- 2020Design
- 2021Approved/Agreed
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The National recovery and resilience plan identified reforms and investments to be supported by the Recovery and resilience facility.
Objectives
The National recovery and resilience plan promotes reforms at all education levels, including VET-related objectives in the components Education for the 21st Century and Increasing the performance of Slovak higher education institutions.
Description
The National recovery and resilience plan sets out a package of reforms and public investments to be implemented by 2026. For programmes at ISCED levels 0 to 5, the component Education for the 21st Century mainly focuses on reforming the curriculum, introducing new education methodologies, and updating textbooks. The main goal of the curriculum reform is to improve learner competences needed for the 21st century (critical thinking, digital and soft skills).
The plan also prioritises teacher training on the new content and form of teaching. The main aim of the teacher training reform is to improve the skills of the pedagogical and professional staff and motivate them to participate in continuing professional development. The reform supports teachers to:
- implement the curriculum reform;
- increase the use of digital technologies in education;
- adapt the learning process to the individual needs of each learner (especially those from socially disadvantaged backgrounds or in a multilingual environment).
Opening free access to teacher training opportunities enables teachers to achieve these goals. The reform should impact initial teacher training as well.
An additional aim of the plan is to foster the publication and distribution of teaching materials and improve school infrastructure, for instance by creating school libraries to be used as educational centres and improving schools' digital equipment.
While the curriculum reform...
The National recovery and resilience plan sets out a package of reforms and public investments to be implemented by 2026. For programmes at ISCED levels 0 to 5, the component Education for the 21st Century mainly focuses on reforming the curriculum, introducing new education methodologies, and updating textbooks. The main goal of the curriculum reform is to improve learner competences needed for the 21st century (critical thinking, digital and soft skills).
The plan also prioritises teacher training on the new content and form of teaching. The main aim of the teacher training reform is to improve the skills of the pedagogical and professional staff and motivate them to participate in continuing professional development. The reform supports teachers to:
- implement the curriculum reform;
- increase the use of digital technologies in education;
- adapt the learning process to the individual needs of each learner (especially those from socially disadvantaged backgrounds or in a multilingual environment).
Opening free access to teacher training opportunities enables teachers to achieve these goals. The reform should impact initial teacher training as well.
An additional aim of the plan is to foster the publication and distribution of teaching materials and improve school infrastructure, for instance by creating school libraries to be used as educational centres and improving schools' digital equipment.
While the curriculum reform focuses predominantly on education programmes at ISCED levels 1 and 2, reforms addressing upper secondary education, also affect VET schools.
The curriculum reform has a projected budget of approximately EUR 100 million. Of this EUR 42 million is allocated to the creation and implementation of a new curriculum (including the development of digital support tools), EUR 44.5 million for systemic procurement of textbooks and EUR 13.5 million to expand electronic testing and implementing an online maturita school-leaving examination. A budget of approximately EUR 50 million is earmarked for teacher training. Investment in the digitisation of schools is planned at approximately EUR 187 million, while EUR 123 million will be allocated to school infrastructure-, including EUR 15 million for the renewal of school libraries to function as education centres.
In higher education, 'Increasing the performance of Slovak higher education institutions' component of the National recovery and resilience plan brings important systemic changes with a potential impact on tertiary VET. The plan introduces financial stimuli to increase the number and enrich the variety of professionally oriented bachelor degree programmes and short-cycle tertiary programmes. Developing new or modernising existing practical training premises for professional bachelor's programmes is explicitly indicated among investment priorities.
The preparation of the National recovery and resilience plan started in summer 2020.
In March 2021, the National recovery and resilience plan (RRP) was submitted for public consultation. On 28 April 2021, it was adopted by the government, on 21 June 2021 it was endorsed by the European Commission, and on 13 July 2021 adopted by the EU economic and finance ministers. With 43% of the total financing for RRP supporting climate objectives and 21% supporting a digital transition, it exceeds the required minimum allocations set by the EU regulation. Nevertheless, the RRP pays only a little attention to VET. VET schools will benefit from the related investments in digital equipment and renewing facilities. The most important change is abolishing a 'dead-end-stream' of initial VET. It is related to redesigning ISCED 253 programmes, as these programmes did not allow to progress to higher levels of formal education. The most important measure is the retraining of 172 800 seniors and disadvantaged working age adults in digital skills, following a pilot project. The introduction of individual learning accounts under discussion was not included in the RRP. However, it was incorporated in the Lifelong learning and counselling strategy for 2021-30, approved by the government on 24 November 2021.
As part of the National recovery and resilience plan (RRP), the component 'Accessibility, development and quality of inclusive education' includes Investment 1, 'Removing barriers in school buildings at all levels of the education system'. On 24 August 2022 the education ministry launched the call 'Removing barriers in buildings/removing architectural barriers in larger secondary schools'. Schools with a minimum of 275 students as of 15 September 2021 are eligible to apply. The education ministry has identified a list of 375 secondary grammar and VET schools, each eligible for the maximum funding amount of EUR 130 000. The total indicative budget for this call is EUR 32 607 212. The period for eligibile expenses ends on 30 June 2025, by which time the architectural barriers in buildings must be removed.
In connection with the RRP, under the component 'Education for the 21st Century', Reform 2 'Preparation and development of teachers for new content and form of teaching (change in initial teacher training and strengthening of professional development of teachers)', schools could apply from 19 December 2022 until 20 January 2023 for funding for teacher retraining of at least 20 hours and up to 24 hours focusing on three areas:
- revision of school curriculum to support the creation of its own innovative school educational programme (school curriculum);
- inclusive education to prepare educators how to adapt their teaching to meet the individual needs of students with special educational needs;
- the development of digital skills focusing on improving the quality of work in the digital environment, including cyber security and cyberbullying prevention
In June 2022, Slovakia received the RRP first payment for the implementation of 14 milestones (of which three related to higher education) in the amount of EUR 398.7 million after the deduction of the respective part of pre-financing that Slovakia received in 2021 in a total amount of EUR 822.7 million.
In March 2023, Slovakia received the RRP second payment of EUR 708.8 million after the deduction of the respective part of pre-financing for fulfilling 14 milestones and two targets among which debarierisation of school buildings, simplified recognition procedure of regulated professions, improving digital skills of seniors. In September 2023, Slovakia submitted an application to the European Commission for the third payment, based on fulfilling of 27 milestones and two targets (out of which seven related to education, however without a direct impact on VET. In December 2023, Slovakia received the third payment of EUR 662.36 million after the deduction of the respective part of pre-financing.
On 26 April 2023, the government approved an amendment to the RRP by adding a new REPowerEU chapter. It contains a reform aligned with Goal 13 of the Agenda 2030 supported by an envisaged investment of EUR 14.74 million in improving conditions for the development of green skills.
In October 2024, the European Commission approved the fulfilment of all milestones for the fourth payment of EUR 799 million after the deduction of the respective part of pre-financing. Among the three education-related milestones, two are directly relevant for secondary VET. One is a legislative amendment addressing the prevention of early school leaving and transforming ISCED 253 programmes, which were previously considered a dead-end path. The second is legislative changes in continuing professional development of pedagogical and professional staff translated into practice, including the creation of competence portfolios as a crucial instrument for assessment of individual development and progress. Long-awaited training of staff funded by RRP aimed at equipping educators with '21st-century skills' started in autumn 2024. This training focuses on enabling staff to exploit newly delivered digital equipment and content in particular.
As part of the revised RRP, the national 2023-26 project REPowerEU - Development of green skills is being implemented by the State Institute of Vocational Education. The project consists of three parts: adaptation of existing VET programmes in secondary VET schools, developing new programmes of continuing professional development for pedagogical staff, and creating modular continuing VET programmes for adults, all focusing on green skills.
In December 2024, Slovakia requested the fifth payment for implementing the measures resulting from the recovery plan, amounting to almost EUR 598 million. Three milestones concern the area of education
- Adoption of legislative changes that will introduce the definition of segregation into law and the creation of methodological materials for the implementation of desegregation;
- Percentage of trained teachers (55%), in particular in preparation for the new curriculum, inclusive education and digital skills;
- Performance contracts signed with public universities; At least two calls for proposals to support the strategic development of universities concluded.
Bodies responsible
- Government Office of the Slovak Republic
Target groups
Learners
- Learners in upper secondary, including apprentices
- Learners at risk of early leaving or/and early leavers
- Learners with disabilities
- Older workers and employees (55 - 64 years old)
- Learners from other groups at risk of exclusion (minorities, people with fewer opportunities due to geographical location or social-economic disadvantaged position)
Education professionals
- Teachers
- School leaders
Thematic categories
Modernising VET infrastructure
This thematic category looks at how VET schools and companies providing VET are supported to update and upgrade their physical infrastructure for teaching and learning, including digital and green technologies, so that learners in all VET programmes and specialities have access to state-of-the-art equipment and are able to acquire relevant and up-to-date vocational and technical skills and competences. Modernising infrastructure in remote and rural areas increases the inclusiveness of VET and LLL.
This thematic sub-category focuses on establishing and upgrading to state-of-the-art digital infrastructure, equipment and technology, such as computers, hardware, connectivity and good broadband speed that should ensure quality and inclusive VET provision, especially in blended and virtual modes. It also includes specific measures to remove the digital divide, e.g. supporting geographically remote or rural areas to ensure social inclusion through access to such infrastructure for learning and teaching. It also includes support measures for learners from socially disadvantaged backgrounds to acquire the necessary equipment.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category focuses on developing and updating all kinds of learning resources and materials, both for learners and for teachers and trainers (e.g. teachers handbooks or manuals), to embrace current and evolving content and modes of learning. These activities target all kinds of formats: hard copy and digital publications, learning websites and platforms, tools for learner self-assessment of progress, ICT-based simulators, virtual and augmented reality, etc.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). National recovery and resilience plan: Slovakia. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/39325