- 2016Approved/Agreed
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In PISA 2015, learners in Slovakia achieved 453 points in reading literacy, which was significantly below the OECD average and the performance in PISA 2009 (477 points). This poor performance resulted in a vivid public debate and calls for intervention.
Objectives
The strategy was created as a response to unfavourable PISA results. 21 specific goals were identified. The medium-term aim was to reach the average level of the OECD countries in PISA 2018 reading literacy.
Description
In 2016, the education ministry submitted to the government a Strategy for enhancing the level and continuous development of reading literacy. The 2016/17 school year was declared 'year of reading literacy', accompanied by diverse activities, including competitions. The State School Inspectorate published a report on monitoring reading literacy in basic and secondary schools. A survey on a sample of 3 863 secondary learners was conducted in February 2017. Grammar school learners achieved significantly better results than VET school learners; girls in VET schools performed significantly better than boys. A significant difference in performance was also found between learners from large and small schools due to the better infrastructure that large schools have. A new in-service teacher training programme, Motivating students' reading comprehension, was accredited by the education ministry and entered into force on 27 June 2017.
The Strategy for enhancing the level and continuous development of reading literacy set the target for the country to reach at least the OECD countries' average. This target was not met, despite several activities initiated by the strategy, such as setting individual school plans to improve reading literacy or retraining of teachers, and relevant ESF projects. It was, however, unrealistic to expect a significant improvement in such a short time.
In 2019, the ESF projects in support of the better performance of general education students in PISA domains including reading literacy were in progress. In August 2019, a similar call to address VET students was launched.
Within the call for ESF projects, Linking secondary education and practice, launched in August 2019, 83 projects with a total allocation of EUR 18 127 750.82 had been selected for funding by 31 December 2020.
81 projects approved within the call for ESF projects, Linking secondary education and practice, are being implemented.
At the end of 2022, 81 projects were still in progress within the call Linking secondary education and practice.
Under the influence of the National strategy for enhancing the level and continuous development of reading literacy, 'coordinators for the development of reading literacy' and plans to support the development of reading literacy have been introduced in schools. This position is now legally established under legislation (138/2029), allowing the school director to appoint a suitable staff member for additional duties. This person is responsible for supporting colleagues in integrating relevant activities into their subjects, ensuring coordination, and organising in-service training if needed.With the conclusion of the 'year of reading literacy' in the 2016/17 school year, activities specifically focused on the development of reading literacy are diminishing. However, projects related to the development of reading literacy continue to be implemented under financial schemes with a broader scope (e.g., key competences, basic skills, innovativeness). In-service training of teachers to support the improvement of reading literacy is also offered by the National Institute of Education and Youth (NIVAM). Nevertheless, discussions about new strategies were revived by low results in reading literacy according to the PISA 2022 results. In PISA 2022, the average score of learners in Slovakia in reading literacy was 447 points, significantly below the OECD average of 476 points and a drop of 11 points compared to PISA 2018. Moreover, 35.4% of Slovak pupils were classified as being in the risk group, a significant increase compared to 31.4% in 2018.
The shockingly low PISA results in 2022, described as a 'national tragedy' by the education minister, revived discussions about the potential role of a strong national coordinating body to support the national strategy for developing reading literacy, which has not yet been created. There are also concerns about the lack of sufficiently deep support for research on reading literacy, which negatively affects the production of materials that could help improve teaching practices in schools. Some progress is visible in the exploitation of digital content and IT, in relation to improving digital literacy. In eight schools an AI co-pilot is being piloted to study its potential for explicitly improving reading literacy.
Bodies responsible
- Ministry of Education, Research, Development and Youth
- State School Inspectorate
- National Institute of Education and Youth (NIVAM)
- Ministry of Education, Science, Research and Sport (until 2024)
- National Institute for Certified Educational Measurements (until 2022)
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- School leaders
Entities providing VET
- VET providers (all kinds)
Thematic categories
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 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.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Strategy for enhancing the level and continuous development of reading literacy: 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/28573