Enlarged partial agreement

Observatory on History Teaching in Europe

In Slovakia, during first four years of primary education the pupils encounter some historical themes through national holidays, memorial days, historical monuments and heritage as well as legends or tales about the castles and some historical figures and in the multidisciplinary subjects of Prvouka (first and second grade) and Vlastiveda (third and fourth grade). Prvouka is a combination of natural and social sciences. Vlastiveda has mainly geographical content, but also historical and cultural heritage including the UNESCO heritage mentioned, some historical figures, legends etc.

History as a standalone subject begins in lower secondary school at age 11 and continues through both lower and upper secondary levels. It is taught as a compulsory subject without a final assessment. In upper secondary education, students have the option to take an elective course called "History Seminar", which includes an optional final examination in the final year. For those enrolled in vocational education, history is offered as a mandatory, one-year standalone course without a final assessment.

In Slovakia, both private and religious schools are required to follow the national history curriculum. History is primarily taught in Slovak. In schools where Hungarian is the language of instruction, history is taught in Hungarian, with curricula adapted accordingly. For the Roma population, teaching materials focusing on Roma language, culture, and history have been developed to support their education.

Since 2023, Slovakia’s education system is undergoing a reform, which is gradually introducing changes, including into history curricula.  The reform is currently implemented only in some schools at level ISCED-1. The new curriculum introduces separate subject for humanities from the very first cycle (first 3 years) of elementary education called “Man and Society” and that is composed of four components – geographical, historical, civics, ethics/character.

Slovakia has a centralised education system where history curricula are developed at the national level. The Ministry of Education, Research, Development and Youth is the primary authority responsible for designing and overseeing the curricula. The Department of Evaluation and Monitoring of Education of the National Institute of Education and Youth (NIVAM) also play roles in monitoring and evaluating curriculum implementation.

The education authorities report that both civil society organisations and minority groups participate in curriculum development.

The organisation of history curriculum is chronological and competence-based. 

The authorities report that minority groups (cultural, ethnic, linguistic, national or religious) are included in the history curriculum.

Various assessment methods are required by Methodological Instruction issued by the Ministry of Education, which include classification, verbal assessment or a combination of both. Each school determines its assessment structure, which is outlined in their curricula. Assessments cover content and performance standards defined in the national curriculum, including knowledge of facts and context, independence and creativity, and the ability to take a stand and express an opinion.

End-of-stage examinations are taken only at the end of the optional final-year upper secondary course “History seminar” as part of the state Maturita (final examination at the level ISCED-3). This examination is optional and is set at the national level.

End-of-stage examination assesses historical content knowledge and historical thinking competences (e.g., evaluation of evidence; formulation and justification of historical arguments, consideration of different perspectives). The exam comprises three tasks:

1. Task 1 is aimed at knowledge and understanding. Pupils must demonstrate their knowledge of a given concept, fact, definition, historical phenomenon, or process.
2. Task 2 focuses on application and analysis. Learners should be able to classify historical events, compare multiple historical phenomena or processes, and determine the causes or consequences of one or more historical phenomena or processes.
3. Task 3 is aimed at synthesising and evaluating historical phenomena, processes and events. Learners should be able to critically evaluate the historical content, demonstrate generalisation skills and take evaluative attitudes towards the past.

End-of-stage examination is oral and consist of three tasks (see above) of different subjects listed in the final examination assignment, which the student draws before the final examination. The final examination is conducted before the board.

The National Institute for Education and Youth, along with the Ministry of Education, Research, Development, and Youth of the Slovak Republic, approves history textbooks and other educational resources for use in schools. The market for educational material has been open since 2021. Before then, the ministry issued tenders for the creation of textbooks for specific subjects and year groups.

The use of different types of educational resources (see below) is allowed:

To teach history, teachers must hold a master’s-level university degree. No specific entry exam is required to begin teaching.

History teachers are trained in history and another discipline, as well as in the didactics of both subjects. If they are trained in a subject with low allocated time (one hour per week), they often add a third subject so that school has qualified teachers for all the lessons that need to be covered.

In-service professional development courses are voluntary and provided by the National Institute of Education and Youth (NIVAM). NGOs also offer additional training opportunities that teachers can choose to undertake.