SLOVAK REPUBLIC
OPENS THE DOOR
TO MEDIA EDUCATION
Nataša Slavíková
natasa.slavikova@mpc- edu.sk
Institution for in Service
Teachers'
Education and Training
Best practices – the Concept of Media Education
An important milestone that to increased efforts for
implementation of necessary measures and processes
media education was the adoption
of the Concept of Media Education in the Slovak Republic
In The Context of Lifelong Learning.


The Concept adopted by the Government of the Slovak Republic in December
2009, defined key objectives, strategies, procedures and prerequisites for
integration of Media Education into formal and informal education initiatives in
the field.
In developing this legal document have been involved a wide range of experts
from various fields (universities, NGOs, researchers, teachers, etc.).
Another positive example
 In
2008 (as part of the Slovak school education
reform) media education was incorporated as a
compulsory component of the educational
curriculum
 for pre-primary, primary, lower and higher
secondary education
 Individual kindergartens, primary schools and
grammar schools may independently decide on
how they will integrate compulsory media
education in their curriculum.
Media education
can be implemented
 in several forms:
 as an integrated part

in to the diffrent subjects;
This is done 54% schools
 as
an independent subject within the framework of
extended lessons (depending on profil of school) - 10%
 in
the form of a project or course-22%
Institute for In-Service
Teachers’ Education and
Training
in the Slovak Republic,
is one of such important subject in
formal education launches the new
national project
financed by the European Social Fund
via the operational programme
Education.
Teachers may through project and 4
accredited programme improve their
competencies in the field of Media
Education
NATIONAL
PROJECT
MOTIVATING
METHODS
IN EDUCATION
MEDIA
EDUCATION
www.amvprojekt.sk



Motivating Methods in Education, this project devoted a lot of
attention to the production of 33 parts of 15-minutes
audiovisual educational programmes from the field of Media
Education;
The project will include also the compilation of analyses dealing
with current status of Media Education.
It is scheduled from the year 2013 and should be completed in
2015 and it is intended for 7,000 pedagogical and professional
employees, particularly in kindergartens , school clubs
and leisure time centres, dormitories, and special educational
facilities, special schools, art schools, and conservatories.
Fact that make
media education harder
 Teachers
do not work in the green field
 But sometimes in the mine field.
 In addition teachers are often lost in virtual world,
but children feel there like at home.
 Media education is also about remedy of existing
deformations in relation for example to the violence,
sex, nudity, vulgar language and particularly to
incorrect values.
For the
That
st
21
century – is typical
development of children since there
beginning takes place in front of a
screen.
Panvisualisation – culture of images
displaces the culture of speech (Wartella
& Robb, 2005)
The slow pace
The progressive integration of media education into
the curricula is indeed a positive step, but in relation
to the education of teachers and fast pace of
development of new technologies it is too slow.
 My experience is based on 30 years of professional
practice in media regulation, legislation, education
and in promoting of media education in domestic and
foreign context.
 It is a lifelong topic, but also my headache.

By reform efforts
is
affected the whole European system of education,
 Particularly in the field of curricula.
 It is a change of hierarchy of education goals,
 Instead of the traditional triad knowledge-abilitieshabits with emphasis put on the amount of knowledge in
the final form
There is a versatile cultivation of a child.
Without strengthening of media education we can only
hardly implement versatile cultivation.
It is not enough
Slovakia opens the door to Media Education.
Number of accredited educational programs are increasing.
We need stronger, proactive policies to make teachers more media literate.
We know that is not easy task.
Phenomenon “ media“ it self is comprehensive and multifaceted.
Today media have been fully integrated into our everyday life.
It
cannot be expected that all teachers will become experts on media literacy. Therefore, it is also
necessary more to create separate educational programmes at universities that will prepare
professionals in this field.
Slovakia prepares itself for the new curriculum reform, that should be valid since September
2015. I believe that the coming reform will build on positive changes in the field of Media Education
it formal education and that it will accept the meaning of Media Education in Digital world as a
fully valuable part of the process of education
Conclusion
We have a lot to do,
you certainly know, that just when we have
something finished we get to know that the
way is only beginning.
Without media literacy we cannot build democracy
or indirectly support mediocracy
It means , that rather be media literate than not to be.
Thanks for your attention !
Nataša Slavíková
Institution for in Service
Teachers' Education
and Training
Slovak Republic
natasa.slavikova@mpc- edu.sk