Slovakia - learning region development summary

The country has an area of 49,034 km2 with 5,379,455 inhabitants and a population density of 110 inhabitants per km2 (Census, 26th May 2001). A total of 55 % of the population lives in urban areas and 45 % in rural areas. There were 5,424,925 inhabitants in Slovakia as of 31st December 2009, according to the Statistical Office (ŠÚ, Štatistický úrad) estimation.

Since 1949 (except 1990–1996), Slovakia has been divided into a number of kraje (singular kraj; usually translated as "Regions" with capital R). There are currently eight regions of Slovakia. Each kraj consists of okresy (counties). There are currently 79 District.

Self-governing regions assisted by Regional VET Councils and supported  by Sectoral VET

Councils expertise have to develop regional VET strategies. These regional strategies are expected to be worked out in close cooperation with social partners, in particular employers. They should be fed by the plans of labour market needs and by explications of labour market needs on secondary VET qualifications.  (REFERNET)


Adult education includes the further professional education, the special-interest and civic education.


Country contribution to Learning regions and cities

Program ESPON 2013 prijala Európska komisia a v súčasnosti sa na ňom podieľa nielen všetkých 27 krajín Európskej únie, ale aj Island, Lichtenštajnsko, Nórsko a Švajčiarsko. Aj ďalšie európske krajiny a Turecko, figurujúce ako kandidátske krajiny Európskej únie, vyjadrili záujem zapojiť sa v budúcnosti do tohto programu.


Summary of materials relating to this country which are now on the EUROlocal site

CELODIN - Central European Local Development Information Network Its members in Hungary, Slovakia, Romania, Poland and Czech Republic support local initiatives and organisations through education, consulting, providing information and exchange of experience.

European  territorial  cooperation  programme covering the  period  2007-2013.  The programme is called “Central Europe” and is aimed at transnational cooperation between eight Member States. The Member States involved are the Czech Republic, Germany (territories in the East and South), Italy (territories in the North-East), Hungary, Austria, Poland, Slovenia and Slovakia.

Cross-border Cooperation Operational Programme between Slovakia and the Czech Republic. The following regions along the Slovak-Czech border: Trnavský kraj, Trenčianský kraj and Žilinský kraj in Slovakia; Jihomoravský kraj, Zlínský kraj and Moravskoslezský kraj in the Czech Republic.

Cross-border Cooperation Operational Programme between Poland and Slovakia for the period 2007-2013. The Programme involves providing Community support as part of the European Regional Development Fund (ERDF) for specific Polish and Slovakian regions that lie along their common border: Bielsko-Bialski, Nowosądecki and Krośnieńsko-Przemyski, Žilinský kraj and Prešovský kraj


Significant examples of learning regions or cities in this country

 Light and Dark Times – The Value of Career Guidance in an Economic Crisis”, released by the Executive Committee of the International Association for Educational and Vocational Guidance in Jyväskylä, Finland, in June 2009 was translated into Slovak and subsequently published in "Zamestnanost a socialna politika" (Employment and Social Policy), a monthly journal published jointly by the Ministry of Labour, Social Affairs and Family and the Central Office of Labour, Social Affairs and Family. The article (in Slovak – "Dobré a zlé   časy - hodnota kariérového poradenstva v ekonomickej kríze“) was published in August 2009 issue

- 35 000 paper copies were disseminated to 46 local Offices of Labour, Social Affairs and

Family, to other ministries, governmental institutions, members of the parliament, and social partners. The journal is published also on the ÚPSVaR website


Links to Strategic Framework for European Co-operation in Education and Training (ET2020)

Strategic objective 1,

Making lifelong learning and mobility a reality, this objective recognises that lifelong learning has become a greater priority and a new reality in all of our lives due to several factors including the explosion of information and knowledge and increasing individualisation in society. (give examples if possible)

There have been several national projects aimed at improvement of the population competences in communication technologies within the framework of the continuing vocational education.  The  projects  include,  particularly,  Open  School,  Infovek  or  Digital Sturism (Digitálne štúrovstvo, the project is named after the 19th century enlightened personality Ľudovít Štúr). The ICT courses are also frequent offers in educational activities, which are provided by centres of labour, social work and family.  The target groups of the courses are unemployed citizens and job-seekers. Development in the field of information and communication technologies was also influenced by the significant strategic document – the National Lisbon Strategy for Slovakia (2005), which lays emphasis upon construction of a high-quality information and communication infrastructure at accessible price within the framework of the entire Slovak Republic.


Objective 3,

Promoting equity, social cohesion and active citizenship, requires education and training policies to enable all citizens regardless of background to acquire and update job-specific skills and key competencies needed for employability and to foster further learning, active citizenship and intercultural dialogue.  (give examples if possible)

The National Project “100“focused on support for citizens at risk of mass dismissal as a consequence of the global financial crisis. The project was intended for all regions except the Bratislava Region. It included two activities: Activity 1 “Guidance and support for employees at risk of job loss as a result of the global financial crisis”, and Activity 2 “Training of citizens at risk of mass dismissal as a consequence of the global financial crisis”. Within the second activity 1,980 people were planned to be trained between 30th January 2009 and 31st January 2011. Activities should have been focused on support for education and training of the target group tailored according to specific requirements and needs of potential employers, or current employers in case of changes in their production schedule or implementation of new technologies; support for targeted training focused on self- employment and support for training focused on development of key skills. (REFERNET)


Final Summary of country in relation to LLL future work

Academia Istropolitana, an institution directly managed by the Ministry of Education (MŠ, Ministerstvo školstva), was appointed the task to elaborate the background documents for the policy paper aimed at the further development of lifelong learning and lifelong guidance measures till 2015 making use of the ESF project the Creation, Development and Implementation of an Open System of Life-long Learning in the SR for the Labour Market (Tvorba, rozvoj a implementácia otvoreného systému celoživotného vzdelávania v SR pre potreby trhu práce). Subsequently, the Strategy of Lifelong Learning and Lifelong Guidance (Stratégia celoživotného vzdelávania a celoživotného poradenstva) was adopted by the government. (REFERNET)

The issues of life-long guidance are covered by the National Forum of Life-long Counselling (recently it has lower number of members and is oriented more on the area of career development and in-service training), which implements its activities in frame of National Institute for Life-long Learning, which is directly managed institution by the Ministry of Education, Science and Sport of SR.