3. Department of Botany and Genetics 1968-1969 Department of Biology 1963 Department of Biology 1963-1968 Laboratory of Radiobiology 1963-1968 Department of General Biology 1968-1990 Department of Genetics 1969-1972 Department of Botany 1969-1972 Department of Ecological and Systematic Zoology 1969-1972 Department of Special Biology 1972-1990 Department of Anthropology and Zoology 1990-1999 Department of Cell and Molecular Biology 1990-2002 Department of Anomal and Human Physiology 1990-2002 Department of Experimental Botany and Genetics 1990-2002 Department of Zoology and Ecology 1999-2002 Institite of Biology and Ecology since 2002

4. Conception of academic activities was built up on traditional values and reflected positive changes after1990 Traditional values conception of medicinal plant research since 1972 and position of the Department within former Czechoslovakia and Europe establishment of Plant Biotechnology and Cryobiology laboratories at the beginning of eighties Changes after 1990... new concept of higher education new challenges for cooperation in science

5. Education of 2 nd and 3 rd cycles Accreditation since 2003 2 nd cycle: Genetics and molecular cytology 3 rd cycle: Genetics

6. Education of 2 nd cycle Courses 1 st cycle: Genetics 2 nd cycle: Genetics and Molecular Cytology Evolutionary Biology (Molecular Evolution) Cytogenetics and Karyology Model organisms in Genetics Plant Biotechnology Human Genetics Population Genetics Functional Plant Genomics Gene Manipulations in Plants Genetic Seminar

7. Doctoral graduates within the years 2002-2012 V. Švehlíková (Genetics 2002) K. Bruňáková (General Biology 2003) P. Saxová (General Biology 2003) J. Koperdáková (Genetics 2006) M. Urbanová (Genetics 2006) J. Košuth (Genetics 2007) Z. Katkovčinová (Genetics 2008) H. Košuthová Komarovská (Genetics 2010) M. Skyba (Genetics 2011)

8. Doctoral graduates in Genetics within the years 2002-2012 from Department of Cell Biology J. Kovaľ R. Jendželovský L. Kuliková M. Kello P. Ferenc M. Bačkorová

9. Vision  rational integration of research (identification of integral elements and critical mass)  integration into ERA through collaborative European programmes  positively motivate students in both, formal and informal education programmes by creativity support  Increase number of doctoral students  Improve infrastructure in education by research Research and Education

10. Vision Quality vs. quantity and a balance between them... in research, education... everything around...