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The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

Školstvu v Slovenskej republike sa podarilo dosiahnut významné úspechy. Podiel dospelej populácie (vo veku 25-64 rokov) s ukonceným stredoškolským vzdelaním patrí k najvyšším v rámci krajín OECD. Rovnako sa aj miera dosiahnutia stredoškolského vzdelania u mladých ludí vo veku 25 rokov a mladších zaraduje medzi najvyššie spomedzi krajín OECD. Naopak podiel vysokoškolsky vzdelaných ludí je podla medzinárodného porovnania nízky, hoci nárast zapísaných naznacuje, že situácia sa postupne zlepšuje. Celkovo dosahujú dospelí citatelskú a matematickú gramotnost na úrovni priemeru krajín OECD, ale dospelí v mladšom veku sú podla medzinárodného porovnania oproti svojim rovesníkom slabší. Výkon v medzinárodných hodnoteniach naznacuje urcité zlepšenie v cítaní a písaní na úrovni základnej školy, ale tiež niektoré významné a narastajúce problémy v stredoškolskom vzdelávaní. Na úrovni škôl dosahujú žiaci v Slovenskej republike rôzne výsledky. Lokalita školy (mestská alebo vidiecka oblast) a sociálno-ekonomické zázemie žiakov má znacný vplyv na výsledky žiakov. Dalšie otázky sa týkajú silnej sociálnej selektivity, vrátane neoprávneného umiestnovania žiakov do špeciálnych škôl. Slabé vzdelávacie výsledky u rómskej menšiny zostávajú nadalej hlavnou politickou výzvou.

The OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (also referred to as the School Resources Review) is designed to respond to the strong interest in the effective use of school resources evident at national and international levels. It provides analysis and policy advice on how to distribute, utilise and manage resources so that they contribute to achieving effectiveness and efficiency objectives in education. School resources are understood in a broad way, including financial resources (e.g. expenditures on education, school budget), physical resources (e.g. school buildings, computers), human resources (e.g. teachers, school leaders) and other resources (e.g. learning time).

This chapter is about policies to improve the effectiveness of school leadership. It analyses the profile of school leaders as well as how responsibilities for school organisation and operation are distributed in Slovak schools. Furthermore, it discusses school leader preparation, recruitment and career development. The chapter places particular emphasis on areas of priority for the Slovak Republic such as the lack of attractiveness of the school leader profession, the low salary levels, the limited capacity for school leader appraisal and the need to improve the approach to professional development. The chapter also reviews approaches to the selection of school leaders, school leaders’ use of time, administrative and management support structures and links to school development.

This chapter is about the funding of school education. It deals with the level of resources available for school education and revenue sources. Furthermore, it discusses budget planning, the monitoring of funds’ use as well as incentives for the effective use of school funding. The chapter places particular emphasis on areas of priority for the Slovak Republic such as the low levels of public expenditure on education, funding incentives to improve the effectiveness of the school network, equity implications of funding approaches, and the public funding of non-state schools. Special attention is given to the analysis of the formula used to fund individual schools in the Slovak Republic. The chapter also reviews the autonomy of schools in the use of their funding, the management of school budgets and parental contributions.

This chapter is about policies to improve the effectiveness of the teaching workforce. It deals with the size of the teaching workforce and its geographical distribution. Furthermore, it discusses teacher preparation, recruitment, career development and use of time. The chapter places particular emphasis on areas of priority for the Slovak Republic such as the low status of the teaching profession, teacher salary levels, teacher professional development and the certification process for teachers. The chapter also reviews school autonomy in the management of the teaching workforce, teacher appraisal processes, teacher compensation and the use of teaching assistants.

This report for the Slovak Republic forms part of the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (also referred to as the School Resources Review, see for further details). The purpose of the Review is to explore how school resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. School resources are understood in a broad way, including financial resources (e.g. expenditures on education, school budget), physical resources (e.g. school infrastructure, computers), human resources (e.g. teachers, school leaders) and other resources (e.g. learning time).

This chapter is about the governance of schooling, in particular the supply of school services and the organisation of the school network. The chapter places particular emphasis on areas of priority for the Slovak Republic such as the re-structuring of the school network in light of demographic developments, better integrating students with special needs, improving the educational opportunities of the Roma community and expanding the provision of pre-primary education. It also reviews capacity and co-operation at the local level for education provision, synergies across education subsystems, co-ordination for educational regional planning, and the use of EU structural funds in education. The chapter further highlights the importance of implementation aspects of education policy and the need to assess the impact of policy interventions.

The school system in the Slovak Republic has accomplished significant achievements. Secondary-school attainment of the adult population (aged 25-64) is the highest within the OECD area. At the same time, upper secondary graduation rates for young people aged 25 or less are among the highest across OECD countries. By contrast, tertiary educational attainment is low by international comparison, although increasing enrolment rates imply the situation is gradually improving. Adults have literacy and numeracy skills around the OECD average but the performance of young adults is poorer by international comparison. Also, the Slovak Republic has a mixed set of student outcomes at the school level. Performance in international assessments indicates some improvement in reading at the primary level, but some significant and growing challenges at the secondary level. School location (urban or rural area) and the socio-economic background of students make a difference in student performance. There are also concerns about strong social selectivity in the school system, including misplacement of some students in special schools. In addition, the poor educational outcomes of the Roma minority remain a major policy challenge.

The school system in the Slovak Republic has accomplished significant achievements. Secondary-school attainment of the adult population (aged 25-64) is the highest within the OECD area. At the same time, upper secondary graduation rates for young people aged 25 or less are among the highest across OECD countries. However, the Slovak Republic has a mixed set of student outcomes at the school level. Performance in international assessments indicates some improvement in reading at the primary level, but some significant and growing challenges at the secondary level. There are also major equity challenges. School location (urban or rural area) and the socio-economic background of students considerably impact the performance of students. There are also concerns about strong social selectivity in the school system, including misplacement of some students in special schools. In addition, the poor educational outcomes of the Roma minority remain a major policy challenge.

School governance in the Slovak Republic is fairly decentralised and involves three levels of administration: the central government, regions and municipalities. While the central government retains the key regulatory role the provision of public education services is mostly the responsibility of regions (upper secondary education) and municipalities (pre-primary and basic education). The large majority of children attend state schools, although Church and other private providers receive public funding on a similar basis to state schools. The content of instruction in the Slovak Republic is established at two levels. At the national level, the Ministry issues National Education Programmes (NEPs). Schools further develop School Education Programmes, which consist of the operationalisation of NEPs to fit the context of individual schools. The Slovak Republic has a mixed set of outcomes. Performance in international assessments indicates some improvement in reading at the primary level but some significant and growing challenges at the secondary level. There are also concerns about strong social selectivity and inequities in the education system, including misplacement of some students in special schools.