1. New educational model in Slovakia Maria Nogova National Institute of Education Bratislava

2. Learning today and working in future

3. How the pupils learn?

4. The Educational Model 1st level State Educational Program Compulsory content, garanteed by state. The output from education is defined by content and performance standards 70% of total number of hours

5. 1st level State Educational Program 2nd level School Educational Program Compulsory content, garanteed by state. The output from education is defined by content and performance standards Program garanteed by school. The content of school program is developed by each school itself 70% of total number of hours 30% of total number of hours The Educational Program

6. New direction in education UNESCO International Committee 4 pillars Learn to know Learn to act Learn to be Learn to live among people

7. New direction in education UNESCO International Committee 4 pillars Learn to know Learn to act Learn to be Learn to live among people Objectives in national curriculum Learn to know Learn to act Learn to evaluate Learn to communicate and understand

8. Three dimension of the educational model Purpose To survive To develop own´s capabilities To live and work in dignity To participate in development of society To improve the quality of one´s life, To make informed decisions, To continue learning (Unesco, 1993)

9. Three dimension of the educational model Purpose Objectives and key competencies To survive To develop own´s capabilities To live and work in dignity To participate in development of society To improve the quality of one´s life, To make informed decisions, To continue learning (Unesco, 1993)

10. Three dimension of the educational model Purpose Objectives and key competencies Content To survive To develop own´s capabilities To live and work in dignity To participate in development of society To improve the quality of one´s life, To make informed decisions, To continue learning ( Unesco, 1993)

11. Content of Education Social and cultural content Goals and needs of learning +

12. Content of Education Social and cultural content Goals and needs of learning Social and cultural heritage Achievements in science and technology Personal development +

13. Content of Education Social and cultural content Goals and needs of learning Social and cultural heritage Achievements in science and technology Personal development + Content section is comprised from learning areas, subjects and crosscurricular themes

14. Cross-Curricular themes Learning areas Subjects

15. Learning Areas Language and communication Matematics and informatics Man and nature Man and society Man and value The word of labour Physical education and sport Art and culture

16. State Educational Program - subjects Learning AreasSubjects Language and CommunicationSlovak language Foreign language Mathematics and InformaticsMathematics Informatics Man and SocietyCivic. History Geography Man and NatureBiologhy Chemistry Physics Man and ValueEthics/ religion ed. Physical and sportPhysical ed and sport Art and cultureArt (fine art, music) The world of labourtechnologhy

17. Design of National Curriculum Learning areas Subject1.2.34 Language and Communication Slovak language 3333 1st foreign language 4444 2nd foreign language 2222 Mathematics and Informatics Mathematics 4331 Informatics 1110 Man and natureBiology 2310 Chemistry 2221 Physics 2221... Free hours 44715

18. How the teachers welcome the reform? Results: 40% teachers believe, that it is difficult to develop a school educational program

19. How the teachers welcome the reform? Results: 40% teachers believe, that it is difficult to develop a school educational program 32% teachers should be those, who realize the teaching process a should be focused on methods of teaching rather than on development of pedagogic documents

20. How the teachers welcome the reform? Results: 40% teachers believe, that it is difficult to develop a school educational program 32% teachers should be those, who realize the teaching process a should be focused on methods of teaching rather than on development of pedagogic documents For 15% teachers it was easy

21. Thank you Maria.Nogova@statpedu.sk