Quality assurance in pre-primary education and early care

 

Responsible bodies

Facilities of care for children up to the age of three, also known as nurseries, are not included in the network of schools and school facilities and they are not a part of the school system.  Quality assurance check of the care provided at nurseries is in the competence of the Ministry of Labour, Social Affairs and Family of the Slovak Republic. 

The assessment of the quality of education in kindergartens which provide education and care for children of age between 3-6 is the responsibility of:

1. Kindergarten and
2. State school inspection

Information on bodies responsible for quality assurance in kindergartens is available in the following part Quality Assurance in Primary and Secondary Education. 

 

Approaches and methods for quality assurance

The provision of care for children in nurseries is considered to be a social service. In compliance with the act on social services, providers of social services are required to meet quality criteria. 

The act defines quality criteria, standards and indicators for the provided social service, which are divided into three areas: 

• Procedural requirements,
• Personnel requirements,
• Operational requirements.

The ministry carries out monitoring and assesses the quality of the provided social service through appointed state employees. The expert is required to have a master’s degree in a study programme that focuses on the areas of quality assessment of the provided social service and to have 3-year work experience in this area. 

Compliance with legal regulations relating to the overall operation of the facility may also be monitored by the founder of the facility of care for children under three years of age. This is usually a municipality or higher territorial unit, which carries out inspections based on its annual inspection plan.

Internal evaluation is not required in facilities of care for children under three years of age.

Information on approaches and methods for quality assurance in kindergartens is available in the following part Quality Assurance in Primary and Secondary education: Internal Evaluation and External Evaluation by the State School Inspection.

 

Quality Assurance in Primary and Secondary Education

 

Responsible bodies

 

The Education Act defines that the quality of education and training is monitored and externally evaluated by: 

• State School Inspection (Štátna školská inšpekcia),
• Ministry of Health of the SR, concerning the professional part of the preparation of education for health care programmes at secondary healthcare schools,
• National Institute of Education and Youth (Národný inštitút vzdelávania a mládeže (NIVAM)).

Another institution that contributes to the development of education quality is the State Institute of Vocational Education (Štátny inštitút odborného vzdelávania).

 

State School Inspection

 

State School Inspection (Štátna školská inšpekcia):

• is a state education authority,
• performs the external evaluation of schools and school facilities at the national level,
• is an institution independent in its work, and it is governed by law and other legal regulations. 

The State School Inspection carries out state supervision of the standard of pedagogical management, education and training, as well as of the material and technical conditions in schools and educational facilities. It assesses the suitability and functionality of the premises, equipment and teaching aids used in the educational process.

It deals with complaints and petitions in this area.

State School Inspection is headed by the chief school inspector, who is appointed for a five-year term of office as well as removed by the minister. 

The Chief School Inspector manages and coordinates inspection activities, submits reports and proposals to the Minister and the Ministry concerning the operation of schools, issues assignments to school inspectors, ensures cooperation with school founders, and proposes measures where serious shortcomings in education and training are identified.

In addition, upon the call of School Board the State School Inspection delegates its representatives to the School Board who take part and vote in the selection procedure for the post of primary and secondary school headteacher. 

 

National Institute of Education and Youth (NIVAM)

 

National Institute of Education and Youth (Národný inštitút vzdelávania a mládeže (NIVAM)) is responsible for the preparation and methodological organisation of the course of the external part of examinations and testing of pupils in schools.

As a state organisation directly managed by the Ministry of Education, NIVAM is responsible in schools and school facilities for:

• the creation and distribution to schools of testing tools for the external part of the school leaving examination (maturita), the written form of the internal part of maturita, and the external testing.
• the creation of the database of tasks for testing in primary and secondary education and the purpose of their use in school practice,
• certified measurement of education, external testing of pupils, external part and written form of maturita examination, their evaluation and analyses,
• international measurements according to the programmes Slovakia is involved in,
• monitoring achievement of performance and qualitative goals in education defined by the relevant state educational programmes and target requirements for graduates of each degree of education,
• monitoring and analysing educational results at the national level and in international comparison.

State Institute for Vocational Education

The State Institute for Vocational Education (ŠIOV) is not a supervisory body, but a specialist organisation within the Ministry of Education. It supports the improvement of the quality of vocational education, for example through a quality management system and the peer review method, which schools use for voluntary self-assessment and quality improvement. However, this is not a statutory external evaluation of schools. The role of ŠIOV is to coordinate a voluntary system for the continuous improvement of the quality of vocational education.

 

Approaches and methods for quality assurance

 

Internal evaluation

Annual report on educational activities

Schools and educational institutions are required to produce and publish an annual report on educational activities.

The report contains, in particular, information on the school and its governing body, the activities of the school board and advisory bodies, the number of children or pupils and staff, the fulfilment of qualification requirements by pedagogical employees, the results of educational activities, projects, the results of school inspections, material and technical conditions, and an assessment of strengths and areas for improvement.

The report may also include information on the school’s financial situation, leisure-time activities, cooperation with parents, and other matters relevant to the operation of the school or school facility.

The report is prepared for the previous school year and, following discussion at the pedagogical board meeting, is submitted to the relevant body of the school self-government for review.

After school founder’s approval the report is published

The reports are made by headteachers of schools and school facilities in cooperation with other managing pedagogical employees and pedagogical employees. Methodological associations and subject committees, which are founded in schools as advisory bodies to headteachers, provide their help in this. 

The relevance of objections to the report is assessed by the State School Inspection. 

 

Staff evaluation

The Education Act binds the managing pedagogical employees to create an internal system of monitoring and evaluation of school’s employees.

The inducing pedagogical employee evaluates the beginning pedagogical employee continuously as well as at the end of the adaptation period.

Superiors evaluate their direct reports once a year by the end of the school year.

The evaluation of pedagogical employees concerns results, quality, and difficulty of teaching performance, and the degree of acquiring and using professional competences. 

A written record is made about the evaluation, the content, extent and form of which is the headteacher’s responsibility. The headteacher will define teachers’ evaluation principles in the Work Regulations. 

Teachers and other pedagogical and professional employees may receive a performance-related bonus based on a regular assessment carried out by their employer. This is a financial reward intended to recognise the high-quality work of pedagogical and professional employees.

Evaluation of the headteacher is performed by the founder. 

 

Other approaches to quality assurance

In addition to the preparation of a report on educational activities, internal evaluation is also carried out within the framework of:
 

• methodological associations at the first level of basic school (ISCED 1) and kindergartens (ISCED 0),
• subject committees at the second level of basic schools (ISCED 2) and secondary schools (ISCED 3).

At the end of each assessment period (twice a year), the school head of a basic or secondary school approves the assessment and grading.

 

Internal quality assurance system in vocational education

The internal quality assurance system is a voluntary tool within the secondary vocational education system. It helps schools to systematically improve their own processes in line with the European EQAVET (European Quality Assurance in Vocational Education and Training) reference framework. It is the outcome of the national project ‘Introduction of Quality Management in Vocational Education and Training and Adult Education’. The State Institute for Vocational Education is responsible for coordination and methodological support in the implementation of the internal quality assurance system. It develops methodologies, trains quality coordinators and peer assessors, and provides methodological support to schools.

At the level of secondary vocational schools, the project therefore aims to ensure that each school:
•    implements an internal quality assurance system,
•    establishes a quality team,
•    appoints a quality coordinator,
•    carries out self-evaluation on a regular basis,
•    undergoes a peer review with a partner school,
•    prepares an action plan for improvement,
•    fosters a culture of continuous improvement in line with the EQAVET model

 

External evaluation

 

External evaluation is structured with regard to the national and international evaluation of each level of the educational system. 

 

External evaluation by the State School Inspection

 

School inspection is performed based on the inspection plan (plán inšpekčnej činnosti) for the respective school year, which is approved by the chief school inspector, and also following a complaint.

The main task is constituted by complex (evaluation) inspections, for which the State School Inspection created uniform evaluation criteria for each type of school (kritériá hodnotenia), which it publishes on its website. 

State School Inspection (SSI) carries out the following types of inspection: 

• complex (evaluation) -  usually once in five years,
• thematic and informative – carried out as necessary and according to tasks,
• follow-up inspection – performed in schools where measures were imposed in order to remedy shortcomings found during the inspection. The inspector checks whether the measures imposed have been implemented by the headteacher. 

Inspection groups are created from school inspectors according to the type and size of schools. 

State School Inspection has: 

• a uniform methodology of inspection,
• defined areas, criteria and indicators of evaluation,
• evaluation tools. 

Methodologies (procedures) take into account changes in education and incorporate numerous elements from methodologies of inspectorates which are associated with The Standing International Conference of Inspectorates (SICI), member of which is also SSI. The goal of the methodology, innovated according to the changes in legal regulations, is to increase the objectivity and professionalism of school inspection performance and to support the process of schools’ self-evaluation. 

Inspection is performed mainly by: 

• participating in the core activities of the school or school facility,
• inspecting the premises, observing, conducting surveys, holding interviews, and using questionnaires and polls,
• inspecting pedagogical documentation, other documentation and the results of the activities of children, pupils or students,
• attending meetings of managing employees of school, school facility, or practical training centre, or by attending meetings of the governing bodies of the school or school facility

 

School inspection inspects schools and school facilities and monitors: 

• the standard of education and training,
• compliance with generally binding legislation in the field of education and with the internal regulations of the school or school facility,
• the compliance of the school’s curriculum with the national curriculum and with the principles and objectives of education and training,
• the compliance of the educational programme of the school or school facility with the principles and objectives of education and training,
• the compliance of the international programme with the principles and objectives of education and training,
• the process of education and training and its outcomes,
• the suitability and effectiveness of the material, technical and spatial facilities of the school or school facility,
• compliance with the qualification requirements for pedagogical and professional employees,
• compliance with the guidelines governing the external component and the written form of the internal component of the school-leaving examination or external testing,
• the standard of education and training in individual education,
• compliance of the use of innovations listed in the catalogue of innovations in education and training with the principles and objectives of education and training,
• compliance with the school’s obligations regarding the social and legal protection of children

 

State school inspection provides inspected school with advisory services to eliminate identified shortcomings.

School inspection may implement the following measures according to the seriousness of the shortcomings found: 

• recommendation,
• the obligation to take measures to remedy the shortcomings within a specified period;
• specific measures to remedy the shortcomings

The school is then obliged to submit a written report to the State School Inspection on the remedying of the shortcomings within the specified time limit.

Results of findings and evaluation from school inspection for a school are recorded in a report on school inspection results, which is created and discussed by school inspectors with the headteacher. 

Inspectors define the following in the conclusion of the report: 

• positive aspects of the school,
• negative aspects of the school,
• measures to remedy the shortcomings found - if found by inspectors. 

Findings and information from all tasks and inspections performed in each type of school (Správy zo školských inšpekcií)  are compiled in a report for the Slovak Republic and: 

• published on SSI website,
• provided to the Ministry of Education, Research, Development, and Youth of the Slovak Republicand the entities in education whom the findings concern,
• presented in meetings of school headteachers, school founders, at conferences, events connected with education,
• published in print media. 

The State School Inspection will prepare a Report on the state and quality of education in schools and school facilities in the Slovak Republic (Správa o stave a úrovni výchovy a vzdelávania) based on the conclusions of all inspection tasks in the respective school year. 

The report will contain: 

• findings from inspections and complaint investigations,
• recommendations for each type of school and school facility. 

 

State School Inspection’s suggestions and recommendation for the Ministry of Education, Research, Development, and Youth of the Slovak Republic, its directly managed organisations, headteachers and founders of schools and school facilities, higher education institutions. 

School inspectors

The school inspection is carried out by the State School Inspection through school inspectors authorized to perform it by the chief school inspector or the director of the school inspection center.

School inspection of school subject religion and religious education is carried out by school inspectors and a person on behalf of the relevant church or religious society according to their internal regulations.

School inspection in special educational establishments and school establishments of educational counseling and prevention are carried out by school inspectors in cooperation with an invited expert from practice.

The school inspection at the vocational training facility is carried out by school inspectors with the participation of a representative of the relevant trade union organization or the relevant professional organization.

The Ministry of Health of the Slovak Republic carries out the school inspection of the professional component of training at secondary medical schools.

To qualify as a school inspector, the person must: 

• meet higher education qualification requirements for the respective kind, type, and level of school or school facility,
• have eight-year teaching experience at school or school facility,
• complete attestation examination I. and
• have at least three-year experience in a managerial position in education or in a methodological position, or that of a school inspector, or attestation examination II. or its equivalent. 

School inspectors must be capable of using the Slovak language in official communication, speak the language of the respective national minority in connection with their work, have personal and moral integrity and qualities required for professional inspection work. 

Details of school inspection organisation, fulfilling school inspection’s tasks, procedures and manner of inspection are defined by the decree on school inspection. 

 

External evaluation by the National Institute of Education and Youth (NIVAM)

The core tasks of the NIVAM include

• providing external part and written part of maturita (secondary school leaving examination) assigned by the Ministry of Education, Research, Development, and Youth in the Slovak Republic,
• providing external testing of basic school pupils in 9th grade,
• preparation of international measurements in accordance with programmes where the Slovak Republic participates according to their rules.

 

Testing 9

Testing 9 is a nationwide testing of 9^th- grade basic school pupils and 4^th-grade eight-year gymnasium pupils. All basic school pupils in the relevant grade participate, including pupils with special educational needs (for whom the conditions for sitting the external assessment are appropriately adapted), with the exception of pupils following educational programmes for pupils with intellectual disabilities.

The tests take place annually on a single day at all basic schools, in accordance with the dates set by the Ministry of Education.

The testing aims:

• to provide feedback and a more comprehensive picture of pupils’ knowledge and skills in the subjects tested upon completion of lower secondary education, which will help to improve the quality of education,
• to objectively compare the performance of individual pupils.

 

9^th-grade pupils’ results also serve as the basis for admission exams to secondary schools. Depending on their test results, a pupil may be admitted to a secondary school without having to sit an entrance exam.

The tested subject matter corresponds to the relevant educational standards for the subjects being tested, as set out in the State Educational Programme for Lower Secondary Education, with both the content and performance components being assessed. Testing verifies pupils’ knowledge in: mathematics, Slovak language and literature. For pupils attending schools with a minority language of instruction the tested subject include Hungarian language and literature, Ukrainian language and literature, Slovak language and Slovak literature.

Information on the results of nationwide testing of 9^th grade basic school pupils  is published on the website of the NIVAM .
 

Testing of secondary school pupils

 

The NIVAM provides the external part and written form of the internal part of maturita (secondary school leaving examination).

Pupils take the external part and the written form of the internal part of maturita  after completion of the first term of the last year of secondary education. The date of the external part and the written form of the internal part of maturita  is determined by the Ministry of Education and the examination is held at the same time all over the Slovak Republic.

The external part of maturita  is comprised of a written test supplied and assessed by the NIVAM. The external part of maturita  and correction of tests is supervised by a pedagogical employee who is not an employee of the school at which the external part of maturita  is held. 

The written form of the internal part of maturita  is comprised of a set of topics or assignments set by the NIVAM. 

The external part of maturita  is taken the following subjects: Slovak language and literature, Slovak language and Slovak literature, Hungarian language and literature, Ukrainian language and literature, Mathematics, English language, French language, German language, Russian language, Spanish language, Italian language. 

The written form of the internal part of maturita  is taken in the following subjects: Slovak language and literature, Hungarian language and literature, Ukrainian language, English language, French language, German language, Russian language, Spanish language, Italian language.

A pupil will take the external part and the written part of the internal part of maturita  only in one foreign language.

The examination aims to verify: 

• pupils’ knowledge and skills within the scope of the subject matter defined by the educational plan, curricula, and educational standards,
• pupils’ preparedness to use acquired competences in jobs and professional activities they are preparing for,
• pupils’ preparedness to use acquired competences in further study. 

 

External evaluation at the international level

 

NIVAM, authorised by the Ministry of Education, Research, Development, and Youth of the Slovak Republic, conducts five international studies: PISA, TIMSS, PIRLS, TALIS, ICCS, ICLIS, PIAAC. The NIVAM publishes the results on its website. 

As the national coordination centre for international studies in Slovakia, NIVAM 

• develops and adapts evaluation framework and tools for measurement of educational results,
• prepares and organises data collection in participating schools,
• processes data and evaluates results,
• prepares national reports,
• creates output for applied research in education and education policy.

Quality Management System in Vocational Education and Training

National project ‘Introduction of Quality Management in Vocational Education and Training and Adult Education’ is being implemented with the aim of establishing a comprehensive quality management system in vocational education and training at all levels, from the Ministry of Education down to individual schools, as well as in adult education. The project is coordinated by the State Institute for Vocational Education (ŠIOV).

As part of the development of a national quality management system in schools, one of the recommended tools is the Peer Review method, which ŠIOV has adapted for Slovak secondary vocational schools. This is a voluntary form of external expert evaluation in which the school is assessed not by inspectors, but by trained peers from other vocational schools or experts from the vocational education sector. The aim is not to inspect or sanction the school, but to identify strengths, areas for improvement and the exchange of good practice. Schools that successfully implement the peer review method may apply to the State Institute for Vocational Education for a certificate confirming the implementation of the peer review method as a quality assurance tool in schools.

The quality management system covers not only vocational education and training but also adult education. Further information is available in Chapter 10.3 Quality Assurance in Adult Education.