The political changes that took place in 1989 had far-reaching implications for Slovakian society, for whom the building of democratic institutions started from scratch. The smooth transition to democracy was most visibly confirmed when Slovakia, together with other transition economies, became a member of the European Union (EU). The democratic process in Slovakia also has implications for education, the labour market and the social system. These were all greatly influenced by the overall economic transformation of the country. Institutions and individuals had to adjust to previously unknown problems such as unemployment (Slovakia has the highest long-term unemployment rate in the EU), regional disparity, and external and internal competitive pressures.

When it comes to the transformation of the education system, the most important changes include the degree of autonomy in all levels and types of schools, the decentralisation of governance and financing and the adjustment of the curriculum to the needs of the students, with the ultimate goal of increasing their success in the labour market. The development of the labour market has not been smooth, mainly due to the higher rate of unemployment, which has also caused the loss of young people who have migrated to other countries. The labour code and other institutions have helped to create a more flexible and globally compatible labour market. There has been a gradual reduction in expenditure on unemployment benefit and an endeavour to create more vibrant and active labour market programmes.

Education system

Structure of the Slovak education system

Overview of the Slovak education system after the Second World War

Prior to 1984 compulsory school attendance lasted nine years; between 1984 and 1990/91 it was extended to 10 years: eight years of uniform education at primary school, and at least two years at an upper-secondary school (which could usually be attended for two to four years). Formal education began at age six at the basic or primary school with the length of education being initially nine years and consequently reduced to eight years in 1974. After graduation from compulsory primary school, increasingly large proportions of students attended one of three main streams of secondary education: gymnasia (secondary grammar schools), vocational and secondary vocational schools and apprentice training centres and schools. About 15%-20% of primary school graduates studied at a gymnasium, which took four years to complete (three years between 1953 and 1968), and received school leaving certificates or diplomas (maturita).