Transcript Education system in Slovac Republic

The Education System
of Slovakia
M.Valent, D. Výbohová
Slovakia
49 034 km2
5 379 455 inhabitants
Legislative framework
•Law no. 245/2008 relating to education
(school law) and dealing with changes and
additions to previous legislation (in effect from 1st
September 2008)
•Law no. 317/2009 relating to pedagogical
employees and vocational employees and
dealing with changes and additions to previous
legislation (in effect from 1st November 2009)
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Teacher education
• Training of pre-primary and primary/basic
school teachers
• Faculties of Education train teachers for the 1st
and 2nd stages of primary schools. Teachers for
the first stage of primary school follow a four-year
course. Teachers for the second stage of primary
school follow a five-year course combining two
subjects.
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• Training of secondary school teachers
• Secondary school teachers of specific subjects are
trained at various university faculties according to
their field of study.
• The course lasts for five years and leads to a state
final examination.
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It is offered by:
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Faculties of Arts,
Humanities,
Natural Sciences,
Physical Education and Sports,
Faculties of Education
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• Graduates of Technical Universities, Universities of
Economics and of the University of Agriculture who
wish to teach the subjects of their field of study at
secondary school level can follow pedagogical
training.
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Since 2008 Slovakia has been carrying out
systematic change in the area of education.
Institutions of continual education offer
teacher education programmes for the
development of their professional competencies in
accordance with school reforms and present
needs of an information society.
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Providers of Continual Education
Providers of education may be:
a) Schools or school facilities
b) Universities
c) Organisations set up by the ministry for the provision or fulfillment of
tasks within the area of continual education
d) Educational organisations reporting to other state institutions
e) Church or religious societies or other legal entities which have an
educational role as part of their activities
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Priorities (1)
• The establishment of a two-level model of
education programmes,
• The creation of a system for the coordination
of vocational education with the labour
market,
Priorities (2)
• The elaboration of a proposal for criteria for the
participation of employers´and
employers´associations in vocational education,
• Continuous and permanent cooperation between
employers´and employers´associations,
professional guilds, and the central bodies of the
state and local admnistration for the
implemntation of new study and training
branches.
Educational Attainment of the
Population
Skills and competences
Categorisation of Education Levels since the
2008/2009 School Year (1)
Categorisation of Education Levels since the
2008/2009 School Year (2)
Categorisation of Education Levels since the
2008/2009 School Year (3)
Main Pathways
Secondary VET programmes
Post-Secondary Non-Tertiary VET
Programmes
Tertiary Programmes
Specific VET Programmes for Mentally
Challenged Students
Continuing Vocational Education and
Training for Adults
Main objectives of CVET were traditionally
considered within an economic framework,
rather than as personal development:
•to acquire higher qualification necessary for promotion;
•to increase employability; and
•in general to raise productivity, competitiveness, and
economic efficiency, in particular via upgrading relevant
skills for relevant purpose regardless of age.
Teacher and Trainer Training
• Primary school teachers training in the area of foreign
languages with regard to the foreign language
teaching plans in primary and secondary schools;
• Modernisation of education process in basic and
secondary schools;
• Teacher training with regard to developing school
education programmes;
• Kindergarten pedagogic staff training as part of the
education reform.
• Career and professional development for teachers and
school management
Thank you for your attention!