The content of education mostly focuses on acquiring a body of knowledge and basic literacies. However, it doesn’t support holistic development of learners’ personalities, active citizenship, or ethical behaviour

The content of education at individual educational stages is neither designed nor implemented in a way which would support the holistic development of learners’ personalities. Most school principals participating in the Learning Makes Sense questionnaire survey place emphasis on developing subject-based knowledge (or knowledge related to learning areas in the case of kindergartens). In the case of primary and secondary schools, among the five areas most emphasised by principals are reading comprehension and financial literacy. Neither personal characteristics, motivation, nor healthy lifestyle are among the preferred areas for learners’ development in primary, secondary and tertiary education in Slovakia. These findings are also confirmed by students surveyed in secondary and tertiary education. However, the Learning Makes Sense survey data indicate differences between the various educational stages (mainly between kindergartens and other schools) and between individual school founders. This is valid also for higher education institutions (HEIs). Principals at kindergartens, special needs kindergartens and primary schools reported similar educational priorities (co-operation of learners, ethical behaviour, etc.). The Learning Makes Sense survey data suggests there are differences among students at various HEIs as concerns which educational domains they perceive as being focused on by their institutions. Students at private HEIs reported that their studies develop their motivation, ability to learn, entrepreneurship and initiative more often than other students. The Learning Makes Sense questionnaire survey also examined differences between tertiary students in Slovakia and abroad. As far as educational domains being developed during tertiary studies are concerned, the largest differences between HEI students in Slovakia and abroad were reported as follows: ability to learn in context and across disciplines, critical thinking and acceptance of diversity.

Business HR professionals added their own views regarding the holistic and up-to-date content of education. They stated that applicants (low, middle and highly skilled staff) match up to only a limited set of required skills. Paradoxically, applicants are most deficient in those skills that employers require the most (such as motivation to study and work, and ability to learn). On the other hand, most applicants match the formal education criteria, which is the least important factor for employers.

Findings from the analysis of quantitative and qualitative data in the Learning Makes Sense survey regarding educational content and methods at higher education institutions are described in detail in the following chapters:

At all educational stages, the greatest emphasis is placed upon subject-based knowledge and reading comprehension, while holistic personal development is not considered to be a priority at schools

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Students at Slovak higher education institutions are not being developed in a complex way

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Conclusions:

The content of education as it is currently defined and implemented at all educational stages does not support complex personal development. The greatest emphasis is placed upon acquiring a body of isolated subject-based knowledge, while learning in context and analytical and critical thinking are less emphasised. Respondents (principals and students) reported that learners’ personal development, healthy lifestyle and active citizenship are less prioritised than acquiring knowledge. If we claim that holistic personal development should be an educational goal at every educational stage, then it is necessary to balance knowledge acquisition with its application in order to succeed in personal, civic, and professional life. This requires education content that will enable learners to acquire the knowledge, skills and competences needed to find a job matching one's potential and interests. At the same time, education should stimulate the motivation to study and work, which is a prerequisite for career progress. If education has a narrow focus, then it does not develop learners’ personalities in various aspects, so learners have to develop them elsewhere. Furthermore, they perceive that their school did not develop them in the domains needed for life. As a consequence, people tend to assign education a lower value and demand it less.

Author:

Petra Fridrichová