Current Geography Education in Slovakia: Conversions and Conditions

Abstract

The transformation of geography teaching in Slovakia can be characterised by two basic attributes: conversion of content and quantitative characteristics. Geography (as a learning object) in Slovakia has developed since the late 1980s (the era of Czechoslovakia) in an evolutionary way. Typical for its development were gradual steps by which geography was rid of ideological distortions. Removed was the glorification of communism and overly sophisticated features and topics that were inappropriate for students of their age. The transformation from a regional approach to a problem-oriented education was, however, not completed. The aspect of problem orientation was incorporated into regions and was particularly emphasised but not separately defined. The limit to change the entire curriculum was still inadequately high. Many fundamental changes need other conditions to come to reality. They need an environment that accepts them and subjects that implement them. Teaching geography was substantially reduced, like other sciences, due to the creation of space for teaching topics that the school could define in the school educational programme (SCED). The number of hours was reduced from nine a week for stage 3 (11–15-year-olds) at secondary schools (5 years altogether) to 5 h and now to 6 h per week for all grades combined. Teaching 1 h per week is almost a waste of a teaching subject.