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The Education S ystem of Slovakia M.Valent, D. Výbohová

The Education S ystem of Slovakia M.Valent, D. Výbohová. Slovakia 49 034 km 2 5 379 455 inhabitants. Legisla tive framework. Law no . 245/2008 relating to education ( school law ) and dealing with changes and additions to previous legislation ( in effect from 1 st September 2008)

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The Education S ystem of Slovakia M.Valent, D. Výbohová

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  1. The Education Systemof SlovakiaM.Valent, D. Výbohová

  2. Slovakia49 034 km2 5 379 455 inhabitants

  3. Legislative framework • Lawno. 245/2008 relating to education (school law) and dealing with changes and additions to previous legislation (in effect from 1st September 2008) • Lawno. 317/2009 relating to pedagogical employees and vocational employees and dealing with changes and additions to previous legislation (in effect from1st November 2009)

  4. 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.

  5. 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.

  6. It is offered by: • Faculties of Arts, • Humanities, • Natural Sciences, • Physical Education and Sports, Faculties of Education

  7. 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.

  8. EducationReform 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.

  9. 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

  10. 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,

  11. 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.

  12. Educational Attainment of the Population

  13. Skills and competences

  14. Categorisation of Education Levels since the 2008/2009 School Year (1)

  15. Categorisation of Education Levels since the 2008/2009 School Year (2)

  16. Categorisation of Education Levels since the 2008/2009 School Year (3)

  17. Main Pathways

  18. Secondary VET programmes

  19. Post-Secondary Non-Tertiary VET Programmes

  20. Tertiary Programmes Specific VET Programmes for Mentally Challenged Students

  21. 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.

  22. 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

  23. Thank youfor your attention!

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