Trnka, Marian; Sabo, Robert
January 2015
International Multidisciplinary Scientific Conference on Social ;2015, p811
Conference Proceeding
In 2008 a curricular reform took place in Slovakia. This reform brought the ISCED 1 curriculum model to Slovak primary schools for the first time. In general, we may say that this reform cancelled the centralized model and established a two-level curriculum model. After seven years, it is clear that neither teachers nor executive workers at primary schools accepted the reform. Many negative responses have appeared calling for the re-establishment of the centralized curriculum model. The goal of this paper is to describe those elements of the curricular reform that teachers tend to criticise most. The paper also deals with the analysis of general factors that influenced the above mentioned criticism of the ISCED 1 curriculum.


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