- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The importance of environmental education is generally perceived positively. In addition to the education sector, other players, such as the environment ministry, are active.
Objectives
The environment ministry initiated a new grant scheme (Green education fund) to support projects of non-governmental organisations (NGOs) promoting environmental education. This complements the scheme of the education ministry, which supports school projects. A new strategy paper on environmental education can harmonise efforts in this field.
Description
Since October 2017, the Green education fund (GEF), managed by the Slovak Environment Agency and financed from the State budget and private companies, has been active in supporting environmental education. EUR 155 000 were earmarked for 28 NGO-projects at national (11) and regional (17) level. Grants of EUR 10 000 and EUR 5 000, respectively, with 5% joint financing by beneficiaries, supports the provision of class-ready materials and supporting actions (competitions, games, outdoor activities) aiming to raise learners' sensitivity to environmental issues and develop their citizenship competences. 25 of these projects (with a total budget of EUR 142 000) were carried out. This grant scheme was evaluated positively.
Since its revitalisation in 2022, it is financed by the Environmental Fund which receives means also from charging environmental polluters. The Environmental Fund was established by law (587/2004) for the purpose of implementing state support for the care of the environment on the principles of sustainable development. The main mission of the fund is to provide financial resources to applicants in the form of grants or loans to support projects in seven areas, including education.
In addition to direct funding schemes, the ŠIŠKA festival serves as an important platform for networking and knowledge exchange in environmental education. Organised annually in the autumn, the festival brings together teachers,...
Since October 2017, the Green education fund (GEF), managed by the Slovak Environment Agency and financed from the State budget and private companies, has been active in supporting environmental education. EUR 155 000 were earmarked for 28 NGO-projects at national (11) and regional (17) level. Grants of EUR 10 000 and EUR 5 000, respectively, with 5% joint financing by beneficiaries, supports the provision of class-ready materials and supporting actions (competitions, games, outdoor activities) aiming to raise learners' sensitivity to environmental issues and develop their citizenship competences. 25 of these projects (with a total budget of EUR 142 000) were carried out. This grant scheme was evaluated positively.
Since its revitalisation in 2022, it is financed by the Environmental Fund which receives means also from charging environmental polluters. The Environmental Fund was established by law (587/2004) for the purpose of implementing state support for the care of the environment on the principles of sustainable development. The main mission of the fund is to provide financial resources to applicants in the form of grants or loans to support projects in seven areas, including education.
In addition to direct funding schemes, the ŠIŠKA festival serves as an important platform for networking and knowledge exchange in environmental education. Organised annually in the autumn, the festival brings together teachers, coordinators, experts, and environmental education supporters to showcase projects, activities, and tools while fostering collaboration. The event, now in its 26th year as of 2024, is organised by the Slovak Environment Agency and plays a key role in facilitating peer learning and promoting best practices in environmental education.
In the first two years of the Green education fund, aimed at promoting out-of-school environmental education of children and adults, EUR 313 000 was dispersed to more than 50 projects. In November 2019, another call was launched, resulting in support for 17 regional and eight national projects. This grant scheme, initiated by the environment ministry, is managed by the Slovak Environment Agency (SEA), which is the main player supporting out-of-school environmental education. An internet portal, run by SEA, collects and shares information in the field of environmental education.
Each year, small grants are available for schools supporting environmental education. In 2019, 30 projects with a total budget of EUR 50 000 were financed by the education ministry.
In 2019, the policy paper Greener Slovakia: strategy of the environmental policy of the Slovak Republic until 2030, was also published. It is wide and only tackles environmental education briefly.
In January 2020, SEA published the final version of the Concept paper for the development of environmental education and public awareness actions 2030. It contains 46 measures in four areas (capacity building, education supply, further development of the Environmental Education Centre, national coordination).
The action plan of the SEA concept paper addresses two important activities:
- development of environmental educational programmes (EEP) for kindergartens, primary and secondary education, including secondary VET;
- development of interactive digital applications in cooperation with schools.
The experience with piloting EEP in the Banská Bystrica region resulted in the development of specific know-how prioritising outdoor activities. The respective manual was completed in December 2020 and submitted for evaluation. After approval, it will be used for the development of methodologies for teachers and the in-service training course Environmental education for sustainable development.
In cooperation with secondary VET schools, interactive digital applications related to plastic or textile footprints, reducing waste, circular economy and climate change are in progress but hampered by the COVID-19 pandemic.
Projects under the umbrella of the Green Education Fund are in progress, as well as new 2020 projects financed by the education ministry. Of 99 projects submitted, 29, including seven VET projects, were approved and funded by the education ministry with a total budget of EUR 50 000. A Norwegian fund also supports projects in this area: 28 projects (out of 123 submitted proposals) were approved, including three VET projects, with a total budget of EUR 1 000 000.
In April 2021, the Institute for Environmental Policy and the Educational Policy Institute published a common analysis of environmental education in formal education. Based on this analysis, four recommendations were set by the education ministry:
- adoption of the national strategy of environmental education and introduction of periodical national research to collect relevant data;
- updating educational content, themes, goals and teaching methods and expanding the network of environmental education centres;
- supporting school coordinators by a supply of methodologies and improved remuneration;
- introduction of obligatory environmental minimum in graduates' profiles of all teacher training programmes and ensuring appropriate in-service courses.
In 2021, within the annual grant scheme of the education ministry, 396 projects were submitted, of which 27, including three VET projects, were approved and funded by the ministry with a total budget of EUR 49 541. Earlier projects supported by the Norwegian fund were in progress, but no new projects were initiated. The Green education fund is in process of transformation after incorporation into larger existing environmental funds.
Five working groups were created to cover the respective priorities of global education. The working group Environment recommended focusing on participation in activities of communities (local/regional or specific) aimed at solving current problems, thus interlinking environmental education with active citizenship. Suggestions from these working groups will be translated into a new global education strategy to be completed by June 2022. Stronger emphasis on non-formal and informal learning and cooperation between schools with NGOs is also visible in the education ministry's school year guide (formerly titled pedagogical-organisational instructions) for the 2021/22 school year. This has recommendations and links to relevant methodologies, such as a Guide to non-formal environmental education for sustainable development: inspiration for teachers and youth workers, issued by the environment ministry, and to environmental stakeholders.
Support from the environment ministry, such as further development of the environmental portal EWOBOX, disseminating best practice examples, creating additional centres of environmental education serving learners regardless of age, and offering stays of experiential learning, has been confirmed. The portal of environmental education EWOBOX is maintained by the Slovak Environment Agency (SEA) and focuses on networking between people and institutions, including schools. A new environmental online campaign, SEA, composed of 10 thematic activities has been launched. 10 calls are published every month from September 2021 to July 2022. Within each monthly topic, the Teacher in action component of the campaign presents materials and initiatives that are ready for exploitation for teachers and schools from kindergartens to secondary schools.
In 2021, the Department of Ecochemistry and Radioecology at the Faculty of Natural Sciences of the University of SS Cyril and Methodius in Trnava with the support of the State Institute of Vocational Education, organised the fourth Green angel award for secondary students for the best projects addressing the issues of protection and regeneration of the environment. This competition accompanies the national Students' professional activities contest organised by the State Institute of Vocational Education for secondary students interested in science. This traditional competition focuses on excellence, as winners take part in Expo-Sciences International and Expo-Sciences Europe. The Green angel competition is a complementary activity aimed at attracting secondary students in environmental studies via their cooperation with university staff.
The environmental web portal EWOBOX, maintained by the Slovak Environment Agency (SEA), continues its activities, informing about events and disseminating examples of the best practice.
In May 2022, the Green education fund was relaunched. A total of EUR 150 000 was available for NGOs and schools to apply for grants of from EUR 1 000 to EUR 5 000 co-financed at 5%. Schools can support learning activities and training of staff in the following themes: waste and the transition to a circular economy, mitigation and adaptation to the adverse consequences of climate change and air protection, and support and protection of biodiversity, including coexistence with the fauna of the Carpathian Basin. Finally, 44 projects were approved for a total sum of EUR 208 007, of which 40 materialised.
In 2022, within the annual grant scheme of the education ministry, 27 projects, including four projects of VET schools, were supported by the ministry with a total budget of EUR 50 000.
The fifth Green angel competition for secondary students attracted 34 projects and launched the competition for next year.
In December, the education ministry launched the Global education strategy 2023-30 to public debate. The Strategy was delayed to reflect the European declaration on global education to 2050 adopted at the European congress on global education on 3 and 4 November 2022 in Dublin. The Global education action plan 2023-26, which sets out the actions to be taken in relation to the strategy, is under preparation with expected submission to the government in June 2023. The strategy highlights the importance of education for sustainable development necessary for the transition to a green and circular economy and for building a just society for current and future generations in line with Agenda 2030. At the same time, the Ministry of Investments, Regional Development and Informatisation is preparing the Development strategy of the Slovak Republic until 2050, which also aims to update the goals of the national implementation process of the Agenda 2030 in the field of education for sustainable development.
In 2023, within the annual grant scheme of the education ministry, 28 projects, including 9 projects from VET schools, received support with a total budget of EUR 52 000. Project priorities included preventing the consequences of climate change, restoring local ecosystems, reducing air pollution, and maintaining school gardens.
The sixth Green angel competition for secondary students attracted 41 projects.
The Slovak Environment Agency (SEA) launched a call for projects within the Green Education Fund, ultimately approving 151 projects with a total funding of about EUR 1.06 million.
The seventh Green angel competition for secondary students attracted 41 projects. The call for the annual grant scheme of the education ministry was not launched in 2024 due to the changed priority. Available means were redirected to support NGOs in a disseminating innovations scheme aimed inter alia at improving key competences. On the other hand, the Slovak Environment Agency (SEA) launched a call for projects within the Green Education Fund in a total amount of EUR 500 thousand, within which only schools (or a founder of a school if a school is not a legal entity), including VET schools, were eligible applicants. They could apply for project funding of up to EUR 8 000 (with 1% co-financing) for educational activities targeting children and youth, the public, and teaching staff. The activities focused on three topics:
- waste management and transition to a circular economy;
- mitigating and adapting to the adverse consequences of climate change; as well as air protection;
- presenting and supporting the protection of biodiversity and geodiversity (abiotic components).
69 projects were supported, and in December, an additional call within the Green Education Fund was launched to support environmental education via lectures and excursions at institutions active in the three aforementioned areas. Schools are entitled to receive a contribution of up to EUR 3 000.
On 30 August 2024, the Environment Education Centre 'Dropie' was opened, which was renovated within the project, Climate change and environment education centre (Living lab) in Dropie, financed by the European Economic Area (EEA) and Norway grant of EUR 1.2 million. In addition to investments in infrastructure, the project delivered an educational programme, titled Climate change living lab for all types of schools, including VET schools, and a methodological manual for schools prepared in cooperation with Norwegian partners.
Certification of environmental education providers based on quality standards related to four areas: governance, personnel, activity offerings, and operational ecological footprint, is offered under the surveillance of the SEA.
As a follow-up to the revision of the National recovery and resilience plan, the 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: this phase has been completed with curriculum changes approved by the education ministry, affecting the 'Building energy equipment technician' study programme in six schools and the 'Autotronics technician' programme in eight schools;
- development of new continuing professional development (CPD) programmes for pedagogical staff;
- creation of modular continuing VET programmes for adults, focusing on green skills.
Two aforementioned programmes were selected for piloting due to their high impact and potential to reduce carbon dioxide emissions, with additional green programmes to follow. The 'Autotronics technician' programme is expected to expand significantly to other VET schools, while no further expansion is planned for the 'Building energy equipment technician' programme, as the pilot schools can meet the existing demand.
Bodies responsible
- Ministry of Environment
- Ministry of Education, Research, Development and Youth
- Slovak Environmental Agency
- Ministry of Investments, Regional Development and Informatisation
- Ministry of Education, Science, Research and Sport (until 2024)
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- Trainers
- School leaders
Other
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
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).
Green transition and environmental sustainability have a significant place in the EU agenda (Green Deal), including the agenda for VET. This thematic sub-category refers to identifying in cooperation with industry, incorporating into VET curricula and programmes and teaching the skills related and needed for the green transition, including sector- and occupation-specific skills and those across sectors. It covers measures aimed at ‘greening’ VET programmes, including awareness and knowledge about climate change, green technologies and innovation, energy efficiency, circular economy and environmental sustainability. It also includes the use of appropriate learning methods that develop such awareness.
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 is in line with the EU policy focus on the green transition and sustainability, and refers to professional development and other measures to prepare and support teachers and trainers in raising learners’ awareness of the green transition and sustainable development, and teaching and training them on skills necessary for the green transition. It also covers the development and availability of tools and resources on sustainability and green transition for teachers and trainers.
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Environmental education: 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/28577