According to Act No. 292/2024 Coll. on Adult Education (zákon č. 292/2024 Z. z. o vzdelávaní dospelých), the adult education system is a comprehensive system of lifelong learning that encompasses formal education, non-formal education, and informal learning. It is based on accredited educational programmes, certified providers, a national qualifications framework, and mechanisms for recognizing learning outcomes. Adult education enables individuals, generally from the age of 16, to supplement, expand, or change their qualifications throughout their lives. 

Types of adult education: 

• Formal education is organised education that is part of the education system and leads to the acquisition of a qualification or educational level. 
• Non-formal education is organised education outside the school system. This education is delivered through educational programmes organised by various educational institutions and serves to develop or supplement competencies (e.g., courses, training sessions, or workshops). 
• Informal learning is learning that occurs naturally in everyday life (e.g., practice, work experience).

Provision to raise achievement in basic skills

Low levels of basic skills are often the result of early school leaving. The Slovak Republic has a historically strong tradition of formal school education, and the proportion of the population who have left the compulsory education system early remains relatively low; however, this figure has been rising in recent years. The early school leaving rate in Slovakia has increased over the past decade; according to Eurostat data, it stood at 4.7% in 2010, while in 2022 it reached 7.5% (Education and Training Monitor 2023: Slovakia) and is particularly high in regions with a higher concentration of marginalized Roma communities.

Second-chance education includes programmes aimed at completing primary and lower secondary education after the end of compulsory school attendance. The conditions are defined by Act No. 245/2008 Coll. on Education and Training. 

The first option is an educational programme for obtaining lower secondary education, which takes place at a basic school designated by the local state administration authority. The scope and content of the educational programme are determined by the Framework Teaching Plans and educational standards for obtaining lower secondary education. The school determines the organizational form of instruction for the educational programme. The programme concludes with a commission examination. A diploma is issued to the graduate by the school upon successful completion of the commission examinations in all subjects. This education is equivalent to ISCED 2 level and thus enables further education at higher levels.

Pupils admitted to a secondary vocational school in programmes providing lower-secondary vocational education (so-called F-programmes) also complete lower-secondary education during their studies. Upon successfully passing the commission examinations, the pupils obtain lower secondary education, which enables them to apply for study at higher levels. Proof of the acquired education is a diploma with a clause stating that the graduate has completed education at the ISCED 2C level. These programmes enable graduates to find employment in the labour market in low-skilled occupations.

Other options include external testing to obtain lower secondary education. It is intended for individuals (applicants) who have completed primary education (ISCED 1) and finished compulsory school attendance. The testing is conducted based on an application for external testing, which the applicant must submit to the relevant regional office of school administration at the regional seat by 30 November. The content, dates (both regular and remedial) and criteria for successfully passing the external testing for the relevant school year are determined and published by the Ministry of Education on its website. An applicant obtains lower secondary education by successfully passing the external testing. Proof of the level of education and qualification obtained is a certificate issued to the applicant by the basic school where the applicant took the external testing.

At the local level, so-called “second-chance projects” have been relatively successful, particularly for participants from socially disadvantaged backgrounds. They enable students to successfully complete basic school. The curricula in these programmes are designed so that participants can master the content of the seventh, eighth, and ninth grades of primary school within a single school year. However, these are more individual initiatives than comprehensive solutions. 

Graduates of these programmes can continue their studies in secondary school and further improve their qualifications. This increases their chances of finding suitable employment, improving their social standing, and generally leading a more fulfilling life.

The issue of second-chance education is also incorporated into the Strategy for Lifelong Learning for 2021–2030 and will take on crucial importance in the coming years as a mechanism for reducing social and regional disparities. The system will systematically address the possibility of re-entry into education for individuals who  left primary or secondary education early, potentially in conjunction with the application of motivational incentives. 

The National Project Establishment and Operation of Pilot Training Centres in Secondary Vocational Schools (Vytvorenie a prevádzka pilotných tréningových centier v stredných odborných školách), to be implemented from 2024 to 2027, is aimed at addressing the shortage of skilled labour in less developed regions of the Slovak Republic. Its goal is to support the acquisition or completion of qualifications for individuals aged 16 and older who have not completed lower secondary education or belong to disadvantaged groups in the labour market. The project focuses primarily on low-skilled individuals, the unemployed, young people in NEET situations, individuals from socially disadvantaged backgrounds, individuals with disabilities, and third-country nationals.

Education is provided at training centres located directly at schools, with a strong practical component and a focus on skills. Specifically: 

• practical training cycles (3-month/120-hour programs), 
• hands-on work in workshops with masters and expert instructors, 
• collaboration with employers directly in the region, 
• career and social counselling, 
• obtaining an apprenticeship certificate or qualification upon successful completion. 

The training programmes are designed to enhance participants’ employability—that is, to help them acquire qualifications and practical job skills.

Provision to achieve a recognised qualification during adulthood

Follow-up forms of vocational education 

Follow-up vocational education at secondary schools is designed for applicants with a secondary school education who wish to deepen their qualifications or obtain further qualifications. The study lasts typically 1–3 years and is organised in full-time, part-time, and combined forms; upon successful completion, graduates receive a certificate of the level of education and qualifications obtained. Education is conducted in accordance with state educational programmes for individual fields of study. Educational programmes that are part of the adult education system (not falling under continuous preparation for a profession) are subject to fees. More detailed information is provided in Chapter 5: Secondary education (or upper secondary education) and post-secondary non-tertiary education.

Accredited educational programmes 

These are educational programmes provided by certified educational institutions that lead to the acquisition of a professional qualification in accordance with a published qualification standard. The accreditation process for educational programmes is carried out in accordance with Act No. 292/2004 on Adult Education (zákon č. 292/2004 o vzdelávaní dospelých) and is provided by the Sector Councils Alliance (Aliancia sektorových rád). Certified educational institutions are those that have undergone the certification process and are listed in the register of certified educational institutions. 

Education in an accredited educational programme is completed with a final examination. Upon successful completion of the final examination, the certified educational institution issues the graduate a certificate of completion of the accredited educational programme. The qualification card of the acquired qualification is published in the National Qualifications Framework on the website www.kariernabrana.sk.

Micro-credentials 

Micro-credentials are a flexible educational tool that responds to the needs of a rapidly changing labour market. They are a record of learning outcomes that confirms that an individual has acquired specific knowledge or skills or has completed an educational programme. The programme is usually shorter in scope—at least 25 instructional hours—which allows for rapid and targeted skill enhancement without the need to complete an entire degree programme. 

Providers of educational programmes leading to micro-credentials may include a higher education institution, a secondary school that is a certified educational institution, or a certified educational institution authorised by a higher education institution, a secondary school, or a national guarantor. An educational programme leading to micro-credentials is offered at the following levels:  

• higher education qualifications, if provided by a higher education institution or a certified educational institution authorised by a higher education institution, 
• vocational qualifications in vocational education and training, if provided by a secondary school or a certified educational institution authorised by a secondary school, and
• professional qualifications, if provided by a certified educational institution authorised by a higher education institution, a secondary school, or a national guarantor. 

Provision targeting the transition to the labour market

The provision of education and vocational training for adults seeking employment is the responsibility of the Ministry of Labour, Social Affairs, and Family of the Slovak Republic and is classified as an active labour market measure. 

A condition for the provision of counselling services and a subsidy for education and training for the labour market, covering up to 100% of eligible costs, is being registered as a job seeker. The relevant Office of Labour, Social Affairs, and Family subsequently provides education and training for the labour market to the job seeker. 

Education and training for the labour market are provided through accredited educational programmes or educational programmes focused on developing communication, computer, managerial, social, entrepreneurial, and language skills. Education and training for the labour market may also be implemented through national and pilot projects. Job seekers may also arrange education and training for the labour market on their own. In that case, the job seeker is entitled to a subsidy of up to 100% of eligible costs, provided that published price limits are adhered to.  

Non-accredited educational programmes are a form of education that, while not subject to the accreditation process, meets the basic quality criteria for systematic education. It involves education that is organized and implemented through pre-planned activities. Such an educational programme has clearly defined objectives, as well as methods and forms of education, thereby ensuring its effectiveness in supplementing, deepening, or expanding qualifications.

The Office of Labour, Social Affairs, and Family may also provide a subsidy for an employee’s education and job market preparation to an employer if the employer commits to the following: 

• after the completion of the employees’ education and training for the labour market, they will employ these employees for at least 12 months, 
• the education and training of employees for the labour market will be carried out as part of measures to prevent or limit mass layoffs. 

In 2024, several measures were launched through calls for proposals and national projects to support the acquisition or adaptation of skills necessary for active participation, retention, or improvement of the labour market position of job seekers and those interested in employment. An example is the National Project Skills for the Labour Market (Národný projekt Zručnosti pre trh práce), which implements measures to support the retraining of job seekers, the education of those interested in employment, and the acquisition and development of skills among young job seekers who are in the NEET situation. The State Support Scheme to Support Training and Assistance for the Recruitment and Employment of Disadvantaged Employees and Employees with Disabilities ( Schéma štátnej pomoci na podporu vzdelávania a pomoci na prijímanie do zamestnania a zamestnávanie znevýhodnených zamestnancov a zamestnancov so zdravotným postihnutím) aims at providing assistance to support employee training at the workplace with the goal of increasing their educational level, work potential, and adaptability.

Provision of liberal (popular) adult education

Interest-based adult education encompasses a wide range of educational activities (cultural, educational, artistic, charitable, recreational, sports-related, etc.), the content of which is determined by the range of interests of the adult population. In general, these are cultural and educational activities aimed at diverse target groups within the population and exclusively conducted during their leisure time. Interest-based education can be carried out in schools and educational institutions, by private providers, interest and civic associations, artistic and cultural institutions, sports clubs, and so on.

Universities of the Third Age 

Universities of the Third Age are major providers of interest-based education; since 1990, they have expanded from Comenius University in Bratislava to other higher education institutions and universities across the country.  

Educational programmes are designed primarily for people of retirement age. In response to public demand, the age limit for student enrolment has been lowered to 50, 45, and even 40 years. The teachers at universities of the third age are primarily higher education institution's faculty members who lecture for a nominal fee. The focus of the study programmes usually corresponds to the higher education institution's profile, and the offer is based on the possibilities and conditions of the rector's office, faculties, and programme co-organizers. In addition to long-standing popular study programmes such as art history or man and health, universities of the third age also fulfil their social responsibility by offering necessary study programmes in the areas of financial literacy and legal awareness. 

Funding is secured from multiple sources. It is mostly covered by the parent higher education institution, income from donations and sponsorships, and the students themselves, in the form of tuition fees. Some universities of the third age are also actively engaged in fundraising through participation in various calls for proposals and grant schemes.  

Since 1994, universities of the third age in Slovakia have been organized under the Association of Universities of the Third Age in Slovakia, today housing the vast majority of universities of the third age currently operating in Slovakia. International contacts are facilitated through the Association’s membership and through the membership of some universities of the third age in international associations (AIUTA, EFOS).

Cultural-educational activity

Cultural-educational institutions such as National Centre of Culture (Národné osvetové centrum), Slovak National Museum (Slovenské národné múzeum) or Slovak National Gallery (Slovenská národná galéria) also participate in adult education. In addition to their other activities, these institutions also organise lectures, debates and seminars that contribute to the development of cultural awareness of the Slovak society. The third sector and the business sector are becoming stronger and stronger subjects of special interest adult education. Thus, they create healthy competition for the state-supported institutions in this segment.

Language education

Language education is provided by various institutions which offer a wide range of language courses and programmes. The majority of adult citizens attend foreign language courses in private or non-state institutions and finance these activities themselves. Foreign language education is often provided by employers, particularly in medium-sized and large enterprises with foreign shareholders, as well as in state and public service where education and performance improvement are obligatory.

Other types of publicly subsidised provision for adult learners

All other forms of education and training of adults available in Slovakia were to a great extent given in the previous subchapters.