THE DEVELOPMENT OF EDUCATION

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1 International Bureau of Education THE DEVELOPMENT OF EDUCATION National Report of the Slovak Republic by Ministry of Education of the SR Institute of Information and Prognoses of Education Bratislava July 2004

2 Prepared by: Backgroud materials: Translation: Ľ. Šimčáková Ľ. Bálint M. Beňo M. Hargaš J. Herich M. Lipská A. Kvassay E. Mikuláš Ľ. Páleník Ľ. Šimčáková E. Tomanová M. Zvalová P. Zverka S. Pokorná 2

3 TABLE OF CONTENTS INTRODUCTION...5 KEY FACTS ABOUT THE SLOVAK REPUBLIC THE EDUCATION SYSTEM AT THE BEGINNING OF THE TWENTY-FIRST CENTURY: AN OVERVIEW THE MAJOR REFORMS AND INNOVATIONS INTRODUCED IN THE EDUCATION SYSTEM AT THE BEGINNING OF THE TWENTY-FIRST CENTURY The legal framework of education The organization, structure and management of the education system Curricular policies, educational content and teaching and learning strategies Objectives and principal characteristics of current and forthcoming reforms MAJOR QUANTITATIVE AND QUALITATIVE ACHIEVEMENTS Access to education Equity in education Quality of education Content of education: major trends and challenges for curriculum development processes Policy dialogue, partnerships and participation by civil society in the process of educational change THE MAIN PROBLEMS AND CHALLENGES FACING THE EDUCATION SYSTEM AT THE BEGINNING OF THE TWENTY-FIRST CENTURY QUALITY EDUCATION FOR ALL YOUNG PEOPLE: CHALLENGES, TRENDS AND PRIORITIES EDUCATION AND GENDER EQUALITY EDUCATION AND SOCIAL INCLUSION EDUCATION AND COMPETENCES FOR LIFE QUALITY EDUCATION AND THE KEY ROLE OF TEACHERS EDUCATION FOR SUSTAINABLE DEVELOPMENT BIBLIOGRAPHY

4 LIST OF TABLES Table 1: Schools diseggregated by level of education and the founder Table 2: Students diseggregated by level of education and the founder Table 3: The prognosis of development of school population groups Table 4: Prognosis of development of the pupils at the first stage of basic school Table 5: Prognosis of development of the pupils at the second stage of basic schools Table 6: Anticipation of basic schools (informative only) Table 7: Prognosis of development of secondary school pupils Table 8: Anticipation of secondary schools (informative only) Table 9: The fields of study at postsecondary education and follow-up study in individual kinds of secondary schools Table 10: Proportion of girls to boys at different levels of education LIST OF FIGURES Figure 1: The prognosis of the development of school age population groups Figure 2: Prognosis of development of the pupils at the first stage of basic school Figure 3: Prognosis of development of the pupils at the second stage of basic school Figure 4: Prognosis of development of secondary school pupils

5 Introduction This National Report has been prepared as a background material for the forty-seventh session of International Conference on Education to be held from 8-11 September 2004 in Geneva on topics Quality education for all young people: challenges, trends and priorities. For preparation of the report a use was made of the background materials from Institute of Information and Prognoses of Education, National Institute for Education, State Institute of Vocational Education, and Research Institute of Child Psychology and Patopsychology, as well as topical information from Government Office of the Slovak Republic, operational meetings of the Minister of Education and conclusions of the State School Inspection on the state of education and training in the Slovak Republic. The national report presents first of all the changes, new facts and findings typical of the period 2000 and 2004 as a follow-up to previous development in education in this country. 5

6 Key facts about the Slovak Republic Nationality composition of the population in the SR (according to 2001 census on population, houses and apartments) Slovaks 85.8 % Hungarians 9.7 % Romas 1.7 % Czechs 0.8 % Ruthenians and Ukrainians 0.7 % Others 1.3 % Economically active population in the SR (according to 2001 census on population, houses and apartments) Total: Share of the total number of inhabitants: 49.6% Capital of the SR Bratislava ( inhabitants) Regional towns of the SR Košice Prešov Nitra Žilina Banská Bystrica Trnava Trenčín ( inhabitants) ( inhabitants) ( inhabitants) ( inhabitants) ( inhabitants) ( inhabitants) ( inhabitants) Religion of the population of the SR (according to 2001 census on population, houses and apartments) Roman Catholic (69 %) Evangelic (7 %) Greek-Catholic (4 %) Reformed Christian (2 %) Orthodox (1 %) Others (1 %) Non-denominational (13 %) Unidentified (3 %) On 28th July 2000 the Slovak Republic became the 30 th member of OECD; on 29th March 2004 a member of North Atlantic Treaty; and on 1st May 2004 a member of European Union. 6

7 1. The education system at the beginning of the twenty-first century: an overview 1.1. The major reforms and innovations introduced in the education system at the beginning of the twenty-first century The system of education and training in the Slovak Republic (hereinafter SET), its mission, organization structure and management as well as the specificities of individual components (levels and kinds of schools and school facilities) are a result of gradual long-term and crucial, multilaterally conditioned, political-social and social-economic changes in the society, and of the level of knowledge and application of knowledge from the field of sciences on education and training in practice, including the use of foreign experience and recommendations of the current international documents on education from the second half of the 20th century. In the period from 1994 to 2000, 28 legal reforms in the field of the education system (including apprenticeship, higher education, system of further education, system of school facilities and special principal changes of the education administration), and the changes in the system of public administration corresponding to the appropriate changes of provisions in the Constitution of the SR, were introduced. These changes still continue at the beginning of the 21st century The legal framework of education Starting with 1993, the law and order in the SR is enforced by the Constitution of the SR No. 460/1992, as amended by subsequent regulations, particularly the Constitutional Act No. 90/2001. The Constitution has also implemented the fundamental rights and freedoms according to Bill of Rights and Fundamental Freedoms (1991) and ratified international documents, agreements, conventions and contracts. In the preamble and basic provisions the Constitution characterizes and defines the Slovak Republic as a sovereign, democratic state governed by the rule of law not bound by any ideology or religion. The state bodies may act solely in conformity with the Constitution and within its scope. The Slovak Republic may, by its discretion, enter into a union with the states on the basis of the constitutional statute and subsequent ratification by means of a public referendum. It may transfer the execution of any part of its rights to the European Community and European Union, while the legal unions with them shall take precedence over the national laws. Further, it states that the Slovak Republic shall support the national awareness, cultural identity and institutions of foreign Slovaks. The Constitution sets forth that every person shall have the right to education; school attendance is compulsory; length of attendance shall be fixed by law; education in primary and secondary schools is free and, depending on the abilities of the individual and the potential of the society, also in institutions of higher education. The Constitution also guarantees the freedom of scientific research and freedom of artistic expression. The Constitution guarantees the rights to national minorities, their overall development, particularly the right to promote their cultural heritage, to receive and disseminate information in their mother tongues, the right to form associations, to create and maintain educational and cultural institutions; the right to be educated in a minority language, the right to use a minority language in official communications, to participate in decision-making in matters affecting the national minorities; the exercise of rights by citizens of a national minority 7

8 guaranteed by this Constitution may not threaten the sovereignty and territorial integrity of the Slovak Republic. The social rights include, among other things, the right to work, the right of employees to fair and satisfactory conditions at work, the right to compensation for the work performed, the protection of health and safety at work, the right to reasonable rest time after work, a minimum amount of paid vacation, and the right of collective bargaining. The National Council of the SR is the sole constitutional and legislative body of the Slovak Republic; it establishes committees from among its deputies as its initiative and control bodies (among other things, committee for education, culture, science and physical education) headed by an elected chair. The provision of constitutional rights to education, the mission, function, legal status, concept of content, organization and management of the system of education and training concretise the laws on primary, secondary and higher education institutions, school facilities, further education, organization and administration of the SET. The basic amendments to the Education Law of 1984 were implemented, and the bill of new Education Law is being prepared; the new act on school facilities was issued and after some changes also the new act on state administration on education and school administration (2003), the higher education act (1990 and 2002), the act on further education (2001) and the act on financing schools (2004). The legal framework of te SET is also composed of other generally valid laws and regulations that are closely connected with organization and management of the SET, in particular: Labour Code No. 311/ defines labour legal relations of the SET employees, employment, working hours and vacations, working discipline, compensation, social affairs and labour protection and position of labour organization; School regulations for educational and other staff of schools and school facilities - define the rights and duties of the SET employees, specificities of their status, organization of working hours, vacations and compensation; extent of teaching and educational activities of educational staff is determined by the Government regulation in differentiated form according to the level and kind of school and school facility (1989, 2002, 2003); qualification ranks of the staff and preconditions of professional and pedagogical competence of educational staff are determined by the decree of the ministry of education (1996); Act on civil service No. 312/ determines the specificities of the status, rights and duties of civil servants of central, regional and district offices in the section of general internal administration (e.g., keeping registrations, civil protection of the population, administration of the state property, social affairs and education); in the section of education sector the state administration bodies are represented by the Ministry of Education, the Regional School Office and the State School Inspection; Act on public service No. 313/ regulates the labour legal relationhips of employees that carry out public services to employers being represented by the central bodies of state administration, budgeted and partially-budgeted organizations, higher territorial units and communities; the act sets down the qualification preconditions of employees, description 1 In Law Code No. 130/2001, pp In Law Code No. 131/2001, pp In Law Code No. 131/2001, pp

9 of their work, the duty of employer to issue office regulations with the consent of the respective labour body, and determines the principles and rules of remuneration of the staff according to tariff scale. The act provides for participation of employees in solution of labour legal relations by collective bargaining and collective treaty of the higher labour bodies. Acts on employment, collective bargaining, tripartite and inspection of work in relation to the fields of education and training - regulate especially the provisions on policy of labour market; provision of counselling at career choice, on increased care for the youth and graduates, on possibilities of retraining and provision of workplace for graduates, control of labour market policy and observation of regulations on labour legal relations through state supervision and labour inspection. Act on science and technology No. 132/ determines the ministry of education as a central body responsible for development of science in the SR, that coordinates the activity of the central bodies and the Slovak Academy of Sciences (SAS), works out the prognoses of development of science and technology, determines the priorities of research, ensures participation of representatives of the SR in international scientific organizations and fulfilment of commitments ensuing from international agreements on research; Act on Slovak Academy of Sciences No. 133/ determines the position of the SAS as an autonomous scientific institution that carries out its research activity by means of its scientific organizations; it works out and distributes the results of the basic research, participates in educational process of higher education institutions, recognizes scientificqualification degrees, awards scientific honours, takes part in development and implementation of scientific and technical policy, cooperates with higher education institutions and central bodies of state administration and provides for them expertises. The professional-scientific activity of the SAS is provided and evaluated by the Scientific Board of the SAS the member of which is also a representative delegated by the Higher Education Council. The coordination and development of the respective scientific sections of the SAS is carried out by scientific collegiums. Research activity is carried out by scientific institutes of the SAS; members of their scientific boards are also representatives of higher education institutions. Act on state administration bodies in the field of social affairs, family and employment services No. 453/ has dissolved the National Labour Office to be replaced by the state administration body for territorial districts of all labour offices - the Centre of Labour, Social Affairs and Family and labour offices of social affairs and family with the competence for the respective districts. The Centre supervises, coordinates and controls the activity of labour offices, fulfils the tasks of social affairs and employment services (mediation of employment, counselling services), education for labour market. increased attention is paid to the disabled and to graduates; by means of labour offices a substitute family care for small children is provided on the basis of court's decision, it observes development of children in substitute family, under institutional and protective education. 4 In Law Code No. 132/2002, part 58, pp In Law Code No. 133/2002, part 58, pp In Law Code No. 453/2003, part 196, pp

10 The agreement between the Slovak Republic and the registered churches and religious societies No. 250/2002 and the special agreement between the SR and Holy See of 24th November determine the position and rights of the registered churches in the SR. Based on the agreement the Slovak Republic recognizes the right of the registered churches and Catholic church to publicly profess, declare and teach its religion, to respect Sundays and holidays as public holidays. The act acknowledges the parents' right to educate their children in agreement with moral principles of the churches; church schools have the same position as the state schools, the parents have the right to free choice of school, the certificates on completion of study at church schools have the same validity. The Slovak Republic commits itself to creating conditions for religious education in all basic and secondary schools, the churches commit themselves to apply in education the principles of tolerance and to respect the confession of persons of different denominations; both parties shall conclude a special agreement on financial provision of churches while the churches are enabled to accept material and funds from abroad to build up church schools and participate in reconstruction of church cultural monuments. The agreement between the SR and Holy See has a character of an international agreement after ratification The organization, structure and management of the education system The education system in the Slovak Republic includes kindergartens, primary and secondary schools, apprentice schools and special schools which are codified by the Education Law 8. The system also includes the basic schools of art. The other constituents of the education system are scool facilities, counselling institutions, special-interest educational centres and school special-purpose facilities 9. The highest level of education is represented by universities 10. The primary schools integrate the primary and lower secondary education. They are composed, as a rule, of nine grades and may be supplemented by zero grade for children from socially disadvantaged backgrounds that by commencing the school year attained the age for starting the primary school, but did not attain the school maturity. The primary education in primary schools is carried out at the four-year first stage (Grades 1 4), the lower secondary education at the five-year second stage (Grades 5 9). Secondary schools are divided into gymnasia, technical secondary schools and vocational secondary schools. Gymnasia provide the lower secondary and upper secondary general education. Gymnasia prepare the students primarily for tertiary education. The study in gymnasia may be four-, five-, six- or eight-year, while the four-year study and five-year bilingual study include only upper secondary education, and six-year and eight-year study include both the lower and upper secondary education. The transfer to eight-year study in gymnasia is possible after completing Grade 4, to six-year study after completing Grade 6, and to five-year study after completing Grade 8 of basic school. 7 In Law Code No. 326/2001, part Act No. 29/1984 of Law Code of 22nd March 1984 on the system of primary and secondary schools (Education Law), as amended. 9 Act No. 279/1993 of Law Code on school facilities, as amended by subsequent provisions. 10 Act No. 131/2002 of Law Code of the National Council of the Slovak Republic of 21st February 2002 on Higher Education and on changes and supplements to some laws. 10

11 Technical secondary schools prepare one for vocational occupations, especially technicaleconomic, economic, pedagogical, medical, social and legal, administrative, artistic and cultural ones. First of all, in the four-year and five-year programmes they provide the technical upper secondary education to be completed by maturita examination that gives access to post-secondary non-tertiary education (ISCED 4) and to the first level of tertiary education (ISCED 5). In a small number of two- and three-year programmes they provide upper secondary technical education without maturita. A special type of technical secondary school is conservatory that prepares for fields of singing, music, dance or dramatic art. Vocational secondary schools primarily provide the qualifications for workers trades and vocational occupations in two-year and three-year apprentice training programmes. In a small number of four- and five-year study programmes completed by maturita examination they prepare the students for performing demanding workers trades and some technical-economic activities of an operational nature; they also prepare the students for post-secondary nontertiary education and for the first level of tertiary education. Apprentice training centres that are not formally considered as secondary schools, provide the possibility of one-year- and two-year vocational training for the pupils who after nine-year or ten-year compulsory schooling finished the basic school in lower than Grade 9 or who did not complete Grade 9 of basic school successfully. Special schools are designed for children and youth with special education needs who cannot be enrolled in mainstream schools. For children and youth with physical and sensual defects there are the established basic schools that provide primary and lower secondary education and secondary schools that are subdivided similarly as mainstream secondary schools into gymnasia, technical secondary schools and vocational secondary schools and provide upper secondary education, either general or vocational. These pupils receive an education, which is equal to the education acquired in mainstream schools. Secondary schools organise both full-time and part-time study in which the whole selected programme of specialisation is pursued. The latter provides education, which is practically equivalent to education received in daily courses. The part-time study is one of the forms of adult education. Owing to the fact that compulsory schooling in the SR takes ten years, it is natural that after completing the lower secondary education in basic school practically every pupil continues in school attendance in a secondary school. A majority of pupils receive upper secondary education completed by maturita or without it. Unless the pupil finishes the upper technical secondary education by maturita examination, he/she may supplement his/her education in post-secondary study ( nadstavbové štúdium ) that is completed by maturita examination offered by both vocational secondary schools and technical secondary schools. The education and training in the SR is carried out in the national (Slovak) language, as well as in minority languages in Hungarian, Ukrainian, German and Bulgarian. Secondary education is carried out in the Hungarian, Ukrainian, and Bulgarian languages, upper technical secondary education only in Hungarian. The network of schools and school facilities is defined by the Ministry of Education of the Slovak Republic. The changes in network, its rationalization are proposed by te Ministry with a view to demographic development, the constitutional right to education guaranteed also in the regions with harder accessibility of schools and on territories inhabited by mixed nationalities, the required level of teaching process and more efficient allotment of running costs. According to the bill on education, the so-called Education Law (October 2001), the school and school facility may be established after their inclusion into the network and 11

12 dissolved after their exclusion from the network. The proposal of exclusion is submitted to the Ministry of Education by the founder, in justified cases by the appropriate body of the state administration or the major school inspector. Under the present conditions the Slovak Republic started reducing the number of basic schools or dissolving some schools with low number of pupils as a result of newly adopted act on financing schools per pupil, due to unfavourable demographic development. At the level of secondary schools their association is supported with the aim to offer more educational possibilities for pupils, to provide greater variability of teachers and to decrease running cost expenses of schools. From 1990, the system of management and administration of regional schools and school facilities has been principally changed several times. The crucial changes have been connected with those in the system of public administration (including school administration), that were carried out in agreement with the approved concept of decentralization and modernization of public administration in the Slovak Republic (2000) with emphasis on improvement of feed-back relations between the entities of management, strengthening selfgovernment, self-regulation and integration of components of the system of management. The recent changes in the system of public administration of education have been enforced by the new act on the state administration in education and school self-governance No. 596/ setting the system of bodies of state school administration and self-governance. Compared to previous Act No. 416/2001 it amends and specifies the area of competence, organization and tasks in the field of performance of the state administration and selfgovernance performance, particularly: - position and tasks of head of school or school facility - operation of bodies of territorial self-government (municipality, self-governing region, school district of the basic school), - area of competence of local state administration (regional school office) - school inspection, and - Ministry of Education of the Slovak Republic. According to the above act the state administration in education is carried out by the principal of school or school facility, municipality, self-governing region, regional school office, state school inspection, ministry of education and other regional bodies of school administration. The school self-government is carried out by school boards, municipal school board, and territorial school board and, in secondary schools, also the pupils' school board. The principal is appointed by the founder upon the proposal of the appropriate school board on the basis of selective procedure. He is responsible for observance of generally binding regulations, curricula, professional and pedagogical level of educational work of school and for management of property. The other duties of principal are laid down in the school regulations for educational staff and other employees of schools and school facilities issued by the Ministry of Education of the Slovak Republic No. 1166/ of 25 th August The municipality establishes and dissolves the schools of local significance, kindergartens, basic and secondary schools, out-of-school establishments, basic schools of art, language schools at basic schools and facilities of school catering, and establishments of services. Within the framework of its authority the municipality controls observance of regulations, provides legal counselling to principals, issues organization guides for schools, keeps personnel agenda of principals, cooperates with other municipalities, with the appropriate 11 In Law Code No. 596/2003, part 243, pp

13 regional school office and social partners. The municipality discusses with the school board the crucial measures on realization of the concept of school development, measures on the provision of educational-organization, personnel and material-technical conditions, defines school districts of basic school. The self-governing region in the transferred execution of the state administration establishes and dissolves secondary schools and school facilities of regional significance and carries out similar educational-organizational, personnel and economic-administrative competence in relation to schools established by it as a municipality in relation to basic schools. The regional school office as a regional office of the state school administration establishes and dissolves according to network, all types and kinds of schools and school facilities that form a part of schools, carries out control activities and tasks of municipalities, appoints chairs of examination boards for final, maturita (secondary school-leaving examination) and graduation examinations and state language examinations, provides professional counselling to self-governing regions, church bodies and founders of private schools. The State School Inspection as a body of the state administration in education fulfils the function of the state supervision over the level of pedagogical management and level of education and training in schools and school facilities and submits to the minister of education the report on the state and level of educational activity at schools and school facilities, proposals of changes in the school network and on the basis of identified shortcomings it takes measures. The Ministry of Education manages the performance of the state administration in the field of education, works out the concepts of content and organization of the system of education and training, issues generally binding regulations and controls their observance, allocates for founders of the schools and school facilities the budget resources, works out normatives of personnel, material-technical and personnel equipment of schools, issues pattern regulations for teaching and other staff of schools and school facilities and provides for scientific and educational research on current problems of the system of education as well as a list of compulsory educational documentation in schools and school facilities, conditions of providing contributions for covering expenses connected with material provision of children and pupils of schools and school facilities and at last, it defines the extent of transgressions for breaking the binding rules. The bodies of school self-governance fulfil the function of initiative and advisory bodies that enforce public interests and interests of parents, pupils and teaching staff in the field of education in relation to the state administration in education as well as to bodies of municipalities and self-governing regions. The school board proposes a candidate on the basis of selection procedure to be appointed to the post of principal, or gives a proposal of his/her dismissal. It gives opinions concerning proposals of the number of admitted pupils, study fields, curriculum development, structure of optional and elective subjects, educational-organizational provision of the school course, achieved results, budget proposal, reports on school management, and on the concept of school development. The municipal school board becomes a self-governing school body in case that there are two school districts in the municipalities, or two schools/school facilities. It gives opinions on activity of the founder of schools in community, on the concept of their development, on budget, personnel and social conditions of employees, results of educational work. It is involved in selection of candidates for the post of principal in case there is no school board. 13

14 The territorial school board is established in territorial district of self-governing region. It fulfils the function of the school board if the respective school board is not set up. The pupils' school board as a self-governing body of pupils represents the pupils of secondary school and their interests in relation to principal and management of the school. It gives opinions on significant tasks and measures of school in the field of education and training, participates in creation and observance of the school order, elects and dismisses a representative of pupils for the school board. The act further sets the concrete conditions and conditions of setting the network of schools and school facilities, their establishment, dissolution, combination and association, marking; specifies the provision of compulsory schooling, evaluation and assessment of pupils, educational documentation and its guidance, measures in education, nostrification of certificates and diplomas, provision of contributions and coverage of costs for material provision of pupils, provision of contributions for school catering and accommodation in hostels and youth homes and sanctions for trespassing the law. The rules and conditions of economic provision of administration and operation of schools and school facilities are enforced by the act on financing basic schools, secondary schools and school facilities No. 506/ and 597/ The act determines the structure of finances for regional education, distinguishes financing of state and private schools. Along with the Government regulation on details of breakdown of finances from the national budget according to individual normatives for individual levels and types of schools and school facilities it creates conditions for optimum, rational and economic system of economic administration of regional education. The above act is connected to act on execution of work in public interest No. 552/ that defines the concept of public interest, conditions of performing the work in public interest (and qualification conditions, health competence), provision of selection procedure on the post of a head worker, duties of employees, conditions of execution of other salary possibilities, duty to submit property statement, duty of employer to issue office regulations upon the consent of employees. The act on remuneration of some employees for performance of work in the public interest No. 553/ regulates remuneration of some employees in the state administration bodies, budgeted and partially budgeted organizations of the state, municipality or higher territorial units, qualification prerequisites of employees. In addition, it regulates acknowledgement of salaries according to pay scale and grades, including extra pays (bonuses) for management, substitution, personal contributions for extraordinary successful fulfilment of duties in the field of education, fees for activities of class-teacher and for practical training, payment for overtime work and provision of bonus for a high quality execution of work, for fulfilment of extra work task, for merits upon attaining 50 years of age. The act annex includes characteristics of payment grades and a special scale of pay tariffs of educational staff, university teachers, research workers and specialists of scientific and developmental institutes. 12 In Law Code No. 201/2001, pp In Law Code No. 597/2003, Part 243, pp In Law Code No. 552/2003, part 226, pp In Law Code No. 553/2003, part 226, pp

15 Curricular policies, educational content and teaching and learning strategies The educational policy during the transformation of the society at the end of the 20th century was implemented under unfavourable social-economic conditions. They ensued from the decrease in efficiency of economy and high unemployment rate that brought about the decline of the living standard, decrease in demand for skilled labour, undesirable change in hierarchy of values and decrease in education significance. Despite the above problems it was possible to achieve the following positive results in the education transformation and development, in particular: - to assume a more up-to-date approach to the concept of education content corresponding to the European standards, - to remove unilateral ideological sediments in education and training, - to diversify the system of uniform education and to enable establishment of alternative, church and private schools, - to arrange prolongation of compulsory schooling up to ten years and of the basic school up to nine years, - to democratise and decentralise the system of education management and administration, to apply in it the principle of subsidiarity and self-government, to enable the schools to achieve the status of legal entity, - to achieve remarkable quantitative development of gymnasia and higher education institutions, - to introduce new educational programmes for the Roma children, - to gradually introduce a new concept of education and training for the mentally and physically handicapped children, - to modify and realise new qualification requirements for professional and pedagogical competence of teachers and to provide for their further education, - to adjust the system of education management and administration in agreement with the changes in the system of the public administration, - to build-up an independent State school inspection, - to deepen international relations and cooperation between schools, - to prepare the new concept of education and training and the national programme of education and training for implementation, - to prepare a concept of higher education and a new higher education law. However, some long-term programmes and tasks could not be successfully fulfilled or they were only partially accomplished: - The basic programme aim to secure in the practical State policy the priority position of education and training as one of the decisive factors of socio-economic development of the society was not achieved; - Despite the establishment of the self-governing bodies in education it was not possible to gain more efficient support of social partners of the school for active participation in education and training and for provision of working conditions; 15

16 - The education sector does not obtain sufficient amount of finances for provision of school operation and updating the material-technical equipment; the share from GDP for education decreased which caused running into debt and insufficient equipment of schools with the latest educational and information technologies; - The level of remuneration of educational staff does not correspond to their societal mission and does not reach the level of remuneration in comparable branches, which leads to exodus of skilled teachers from the school service, to a worse qualification structure of teachers and to decrease in teaching professionalism; - Another failure consists in non-adoption of proposals of new concepts on development of the system of education and training (1991, 1994, 1996), while the implementation of both the national programme of education and training as a background material for development of the system of education and training and the new Education Law lags behind; - The development of individual types of schools and school facilities is uneven; it does not correspond to strategic needs of the society development; the development of school facilities providing social services has remarkably fallen behind whereby the social function of the system of education and training got weakened; likewise, the development of higher vocational schools as a lower level of higher education remains behind; - The school network is often disintegrated without any grounded reason; the possibilities of association and integration of schools and school facilities are not sufficiently used for rationalisation and efficient operation of the network; - The unilateral economic approach to evaluation of education priorities was not surpassed, and its absolutisation leads to irreparable losses, for example in development of the network of schools and school facilities; - For the solution of significant current and perspective tasks of the system of education and training the scientific-educational research has not been sufficiently developed, nor the research potential of higher education institutions, Slovak Academy of Sciences and developmental institutions of economic branches has not been fully utilised. Among the problem areas concerned with educational policy that have been recently discussed most of all and that evoked certain polarisation of the society, are the following: - the proposal of agreement between the Slovak Republic and Holy See on education (approved in 2000), - the proposal of establishment of the Hungarian University of Janos Seley in Komárno (approved in 2003), - the question of introduction of tuition fees in higher education institutions (unsolved), - the sustaining low salaries of teachers (unsolved or insufficiency solved), - the growing number of Slovak students studying abroad, especially in the Czech Republic, along with the interest of young people in work and life abroad, - illegal collection of fees for part-time study in higher education institutions, - slow application of Internet in education. At the curriculum development for basic and secondary schools one of the essential requirements that has been gradually and constantly accentuated, is to strengthen the differentiation of the content of education and to extend the possibilities of optional curriculum at the final years of study with the aim to create the greatest possible space for 16

17 pupils with diverse abilities, needs and interests. Besides the basic curriculum that allow differentiation of the system of extended classes (aimed at strengthening the hour allocation for compulsory subjects, for introduction of new ones and for optional classes) the development of alternative curricula with varied study concentrations and possibility of their choice and modification according to local conditions, has started. At the second stage of basic school there are ten kinds of different study programmes existing at the moment out of which three are designed for the standard population and the others for classes with a concentration. In gymnasia with 4-year study the schools may elect, in addition to the basic study programme or an alternative one elaborated to it, one of eight specific study programmes for concrete study concentration. All grades of eight-year study in gymnasia follow some of the nine study concentrations, that are a part of the secondary school network. In the curricula the requirement of differentiation was considered in structuring the subject matter of compulsory subjects into basic and extended, with the possibility to complete their content according to the school conditions, the pupils' needs and specificities of individual regions, and in extending the scale of optional and elective subjects. In the content of teaching subjects in basic and secondary schools several substantial changes and adjustments were gradually carried out concerning the removal of overdimension in content and creation of space for acquisition of knowledge of pupils through independent activity, updating the existing content and inclusion of new one in agreement with requirements of the modern society. At the first stage of the basic school the conceptual changes were concerned especially with Mathematics, in which the multiple approach to mathematical knowledge was abandoned and the more demanding subject matter of Geometry was reduced. In Slovak Language and Literature the changes in content were aimed at improvement of communication skills of pupils. In National History the pupils obtained greater space for manifestation of their own activity and independence. As an independent subject Work Education was introduced (originally integrated in subject of Handicraft). The last significant change (2003) was the introduction of the subject of Ethics alternated with Religion (formerly only at the second stage of basic schools and in secondary schools) in curricula of this stage of the basic schools. At the second stage of the basic school the position of Environmental Education, Health Education and Sexual Education, or Education for Parenthood and Matrimony, was remarkably stressed. The recent changes in content (1997) which were connected with prolongation of compulsory schooling in basic school from eight years to nine, have been concerned at the second stage with further reduction and restructuring of the content (especially Mathematics, Science and Geography), extension of classes of some subjects (History, Geography), introduction of new thematic units of subject matter in correspondence with development of modern technical society (Physics, Chemistry). In gymnasia, in agreement with newly-conceived aims and requirements for new quality of education under the changed social-economic conditions the content of individual subjects was innovated, in several subjects (especially in Mathematics and Science) it was substantially reduced, in other subjects it arose as a new subject (Ethics, Teaching on Society) or conceptually new (History, Foreign Languages, Geography, Biology and Informatics). The recently carried out more remarkable changes in content (1997) were done in History (with greater emphasis on National History), Chemistry and Physics (strengthening practical applications and use of knowledge and skills in everyday life) and Biology (fundamental content restructuring with the purpose to acquire better logical and functional follow-up of the subject matter). 17

18 In secondary vocational education in which education and training in pre-revolutionary period were linked to the fixed labour market in a closed society, mostly in large enterprises with narrow specialisation, principal changes had to be done in content and forms of education and training - in connection with transformation of economy, culture and life of the society with the aim to transfer to free labour market, open society, the large, medium and small enterprises and firms, and to private medium-sized and small business. The started changes also continued at the beginning of the 21st century. General education was extended, the basic vocational part of education became generalised and practical training was improved. The teaching of social-scientific disciplines was strengthened, the content of cross-sectional subjects such as Informatics, Computer Technology and Ecology was extended. New subjects were introduced, e.g., Management, Marketing, Business, Gastronomy, Banking, Labour Psychology, Ethics, Mechatronics, Law Teaching, Introduction to the World of Work, Training Company, etc. In the existing subjects the curriculum innovation continued in connection with introduction of new technique, technology, organization of work, working procedures and new scientific and technical and economic knowledge in practice. The content of education came from new profiles of graduates that must be better prepared for orientation in the world of work, to find placement at the labour market, in personal and civil life. In both basic schools and secondary schools the foreign language teaching 16, especially of English, German and French and their communicative function were remarkably strengthened. Also, Russian language is again paid attention at the moment. The improvement of content and results of education in the field of foreign languages remains to be among the basic strategic intentions of the Slovak education system. The continuous serious problem of language policy and school practice is insufficient interconnection in language teaching between basic and secondary school and a lack of skilled teachers, especially in basic schools. As a result, the efficiency of teaching foreign languages is relatively low. Despite this unfavourable situation the content of teaching foreign languages gets nearer to European standard more and more 17. From the point of view of prepared changes in the content of education and training one of the main aims is the gradual introduction and use of information and communication technologies as a part of education content in all subjects in basic and secondary schools. This task which comes from the Action Plan eeurope+, the aim 2, is supervised by the National Institute for Education and National Institute of Vocational Education, which are responsible for 16 As at September 2001 at the first stage of basic school (Grades 1-4) the curricula with extended classes of foreign language, curricula of English language for language variant and curricula of German language for language variant became operative. At the second stage the curricula of English language for Grades 5-9 of basic school with the extended classes of foreign languages, curricula of English language for Grades 7-9 of basic school with the extended classes of foreign languages teaching as a second foreign language, curricula of English language for Grades 3-9 of basic school with the extended classes of foreign languages and curricula of English language for Grades 5-9 of basic school became operative in September Foreign language teaching has been also improved thanks to foreign lecturers. Based on bilateral agreements at various levels the language teachers and subject teachers have been sent to Slovakia to teach especially at bilingual schools the founders of which were foreign partners (UK, USA and Canada, Germany, France, Spain, Italy, Austria, Belgium). Based on the agreement concluded between the Governments of the SR and USA on establishment of J.W. Ulbricht of 1994 two secondary English language and subject teachers come annually from the USA, to act at various secondary schools on the basis of reciprocity. In the period between 1990 and 2002 within the framework of agreement on regulation of relations between the ME SR and American Peace Corps at placement of volunteers in educational institutions in the SR there were 166 volunteers working in Slovak schools. Outside the contract documents France and Germany also send their teachers to the basic and secondary schools. One of the inputs of foreign language teachers is the enrichment of methodology of teaching through original procedures and specific educational thinking developed in their country. 18

19 development of educational documents that will be gradually adjusted in such a way as to enable the most efficient use of information and communication technologies in classes. The changes in the content of education and training are closely related to those in strategies applied in teaching and learning. The teacher has unlimited competences and the possibilities to change his position in teaching process - he may turn from a realizer of central intentions in the field of teaching and learning to an organiser and managerial entity using such methods and forms of work, in which he applies a partner relation in cooperation with the pupils. In spite of the fact that the teacher does owe these competences, the traditional teacher/pupil relationsip is changed only slowly. It is proved, for example, by the results of inquiry survey done under international measurements 18 in which 14-year old pupils from Slovak basic schools pointed out that at classes the teacher mostly explains the rules and definitions while the project methods, problem-solution, work with textbook, group work, that is, such strategies of teaching and learning that develop independence and creativity of pupils, are used very little. Pupils feel little space for presentation of their works. In this sense the situation in secondary schools (especially in gymnasia) is better and namely in the schools in which the use is made of alternative educational programmes based particularly on application of modern strategies of teaching and learning 19. The changes realised and planned in the concept of content and organization of education and training are meant to create better conditions for efficient work of the education system and for provision of comparable level of the educational results with the advanced countries and successful employment of graduates not only at home but also abroad. The effort is to rebuild the content of education so that the encyclopaedic knowledge is replaced by development of skills, attitudes and acquisition of key abilities of pupils that should prevail. The increase of information and knowledge is great and the school does not manage to accept them. While the original reaction to this situation was to develop pupils' skills which get obsolete more slowly, the present trend consists in development of those which are inevitable for independent acquisition of the knowledge and for efficient learning Objectives and principal characteristics of current and forthcoming reforms The basic framework and starting point of current educational policy are contained in the Programme Declaration of the Government of the Slovak Republic of November The Government came from strategic significance of education and training for the further development and functioning of the society and for future Slovakia in the community of European nations. The inception of information society and globalisation of economies lead to a new concept of education and its task in the society. The development of technologies and changes in labour market require lifelong learning. Education becomes a key to life success, the best investment in the future and efficient prevention against unemployment, criminality, drugs. 18 From the background materials of the National Institute for Education, April The participation of the SR in the EU programmes of Socrates, Leonardo da Vinci and Youth for Europe that are aimed at development of international cooperation and European dimension in education also contributes to the changes in the field of content and strategies of teaching and learning. This cooperation is based on joint projects of basic and secondary schools and HEIs and youth organizations in 2-3 participating countries at least, on mobility of pupils, students, teachers, experts and managerial staff of the education sector, vocational training instructors, youth staff, etc

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