| The EFA 2000 Assessment: |  |
 |
 |
 |
 |
 |
 |
|
National Coordinator: | |||||||||||||
|
|||||||||||||
Education for All in the Slovak Republic
(- Country report -)
842 44 Bratislava, Slovakia
tel.:/427/654 20 802, ext. 228
fax : /427/654 26 508
e-mail: simcakova@uips.sk
Bratislava 1999
The submitted country report EFA 2000 was prepared by
PhDr. Ludmila Šimcáková, CSc. et al. and partially it fastens upon the country
report EFA from 1995.
The Institute of Information and Prognoses of Education was responsible for production of
the report, while the Ministry of Education of the SR appointed a working team consisting
of workers of the Ministry of Education of the SR, the Institute of Information and
Prognoses in Education, the National Institute for Education, the Research Institute of
Child Psychology and Pathopsychology, the Slovak Pedagogic Library, the Ministry of Health
of the SR, the Ministry of Culture of the SR and the Ministry of Environment of the SR.
The evaluation of the report was based on the documents of the World Declaration on
Education for All and the Framework Action Programme for Meeting Basic Educational Needs
(Jomtien, Thailand, March 1990), as well as on the real state of kindergartens and primary
schools in Slovakia.
The report was assessed by the Ministry of Education of the SR, modified according to
comments and objections, and handed in to UNESCO.
O B S A H
Introduction
1. EFA goals and targets
2. EFA strategy and/or plan of action
EFA strategy and or plan of action: cont.
3. Decision-making and management of EFA
4. Cooperation in EFA
4.1 International cooperation
5. Investments in EFA from 1990)
6. Progress toward goals and targets
Dimension 1: Early Childhood Care and Development
Introduction
1.1 Pre-school educational establishments - characterization
1.1.1 The subject of educational work in pre-school establishments
1.1.2 The cooperation of school and family
1.1.3 The present trends in pre-school establishments
1.1.4 Analysis of indicator 1 - Gross enrolment in early childhood development programmes
1.1.5 Analysis of indicator 2 - Percentage of new entrants to Grade1 who have attended some form of organized early childhood development programme at least one year
1.2 The policy and practice of disabled children involvement
1.3 School in nature
Dimension 2: Primary Education
Introduction
2.1 Primary schools - characterization
2.1.1 The subject of educational work at secondary schools
2.1.2 Accessibility and state of text books and other school accessories
2.1.3 Regarding of regional conditions, environment protection, reducing of AIDS -extend speed, drugs abuse prevention in curricula
2.1.4 Cooperation of school and family, relations in school community
2.1.5 New forms of access and experimental activities at primary school
2.1.6 Analysis of indicators 3 and 4 - Gross and net intake rates in primary education
2.1.7 Analysis of indicators 5 and 6 - Gross and net enrolment ratios in primary education
2.1.8 Analysis of indicators 7 and 8 - Public expenditure on primary education as percentage of Gross National Product (GNP) and of total public expenditure on education (all levels); and public current expenditure on primary education per pupil as percentage of GNP per capita
2.1.9 Analysis of indicators 9 and 10 - Percentage of primary school teachers having the required academic qualifications; and percentage of primary school teachers who are certified to teach according to national standards
2.1.9 Analysis of indicators 9 and 10: cont
2.1.10 Analysis of indicator 11 - Pupil-teacher ratios in primary education
2.1.11 Analysis of indicator 12 - Repetition rates by grade
2.1.12 Analysis of indicators 13 and 14 - Survival rates to grade 5 and coefficients of efficiency
2.2 School club of children
2.3 School in nature
2.4 Special schools
2.5 Centres of leisure time
7. Effectiveness of the EFA strategy, plans and programmes
8., 9., 10. Main problems encountered and anticipated; Public awareness, political will and national capacities; General assessment of the progress
Dimension 3: Learning Achievements and Outcomes
3.1 TIMSS
3.1.1 Results of TIMSS
3.2 Analysis of Indicator 15 – Percentage of pupils who master a set of nationally defined basic learning competencies in literacy in reading and writing, mathematics, and essential skills
3.2.1 MLA – characterisation
3.2.2 The MLA research implementation
3.2.3 Results of the MLA
Dimension 4: Adult Literacy
4.1 Literacy situatio
4.2 Literacy programmes
4.2.1 The project of cultural educational work for Romany children and mother
4.2.2 The project of improvement of literacy and functional literacy of the backward Romany population
4.2.3 Improvement of relations between representatives of police and population on territories with mixed nationalities
4.2.4 Project of improvement of intra- and extra-group communication of the Romany community
4.2.5 Project Roma INTRISSIC Programme
4.2.6 Project Romany assistants of teachers at schools
4.2.7 Educational centres
4.3 Department of Romany culture
4.4 Analysis of indicators 17 and 18 - Number of illiterates - % of the population aged 15 years and more; literacy gender parity index
Dimension 5: Training in Essential Skills
5.1 The field of informatics, computer technology, computer literacy
5.1.1 Preparation of pupils
5.1.2 Preparation of adults
5.2 Environmental education
5.3 Health education
5.4 Education for human rights
5.5 Education for tolerance and international understanding
Dimension 6: Education for Better Living
6.1 Use of the electronic media and print media for educational purposes
6.1.1 Radio broadcasting
6.1.2 Television broadcasting
6.1.3 Press
6.1.4 Libraries (public and educational), museums
6.1.4.1 Public libraries
6.1.4.2 School libraries
6.1.4.2.1 Analysis of situation in school libraries
6.1.4.3 Cultural-educational and educational activities of museums in Slovakia
6.1.5 Distance education
6.2 Policy, management and funding
6.3 Quality, effectiveness and outcomes
11. Policy direction for the future