Abstract:

In recent years, there has been a growing trend of home and community education of children and pupils not only in Slovakia but also abroad. The reasons why more parents themselves prefer this alternative way of education vary, but some similarities can be found. The present study first of all draws attention to the terminological grasp of the notion of community education of children and pupils in Slovakia. In the legislative framework, the above-mentioned notions of education (both home and community) are based on the notion of individual education, which becomes the starting point and legislative argument for the inclusion of a child in community education. Secondly, the paper highlights the organizational and content framework of community education for children and pupils. The very disparity can be observed in the community education of preschool children and primary and lower secondary pupils. While for pre-school children community education is implemented, for example, in community centres or company schools, for primary school pupils it is more about homeschooling or community education implemented in community schools. There are several ways in which community education in Slovakia actually takes place. The paper also offers a praxeological perspective on community education and takes a closer look at and analyses forest-based community facilities for pre-school children. It also offers findings from a content analysis of specific facilities providing community education with an environmental focus. There is a growing interest on the part of parents in community education as a kind of innovation in education. It is believed that it will continue to grow as long as the parents of their children are dissatisfied with the current state of schooling.

Keywords:

Community education, community schools, company schools, homeschooling, alternative education, formal education, innovation.