1. Implementation of eqavet in slovakia – state of play
4/30/2019 5:14 PM
Implementation of eqavet in slovakia – state of play
Bratislava,
Mgr. Ľubica Gállová
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2. State vocational education institute
The State Vocational Education Institute - directly managed by the Ministry of Education of the Slovak RepublicIn charge of VET in Slovakia, mainly:
for development andtesting of new educational programmes, curricula in VET,
methodology for the development of curricula and new “maturita” school- leaving and final exams,
analyses and policies for VET systems development
in-service training for VET teachers and trainers, other educational activities (exhibitions, study visits, competitions).
National Qualifications Register

3. EQAVET NATIONAL reference point
EQAVET Recommendation (2009) State Vocational Education Institute (2012)
Information to stakeholders,
Information to the European Commission about the developments on the national level,
active support for the EQAVET implementation,
take initiatives to promote further development of EQAVET in the national context,
Counselling and quidance to organisations implementing quality assurance tools

5. EQAVET Quality indicators
Relevance of quality assurance systems for VET providers
Investment in training of teachers and trainers
Participation rate in VET programmes
Completion rate in VET programmes
Placement rate in VET programmes
Utilisation of acquired skills at the workplace
Unemployment rate
Prevalence of vulnerable groups
Mechanisms to identify training needs in the labour market
Schemes used to promote better access to VET

6. Governance of i-vet The governance of VET has three levels:
National level – Ministries, Regions, Employers organisations, Trade unions
Regional level - regional education office and public employment office, regional governing body, regional education council (advisory body at regional level), employer representatives and trade unions
School level- school councils, school management

7. QUALITY ASSURANCE ARRANGEMENTS in slovakia
Quality assurance in initial VET is based on:
External evaluation of VET providers by state school inspection;
System-level involvement of stakeholders in the design of VET policies and qualifications
Internal planning at VET provider level - requirements for schools to develop school-level curricula and assessment plans. School curricula provide information on the internal system of monitoring and evaluation of quality.

8. Legislative framework for QA in VET
School Act (245/2008), Act on pedagogical staff and professional employees in, 317/2009), Act on public administration in education (596/2003)
The Act on vocational education and training 2015
Elements of dual education, attractivity of VET, quality
Involvement of stakeholders in education and training – designing training programes, training in companies, testing, etc.

9. general framework for quality assurance in slovakia
Ministry of Education, Science, Research and Sports SR
State School Inspectorate
National Institute for Certified Measurements in Education (testing)
State Vocational Education Institute (curiculla for VET)
State Pedagogy Institute (curiculla for general education)
The methodological and pedagogical centre (inservice teacher training)
Slovak Centre of Scientific and Technical Information (statistics and analysis of education and training system)

10. Quality assurance arrangements at provider level in initial VET
Regular school visits of the state school inspection.
The requirement for headteachers to issue a strategy for school development and to present its evaluation to the school council – just a formal act
Support to self-evaluation - each school curriculum must contain information on the internal system of quality monitoring and assurance, BUT self-evaluation is not required

11. Eqavet Indicators in slovakia
Organisations
Relevance of quality assurance systems for VET providers:
share of VET providers applying internal quality assurance systems defined by law/at own initiative
share of accredited VET providers
a) VET providers
b) - Slovak Centre of
Scientific and Technical
Information
- The Statistical Office
- Ministry of Education,
Science, Research and
Sport of SR
- State Vocational
Education Institute
QA mechanisms in IVET are inherent in the education
system.
No strong
accountability- inducing
mechanism has been
implemented and no national policy on quality management adopted.

12. Indicator 1I
Organisations
Investment in training of teachers and trainers:
(a) share of teachers and
trainers participating in
further training
(b) amount of funds
invested
a), b) - Slovak Centre of
Scientific and Technical
Information
- The Statistical Office
- Ministry of Education,
Science, Research and
Sport of SR
Political commitment in policy documents
to increasing public
expenditure on education
from less than 4% of GDP to a to a minimum of 6% by 2010
- On lowest levels

13. Indicator 1II
Organisations
Participation rate in VET
programmes:
Number of participants in
VET programmes, according
to the type of programme
and the individual criteria
- Slovak Centre of
Scientific and Technical
Information
- Ministry of Education,
Science, Research and
Sport of SR
- The Statistical Office
- Centre of Labour,
Social Affairs and
Family
The data is used to design/activate/deactivate state/school curricula in relation to labour market needs - e. g. to strengthen the cooperation between basic schools and secondary VET schools, enhancing attractiveness of VET.

14. Indicator 1V
Organisations
Completion rate in VET
programmes:
Number of persons having
successfully
completed/abandoned VET
programmes, according to the type of programme and
the individual criteria
- Slovak Centre of
Scientific and Technical
Information
- Ministry of Education,
Science, Research and
Sport of SR
- The Statistical Office
The data is used to design/activate/deactivate state/school curricula in relation to labour market needs.

15. Indicator V
Organisations
Placement rate in VET
programmes:
(a) Progression of VET
learners after
completion of training,
according to the type of
programme and the
individual criteria
(b) share of employed
- Central Office of
Labour, Social Affairs
and the Family,
- Slovak Centre of
Scientific and Technical
Information
Placement of graduates is considered the ultimate goal of the policy, however it is impossible to check the efficiency of the tool individually.
Only aggregated data are available, without specific analyses. The data is used to design/activate/deactivate state/school curricula in relation to labour market needs.

16. Indicator VI
Organisations
Use of acquired skills
at the workplace:
(a) information on
occupation obtained by
individuals after completion
of training,
(b) satisfaction rate of
individuals and employers
with acquired
skills/competences
Not measured systematically;
the feedback is collected only
individually from
employers/employees

17. Indicator VII
Organisations
Unemployment rate
according to individual
criteria
Statistical Office
Centre of Labour, Social
Affairs and Family
The data is used to
design/activate/deactivate
state/school curricula in
relation to labour market
needs including further adult
education programmes

18. Indicator VIII
Organisations
Prevalence of vulnerable
groups:
(a) percentage of
participants in VET classified
as disadvantaged groups (in
a defined region or
catchment area) according
to age and gender
Statistical Office,
Centre of Labour, Social
Affairs and Family
Slovak Centre of
Scientific and Technical
Information
The Statistical Office
The data is used to adapt
state curricula to the
requirements of vulnerable
groups at national level

19. Indicator IX
Organisations
Mechanisms to identify
training needs in the labour
market:
(a) information on
mechanisms set up to
identify changing demands
at different levels
(b) evidence of their
effectiveness
national level:
Ministry of Education,
Science, Research and
Sport of SR – by the
Government Council
for VET
regional level:
regional governing
bodies
regional education
office
This policy measure resulted
from the increased
requirements for effective
communication with
employers, a more flexible
response from VET to labour
market needs, and promoting
innovations in branches of
study and training.

20. Indicator X
Organisations
Schemes used to promote
better access to VET:
(a) information on existing
schemes at different levels
(b) evidence of their
effectiveness
to create a
system of lifelong guidance
and counselling to enhance
access to acquisition of new
qualifications through quality
learning within formal, nonformal
and informal settings.

21. EUROPEAN PEER REVIEW Self-evaluation + external evaluation
Formative, mutual learning
User-friendly
Critical friend - in the national reform of the Slovak education system