Commission Report 2002 (Slovakia)

• Progress since the last Regular Report
• Overall assessment
• Conclusion

Chapter 18: Education and training

Progress since the last Regular Report

Further progress has been made in this area over the past year, especially in the legislative field.

During the reference period, Slovakia continued to participate in the second generation of the Leonardo da Vinci, Socrates and Youth Community programmes (see section A.b ­ Relations between the European Union and Slovakia).

An amendment completing transposition of the Directive concerning education of children of migrant workers was adopted by the Parliament in June 2002.

Good progress was made as regards reforms in the field of education and of training. In the legislative field, the Parliament adopted in February 2002 the Act on University education which entered into force in April 2002. The Act foresees the transformation of State universities into public institutions, the introduction of higher education establishments other than universities, the transformation of the system of disciplines, the across-the-board introduction of a credit study system, the transition to multi-source financing for universities and the introduction of a new system of social support for students. University education will remain free of charge. Universities will continue to be financed prevailingly from the State budget through subsidies. The law also foresees an increase in teachers' salaries in order to maintain high educational standards and to prevent ``brain-drain''.

In the field of vocational training, competencies have been significantly decentralised to the regional level as of July 2002. In December 2001, a Council for Vocational Training was established at the Ministry of Education. As regards elementary and secondary schools, an Act on the financing of primary schools, secondary schools and education establishments was adopted in November 2001 and entered into force in January 2002.

The law allows educational establishments to receive additional funds from the budgets of new regional authorities and from renting out premises. It aims to ensure that private and State schools receive equal levels of support and to make the financing of elementary and high schools more transparent. As of July 2002, self-administrative bodies of the Higher Territorial Units have taken over the responsibility for management of secondary schools. Management of primary schools is transferred to municipalities.

Overall assessment

Participation in the Community Socrates, Leonardo da Vinci and Youth programmes is satisfactory, and the existing national agencies are operational.

The Directive concerning the education of children of migrant workers has been transposed and its due implementation now needs to be ensured.

In general, the declining trend of resources for education and training is a serious cause for concern. Overall expenditure on education is rather low in comparison with EU Member States, and could be increased. The legislative developments in this field should be now sustained and implemented in due course. Also the transfer of competencies from the State to Higher Territorial Units should be accompanied by sufficient financial resources.

Moreover, further progress should be made in the reform of the vocational education and training system. The adaptation of the content and scope of vocational education to new labour market requirements remains weak. Currently, there is a lack of systematic contacts between enterprises and schools and only a small number of students are following practical training in enterprises. co-operation between schools and labour offices needs to be improved as well. The establishment of the Council for Vocational Training and of new advisory committees at national level for the content of vocational education can be considered as positive developments. Furthermore, there is a need for the development of a lifelong learning strategy placing emphasis on a substantial increase in the provision of continuing training and second chance education opportunities to address the problems of youth and adult disadvantaged groups (in particular the unemployed and the Roma minority).

Conclusion

In its 1997 Opinion, the Commission concluded that in the perspective of accession, no major problems should be expected in these fields.

Since the Opinion, Slovakia has achieved steady progress, including its participation in relevant Community programmes. Legislative alignment has been progressing well, especially during the past year. Overall, Slovakia's legislation is in line with the acquis in this area.

Negotiations on this chapter have been provisionally closed. Slovakia has not requested any transitional arrangements in this field. Slovakia is generally meeting the commitments it has made in the accession negotiations in this domain.

In order to complete preparations for membership, Slovakia's efforts now need to focus on developing a balanced and realistic implementation strategy and ensuring the necessary financial means. Adequate administrative capacity should be ensured, as well as due co-ordination between all the bodies involved.

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