Responsible bodies

 

The Education Act defines that the quality of education and training is monitored and evaluated by: 

• school or school facility, 
• State School Inspection (SK), 
• Ministry of Health of the SR (SK), concerning the professional part of the preparation of education for health care programmes at secondary healthcare schools, 
• National Institute for Certified Educational Measurements.

 

School and school facility

 

Schools of all kinds and types as well as school facilities providing education and training are obliged, as a part of the internal evaluation, to prepare an annual report evaluating mostly: 

• at least a two-year conceptual plan of the school’s or school facility’s development; 
• the educational activity, its results, and conditions; 
• economical results of the school or school facility. 

Schools and school facilities submit the abovementioned reports to the School Board for a statement and to the founder for approval.

The relevance of objections to the content of the report on educational activity, its results and conditions are assessed by the State School Inspection. 

 

State School Inspection

 

State school inspection, as defined by law, performs the control function of state over: 

• the quality of pedagogical management,
• the quality of education and material and technical conditions, which includes practical education in schools and school facilities and workplace,
• the quality of activities in special education facilities and school facilities of education counseling and prevention.

It deals with complaints and petitions in this area.

State school inspection:

• is a state education authority, 
• performs the external evaluation of schools and school facilities at the national level, 
• is an institution independent in its work, and it is governed by law and other legal regulations. 

State School Inspection is headed by the chief school inspector, who is appointed for a five-year term of office as well as removed by the minister. 

The chief school inspector: 

• submits the plan of inspection activity for the respective year to the minister, 
• submits a report on the quality of education at schools and school facilities for a school year, which is based on the findings of the inspection and other findings,  to the minister, 
• submits proposals on removing a school or a school facility from the network to the ministry upon finding serious shortcomings in the educational process, 
• submits proposals on changes in the network of schools to the ministry upon finding serious shortcomings in the educational process, after prior discussion with the founder, 
• authorises school inspectors to carry out school inspection, 
• creates conditions for the cooperation of school inspectors with founders, 
• based on the grounds of finding serious shortcomings, submits a proposal for the dismissal of a headteacher to the founder who is obliged to dismiss the headteacher based on such proposal,
• based on the grounds of finding serious shortcomings in education, submits a proposal for withdrawal of employer certificate to provide practical training in the system of dual education to corresponding institution participating in the coordination of vocational education and training for labour market.

In addition, upon the call of School Board the State School Inspection delegates its representatives to the School Board whotake part and vote in the selection procedure for the post of primary and secondary school headteacher. 

 

National Institute for Certified Educational Measurements 

 

National Institute for Certified Educational Measurements is responsible for the preparation and methodological organisation of the course of the external part of examinations and testing of pupils in schools.

The National Institute for Certified Educational Measurements in schools and school facilities 

• provides external part and written form of the internal part of maturita (secondary school leaving examination) assigned by the Ministry of Education, Science, Research and Sport of the Slovak Republic,
• defines the requirements for professional training of pedagogical employees for the position of the chairman of maturita committee, chairman of the committee for maturita subjects, 
• provides production, delivery, and evaluation of assignments or tests for external examinations or testing for the school or school facilities holding the external examination, 
• keeps a record of external examination or testing results, a record of pedagogical employees who are authorised to be chairmen of maturita committee, chairmen of the committee for maturita subjects  or evaluators and provides it the appropriate bodies of the local state administration in education,
• issues a certificate of capability to work as a chairman of maturita committee, chairmen of the committee for maturita subjects and evaluator of external exams and testing results,
• fulfils tasks connected with organisation of international measurements in Slovakia according to the programmes the Slovak Republic participates in.

 

Approaches and methods for quality assurance

 

Internal evaluation

 

According to the Education Act, schools and school facilities providing education are obliged to create an annual report on educational activity with information about: 

• school or school facility: name, address, phone contact, web page (if set up), email, names and surnames of management employees and their functions, names and surnames of school board members or school facility board members if established,
• founder: name if the founder is a legal entity, name and surname if the founder is a natural person, address if the founder is a legal entity, address of permanent residence if the founder is natural person, phone contact, email,
• activities of school board or school facility board, about activities of advisory bodies of headteacher (if established) – mainly dates of the meetings and conclusions,
• number of children, pupils or students,
• number of pedagogical employees, number of professional employees and other staff,
• fulfilment of qualification prerequisites of pedagogical employees,
• presentation activities and public activities,
• projects in which school or school facility participates,
• results of inspection conducted by State school inspection,
• spatial and material and technical conditions,
• areas in which school or school facility achieves good results and areas in which school or school facility faces challenges.

In case of preprimary school, the annual report on educational activity contains also information about:

• number of children with special educational needs,
• number of children admitted since the school year, in which the annual report is prepared.

In case of primary school, the annual report on educational activity contains also information about:

• number of pupils with special educational needs,
• number of pupils admitted since the school year, in which the annual report is prepared, 
• number of pupils who applied for studies at a secondary school,
• number of pupils admitted to study at a secondary school and
• results of evaluation of pupils according to level of education.

In case of secondary school, the annual report contains also:

• number of pupils with special educational needs,
• number of pupils admitted since the school year, in which the annual report is prepared,
• number of received study applications,
• number of applicants, who successfully passed the admission exam,
• list of provided study programmes and their focus, in case of secondary vocational school also the information that the study programme is provided in the system of dual education (if applicable),
• results of evaluation of pupils according to level of education,
• results of school in preparing pupils for labour market,
• employability of pupils on the labour market or success rate of pupils applying to further education.

The annual report can contain also:

• information about funding provision of education activities of school or school facility,
• information about school or school facility free time activities for children of pupils,
• information about school or school facility cooperation with children’s or pupils’ parents, foster parents, representative of institution which provides foster care,
• other relevant information.

The annual report on educational activity is prepared for the last school year and after discussion in pedagogical board it is submitted to corresponding body of school self – governing body by September 15 of the current year for comments. Comments of the school-self -governing body are attached to the report.

After providing comments of the school self – governing body, the report is submitted by October 31 to the school founder for approval.

After school founder’s approval the report is published on the usual place or school’s web page (if available) by December 31.

The reports are made by headteachers of schools and school facilities in cooperation with other managing pedagogical employees and pedagogical employees. Methodological associations and subject committees, which are founded in schools as advisory bodies to headteachers, provide their help in this. 

The relevance of objections to the report is assessed by the State School Inspection. 

In addition to the creation of reports on education activity, the internal evaluation is performed within: 

• methodological associations at the first level of primary schools and kindergartens, 
• subject committees at the second level of primary schools and at secondary schools. 

At the end of the assessment period (twice a year), the headteacher of primary and secondary school approves the assessment and marking. 

The Education Act binds the managing pedagogical employees to create an internal system of monitoring and evaluation of school’s employees.

The inducing pedagogical employee evaluates the beginning pedagogical employee continuously as well as at the end of the adaptation period.

Superiors evaluate their direct reports once a year by the end of the school year.

The evaluation of pedagogical employees concerns results, quality, and difficulty of teaching performance, and the degree of acquiring and using professional competences. 

A written record is made about the evaluation, the content, extent and form of which is the headteacher’s responsibility. The headteacher will define teachers’ evaluation principles in the Staff Regulations. 

Evaluation of the headteacher is performed by the founder. 

 

External evaluation

 

External evaluation is structured with regard to the national and international evaluation of each level of the educational system. 

 

External evaluation by the State School Inspection

 

School inspection is performed based on the inspection plan (SK) for the respective school year, which is approved by the chief school inspector, and also following a complaint.

The main task is constituted by complex (evaluation) inspections, for which the State School Inspection created uniform evaluation criteria for each type of school (SK), which it publishes on its website. 

State School Inspection (SSI) carries out the following types of inspection: 

• complex (evaluation) -  usually once in five years, 
• thematic and informative – carried out as necessary and according to tasks, 
• follow-up inspection – performed in schools where measures were imposed in order to remedy shortcomings found during the inspection. The inspector checks whether the measures imposed have been implemented by the headteacher. 

Inspection groups are created from school inspectors according to the type and size of schools. 

State School Inspection has: 

• a uniform methodology of inspection, 
• defined areas, criteria and indicators of evaluation, 
• evaluation tools. 

Methodologies (procedures) take into account changes in education and incorporate numerous elements from methodologies of inspectorates which are associated with The Standing International Conference of Inspectorates (SICI), member of which is also SSI. The goal of the methodology, innovated according to the changes in legal regulations, is to increase the objectivity and professionalism of school inspection performance and to support the process of schools’ self-evaluation. 

Inspection is performed mainly by: 

• observation, 
• analysis and synthesis, comparison, 
• survey, questionnaire, poll, 
• interview, 
• analysis of pedagogical documentation and pupils’ results, 
• consultation, inspection of classes, inspection tests, 
• inspection of the premises, 
• technological means, 
• participation in meetings of school’s managing employees, meetings of advisory bodies to school or school facility headteachers, participation in contests and exhibitions of pupils’ creativity. 

School inspection inspects schools and school facilities and monitors: 

• compliance with generally binding legal regulations and internal regulations and decisions concerning education, 
• the process of education and its results, 
• teaching professionalism, 
• spatial and equipment conditions of the educational process as well as their purposeful and efficient utilisation, 
• provision of further education of pedagogical employees, 
• meeting qualification requirements of headteachers of school and school facilities, 
• compliance of the school educational programme with the state educational programme, goals and principles of education, 
• agreement of the educational programme with the goals and principles of education, 
• quality of education in individual education, 
• quality of education. 

State school inspection provides inspected school or school facility with advisory services to eliminate identified shortcomings.

School inspection implements the following measures according to the seriousness of the shortcomings found: 

• recommendation, 
• warning, 
• taking measures on the part of the inspected entity, 
• imposing measures, 
• commission examination at finding shortcomings in evaluation, 
• imposing sanctions according to law. 

Results of findings and evaluation from school inspection for a school are recorded in a report on school inspection results, which is created and discussed by school inspectors with the headteacher. 

Inspectors define the following in the conclusion of the report: 

• positive aspects of the school, 
• negative aspects of the school, 
• measures to remedy the shortcomings found - if found by inspectors – which lead to the improvement of the school’s quality. 

Findings and information from all tasks and inspections performed in each type of school (SK)  are compiled in a report for the Slovak Republic and: 

• published on SSI website, 
• provided to the Ministry of Education, Science, Research and Sport of the Slovak Republicand the entities in education whom the findings concern, 
• presented in meetings of school headteachers, school founders, at conferences, events connected with education, 
• published in print media. 

The State School Inspection will prepare a Report on the state and quality of education in schools and school facilities in the Slovak Republic (SK) based on the conclusions of all inspection tasks in the respective school year. 

The report will contain: 

• findings from inspections and complaint investigations, 
• recommendations for each type of school and school facility, 

State School Inspection’s suggestions and recommendation for the Ministry of Education, Science, Research and Sport of the Slovak Republic, its directly managed organisations, headteachers and founders of schools and school facilities, higher education institutions. 

The school inspection is carried out by the State School Inspectorate through school inspectors authorized to perform it by the chief school inspector or the director of the school inspection center.

School inspection of school subject religion and religious education is carried out by school inspectors on behalf of the Chief School Inspector or the director of the school inspection center and a person on behalf of the relevant church or religious society according to their internal regulations.

School inspection in special educational establishments and school establishments of educational counseling and prevention are carried out by school inspectors on the basis of the authorization of the chief school inspector or the director of the inspection center in cooperation with an invited expert from practice.

The school inspection at the vocational training facility is carried out by school inspectors with the participation of a representative of the relevant trade union organization or the relevant professional organization.

The Ministry of Health of the Slovak Republic carries out the school inspection of the professional component of training at secondary medical schools.

To qualify as a school inspector, the person must: 

• meet higher education qualification requirements for the respective kind, type, and level of school or school facility, 
• have eight-year teaching experience at school or school facility, 
• complete qualification examination I. or its equivalent and 
• have at least three-year experience in a managerial position in education or in a methodological position, or that of a school inspector, or qualification examination II. or its equivalent. 

School inspectors must be capable of using the Slovak language in official communication, speak the language of the respective national minority in connection with their work, have personal and moral integrity and qualities required for professional inspection work. 

Details of school inspection organisation, fulfilling school inspection’s tasks, procedures and manner of inspection are defined by the decree on school inspection. 

 

External evaluation by the National Institute for Certified Educational Measurements 

 

The core tasks of the National Institute for Certified Educational Measurements include

• providing external part and written part of maturita (secondary school leaving examination) assigned by the Ministry of Education, Science, Research, and Sport in the Slovak Republic,
• providing external testing of primary school pupils in 5th and 9th grade,
• preparation of international measurements in accordance with programmes where the Slovak Republic participates according to their rules.

 

Testing of primary school pupils

 

External testing – nationwide testing of primary school pupils takes place according to the educational standards of the state educational programme, and the content and performance elements of the testing are monitored. 

All primary school pupils from respective grades including pupils with special educational needs (for whom conditions for taking external testing will be appropriately adjusted) will take part, with the exception of pupils educated according to educational programmes for mentally disabled students. 

It takes place in a form of a written test, which verifies pupils’ knowledge in State language/Native language and Mathematics.

Testing takes place annually for the particular grade on the same day in all primary schools. The date is set by the Ministry of Education.

Based on their performance, pupils are ranked. The final ranking of a pupil depends on other pupils’ performance.

The headteacher is responsible for the organisation of external testing in the primary school. 

 

Testing 5

Testing 5 is a nationwide testing of 5th- grade primary school pupils.

The main goal of the testing is: 

• to monitor the state of pupils knowledge and skills, obtain objective information on pupils’ performance in tested subjects when entering ISCED 2 level of education, 
• to provide schools with feedback on pupils’ preparedness for the transition from ISCED 1 to ISCED 2 level of education, which will aid in increasing the quality of education.

Pupils are tested in Mathematics in Slovak and Mathematics in Hungarian, Slovak Language and Literature, and Hungarian Language and Literature. 

Information on the results of the nationwide testing of fifth-grade primary school pupils   is published on the website of the National Institute for Certified Educational Measurements. 

 

Testing 9

Testing 9 is a nationwide testing of 9th- grade primary school pupils.

The testing aims to:

• obtain the  picture of pupils’ performance at their completion of the second level of primary education (ISCED2),
• monitor the level of their preparedness for further study (ISCED3),
• compare the performance of individual pupils and schools,
• provide school, decision-making sphere and professionals in the field with feedback on the level of knowledge and skills of pupils in the tested subjects, which will aid in the improvement of the teaching process.

Testing verifies pupils’ knowledge in: mathematics, Slovak language and literature, Hungarian language and literature, Ukrainian language and literature, Slovak language and Slovak literature.

Information on the results of nationwide testing of 9th grade primary school pupils  is published on the website of the National Institute for Certified Educational Measurements .

 

Testing of secondary school pupils 

 

The National Institute of Certified Measurements in Education provides the external part and written form of the internal part of maturita (secondary school leaving examination).

Pupils take the external part and the written form of the internal part of maturita (secondary school leaving examination) after completion of the first term of the last year of secondary education. The date of the external part and the written form of the internal part of maturita (secondary school leaving examination) is determined by the Ministry of Education and the examination is held at the same time all over the Slovak Republic.

The external part of maturita (secondary school leaving examination) is comprised of a written test supplied and assessed by the National Institute of Certified Measurements in Education. The external part of maturita (secondary school leaving examination) and correction of tests is supervised by a pedagogical employee who is not an employee of the school at which the external part of maturita (secondary school leaving examination) is held. 

The written form of the internal part of maturita (secondary school leaving examination) is comprised of a set of topics or assignments set by the National Institute of Certified Measurements in Education. 

The external part of maturita (secondary school leaving examination) is taken the following subjects: Slovak language and literature, Slovak language and Slovak literature, Hungarian language and literature, Ukrainian language and literature, Mathematics, English language, French language, German language, Russian language, Spanish language, Italian language. 

The written form of the internal part of maturita (secondary school leaving examination) is taken in the following subjects: Slovak language and literature, Hungarian language and literature, Ukrainian language, English language, French language, German language, Russian language, Spanish language, Italian language

A pupil will take the external part and the written part of the internal part of maturita (secondary school leaving examination) only in one foreign language,

The examination aims to verify: 

• pupils’ knowledge and skills within the scope of the subject matter defined by the educational plan, curricula, and educational standards, 
• pupils’ preparedness to use acquired competences in jobs and professional activities they are preparing for, 
• pupils’ preparedness to use acquired competences in further study. 

 

External evaluation at the international level

 

The National Institute of Certified Measurements in Education, authorised by the Ministry of Education, Science, Research, and Sport of the Slovak Republic, conducts five international studies: OECD, PISA, TALIS, and IEA PIRLS, TIMSS and ICILS. The National Institute of Certified Measurements in Education publishes the results on its website. 

National Coordination Centre for International Studies in Slovakia, as a part of these studies,

• develops and adapts evaluation framework and tools for measurement of educational results, 
• prepares and organises data collection in participating schools,
• processes data and evaluates results, 
• prepares national reports, 
• creates output for applied research in education and education policy.

 

PISA 

The Slovak Republic has been participating in OECD study PISA since 2003.  The last PISA testing, which tests pupils in reading, mathematical and scientific literacy took place in 2018. The results will be accessible in a report published on the website of the National Institute of Certified Measurements in Education.

Results of 2015 testing were published in a form of a National report (SK). 

Results of 2018 testing (SK) were published on the website of the National Institute of Certified Measurements in Education.

 

TIMSS 

In the school year 2015/2016, the sixth cycle of TIMSS testing –  Trends in International Mathematics and Science Study  –  took place in the Slovak Republic. Results were published in a form of National report (SK) in 2016.

The first pilot measurement of eTIMSS 2019 took place in 2018.

 

PIRLS 

International PIRLS testing, monitoring the progress of 4th grade primary school pupils’ reading literacy took place in May 2016.

First PIRLS 2016 results for the Slovak Republic (SK) were published with the international report. 

 

TALIS 

The 3rd cycle of the international research OECD TALIS 2018 took place in 2018. It focuses on monitoring the influence of educational policies on teachers’ working conditions, the teaching process, and monitoring of teachers’ status and qualification in the international context. The results of the testing will be accessible in a report on the website of the National Institute for Certified Educational Measurements (SK). 

 

ICILS 

The Slovak Republic did not participate in another cycle of ICILS 2018. 

 

Legislative references

 

National Council of the Slovak Republic, 2008. Act No. 245/2008 Coll. on education and training (Education Act) and on the change and supplement to some acts as amended by subsequent provisions (Zákon č. 245/2008 Z.z. o výchove a vzdelávaní (školský zákon) a o zmene a doplnení niektorých zákonov v znení neskorších predpisov) (last accessed 31/03/2022).

National Council of the Slovak Republic, 2003. 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 (Zákon č. 596/2003 Z.z. o štátnej správe v školstve a školskej samospráve a o zmene a doplnení niektorých zákonov v znení neskorších predpisov) (last accessed 31/03/2022).

Ministry of Education, Science, Research and Sport of the Slovak Republic, 2005.  Decree No. 137/2005 on school inspection (Vyhláška č. 137/2005 Z.z. o školskej inšpekcii) (last accessed 31/03/2022).

Ministry of Education, Science, Research and Sport of the Slovak Republic, 2008. Decree No. 318/2008 on completing the study in secondary schools as amended by subsequent provisions (Vyhláška č. 318/2008 Z.z. o ukončovaní štúdia na stredných školách v znení neskorších predpisov) (last accessed 31/03/2022).

Ministry of Education, Science, Research and Sport of the Slovak Republic, 2020.  Decree No. 435/2020 on structure and content of reports on educational activity, its results and conditions of schools and school facilities (Vyhláška č. 435/2020 Z.z. o štruktúre a obsahu správ o výchovno-vzdelávacej činnosti, jej výsledkoch a podmienkach škôl a školských zariadení) (last accessed 31/03/2022).