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Since 2020, the EASIE data collection has taken place annually. Before 2020, it took place every two years. The default view below is the most recent school year available.

The data is presented in tables, focusing on different aspects of inclusive education. Unless stated otherwise in the notes, the data displayed is from the selected school year.

Click on the icon in the data tables to open a pop-up window containing the data sources and notes.

The Country Report presents the indicator tables, which are generated from the data in the data tables. The HTML versions of the Country Reports on the webpage are accessible; the PDF downloads are automatically generated and may not be fully accessible. To view the Country Report, click the 'View Country Report' button below.

In all tables, where data is not displayed, the following reasons have been given: ‘M’ for missing data, ‘NA’ where data is not applicable, and ‘NC’ where indicators cannot be calculated.

The ‘Background Information’ questionnaires are completed to give context to the data in the data tables. You can download the background information for the 2012/2013, 2014/2015 and 2016/2017 datasets as PDFs. For all other datasets, use the drop-down menu below.

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2018/2019 Data:

Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
1.1 Actual population of children/learners in the typical ISCED age ranges
87,426
83,179
170,605
1.1
121,132
115,330
236,462
1.2
140,628
133,060
273,688
1.3
107,283
101,594
208,877
1.4
1.2 All children/learners enrolled in any form of recognised education
87,208
81,283
168,491
2.1
118,826
112,894
231,720
2.2
132,592
125,312
257,904
2.3
91,785
91,012
182,797
2.4
1.3 All children/learners enrolled in mainstream (pre-)schools
85,424
80,433
165,857
3.1
111,963
108,299
220,262
3.2
123,482
118,369
241,851
3.3
89,587
89,119
178,706
3.4
1.3a All children/learners educated with their peers in mainstream groups/classes for 80% or more of the time
85,152
80,326
165,478
4.1
109,962
106,703
216,665
4.2
119,953
115,263
235,216
4.3
87,659
87,454
175,113
4.4
1.3b All children/learners educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
272
107
379
5.1
2,001
1,596
3,597
5.2
3,529
3,106
6,635
5.3
1,928
1,665
3,593
5.4
1.4 All children/learners educated outside of mainstream (pre-)schools
1,784
850
2,634
6.1
6,863
4,595
11,458
6.2
9,110
6,943
16,053
6.3
2,198
1,893
4,091
6.4
1.4a All children/learners educated in separate special (pre-)schools or units organised by the ministry of education
1,784
850
2,634
7.1
6,863
4,595
11,458
7.2
9,110
6,943
16,053
7.3
2,198
1,893
4,091
7.4
1.4b All children/learners educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
8.1
NA
NA
NA
8.2
NA
NA
NA
8.3
NA
NA
NA
8.4
1.4c All children/learners educated in other recognised forms of alternative education
M
M
M
9.1
M
M
M
9.2
M
M
M
9.3
M
M
M
9.4
1.4d All children/learners educated in recognised forms of home schooling
M
M
M
10.1
M
M
M
10.2
M
M
M
10.3
M
M
M
10.4
1.5 All children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education.
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4
Question ISCED 02 ISCED 1 ISCED 2 ISCED 3
Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total: Boys: Girls: Total:
2.1 Actual population of children/learners with an official decision of SEN in the typical ISCED age ranges
1,393
830
2,223
1.1
14,308
10,966
25,274
1.2
24,358
16,317
40,675
1.3
7,041
3,930
10,971
1.4
2.2 All children/learners with an official decision of SEN in any recognised form of education
4,311
3,174
7,485
2.1
22,951
17,095
40,046
2.2
30,789
20,903
51,692
2.3
8,330
4,696
13,026
2.4
2.3 All children/learners with an official decision of SEN educated in mainstream (pre-)schools
2,527
2,324
4,851
3.1
16,088
12,500
28,588
3.2
21,679
13,960
35,639
3.3
6,132
2,803
8,935
3.4
2.3a All children/learners with an official decision of SEN educated with their peers in mainstream groups/classes for 80% or more of the time
2,255
2,217
4,472
4.1
14,087
10,904
24,991
4.2
18,721
11,393
30,114
4.3
6,099
2,768
8,867
4.4
2.3b All children/learners with an official decision of SEN educated in separate groups/classes, spending less than 80% of the time with their peers in mainstream groups/classes
272
107
379
5.1
2,001
1,596
3,597
5.2
2,958
2,567
5,525
5.3
33
35
68
5.4
2.4 All children/learners with an official decision of SEN educated outside of mainstream (pre-)schools
1,784
850
2,634
6.1
6,863
4,595
11,458
6.2
9,110
6,943
16,053
6.3
2,198
1,893
4,091
6.4
2.4a All children/learners with an official decision of SEN  educated in separate special (pre-)schools or units organised by the ministry of education
1,784
850
2,634
7.1
6,863
4,595
11,458
7.2
9,110
6,943
16,053
7.3
2,198
1,893
4,091
7.4
2.4b All children/learners with an official decision of SEN  educated in separate special (pre-)schools or units organised by other sectors/ministries
NA
NA
NA
8.1
NA
NA
NA
8.2
NA
NA
NA
8.3
NA
NA
NA
8.4
2.4c All children/learners with an official decision of SEN educated in other recognised forms of alternative education
M
M
M
9.1
M
M
M
9.2
M
M
M
9.3
M
M
M
9.4
2.4d All children/learners with an official decision of SEN educated in recognised forms of home schooling
M
M
M
10.1
M
M
M
10.2
M
M
M
10.3
M
M
M
10.4
2.5 All children/learners with an official decision of SEN who should, by law, be in some form of recognised education, but who are out of any form of recognised education
M
M
M
11.1
M
M
M
11.2
M
M
M
11.3
M
M
M
11.4

Slovakia - Country Background Information

Describing the forms of education in the country

The EASIE data collection covers all recognised forms of education at ISCED levels 02, 1, 2 and 3.

This means any type of education organised by or approved by any recognised educational provider in the public or private sector: municipality, local or regional educational provider from the public or private sector, working with/for ministries responsible for education and areas such as health, social, welfare, labour, justice, etc.

What is the compulsory education age range in the country?

6–16

What are the typical age ranges for the ISCED levels?

ISCED LEVEL 02 ISCED LEVEL 1 ISCED LEVEL 2 ISCED LEVEL 3
3-5 6-9 10-14 15-18
Is private sector education covered by the data provided for the country?
Yes

In Slovakia, there are state and non-state schools. Non-state schools include private and church schools. Non-state schools have to follow the National Education Programme.

Is recognised public or private education organised by sectors other than education (i.e. health, social, welfare, labour, justice, etc.) in the data provided for the country?
No
Are there recognised forms of alternative education covered by the data provided for the country?
No
Are there recognised forms of home schooling covered by the data provided for the country?
No
Identifying an ‘inclusive setting’ in the country

In the EASIE data collection, an inclusive setting is operationally defined as:

A recognised form of education where the child/learner follows education in mainstream classes alongside their peers for the largest part – 80% or more – of the school week.

The 80% time placement benchmark clearly indicates that a child/learner is educated in a mainstream class for the majority of their school week. At the same time, it acknowledges possibilities for small group or one-to-one withdrawal for limited periods of time (i.e. 20% or one day a week).

Very few participating countries can provide exact data on children/learners spending 80% of their time in a mainstream group/class. However, all countries can apply one of three agreed proxies that provide an approximation to this benchmark:

  • Placement in a mainstream class implies over 80% or more
  • Data is available on the number of hours of support allocated to a child/learner
  • Placement in a mainstream class implies over 50% or more.

 

Are you able to provide actual data to verify the 80% placement benchmark?
No
If no, which proxy are you using
Placement in a mainstream class implies 80% or more
What an ‘official decision of SEN’ means in the country

In the EASIE data collection, the agreed operational definition is:

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

Countries may have different types of official decision, but for all official decisions:

  • There has been some form of educational assessment procedure involving different people. This procedure may involve the child/learner, parents, school-based team members, as well as professionals from multi-disciplinary teams from outside the child’s/learner’s (pre-)school.
  • There is some form of legal document (plan/programme, etc.) that describes the support the child/learner is eligible to receive, which is used as the basis for decision-making.
  • There is some form of regular review process of the child/learner’s needs, progress and support.

 

Please describe what an ‘official decision’ is in the country.

An official decision leads to a child/learner being recognised as eligible for additional educational support to meet their learning needs.

What educational assessment procedures are carried out and who is involved?

Children/learners with disabilities, intellectually gifted children/learners and those from socially disadvantaged environments are considered to have SEN (245/2008 Education Act, Section 2, Subparagraph j). Special educational needs are diagnosed by the Educational Counselling and Prevention Centres (245/2008 Education Act, Section 2, Subparagraph j).

The child/learner’s legal representatives or the school may propose initiation of the assessment procedure. However, the legal representatives must approve the school’s proposal for the child/learner to undergo assessment. If the legal representatives do not approve, the assessment cannot take place (325/2008 Order on the Educational Counselling and Prevention Centres, Section 2).

The educational assessment procedure at the centres involves a multi-disciplinary team. The outcome of the procedure is the proposal on the education of a child or learner in kindergarten, primary or secondary school (245/2008 Education Act, Section 11). The proposal stipulates the form of education proposed by the centre’s experts (integration, special class or special school) and states whether or not the legal representatives agree with the proposal.

The proposal is accompanied by a report from a psychological, special-pedagogical and medical examination (if necessary), the individual education plan and other documents (if necessary).

What legal documents (plans, programmes, etc.) that describe the support a child/learner is eligible to receive are linked to an official decision?

The 245/2008 Education Act and the education programmes for intellectually gifted children/learners and for children/learners with disabilities outline the support these children/learners are supposed to receive.

Children/learners with SEN are entitled to have modified educational content, forms, methods and approaches (245/2008 Education Act, Section 2, Subparagraph j). They should have access to special curricula, special textbooks, special aids and the support of counselling centres, including specialists available within them, e.g. special teacher, psychologist, speech therapist (245/2008 Education Act, Section 6, Paragraph 4, Subparagraph p; Section 144, Paragraph 2 and 3). Children/learners might be supported by a teaching assistant (245/2008 Education Act, Section 30, Paragraph 6).

More details on the support that children/learners are supposed to receive is outlined in the education programmes for children/learners with disabilities (245/2008 Education Act, Section 94, Paragraph 2) and for intellectually gifted children/learners (245/2008 Education Act, Section 103, Paragraph 5). However, their implementation might be affected by the decisions of school founders and head teachers and by the availability of the funding.

Children/learners from socially-disadvantaged environments do not have special education programmes. However, they are entitled to:

  • adjustments in the organisation of their education;
  • adjustments in the environment;
  • the application of special methods and forms of education (245/2008 Education Act, Section 107, Paragraph 1)
What formal, regular review processes of a child/learner’s needs, progress and support are linked to an official decision?

By law, there is no obligation to regularly review the decision of SEN (re-assessment). However, as per the Education Act (Section 130, Paragraph 6), the child/learner’s parents/legal representatives may file a motion to review the decision with the Ministry.

The individual education plan may be reviewed during the school year. This is at the discretion of the class teacher/head teacher.

What ‘out-of-education’ means in the country

Within the EASIE data collection, specific questions examine children/learners who are out of education. This means children/learners who should, by law, be in some form of recognised education, but who are out of any form of recognised education. A recognised form of education is any type of education organised by or approved by any recognised educational provider in the public or private sector.

Is there a formal definition of ‘out-of-education’ in the country?
No
Please describe which learners are considered ‘out-of-education’ in the country

The group of young people aged 15–24 who are not in employment, education or training (NEET) are considered out of formal education.

Please describe any specific country issues you think are relevant for understanding the data you have provided

In 2018/2019, learners spending less than 80% of the time with their peers are considered to be part-time learners.

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