Forthcoming Policy Developments

• Amendment to the Education Act (2025)
  Adopted in January 2025, this amendment introduces several structural and pedagogical changes:
  • Municipalities are now required to ensure the enrollment of all children in primary schools, with adaptation classes replacing previous specialized classes for foreign pupils by the end of the 2024/2025 school year.
  • Afternoon shifts in schools are restricted and permitted only under specific conditions until August 2029.
  • New requirements for formative and summative assessment are introduced, and foreign pupils with less than one year of residence in Slovakia may be exempted from certain external assessments.
  • A ban on mobile phone use during lessons is enforced for grades 1–3, with limited use allowed in higher grades for educational purposes under teacher supervision.
• Curriculum Reform for Primary and Lower Secondary Education
  A new State Educational Programme, approved in May 2023, is being gradually implemented:
  • It emphasizes critical thinking, digital literacy, and soft skills aligned with 21st-century needs.
  • The reform began in September 2023 in 40 pilot schools and is scheduled for full implementation by the 2026/2027 school year.
  • It introduces revised learning outcomes, school-leaver profiles, and updated educational standards for key stages (grades 3, 5, and 9).
• Support Measures for Ukrainian Pupils in Bratislava
  Targeted support programmes have been piloted in Bratislava primary schools, including:
  • Psychosocial support provided by Ukrainian field workers.
  • Slovak language instruction delivered by specialized tutors. Evaluations show positive impacts on pupils’ well-being and integration, though coordination and intensity of support remain areas for improvement.
• Proposals under Public Debate
  • A mandatory mathematics graduation exam is proposed for students in gymnasiums and vocational schools. While intended to improve math proficiency, it has drawn criticism for lacking evidence of effectiveness and potentially demotivating students.
  • A performance-based pay supplement for teachers (ranging from 2% to 50%) is also under discussion. Concerns have been raised about the fairness of evaluation processes and the readiness of school leadership to implement such a system.

Ongoing debates

• Mathematics Graduation Exam: Critics argue that mandatory math exams may negatively affect student motivation and disproportionately impact those already struggling with the subject.
• Teacher Performance Pay: Public and expert discussions focus on the potential risks of linking pay to subjective evaluations, and whether such measures will genuinely improve teaching quality.
• Support for Refugee Pupils: Stakeholders continue to debate the adequacy of integration measures for Ukrainian students, particularly in terms of long-term sustainability and national-level coordination.
• Curriculum Modernization: Dialogue continues around balancing traditional academic content with new competencies, and ensuring that schools are adequately supported during the transition.