Slovak Republic

Context

The Slovak Republic scored below the OECD average in science in PISA 2015, with a mean score of 460 points, compared to the OECD average of 493 points. Performance in science has declined across PISA cycles with an average score change of -10.2 score points, and performance in reading and mathematics performance has also decreased. Socio-economic status had higher-than-average impact on science performance in PISA 2015, explaining 16% of the variance in performance (OECD average: 12.9%). The impact of ESCS on performance in science has not changed since 2006. There was no significant gender difference in science performance in PISA 2015. Immigrant students make up 1.2% of the student population of 15-year-olds in the Slovak Republic, a proportion which is among the lowest in the OECD (OECD average: 12.5%). At the same time, performance differences between immigrant and non-immigrant students are among the highest in the OECD. Immigrants scored on average 73 score points lower than non-immigrants in science in PISA 2015, compared to the OECD average of 31 score points.

Enrolment of 3-year-olds in ECEC and pre-primary education was lower than the OECD average in 2015, at 60.3% (OECD average: 77.8%). At age 3, children can attend either kindergarten (Materská škola) or special kindergarten (Špeciálna materská škola). Both programmes last three years. At age 6, children from socially disadvantaged families can attend a “year zero” in basic school to achieve school readiness (Nultý ročník). Children age 6 with a health disability can also attend a one-year preparatory class in special schools (Prípravné triedy v špeciálnej škole). The National Education Programme provides a set of curriculum guidelines for the provision of education and care for 3-5 year-olds. Compulsory education in the Slovak Republic begins at age 6 and ends at age 16, shorter than the typical duration across the OECD. Students are first tracked into different educational pathways at age 11, earlier than the OECD average of age 14. General upper secondary education in the Slovak Republic is offered in gymnasiums (gymnáziá) in four-year or eight-year programmes. Gymnasiums are highly selective. Their programmes lead to the Maturita, the secondary leaving certificate that provides access to tertiary education.

VET is offered by secondary vocational schools (stredná odborná škola), which specialise in different fields of study, ranging from traditional industrial fields and crafts to economics and management. Individual programs lead to either Maturita (ISCED 3A), Maturita and an apprenticeship certificate (ISCED 3A), or an apprenticeship certificate only (ISCED 3C). Students who do not successfully complete basic school may continue their studies in a secondary vocational school and receive a lower secondary vocational education certificate (ISCED 2C).

In the OECD Survey of Adult Skills in 2012 and 2015, adult literacy scores in the Slovak Republic were higher than the OECD average, at 274 points, compared to the OECD average of 268 points. The gap in literacy skills between older adults (age 55-65) and younger adults (age 25-34) was lower than the OECD average. The proportion of the population aged 25-64 with lower secondary education as the highest level of attainment in the Slovak Republic is lower than the OECD average, with an attainment rate of 7.6% in 2016, compared to the OECD average of 14.3%. NEET rates (the proportion of those aged 18-24 that are neither employed nor in education or training) are close to the OECD average, at 15.3%, compared to the OECD average of 15.3%. The percentage of the population aged 25-34 with a tertiary-level qualification is lower than the OECD average, at 33.4% in 2016, compared to the OECD average of 43.1%. Employment rates for 25-34 year-olds with tertiary education are lower than the OECD average. In 2016, 77.4% were employed, while the OECD average rate was 82.9%.

Figure 7.21. Selected indicators compared with the average: Slovak Republic

Note: For each indicator, the absolute performance is standardised (normalised) using a normative score ranging from 0 to 220, where 100 was set at the average, taking into account all OECD countries with available data in each case.

Sources: OECD (2016), PISA 2015 Results (Volume I): Excellence and Equity in Education, PISA, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264266490-en; OECD (2016), Skills Matter: Further Results from the Survey of Adult Skills, OECD Publishing, Paris, http://dx.doi.org/10.1787/9789264258051-en; OECD (2017), Education at a Glance 2017: OECD Indicators, OECD Publishing, Paris, http://dx.doi.org/10.1787/eag-2017-en.

StatLink  http://dx.doi.org/10.1787/888933733182

Evolution of key education policy priorities

Table 7.21. Evolution of key education policy priorities, Slovak Republic (2008-17)
Identified by	Equity and quality	Preparing students for the future
Selected OECD country-based work, 2008-171	The OECD found that efficiency in the provision of education services could be improved and also noted issues related to ongoing demographic changes and general low equity performance of schools. Regional disparities in student outcomes are among the highest in OECD countries. Students from disadvantaged socio-economic backgrounds, especially in the Eastern part of the country, have among the lowest education outcomes in the OECD. [2015]	Evidence indicates large regional variations in the proportions of NEETs, with certain regions having relatively high levels of NEETs compared to Bratislava. A weak link between VET and businesses has been identified by employers as an important barrier to regional development. Tertiary attainment is rising but remains below average. Measures are needed to further increase the quality and attractiveness of tertiary education, in order to produce more graduates with the high-level job skills needed to sustain the income convergence process and better adapt to rapid labour market changes. [2014; 2017]
Evolution of responses to EPO Surveys, 2013 and 2016-17	Children from disadvantaged socio-economic backgrounds still encounter challenges in accessing quality education. In 2015, the European Commission initiated an infringement proceeding against the Slovak Republic for breaching EU anti-discrimination legislation in regard to the treatment of Roma children in school. [2013; 2016-17]	Challenges persist in the quality of the VET system, and the school-to-work transition of students. [2013; 2016-17]
1. See Annex A, Table A A.3 for the list of OECD publications consulted for this snapshot.

Selected education policy responses

A reform is expected to enter into force in 2018 to provide greater flexibility to the higher education system in the Slovak Republic. The 2013 amendment to the Higher Education Act resulted in stricter rules for reaccreditation of most universities within the “complex accreditation” process. It also took into account internal systems of quality control. Complex accreditation is a process under which, every six years, the Accreditation Commission reviews and evaluates education and research and development activities of individual universities, along with corresponding personal, material and technical information. The intention of the next reform is to simplify the accreditation process, opening it up to applicants from abroad or to those who have been professionally active in the industry segment relevant to the field of study, and to reinforce the staff and competence of the Accreditation Commission. Accreditation is proposed to be awarded based on fields of study rather than programmes of study. Academic titles will be cancelled, and only the corresponding functional positions retained (OECD, 2015c).

• Progress or impact: In 2017, reforms to the Accreditation Committee were put forward: to fulfil international standards; to become a member of the European Association for Quality Assurance in Higher Education (ENQA); and to increase the transparency and independence of accreditation (granting accreditation to study fields rather than study programmes (EC, 2017i; EC, 2016e). According to the European Commission, aiding the Commission to become a member of the ENQA could help to improve the work of the Commission (EC, 2015d). It was found that, although there is consensus on the need to fulfil European guidelines on accreditation, stakeholders have divergent perspectives on how to approach it. The Higher Education Council and the Rectors Conference have expressed dissatisfaction with the legislative proposal (EC, 2017i).

Additional education policies of potential interest to other countries

• The National project for the support of dual education (2016) aims to implement a dual education system in the relevant curricula and study fields. It aims to: 1) deepen the interconnection between employers and secondary school students; 2) create a unified information environment for the dual education system; and 3) enhance implementation processes, VET and the preparation of instructors, masters and teachers to perform these tasks. It is co-financed by the ESF.

• An amendment on VET is set to enter into force in 2018. It contains a number of measures to enhance the dual system and align study offer and learning paths of students with labour market needs. It aims to support small and medium-sized enterprises to participate in dual VET and to create conditions for eDffective career guidance. It seeks to tackle financial disincentives that discourage schools from getting involved in Dual VET. Regulation of study places in VET schools better reflecting labour market needs and co-operation of schools with employers are planned.

More information available at: www.oecd.org/education/policyoutlook.htm.