- 2018Design
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In PISA 2015, Slovakia scored below the OECD countries average in all PISA domains. Dissatisfaction with this resulted in the decision to support interventions financed through the ESF. In 2018, two calls for ESF-funded projects were launched aiming to improve literacy, mathematics and science; they are carried out in basic (ISCED 1 to 2) and grammar schools. 207 projects have been submitted; 100 projects have been approved and 28 have been already contracted. The first projects began in January 2019. The projects are meant to address the low performance of Slovakia in PISA.
Objectives
The calls for specialised projects financed by ESF should encourage basic and secondary schools to start new activities resulting in improvement of performance in PISA domains.
Description
In 2019, ESF-funded projects were launched aiming to improve learners' literacy, mathematics and science competences. They were also carried out in VET schools. The projects enrich school curricula, improve learning environments and offer afternoon activities aiming to improve performance in respective competences via non-formal and informal learning. Although still at their initial stage, the initiatives are already very positively assessed by practitioners including the Slovak Chamber of Teachers. All social partners were involved in the preparation of the calls.
Preparation and launching the calls for ESF projects.
Within the call Linking secondary education and practice for ESF projects, launched in August 2019, addressing inter alia reading literacy, EUR 19.3 million were demanded by project applicants from VET schools out of the total allocation of EUR 30 million.
The call Support for improving educational achievements and competences, for ESF projects, launched in July 2019 with a total allocation of EUR 9.7 million and with eligible applicants outside the education sector (including NGOs and professional associations) resulted in 25 approved projects out of 42 submitted. Some projects conducted by business-related bodies, such as the Union of Electrical Engineering Industry, address improvement in science competences.
A project of the NGO UNI KREDIT focuses on the development of digital competences of secondary school teachers in the Nitra self-governing region, in line with the Digital competence framework (DigComp).
A project of the Trencín Regional Chamber of Slovak Chamber of Commerce is aimed at retraining of teaching staff in secondary schools via a specialised training module focusing on reflecting on labour market needs.
On 31 December 2020, 83 projects with a total budget of approximately EUR 18 million were in progress or contracted, within the call Linking secondary education and practice, aiming to improve key competences of VET students in line with labour market requirements.
Within the call Support for improving educational achievements and competences, 64 projects with a total budget of approximately EUR 9.5 million were in progress or contracted on 31 December 2020.
There were 81 projects in progress within the call Linking secondary education and practice, aiming to improve key competences of VET learners in line with labour market requirements.
Within the call Support for improving educational achievements and competences, new projects emerged run by other applicants than VET schools or school founders. 74 projects were in progress.
At the end of 2022, 81 projects were still in progress within the call Linking secondary education and practice, aiming to improve key competences of VET learners in line with labour market requirements, and 74 projects were in progress within the call Support for improving educational achievements and competences, where NGOs were very active.
In June 2023, the government approved the education ministry's Concept of long-term support for the expansion of innovations including key competence development in education. The document, created by independent experts, aimed to identify and disseminate innovations aligned with the National programme for the development of education (NPDE) and to introduce matching grants for financing eligible activities. The government empowered the education ministry to ensure financing for an innovative scheme. In September 2023, a call for submitting projects within a scheme 'Disseminating innovations into education in schools' was launched to attract diverse legal entities - other than schools but dedicated to enriching the educational environment - to submit projects supporting schools, inter alia, concerning competences interrelated with key competences. Nine strong players, including NGOs with a long history of involvement in education, were supported with a total amount of EUR 950 thousand from the State budget.
In October 2024, the education ministry launched a call for submitting projects within a scheme titled Disseminating successful innovations into education in schools, following a 2023 scheme with a similar focus that explicitly referred to the government's resolution concerning the dissemination of innovations. The allocation for this scheme was EUR 1.38 million as eligible activities were expanded from six to eleven.
Bodies responsible
- Ministry of Education, Research, Development and Youth
- Ministry of Education, Science, Research and Sport (until 2024)
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
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).
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to all kinds of incentives that encourage learners to take part in VET and lifelong learning; VET providers to improve, broaden and update their offer; companies to provide places for apprenticeship and work-based learning, and to stimulate and support learning of their employees. It also includes measures addressing specific challenges of small and medium-sized enterprises (SMEs) willing to create work-based learning opportunities in different sectors. Incentives can be financial (e.g. grants, allowances, tax incentives, levy/grant mechanisms, vouchers, training credits, individual learning accounts) and non-financial (e.g. information/advice on funding opportunities, technical support, mentoring).
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Projects promoting key competences in IVET: 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/28574