Financovanie celoživotného vzdelávania v Slovenskej republike
FINANCING A LIFETIME EDUCATION IN THE SLOVAK REPUBLIC

Summary/Abstract: A man learns for the most of his lifetime. Learning and knowledge is one of the ele-mentary conditions of human existence. As much as it was true in the whole history, so more it is true in the time of the oncoming information society. Knowledge creates the basis of human capital that is the major component of the information society deve-lopment. This society is based mostly on the permanent lifetime education.On the other hand, unequal chances and different approach towards education in the present world, but personable eligibilities and ambitions as well, leads to a polarization of the society between privileged intellectuals and uneducated masses.A prevention of further deepening of the „scissors effect“ is possible mainly by ensuring the access to education in maximally sufficient extent for all spheres of the population. But this is – besides social, ethic and political problem – the problem of economy, thus the problem of financing a lifetime education. Its solving consists in two main assumptions, namely the financing sources and related rate of participation of concerned subjects.Considering the first assumption, it can be stated – and it is almost generally true – that the financing sources are limited. Regarding the second assumption, the willing-ness of the individual subjects/entities (individuals, firms, state, education institu-tions…) is limited by their partial interests. A constitution of an effective model of the lifetime education system requires the consideration of all of its economic, political and social relations. Education cannot exist isolated from the economic and social changes. And it is exactly the lifetime edu-cation system, which represents an extremely complicated, expertly and financially highintensive problem and process.A participation of the individual subjects on the financing the education is signifi-cantly determinated by particular stages of the lifecycle and related phases of educa-tional process (school education, adult education, senior education). In the first component, the substantial role is played by state and its educational policy. Scholastic education is the significant platform for the lifetime education. Thus, state is the main sponsor of the school education and state then bears the main part of its financing costs. Overall reduction of the state sector then substantially reduces the number of experts for the state administration requirements and thus also the state costs spent on the preparation of such experts decrease gradually. With coming of the information society and technology development, the more meaningful role in education process is played by the companies. But the paradox is that exactly the companies try to eliminate the education facilities in their activities and they order the education „products“ from the external suppliers more often.

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