Abstract:

Ensuring inclusive education where no one is left behind is one of the targets in the Sustainable Development Goal 4 in Education 2030 Agenda. Within the framework of the 2030 Agenda implementation, Slovakia has formulated the country’s six national priorities, among which “Education for a life in dignity” is ranked first. In line with the “One World” principle, Slovakia must take measures for achieving the formulated strategic goals and, therefore, takes action to strengthen the principles of inclusion in the education system and to ensure equal opportunities for all children, pupils, and students.

The purpose of the presented paper is to provide a picture about the current situation in the implementation process of the Education 2030 target focusing on creating inclusive school environments in the Slovak Republic. For a theoretical elaboration of the topic, traditional desk research methods were used and also the partial results of a questionnaire survey on Slovak in-service teachers’ attitudes towards the ongoing transition from traditional to inclusive schools are presented.

The results show that the undergoing changes in the national educational policy based on Education 2030 Agenda and the attempts to create inclusive school environments represent a challenge not only for schools but especially for teachers who do not feel sufficiently prepared for working with children and youth from various social backgrounds, with disabilities, different nationalities or ethnicity.

Keywords:

Inclusion, inclusive schools, Education 2030 Agenda, Slovak educational policy.