SLOVAK REPUBLIC OPENS THE DOOR TO MEDIA EDUCATION Nataša Slavíková edu.sk Institution for in Service Teachers' Education and Training

Best practices – the Concept of Media Education An important milestone that to increased efforts for implementation of necessary measures and processes media education was the adoption of the Concept of Media Education in the Slovak Republic In The Context of Lifelong Learning. The Concept adopted by the Government of the Slovak Republic in December 2009, defined key objectives, strategies, procedures and prerequisites for integration of Media Education into formal and informal education initiatives in the field. In developing this legal document have been involved a wide range of experts from various fields (universities, NGOs, researchers, teachers, etc.).

Another positive example In 2008 (as part of the Slovak school education reform) media education was incorporated as a compulsory component of the educational curriculum for pre-primary, primary, lower and higher secondary education Individual kindergartens, primary schools and grammar schools may independently decide on how they will integrate compulsory media education in their curriculum.

Media education can be implemented in several forms: as an integrated part in to the diffrent subjects; This is done 54% schools as an independent subject within the framework of extended lessons (depending on profil of school) - 10% in the form of a project or course-22%

is one of such important subject in formal education launches the new national project financed by the European Social Fund via the operational programme Education. Teachers may through project and 4 accredited programme improve their competencies in the field of Media Education NATIONAL PROJECT MEDIA EDUCATION Institute for In-Service Teachers’ Education and Training in the Slovak Republic, MOTIVATING METHODS IN EDUCATION

Motivating Methods in Education, this project devoted a lot of attention to the production of 33 parts of 15-minutes audiovisual educational programmes from the field of Media Education; The project will include also the compilation of analyses dealing with current status of Media Education. It is scheduled from the year 2013 and should be completed in 2015 and it is intended for 7,000 pedagogical and professional employees, particularly in kindergartens, school clubs and leisure time centres, dormitories, and special educational facilities, special schools, art schools, and conservatories.

Fact that make media education harder Teachers do not work in the green field But sometimes in the mine field. In addition teachers are often lost in virtual world, but children feel there like at home. Media education is also about remedy of existing deformations in relation for example to the violence, sex, nudity, vulgar language and particularly to incorrect values.

For the 21 st century – is typical That development of children since there beginning takes place in front of a screen. Panvisualisation – culture of images displaces the culture of speech (Wartella & Robb, 2005)

The slow pace The progressive integration of media education into the curricula is indeed a positive step, but in relation to the education of teachers and fast pace of development of new technologies it is too slow. My experience is based on 30 years of professional practice in media regulation, legislation, education and in promoting of media education in domestic and foreign context. It is a lifelong topic, but also my headache.

By reform efforts is affected the whole European system of education, Particularly in the field of curricula. It is a change of hierarchy of education goals, Instead of the traditional triad knowledge-abilities- habits with emphasis put on the amount of knowledge in the final form There is a versatile cultivation of a child. Without strengthening of media education we can only hardly implement versatile cultivation.

It is not enough Slovakia opens the door to Media Education. Number of accredited educational programs are increasing. We need stronger, proactive policies to make teachers more media literate. We know that is not easy task. Phenomenon “ media“ it self is comprehensive and multifaceted. Today media have been fully integrated into our everyday life. It cannot be expected that all teachers will become experts on media literacy. Therefore, it is also necessary more to create separate educational programmes at universities that will prepare professionals in this field. Slovakia prepares itself for the new curriculum reform, that should be valid since September I believe that the coming reform will build on positive changes in the field of Media Education it formal education and that it will accept the meaning of Media Education in Digital world as a fully valuable part of the process of education

Conclusion We have a lot to do, you certainly know, that just when we have something finished we get to know that the way is only beginning. Without media literacy we cannot build democracy or indirectly support mediocracy It means, that rather be media literate than not to be. It is never ending story

Thanks for your attention ! Nataša Slavíková Institution for in Service Teachers' Education and Training Slovak Republic edu.sk