New educational model in Slovakia Maria Nogova National

New educational model in Slovakia Maria Nogova National Institute of Education Bratislava

Learning today and working in future

How the pupils learn?

The Educational Model 1 st level State Educational Program Compulsory content, garanteed by state. The output from education is defined by content and performance standards 70% of total number of hours

The Educational Program 1 st level 2 nd level State Educational Program School Educational Program Compulsory content, garanteed by state. The output from education is defined by content and performance standards Program garanteed by school. The content of school program is developed by each school itself 70% of total number of hours 30% of total number of hour

New direction in education UNESCO International Committee 4 pillars Learn to know Learn to act Learn to be Learn to live among people

New direction in education UNESCO International Committee 4 pillars Learn to know Learn to act Learn to be Learn to live among people Objectives in national curriculum Learn to know Learn to act Learn to evaluate Learn to communicate and understand

Three dimension of the educational model Purpose To survive To develop own´s capabilities To live and work in dignity To participate in development of society To improve the quality of one´s life, To make informed decisions, To continue learning (Unesco, 1993)

Three dimension of the educational model Purpose Objectives and key competencies To survive To develop own´s capabilities To live and work in dignity To participate in development of society To improve the quality of one´s life, To make informed decisions, To continue learning (Unesco, 1993)

Three dimension of the educational model Content Purpose Objectives and key competencies To survive To develop own´s capabilities To live and work in dignity To participate in development of society To improve the quality of one´s life, To make informed decisions, To continue learning ( Unesco, 1993)

Content of Education Social and cultural content + Goals and needs of learning

Content of Education Social and cultural content Social and cultural heritage Achievements in science and technology Personal development + Goals and needs of learning

Content of Education Social and cultural content Social and cultural heritage Achievements in science and technology Personal development + Goals and needs of learning Content section is comprised from learning areas, subjects and crosscurricular themes

Learning areas Subjects Cross-Curricular themes

Learning Areas Language and communication Matematics and informatics Man and nature Man and society Man and value The word of labour Physical education and sport Art and culture

State Educational Program subjects Learning Areas Subjects Language and Communication Slovak language Foreign language Mathematics and Informatics Mathematics Informatics Man and Society Civic. History Geography Man and Nature Biologhy Chemistry Physics Man and Value Ethics/ religion ed. Physical and sport Physical ed and sport Art and culture Art (fine art, music) The world of labour technologhy

Design of National Curriculum Learning areas Subject 1. 2. 3 4 Language and Communication Slovak language 3 3 1 st foreign language 4 4 2 nd foreign language 2 2 Mathematics 4 3 3 1 Informatics 1 2 2 2 1 3 2 2 1 1 2 2 0 0 1 1 4 4 7 15 Mathematics and Informatics Man and nature Biology Chemistry Physics . . . Free hours

How the teachers welcome the reform? • Results: • 40% teachers believe, that it is difficult to develop a school educational program

How the teachers welcome the reform? • Results: • 40% teachers believe, that it is difficult to develop a school educational program • 32% teachers should be those, who realize the teaching process a should be focused on methods of teaching rather than on development of pedagogic documents

How the teachers welcome the reform? • Results: • 40% teachers believe, that it is difficult to develop a school educational program • 32% teachers should be those, who realize the teaching process a should be focused on methods of teaching rather than on development of pedagogic documents • For 15% teachers it was easy

Thank you Maria. Nogova@statpedu. sk