The basic analytical framework was based on the education vision formulated in 2016. The vision describes what a quality education system in Slovakia should be like in 2040. The education reform proposal shall contain measures to achieve this vision.

The education vision was designed along three layers. The first layer involved mapping the strengths and weaknesses from pre-primary to higher education level which form the basis for planning the education reforms. The reform can build upon the strengths and develop them further, while the weaknesses must be addressed. Within the second layer, broader development trends in society with impacts on the education system were identified. These trends form a context that is independent from the education system, but has an impact upon it. The third layer consisted of formulating the envisaged state of the education system in Slovakia.

To define the three layers, an expert workshop was held in June 2016. The analytical team of the Learning Makes Sense project prepared the supporting documents covering strengths and weaknesses at each education level. Three working groups (pre-primary to general secondary education, vocational education, and higher education and science) discussed and reviewed these documents. At the same time, major problems in the Slovak education system were selected to be primary analyzed for the team. Each working group consisted of around 10 experts who have been dealing with these particular topics for a long period of time, either in the non-governmental sector, academic research, or in consultancies for international organisations (EC, OECD, WB, etc.). The output of the second layer was a map of broader trends in society as a whole. At the workshop, another working group focused on these issues with participating experts in the fields of demography, economic analysis, labour market, sociology, etc. The third layer drew upon a supporting document based on analyses of studies by international organisations, such as UNESCO, OECD, and the World Bank. The analytical output contained drafts of four possible scenarios for the education vision: education as a source of labour force; education as a human resources incubator; education as a global and local innovation hub; and education as a catalyst of social justice. International education experts discussed the four education vision scenarios at the workshop. At the same time, they were familiarised with the main findings about the strengths and weaknesses of the education system forming the starting point for the reform, as well as the broader development trends Slovakia is facing. Participants in this part of the workshop were international experts with experience in education reform in other countries (e.g. the Czech Republic, Denmark, England, Norway, Sweden, Hungary, the Balkans and the post-Soviet countries), along with participants working in non-governmental organisations, at higher education institutions and in international organisations (EC, CEDEFOP, OECD, the World Bank, etc.).

The education vision was formulated by the team in the Learning Makes Sense project based on the outputs from the specific parts of the workshop devoted to mapping broader trends in the whole of society, along with the strengths and weaknesses of the education system forming the starting point of the education reform. The education vision is the basic analytical framework for the analysis of the Slovak education system.

THE VISION OF EDUCATION IN 2040

Slovakia…

is an attractive, self-confident and innovative country, thanks to its new education system. It values every person and achieves prosperity by investing in human potential. It is a well-governed state that provides high-quality services addressing the needs of its citizens. Slovakia is actively interconnected with the world. It is distinguished by sustainable economic growth that ensures a high standard of living.

Education…

is highly valued in society. It contributes significantly to the happiness and satisfaction of people living in Slovakia. Education enables individuals to develop themselves, and it brings prosperity and coherence to society. It guides members of society to create fair and just rules, innovative and ethical solutions, and to assume responsibility for their own lives. Education respects and appreciates diversity; it is based on the needs and interests of learners, and motivates them to steadily improve thanks to customised support. Education is a quality and accessible public service.

The state…

guarantees equal access to quality education. From early childhood, all individuals have guaranteed access to a basic educational standard, and the state also supports various forms of further education. The state supervises the quality of education provision, collects and evaluates data and on this basis supports public discussion on the establishment and direction of education, science, and research.

The education system…

is governed effectively thanks to a set of simple and comprehensible rules, transparent decision-making, and the ethical behaviour of all stakeholders. The various education levels are open, flexible and allow transition between them. Following attainment of a basic educational standard, there is a wide spectrum of further educational choices available to all. This education system is based on the premise that learning is for life and can also actively shape the world around us.

The content of education…

is defined so as to enable the holistic development of learners. Besides the provision of essential knowledge and the development of relevant competences, it also cultivates learners´ personalities. It supports healthy lifestyle, active citizenship, and ethical behaviour.

Learning environment…

is any place where purposeful learning and exploration take place across various disciplines, with emphasis on comprehension and placement in real-world context. The learning environment can take on different forms and enable learning in diverse ways. Teachers and other experts initiate cooperation with families in the best interests of their children so that they can attain the basic educational standard. Gradually, learners assume responsibility for the path of their education, career and life. The attainment of the basic educational standard enables  learners to continue their studies, acquire qualifications and succeed in their professional career.

Learners…

are supported in their lifelong development and the learning environment strengthens their intrinsic motivation towards constant improvement. Learners have both the right and real opportunities to participate in decision-making about the content and form of their learning, taking their needs and interests into consideration. Learners are provided with a variety of help and support, thanks to which they actively seek out and grasp different opportunities.

Teachers…

are motivated, qualified and reputable professionals, able to recognise learners' talents. They master a wide variety of techniques and can choose the optimal learning method for every learner, in cooperation with other experts in this field. Teachers keep up with current scientific knowledge and involve learners of all ages in active exploration, experimenting with existing information and inventing new connections.

The vision provided a lens through which problems in the Slovak education system were explored at all levels.

The full text of the vision is available here.