accreditation Commission (Decree of the SR Government) : 15.10.2003, 104/2003, Zbierka zákonov č. 141/2003, str. 1612 Decree of the Government No. 111/2002 whereby Catalogue of work activities in public services are set (Decree of the SR Government) : 1.4.2002, 111/2002, Zbierka zákonov č. 47/2002, str. 1154 Decree of the Government No. 113/1991 on the provision of subsidies from state budget to private schools (Decree of the SR Government) : 29.3.1991, 113/1991, Sbírka zákonů č. 24/1991, str. 547 Decree of the Government No. 162/2001 on extend of the teaching workload of staff (Decree of the SR Government) : 1.7.2002, 162/2001, Zbierka zákonov č. 67/2002, str. 1698 Decree of the Government No. 196/1993 on the provision of textbooks to pupils (Decree of the SR Government) : 1.9.1993, 196/1993, Zbierka zákonov č. 53/1993, str. 901

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Decree of the Government No. 2/2004 whereby the details are set out on breakdown of finances from the state budget for primary schools, secondary schools, centres of practical training, basic schools of art and school facilities (Decree of the SR Government) : 1.12.2004, 2/2004, Zbierka zákonov č. 2/2004, strana 6 Decree of the Government No. 203/2000 whereby Decree of the Government on the teaching load of teachers and other educational staff is changed and supplemented (Decree of the SR Government) : 1.7.2000, 203/2000, Zbierka zákonov č. 86/2000, str. 2490 Decree of the Government No. 229/1994 on teaching workload of teachers and other educational staff as amended by subsequent provisions (Decree of the SR Government) : 1.9.1994, 229/1994, Zbierka zákonov č. 66/1994, strana 1174 Decree of the Government No. 238/2004 on the extent of teaching activity and educational activity of pedagogical staff (Decree of the SR Government) : 1.5.2005, 238/2004, Zbierka zákonov č. 101/2004, strana 2518 Decree of the Government No. 238/2007 whereby the raised salary brackets are set out for employees performing works in public interest (Decree of the SR Government) : 1.7.2007, 238/2007, Zbierka zákonov č. 106/2007, str. 1553 Decree of the Government No. 249/1992 on remuneration of employees in budgetary and some other organizations and bodies (Decree of the SR Government) : 10.06.1992, 249/1992, Sbírka zákonů č. 52/1992, str. 1330 Decree of the Government No. 282/1994 on using textbooks and study texts (Decree of the SR Government) : 20.10.1994, 282/1994, Zbierka zákonov č. 79/1994, str. 1386 Decree of the Government No. 29/2009 whereby Decree of the Government No. 630/2008 whereby the details of breakdown of finances from the national budget are set down for schools and school facilities is changed and supplemented (Decree of the SR Government) : 4.2.2009, 29/2009, Zbierka zákonov č. 15, str. 490 Decree of the Government No. 316/2001 whereby the raised salary brackets are set out for employees performing works in public interest (Decree of the SR Government) : 1.7.2006, 316/2006, Zbierka zákonov č. 110/2006, strana 1934 Decree of the Government No. 341/2004 whereby the catalogues of activities done at performance of works in public interest are set out (Decree of the SR Government) : 1.6.2004, 341/2004, Zbierka zákonov č. 142/2004, strana 3206 Decree of the Government No. 382/2007 on PhD Study (Decree of the SR Government) : 1.6.2007, 382/2007, Zbierka zákonov č. 82/2007, str. 1928 Decree of the Government No. 412/2007 on provision of aid for support of consumption of milk and milk products (Decree of the SR Government) : 1.9.2007, 412/2007, Zbierka zákonov č. 179/2007, strana 2967

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Decree of the Government No. 413/2004 whereby the increasing of salary scales for employees at the work in public interest is stipulated (Decree of the SR Government) : 1.7.2004, 413/2004, Zbierka zákonov č. 176/2004, strana 3889 Decree of the Government No. 422/2009 by whitch is stipulated the extent of direct teaching activity and direct educational activity of pedagogical employees (Decree of the SR Government) : 1.11.2009, 422/2009, Zbierka zákonov č. 15/2009, str. 3154 Decree of the Government No. 57/1959 on educational institutions (Decree of the Government of Czechoslovak Republic) : 20.8.1959, 57/1959, Sbírka zákonů č. 24/1959, str. 181 Decree of the Government No. 630/2008 whereby the details of breakdown of finances from the national budget are set down for schools and school facilities as amended by subsequent provisions (Decree of the SR Government) : 1.9.2008, 630/2008, Zbierka zákonov č. 211, strana 5218, http:// Decree of the Government No. 668/2004 on territorial administration tax income division (Decree of the SR Government) : 1.1.2005, 668/2004, Zbierka zákonov č. 281/2004, str. 6626 Decree of the Government No. 89/1980 on the system of study branches and on length of regular study in higher education institutions (Decree of the Government of the Czechoslovak Socialist Republic) : 1.9.1980, 89/1980, Sbírka zákonů č. 23/1980, str. 395 Decree of the Government No.420/2008, whereby the financial limits are set for provision of full-time study in the study programmes, determines taxatively the amount of contribution for every public higher education institution (Decree of the SR Government) : 1.9.2008, 420/2008, Zbierka zákonov č. 155, strana 3646, http:// Entrepreneurship Act on the territory of Slovakia and Sub-Carpathian Russia (Act of the National Assembly) : 1.6.1925, 259/1924, Sbírka zákonů č. 125/1924, str. 1575 Higher Education Act No. 39/1980 (Act of the Federal Assembly) : 1.9.1980, 39/1980, Sbírka zákonů č. 11/1980, str. 165 Legal provision No. 166/1964 on teacher training colleges (Legal provision of the Presidency of the National Assembly) : 1.9.1964, 166/1964, Sbírka zákonů č. 69/1964, str. 1164 Methodical Guide No. 15/2006–R whereby regulates the procedure of assessment and marking of secondary school pupils in the Slovak Republic (Methodical Guides of Ministry of Education of the Slovak Republic) : 1.9.2006, 15/2006 –R, www.minedu.sk, http://www.minedu.sk Methodical Guide No. 23/2006 on provision of aid from financial resources of EU for support of consumption of milk and milk products for pupils with compulsory schooling (Methodical Guides of Ministry of Education of the Slovak Republic) : 1.10.2006, 23/2006-R, www.minedu.sk, http://www.minedu.sk Methodical Guide No. 7/2009-R of 28 April 2009 on the Assessment of Pupils of Primary Shool : 28.4.2009, 7/2009-R, http://www.minedu.sk

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Methodical Guides for incorporation of children into special educational programmes for intellectually gifted pupils (Methodical Guides of Ministry of Education of the Slovak Republic) : 1.9.2005, CD-2005-19376/26377-1:091, www.minedu.sk, http://www.minedu.sk Methodical Guides No 1/2006-R whereby the procedure of school at determination of average achievements of pupils in primary and special primary schools is regulated for purposes of granting subsidies for motivation contribution for the child to avoid social exclusion. (Methodical Guides of Ministry of Education of the Slovak Republic) : 1.2.2006, 1/2006-R, www.minedu.sk, http://www.minedu.sk Methodical Guides No. 12/2005-R whereby the procedure of pedagogical-psychological counseling centres is set up at assessment of ability of children from socially disadvantaged background to attend Grade 1 of primary school. (Methodical Guides of Ministry of Education of the Slovak Republic) : 1.9.2005, 12/2005-R, www.minedu.sk, http://www.minedu.sk Methodical Guides No. 14/2005-R on concerning provision of aid from financial resources of European Union for support of consumption of milk and milk products for schoolchildren (Methodical Guides of Ministry of Education of the Slovak Republic) : 1.9.2005, 14/2005-R, www.minedu.sk, http://www.minedu.sk Methodical Guides No. 3/2006-R on realization of school integration of children with special education needs in primary and secondary schools (Methodical Guides of Ministry of Education of the Slovak Republic) : 1.2.2006, 3/2006-R, www.minedu.sk, http://www.minedu.sk Ministerial Decree on the reform of primary people’s and secondary education. The so-called Thuna’s Education Reform. (Ministerial Decree) : 4.1.1858 Regulation No. 22/2006-R whereby the procedure at providing finances to school founders for exceptional pupils achievements is set up (Regulation of Ministry of Education of the Slovak Republic) : 1.2.2005, 22/2006-R, www.minedu.sk, http://www.minedu.sk Regulation of Government of the SR No. 323/2009 on determination of limits of sums of financial means for part-time study programmes in academic year 2010/2011 (Regulation of Government of the SR) : 15.10.2009, 323/2009, Zbierka zákonov č. 115/2009, str. 2406 Regulation of Government of the SR No. 578/2009 whereby is stipulated increasing salary brackets scales for employees at performance of work in public interest (Regulation of Government of the SR) : 1.1.2010, 578/2009, Zbierka zákonov č. 195, str. 4448 Regulation of Government of the SR No. 598/2009 and on changes and supplements of the Regulation of Government of the SR No. 630/2008 by whitch are stipulated details of budget breakdown from state budget for schools and school establishments as amended by the Regulation of the Government of SR No. 29/2009 (Regulation of Government of the SR) : 1.10.2009, 598/2009, Zbierka zákonov č. 199/2009, str. 4525 Strategy of Ability to Compete in Slovakia by 2010 (Government Resolution of the SR Government) : 16.2.2005, 140/2005 The Constitution of the Slovak Republic, as amended and supplemended (Act of the National Council of the SR) : 1.10.1992, 460/1992, Zbierka zákonov č. 92/1992, str. 2659

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INSTITUTIONS Academia Istropolitana Karloveská 64 P.O.Box 92 840 02 Bratislava 42 Tel: +421 2 64285069 Fax: +421 2 64285341 Website: http://www.acadistr.sk/ Academy of Arts in Banská Bystrica Ul. J. Kollára 22 974 01 Banská Bystrica Tel: +421 48 4145110 Fax: +421 48 4145109 Website: http://www.aku.sk/ Academy of Education Gorkého 10 815 17 Bratislava 1 Tel: + 421 2 54410037 Fax: + 421 2 54410039 Website: http://www.aveducation.sk/ Academy of Fine Arts and Design Hviezdoslavovo nám. 18 814 37 Bratislava Tel: + 421 2 54432431 Fax: +421 2 54432340 Website: http://www.vsvu.sk/ Academy of Performing Arts Ventúrska 3 813 01 Bratislava Tel: + 421 2 54432172 Fax: +421 2 54430125 Website: http://www.vsmu.sk/ Accreditation Commission Stromová 1 813 30 Bratislava Tel: +421 2 59238119 Fax: + 421 2 59238118 Website: http://www.akredkom.sk/ Accreditation Commission for futher education Stromová 1 813 30 Bratislava Tel: +421 2 59374111 Fax: +421 2 59374399 Accreditation Commission for the Area of Physical Education Stromová 1 Tel: +421 2 59374142 Fax: +421 2 59374145 Website: http://www.minedu.sk Accreditation Council for Continuous Education of Pedagogical Employees and Professional Employees Stromová 1

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813 30 Bratislava Tel: +421 2 59374299 Fax: +421 2 59374285 Website: http://www.minedu.sk Agroinstitute Nitra Akademická 4 949 01 Nitra Tel: + 421 37 7910111 Fax: + 421 37 7910132 Website: http://www.agroinst.sk/ Association of Adult Education Institutions Vazovova 7/A P.O.BOX 187 811 07 Bratislava 1 Tel: + 421 2 57291330 Website: http://www.aivd.sk/ Bratislava International School of Liberal Arts Grösslingova 53 811 09 Bratislava Tel: + 421 2 59 234 311 Fax: + 421 2 59 234 450 Website: http://www.bisla.sk Bratislava School of Law Tomášikova 20 821 02 Bratislava Tel: +421 2 48208803 Website: http://www.uninova.sk/ Catholic University in Ružomberok Nám. A. Hlinku 60 034 01 Ružomberok Tel: + 42144 4316111 Fax: + 421 44 4316207 Website: http://ku.sk/ Central Europe College in Skalica Kráľovská 386/11 909 01 Skalica Tel: + 421 34 664 7061 Fax: + 421 34 6647063 Website: http://www.sevs.sk Centre of Labour, Social Affairs and Family Špitálska 5 - 6 812 67 Bratislava Tel: +421 2 59330501 Fax: +421 2 54410440 Website: http://upsvar.sk/ College of Health Service and Social Work of St. Elisabeth Palackého 1 P.O.BOX 104 810 00 Bratislava Tel: + 421 2 54640752 Fax: + 421 2 54640752 Website: http://www.vssvalzbety.sk/

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College of Management in Trenčín Bezručova 64 911 01 Trenčín Tel: +421 32 6528174 Fax: +421 32 6529337 Website: http://www.vsm.sk College of Safety Management in Košice Kukučínova 17 040 01 Košice Tel: + 421 55 7201071 Fax: + 421 55 7201071 Website: http://www.vsbm.sk Comenius University in Bratislava Šafárikovo nám. 6 818 06 Bratislava Tel: +421 2 59244111 Fax: +421 2 52963836 Website: http://www.uniba.sk Council for School System, Lifelong Learning and Science Stromová 1 813 30 Bratislava Tel: +421 2 59374299 Fax: +421 2 59374285 Website: http://www.minedu.sk Curricular Board Stromová 1 813 30 Bratislava Tel: +421 2 59374111 Fax: +421 2 59374116 Website: http://www.minedu.sk Euroguidance centrum SAAIC Staré grunty 52 842 44 Bratislava Tel: +421 2 65412261 Fax: +421 2 65412261 Website: http://www.saaic.sk/ Faculty of Arts at Comenius University Gondova 2 818 01 Bratislava Tel: + 421 2 59339111 Fax: +421 2 52966016 Website: http://www.fphil.uniba.sk/ Faculty of Arts at University of Prešov Ul. 17. Novembra 1 080 01 Prešov Tel: + 421 51 7570111 Fax: + 421 51 7570824 Website: http://www.unipo.sk/ff/ Faculty of Education at Catholic University in Ružomberok Námestie A. Hlinku 56/1 034 01 Ružomberok Tel: +421 44 4320961 Fax: +421 44 4320958 Website: http://www.pf.ku.sk

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Faculty of Education at Comenius University Račianska 59 813 34 Bratislava Tel: +421 2 49287211 Website: http://www.fedu.uniba.sk/ Faculty of Education at Matej Bel University Ružová 13 974 11 Banská Bystrica Tel: + 421 48 4364111 Fax: + 421 48 4364444 Website: http://www.pdf.umb.sk/ Faculty of Education at University of Constantinus Philosopher Dražovská cesta 4 949 74 Nitra Tel: + 421 37 6408218 Fax: + 421 37 6408261 Website: http://www.pf.ukf.sk/ Faculty of Education at University of J. Selye in Komárno Roľníckej školy 1519 945 01 Komárno Tel: +421 35 7733073 Website: http://www.selyeuni.sk/pf Faculty of Education at University of Prešov Ul. 17. Novembra 15 080 01 Prešov Tel: + 421 51 7470500 Fax: + 421 51 7470551 Website: http://www.unipo.sk/pf/ Faculty of Education at University of Trnava Priemyselná 4 P.O.BOX 9 918 43 Trnava Tel: + 421 33 5514618 Fax: +421 33 5516047 Website: http://pdfweb.truni.sk/ Goethe Institute Bratislava Panenská 33 814 82 Bratislava Tel: + 421 2 54433130 Fax: +421 2 54433134 E-mail: [email protected] Website: http://www.goethe.de/ins/sk/bra/skindex.htm Institute for Further Education of Health Personnel Limbová 12 833 03 Bratislava Tel: +421 2 54774560 Institute for Labour and Family Researche Župné nám. č. 5-6 812 41 Bratislava Tel: +421 2 20 441 400 E-mail: [email protected] Website: http://www.sspr.gov.sk

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Institute for Public Administration Sch. Trnavského 1/a 841 01 Bratislava Tel: +421 2 60102300 Fax: +421 2 60102332 Website: http://www.ivs.sk Institute of Education and Services Bárdošova 33 831 01 Bratislava Tel: + 421 2 54772060 Fax: + 421 2 54773971 Website: http://www.uvs.sk/ Institute of Information and Prognoses of Education Staré grunty 52 842 44 Bratislava Tel: +421 2 69295111 Fax: +421 2 65426180 Website: http://www.uips.sk International School of Management ISM Slovakia in Prešov Duchnovičovo námestie č. 1 080 01 Prešov Tel: +421 51 7581797 Fax: +421 51 7581797 Website: http://ismpo.sk Matej Bel University in Banska Bystrica Národná 12 974 01 Banská Bystrica Tel: + 421 48 4461111 Fax: +421 48 4153180 Website: http://www.umb.sk/ Methodical-Pedagogical Centre Tomášikova 4 820 09 Bratislava Tel: +421 2 48209411 Fax: +421 2 43335946 Website: http://www.mpc-edu.sk Military Academy of M.R. Štefánik in Liptovský Mikuláš Demänovská cesta P.O.BOX 45 031 01 Liptovský Mikuláš Tel: + 421 960 423458 Fax: + 421 960 423338 Website: http://www.aoslm.sk/ Ministry of Agriculture of the SR Dobrovičova 12 812 66 Bratislava Tel: +421 2 59266111 Fax: +421 2 59266115 Website: http://www.land.gov.sk/ Ministry of Construction and Regional Development of the SR Prievozská 2/B 825 25 Bratislava 26 Tel: +421 2 58317111 Website: http://www.build.gov.sk/

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Ministry of Culture of the SR Nám. SNP 33 813 31 Bratislava Tel: +421 2 59391111 Fax: +421 2 59391174 Website: http://www.culture.gov.sk Ministry of Defence of the SR Kutuzovova 8 832 47 Bratislava Tel: +421 960 112233 Fax: +421 2 442 532 42 Website: http://www.mosr.sk/ Ministry of Education of the SR Stromová 1 813 30 Bratislava Tel: + 421 2 5937 4111 Fax: +421 2 59374333 E-mail: [email protected] Website: http://www.minedu.sk/ Ministry of Finance of the SR Štefanovičova 5 P.O.BOX 82 817 82 Bratislava Tel: +421 2 59591111 Fax: + 421 2 59583048 Website: http://www.finance.gov.sk/ Ministry of Health of the SR Limbová 2 P.O. BOX 52 837 52 Bratislava 37 Tel: ++421 2 593 73 111 Fax: ++421 2 547 77 983 E-mail: [email protected] Website: http://www.health.gov.sk/ Ministry of Justice of the SR Župné nám. 13 813 11 Bratislava Tel: +421 2 59353111 Fax: +421 2 59353601 Website: http://www.justice.gov.sk Ministry of Labour, Social Affairs and Family of the SR Špitálska 4-6 816 43 Bratislava Tel: +421 2 59751111 Website: http://www.employment.gov.sk/ Ministry of the Interior of the SR Pribinova 2 812 30 Bratislava Tel: +421 2 50561111 Fax: +421 2 50944397 Website: http://www.minv.sk

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National Council of the SR Námestie Alexandra Dubčeka 1 812 80 Bratislava 1 Tel: +421 2 59372111 Fax: +421 2 5441 9529 E-mail: [email protected] Website: http://www.nrsr.sk National Institute for Education P. O. Box 26 Pluhová 8 830 00 Bratislava Tel: +421 2 49276111 Fax: +421 2 49276195 Website: http://www.statpedu.sk National Institute for Professional Education Bellova 54/a 831 01 Bratislava Tel: +421 2 54776777 Fax: +421 2 54776774 Website: http://www.siov.sk/ National Institute of Certified Measurements of Education Pluhová 8 831 03 Bratislava Tel: +421 2 49276412 Fax: +421 2 49276416 Website: http://www.nucem.sk Office for State servis Dr. Vl. Clementisa 10 826 53 Bratislava Tel: +421 2 48282101 Fax: +421 2 48282237 Office for Strategy of Development of Society, Science and Technology of the SR Lamačská 8 814 35 Bratislava Tel: +421 2 59364111 Website: http://www.strategy.gov.sk Police Academy in Bratislava Sklabinská 1 835 17 Bratislava Tel: + 421 961 057267 Fax: + 421 961 059054 Website: http://www.minv.sk/ Research Institute of Child Psychology and Patapsychology Trnavská cesta 112 821 02 Bratislava Tel: +421 2 43420973 Fax: +421 2 43420973 Website: http://www.vudpap.sk/ Scientific Grant Agency Stromová 1 813 30 Bratislava Tel: +421 2 3704369 Fax: +421 2 3704368 Website: http://evega.minedu.sk/e-vega/

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Slovak Academic Information Agency (SAIA) Námestie slobody 23 812 20 Bratislava 1 Tel: +421 2 54411426 Fax: +421 2 54411429 Website: http://www.saia.sk Slovak Academy of Sciences Štefánikova 49 842 38 Bratislava Tel: +421 2 57510176 Website: http://www.sav.sk/ Slovak Linguistic Society Panská 26 811 01 Bratislava Tel: +421 2 54431761 Fax: +421 2 54431756 Website: http://www.juls.savba.sk Slovak Literary Society Konventná 13 811 03 Bratislava Tel: +421 2 54413391 Slovak Medical University in Bratislava Limbová 12 883 03 Bratislava 3 Tel: + 421 2 59370111 Fax: + 421 2 59370276 Website: http://www.szu.sk/ Slovak Psychologic Association Dúbravská cesta 9 841 05 Bratislava Tel: + 421 2 54775625 Fax: + 421 2 54775584 Website: http://www.psychologia.sav.sk/sps/ Slovak University of Agriculture in Nitra Tr. A. Hlinku 2 949 76 Nitra Tel: + 421 37 6415111 Fax: + 421 37 6511560 Website: http://www.uniag.sk/ Slovak University of Technology in Bratislava Vazovova 5 812 43 Bratislava 1 Tel: + 421 2 57294111 Fax: + 421 2 57294537 Website: http://www.stuba.sk State school inspection Staré grunty 52 841 04 Bratislava 4 Tel: +421 2 65426191 Fax: +421 2 65411878 Website: http://www.ssiba.sk/

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Statistical Office of the Slovak Republic Miletičova 3 824 67 Bratislava Tel: +421 2 50236211 Fax: +421 2 55561350 Website: http://www.statistics.sk Student Higher Education Council Staré grunty 52 842 44 Bratislava Tel: +421 2 65426127 Fax: +421 2 65411880 Website: http://www.srvs.sk Technical University of Košice Letná 9 042 00 KoŠice Tel: + 421 55 6321111 Fax: +421 55 6332748 Website: http://www.tuke.sk/ The Constitutional Court of the Slovak Republic Hlavná 110 042 65 Košice Tel: + 421 55 6227633 Fax: + 421 55 6227639 Website: http://www.concourt.sk/ The Dubnica Institute of Technology in Dubnica nad Váhom Sládkovičova 533/20 018 41 Dubnica nad Váhom Tel: + 421 42 4424123 Fax: +421 42 4424123 Website: http://www.dti.sk The Ministry of Economy of the SR Mierová 19 827 15 Bratislava 212 Tel: +421 2 48541111 Fax: +421 2 43336482 Website: http://www.economy.gov.sk University in Sládkovičovo Fučíkova 269 925 21 Sládkovičovo Tel: +421 31 7881711 Fax: +421 31 7881710 Website: http://www.vssladkovicovo.sk/ University of P.J. Šafárik in Košice Šrobárova 2 041 80 Košice Tel: +421 55 6222608 Fax: +421 55 6228109 Website: http://www.upjs.sk/ University of St.Cyril and Methodius in Trnava Námestie Jozefa Herdu 2 917 01 Trnava Tel: + 421 33 5565111 Fax: + 421 33 5565120 Website: http://www.ucm.sk/

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University of A. Dubček in Trenčín Študentská 2 911 50 Trenčín Tel: + 421 32 7400101 Fax: + 421 32 7400102 Website: http://www.tnuni.sk/ University of Constantine the Philosopher in Nitra Tr. A. Hlinku 1 949 74 Nitra Tel: + 421 37 6408111 Fax: + 421 37 6408020 Website: http://www.ukf.sk/ University of Economics and Management of Public Administration in Bratislava Železničná 14 821 07 Bratislava Tel: + 421 905 864459 Fax: + 421 2 45524089 Website: htp://www.vsemvs.sk University of Economics in Bratislava Dolnozemská cesta 1 852 35 Bratislava Tel: + 421 2 67295111 Fax: +421 2 62247348 Website: http://www.euba.sk/ University of J. Selye in Komárno Roľníckej školy 1519 945 01 Komárno Tel: +421 35 7733073 Fax: +421 35 7733072 Website: http://www.selyeuni.sk University of Prešov Nám. legionárov 3 080 01 PreŠov Tel: + 421 51 7563110 Fax: + 421 51 7563147 Website: http://www.unipo.sk/ University of Technology in Zvolen T. G. Masaryka 24 960 53 Zvolen Tel: + 421 45 5209111 Fax: + 421 45 5330027 Website: http://www.tuzvo.sk/ University of Trnava Hornopotočná 23 918 43 Trnava Tel: + 421 33 5939 111 Fax: + 421 33 5511 129 E-mail: http://oldweb.truni.sk/ Website: http://www.truni.sk/ University of Veterinary Medicine and Pharmacy in Košice Komenského 73 048 81 KoŠice Tel: + 421 55 2981011 Fax: + 421 55 6323173 Website: http://www.uvm.sk/

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University of Žilina in Žilina Univerzitná 1 010 26 Žilina Tel: + 421 41 5135151 Fax: + 421 41 5135051 Website: http://www.uniza.sk/

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organisation of the education system in slovakia · 3 4.18.3. primary schools - repeaters according...

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