Curriculum, subjects, number of hours
The process of decentralisation of the management of education in Slovakia resulted in the creation of a two-level model of education, which is legislatively fixed in the Education Act. The model was approved by the Government of the Slovak Republic in June 2007 and it introduced a new term – educational programme. The two-level model is comprised of the state and school levels.
State educational programme (SEP): SEP represents a hierarchically highest state document on education; it interprets the main principles and targets of the state educational policy, defines levels of education, graduate’s profile, educational standards, guidelines for education and training of pupils with special educational needs, framework teaching plans, organisational requirements, compulsory provision of staff, equipment and space, Health and Safety at Work guidelines, guidelines for creating school educational programme.
School educational programme (SchEP): SchEP is the fundamental school document, according to which education and training take place at a given school. It must be created in compliance with the current legislation and appropriate State educational programme. It states the school’s vision, goals, mission, and orientation. It takes into account pupils’ needs related to their further education, or career while reflecting the possibilities of the region. It specifies the content of education as the school’s focus in the teaching plan using all available lessons (schools can have more teaching plans provided it has lessons with a different focus). SchEP can also be an international programme, which takes place upon written approval by the Ministry of Education, Science, Research, and Sport of the Slovak Republic, or an approved experimentally verified innovative programme. All school’s pedagogical employees should participate in the creation of the SchEP. It is issued by the headteacher after a discussion with the school’s pedagogical council and the school board and it is published in a public place. Schools will use available lessons to complete the school education programme:
- For subjects, which expand and deepen the content of subjects listed in the SEP;
- for subjects which were chosen by the school itself and whose content was prepared by the school, including subjects creating the school’s focus, experimentally verified innovative programmes introduced into teaching practice and subjects, from which pupils or their legal representatives choose;
- to supplement the content of subjects for pupils with special educational needs who proceed according to individual educational programmes;
- for special subjects for pupils with special educational needs.
Compliance of SchEP with SEP is monitored by the State School Inspection (SK).
State educational programme for gymnasium study
The State Education Programme as well as the guidelines for the creation of school educational programmes was created by the National Institute for Education in Slovak Republic – an expert institution directly controlled by the Ministry of Education, Science, Research and Sport of the Slovak Republic. Education according to State Educational Programmes has been taking place since 1st September 2008. While being effective, they have been innovated and the data provided in this chapter are based on the documents approved by the Ministry of Education, Science, Research and Sport of the Slovak Republic valid as of 1st September 2015, or 1st September 2017.
The state educational programme (SEP), which also represents the first level of the two-level model of education also defines the framework content of education.
SEP is divided into 7educational areas:
Language and communication is comprised of subjects divided into two groups: languages of instruction and foreign languages. The common denominator of the area is the language, which is perceived as a potential source of the personal and cultural enrichment of people, a tool for thinking and communication and a means of expressing feelings. Literature is a special area which connects subjects contained in the groups of languages of instruction.
Mathematics and work with information develop mathematical thinking, necessary for solving various problems in everyday situations and the ability to formulate problems and algorithmic approach to solve them. It deepens pupils’ abstract, analytical, systematic thinking and logical reasoning. It teaches to argue clearly and objectively. It fosters the ability to use information-communication technologies, information sources and possibilities of application programme equipment efficiently and creatively. It builds information culture based on respecting legal and ethical principles of using information technology and products. The area of education is comprised of the following subjects: mathematics and informatics.
The main characteristic of the educational area Man and nature is looking for inherent relationships between the observed characteristics of natural objects and phenomena which surround us in the daily life and understanding their essence, which requires an interdisciplinary approach and close cooperation within science subjects. It aims to lead pupils to understand phenomena occurring in the real world as well as to teach them to think critically and acquire and evaluate information. The educational area consists of the following subjects: physics, chemistry, and biology.
The main goal of the educational area Man and society is an active approach to reflecting the past and the present in the context of a place, region, and country. By means of the educational area, pupils get acquainted with the most important historical, geographical and social processes and phenomena, which are reflected in their everyday life. Through the present needs, pupils learn about the past of their nation and other nations, natural and social characteristics of their country and other countries in Europe and the world. The educational area contributes to the creation of historical consciousness. Furthermore, it leads pupils to respect the basic democratic principles and prepares them for responsible civil life in a democratic society. The educational area Man and Society consists of the following subjects: history, civic education, and geography.
The main task of the educational area Man and values is to actively participate in the formation pupil’s personality, support the comprehension and internalisation of moral norm and aid with the adoption of behaviour in compliance with the norms. It leads pupils to the ability to create harmonious relationships in different social groups – family, workplace, society. The content of the educational area is implemented through optional subjects: ethical education or religious education/religion.
The area of education Arts and culture develops pupils’ complex perception of culture and art in the context of the current social processes. It develops pupils’ cultural awareness and cultural identity, critical thinking in relation to media and the current cultural processes; it deepens pupils’ interest in culture, cultural heritage of their region, nation, state, and other cultures. It helps pupils distinguish the main cultural and artistic movements, trends and types, understand the importance and value of art in the life of man and society and develop an attitude towards the values of the national culture and other nations’ cultures.
Educational area Health and movement focuses on realising the need for lifelong care for one’s health, acquiring theoretical knowledge and practical skills related to healthy lifestyle and movement. The area is implemented through the subject physical and sports education, the most important mission of which is to build a relationship with regular movement activity as an inevitable foundation of a healthy lifestyle.
SEP also includes cross-cutting issues, which should be paid attention to in the educational process. These are personal and social development (marriage and parenthood education), environmental education, media education, multicultural education, protection of life and health.
The state educational programme in the form of a framework teaching plan (FTP) assigned each educational area the number of compulsory lessons in subjects, which belong to the educational area. The breakdown into individual grades of study is in the schools’ competence. In addition to compulsory lessons in individual educational areas, the state educational programme also defines the number of available lessons, the weekly number of lessons of a study programme and the maximum number of lessons of a study. The educational area language and communication teaches the Slovak language and literature and two foreign languages. The Slovak language and literature, national minority language and literature, and two foreign languages are taught at schools with a national minority language of instruction. The minimum number of lessons per a study in each language is defined by the SEP; the breakdown into grades is within schools’ competence. Differences in the number of hours in individual educational areas are shown in the table, which gives numbers according to the SEP valid as of 1st September 2015 and for schools with a national minority language of instruction according to the SEP valid as of 1st September 2017. Schools break down the number of lessons into grades as the weekly number of lessons.
Source: The National Institute for Education in Slovak Republic (Štátny pedagogický ústav), 2015. An innovative state educational programme (Inovovaný štátny vzdelávací program). Bratislava: The National Institute for Education in Slovak Republic (last accessed 17/07/2019).
The framework teaching plan (FTP) according to the SEP for 4-year and 5-year bilingual gymnasiums. The SEP assumes implementation of FTP at minimum over 33 weeks of the school year.
| educational area | 4-year study | 5-year bilingual | 4-year with national minority language | 4-year sport gymnasium |
| language and communication | 38 | 44 | 44 | 36 |
| mathematics and work with information | 15 | 15 | 15 | 14 |
| man and nature | 16 | 16 | 16 | 16 |
| man and society | 13 | 13 | 13 | 12 |
| man and values | 2 | 2 | 2 | 2 |
| arts and culture | 2 | 2 | 2 | 2 |
| health and movement | 8 | 10 | 8 | 8 |
| sports training | 40-96 | |||
| compulsory lessons | 94 | 102 | 10 | 90 |
| available lessons | 30 | 50 | 29 | 20 |
| max. per week | 36 | 36 | 38 | 36 (sport 10-24) |
| max per study | 144 | 180 | 152 | 150-206 |
Source: The National Institute for Education in Slovak Republic (Štátny pedagogický ústav), 2015. An innovative stave educational programme (Inovovaný štátny vzdelávací program). Bratislava: The National Institute for Education in Slovak Republic (last accessed 17/07/2019).
Framework teaching plan (FTP) according to the SEP for 8-year gymnasiums. The SEP assumes the implementation of FTP at least over 33 weeks of the schools year.
| educational area | 8-year study | 8-year with national minority language | 8- year sport gymnasium |
|---|---|---|---|
| language and communication | 81 | 97 | 76 |
mathematics and work with information | 35 | 35 | 32 |
| man and nature | 32 | 32 | 30 |
| man and society | 25 | 25 | 24 |
| man and values | 6 | 6 | 5 |
| arts and culture | 6 | 6 | 4 |
| health and movement | 16 | 16 | 16 |
| sports training | 80-192 | ||
| compulsory lessons | 217 | 217 | 187 |
| available lessons | 40 | 40 | 28 |
| max. per week | 34-38 | 34-38 | 30-36 (sport 10-24) |
| max. per study | 291 | 291 | 295-407 |
Sources:
The National Institute for Education in Slovak Republic (Štátny pedagogický ústav), 2015. The state educational programme was created by the State Pedagogical Institute. It was approved by the Ministry of Education, Science Research and Sport of the Slovak Republic on 20.March 2015 under number 2015-7846/10840:1-10B0 as a part of the state educational programme for gymnasiums valid as of 1st September 2015.(Štátny vzdelávací program). Bratislava: The National Institute for Education in Slovak Republic (approved 17/07/2019).
The National Institute for Education in Slovak Republic (Štátny pedagogický ústav), 2017. The change in the SEP for schools with a minority language of instruction was approved by the Ministry of Education, Science, Research and Sport of the Slovak Republic under the number 2017-10754/31491:1-10I0, as a part of the state educational programme for gymnasiums, valid as of 1st September 2017. (Zmena v ŠVP pre školy s vyučovacím jazykom národnostných menšín). Bratislava: The National Institute for Education in Slovak Republic (approved 17/07/2019).
State educational programme for secondary vocational school study
State educational programme for study at secondary vocational schools is prepared by the State Institute of Vocational Education (SK) – a state institution directly controlled by the Ministry of Education, Science, Research and Sport of the Slovak Republic. The framework teaching plan for general education is prepared by the National Institute for Education in Slovak Republic and for vocational education by the State Institute of Vocational Education. The state educational programme is prepared for the whole group of fields; it contains a description of the educational programme and defines the provided level of education, health requirements for applicants, graduate’s profile and framework teaching plans.
General education at both SVS and gymnasiums is divided into the same areas, only the number of lessons is different. 3 types of framework teaching plans are distinguished in study fields:
- ISCED 354 fields which include vocational practice and are completed by school-leaving examination (known as „industrial schools“),
- ISCED 354 fields with extended practical education completed by the school-leaving examination and with a Certificate of Apprenticeship,
- ISCED 354 fields for graduates with the certificate of apprenticeships in the form of a 2-year extension courses completed by school-leaving examination.
The table shows the number of lessons:
| target component of education | ISCED 354 vocational practice (School-leaving examination) | ISCED 354 vocational practice - in national minority language (School leaving examination) | ISCED 354 extended practical education (School leaving examination+Certificate of Apprenticeship) | ISCED 354 extended practical education – in national minority language (School leaving examination+Certificate of Apprenticeship) | ISCED 354 two-year extension course (School-leaving examination) | ISCED 354 two-year extension course - in national minority language (School-leaving examination) | ||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| A | B | A | B | A | B | A | B | A | B | A | B | |
| general education | 48 | 1536 | 60 | 1920 | 46 | 1472 | 58 | 1856 | 23 | 736 | 29 | 928 |
| available lessons | 28 | 896 | 16 | 512 | 24 | 768 | 12 | 384 | 20 | 640 | 14 | 448 |
| total (general+available lessons) | 76 | 2432 | 76 | 2432 | 70 | 2240 | 70 | 2240 | 43 | 1376 | 43 | 1376 |
| special edu.- teoretical | 30 | 960 | 30 | 960 | 18 | 576 | 18 | 576 | 15 | 480 | 15 | 480 |
| special edu. - practical | 26 | 832 | 26 | 832 | 44 | 1408 | 44 | 1408 | 8 | 256 | 8 | 256 |
| total (special edu. teoret.+pract.) | 56 | 1792 | 56 | 1792 | 62 | 1984 | 62 | 1984 | 23 | 736 | 23 | 736 |
| total (all) | 132 | 4224 | 132 | 4224 | 132 | 4224 | 132 | 4224 | 66 | 2112 | 66 | 2112 |
A - Number of lessons per study, broken down into grades as number of lessons per week, B - Number of lessons in the whole study period
The educational area Language and Communication in secondary vocational school FTP includes Slovak Language and Literature and one foreign language. Schools with a national minority language of instruction teach Slovak language and literature, the minority language and literature, and a foreign language. The minimum numbers for each language per study is defined by the SEP, distribution into grades is within the competence of each school.
Certificate of the obtained qualification- graduates obtain the Certificate of Apprenticeship upon taking at least 1200 lessons of vocational training or vocational practice.
The number of weekly lessons in these study programmes ranges from 33 to 35 lessons a week.
The number of lessons per week is 30-32. In ISCED 253 fields, foreign languages are not taught in the educational area Language and Communication; in ISCED 353 fields, one language is taught. Schools with a national minority language of instruction teach the Slovak language and literature, the national minority language, and one foreign language in ISCED 353.
The table shows the number of lessons:
| target component of education | ISCED 253 2-year education for pupil who did not complete lower secondary education (Certificate on final examination) | ISCED 253 two-year education for pupils who did not complete lower secondary education with a minority language of instruction (Certificate on final examination) | ISCED 353 3-year education (Certificate of Apprenticeship) | ISCED 353 three-year education with a minority language of instruction (Certificate of Apprenticeship) | ||||
|---|---|---|---|---|---|---|---|---|
| A | B | A | B | A | B | A | B | |
| general education | 5 | 157,5 | 6 | 189 | 22 | 704 | 25,5 | 816 |
| available lessons | 5 | 157,5 | 4 | 126 | 11,5 | 368 | 8 | 256 |
| total (general edu.+available lessons) | 10 | 315 | 10 | 315 | 33,5 | 1072 | 33,5 | 1072 |
| special edu.-teoretical | 2 | 63 | 2 | 63 | 18 | 576 | 18 | 576 |
| special edu.-practical | 48 | 1512 | 48 | 1512 | 47,5 | 1520 | 47,5 | 1520 |
total (special edu. teoretical+practical) | 50 | 1575 | 50 | 1575 | 65,5 | 2096 | 65,5 | 2096 |
| total (all) | 60 | 1890 | 60 | 1890 | 99 | 3168 | 99 | 3168 |
A - Number of lessons per study, broken down into grades as number of lessons per week, B - Number of lessons per the whole study
The number of lessons per week is 30-32. In ISCED 253 fields, foreign languages are not taught in the educational area Language and Communication; in ISCED 353 fields, one language is taught. Schools with a national minority language of instruction teach the Slovak language and literature, the national minority language, and one foreign language in ISCED 353.
Source: State Institute of Vocational Education (Štátny inštitút odborného vzdelávania), 2013. The state educational programme was approved by the Ministry of Education, Science, Research and Sport of the Slovak Republic on 15th January 2013 under number 2013-762/1849:5-925 valid as of 1st September 2013, starting with the first grade (Štátny vzdelávací program). Bratislava: State Institute of Vocational Education (approved 17/07/2019).
State educational programme for conservatories
State educational programme for conservatories was created by the National Institute for Education in Slovak Republic and has been valid as of 1st September 2008. It contains the same parts as the SEP of other types of schools; the educational areas are interconnected with artistic theory and practice.
Framework teaching plan for 6-year conservatory according to the state educational programme:
| educational areas | music and drama | singing | music-composition | conducting | playing an instrument | church music | music-dance |
|---|---|---|---|---|---|---|---|
| arts and culture | 48 | 42 | 35 | 40 | 15-27 | 32 | 108 |
| language and communication | 44 | 42 | 36 | 36 | 36 | 34 | 34 |
| man and nature | 1 | 1 | 1 | 1 | 1 | 1 | |
| man and society | 13 | 16 | 15 | 13 | 15 | 15 | 11 |
| informatics | 1 | 3 | 3 | 3 | 3 | 3 | 1 |
| health, physical education | 7 | 12 | 6 | 6 | 6 | 6 | 2 |
| man and values | 2 | 2 | 2 | 2 | 2 | 4 | 2 |
| theoretical and pedagogical subjects | 25 | 30 | 34 | 30 | 30 | 30-31 | 15 |
| artistic practice | 13 | 13 | 8 | 14 | 22-38 | 29 | 16 |
| aesthetic, interpretation, diploma seminar | 4 | 4 | 2 | 4 | 4 | 4 | 2 |
| total | 158 | 165 | 142 | 149 | 134-162 | 157-158 | 192 |
| SchEP-available lessons | 34 | 26 | 51 | 42 | 37-55 | 35 |
The language of instruction at 6-year conservatories is the state language and one foreign language is taught. Instruction takes place individually or in groups (2-15 pupils). The study also includes public performances of pupils/students at artistic events. The state educational programme also prescribes implementation of the framework teaching plan at least over 33 weeks of the school year. Source: The National Institute for Education in Slovak Republic (Štátny pedagogický ústav), 2019. The state educational programme for conservatories (Štátny vzdelávací program pre konzervatóriá). Bratislava: The National Institute for Education in Slovak Republic (approved 17/07/2019).
Framework teaching plan for 8-year study dance conservatory according to SEP:
| educational areas | dance | music education | piano | language and communications | man and nature | health and movement | man and society | man and values | mathematics | informatics | artistic theoretical subjects | artistic practice | total | SchEP |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
hours per week/per study | 102 | 3 | 2 | 66 | 12 | 4 | 14 | 6 | 16 | 4 | 24,5 | 10,5 | 264 | 8/16 |
Two foreign languages are taught in the study. The SEP assumes implementation of the Framework Teaching Plan at least over 33 weeks of the school year.
State educational programme for post secondary non-tertiary education
Vocational education leads pupils to cope with basic tasks in the field they are being educated or trained. The basic aim is to acquire knowledge and skills necessary for mastering the netire scope of the subject matter.
Vocational education in the state education programme represents a set of principal knowledge and skills indicated in the studenťs profile, which is inevitable for the qualified pursuit of professional activities.
Overview of areas of education:
- theoretical education,
- practical training.
Framework teaching plan for full-time post secondary study
| provided level of education | full secondary vocational education ISCED 454 | |
|---|---|---|
| form of study | full-time post-secondary qualification study | |
| target components of education | number of lessons per week in educational programmes | total number of lessons per study |
| vocational training | 36 | 1152 |
| available lessons | 30 | 960 |
| total | 66 | 2112 |
| categories and names of educational areas | the minimum number of lessons in educational programmes | total number of lessons per study |
| theoretical education | 22 | 704 |
| practical training | 14 | 448 |
| vocational training in total | 36 | 1152 |
| available lessons in total | 30 | 960 |
| total (vocational training+available lessons) | 66 | 2112 |
The teaching plan defines the proportion between the theoretical and practical vocational education and their binding minimum scope. The framework teaching is the cornerstone for the development of specific teaching plans of the school educational programmes in which the educational areas will be developed into subject or module curricula. The number of lessons for individual educational areas represents the inevitable minimum. They may be extended in the school educational programmes according to the needs of different fields and intentions of the school by means of the available lessons.
Teaching methods and materials
Textbooks for schools providing education according to the valid state educational programme are provided by the Ministry of Education, Science, Research and Sport of the Slovak Republic. Schools are obliged to use textbooks approved by the Ministry of Education, Science, Research and Sport of the Slovak Republic. Creation of textbooks is provided by the ministry through the The National Institute for Education in Slovak Republic – its directly controlled professional organisation. Textbooks are created based on the publication plan, they undergo the approval process and they are listed in the publicly accessible textbook register of the Ministry of Education, Science, Research and Sport of the SR. Regular evaluation and innovation of textbooks are carried out. The textbooks are also evaluated by teachers. The approved textbooks are distributed to schools and lent to pupils for the respective school year free-of-charge. Schools can also use different textbooks but they must finance them from their own resources.
Textbooks for secondary schools founded by a ministry other than the Ministry of Education, Science, Research and Sport of the Slovak Republic, are provided by the respective ministry.
The Ministry of Education, Science, Research and Sport of the Slovak Republic provides textbooks in the state language of instruction, languages of national minorities, Braille, and by means of the implementation of sign language for the deaf or a different form appropriate for pupils with a health disadvantage.
Teaching methods are chosen by the teachers themselves. The current national research shows the prevailing traditional teaching at secondary schools (transmissive passing of knowledge to pupils); however, to a lesser extent more modern forms of teaching are used. These forms support active forms of learning and cooperation (group instruction, project learning, experiments, using information-communication technology, etc.).
Methodological skills training and methodological materials for teachers are provided mainly by the Methodological Pedagogical Centre (SK) – an organisation directly controlled by the Ministry of Education, Science, Research and Sport of the SR, which provides the majority of teachers’ education and training through its regional branches. In addition to textbooks, The National Institute for Education in Slovak Republic also offers methodological materials and training, mostly in the event of significant changes in and innovation of the state educational programme (curriculum).
The National Institute´s for Education website houses a Methodological Platform, which offers help, information and space for sharing experience and methodological materials for teachers. Teachers can use publicly accessible educational portals for teaching. There is for example (SK):
- Infovek
- Evanet pre učiteľov
- Námety pre vyučovanie s podporou IKT na 1. st. ZŠ
- E-aktovka
- Planéta vedomostí - Naučte viac
- Planéta vedomostí - Nauč sa viac
- Vytvárame krížovku v Exceli
At the level of schools, teaching methods are within the competence of methodological commissions for individual subjects, where teachers jointly decide on teaching methods and verification of pupils’ knowledge. It is a place for sharing materials and experience of teachers of a given subject.
Homework for secondary school pupils is not required by law and assigning or not assigning homework is within teachers’ competence.
Pupils also acquire the necessary skills in practical training, particularly through practical exercises, laboratory work, school workshop practice and on-site practice at institutions contracted within dual education (in cooperation with employers)
Teaching methods also include the use of laboratory technology and other equipment mainly in teaching vocational subjects.
Education and training also include excursions, life and health protection course, physical activities course (swimming instruction, snowboarding instruction, etc.).