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2019
2019
12TH INTERNATIONAL CONFERENCE OF
EDUCATION,
RESEARCH AND
INNOVATION
12TH INTERNATIONAL CONFERENCE OF
EDUCATION,
RESEARCH AND
INNOVATION
SEVILLE (SPAIN)
11-13 NOVEMBER 2019
SEVILLE (SPAIN)
11-13 NOVEMBER 2019
CONFERENCE
PROCEEDINGS
CONFERENCE
PROCEEDINGS
CONFERENCE
PROCEEDINGS
CONFERENCE
PROCEEDINGS
2019
12TH INTERNATIONAL CONFERENCE OF
EDUCATION,
RESEARCH AND
INNOVATION
SEVILLE (SPAIN)
11-13 NOVEMBER 2019
CONFERENCE
PROCEEDINGS
CONFERENCE
PROCEEDINGS
Published by
IATED Academy
iated.org
ICERI2019 Proceedings
12th International Conference of Education, Research and Innovation
November 11th-13th, 2019 — Seville, Spain
Edited by
L. Gómez Chova, A. López Martínez, I. Candel Torres
IATED Academy
ISBN: 978-84-09-14755-7
ISSN: 2340-1095
V-2804-2019
Book cover designed by
J.L. Bernat
All rights reserved. Copyright © 2019, IATED
The papers published in these proceedings reflect the views only of the authors. The
publisher cannot be held responsible for the validity or use of the information therein
contained.
ICERI2019 12th International Conference of Education, Research and Innovation
ICERI2019 COMMITTEE AND ADVISORY BOARD
Adriana Agnes Repellin-Moreno
MEXICO
Jose F. Cabeza
SPAIN
Agustín López
SPAIN
Jose Luis Bernat
SPAIN
Aileen Cotter
IRELAND
Joyce Malyn-Smith
UNITED STATES
Alan Belcher
UNITED STATES
Juanan Herrero
SPAIN
Alexandru Marin
ROMANIA
Judith Szerdahelyi
UNITED STATES
Alia Ammar
UNITED STATES
Julian Busse
GERMANY
Amparo Girós
SPAIN
Julie Byrne
IRELAND
Ana Henriques
PORTUGAL
Laila Nordstrand Berg
NORWAY
Ana Paula Lopes
PORTUGAL
Lamya Amleh
CANADA
Ana Tomás
SPAIN
Laurie Henry
UNITED STATES
Anna Romagnuolo
ITALY
Liisa Wallenius
FINLAND
Anne Brasier
JAPAN
Linda Colburn
UNITED STATES
Antonio García
SPAIN
Lorena López
SPAIN
Breno Deffanti
BRAZIL
Lori Severino
UNITED STATES
Brian Garibaldi
UNITED STATES
Luca Botturi
SWITZERLAND
Catherine O'Donnell
UNITED KINGDOM
Lucilia Falcao
BRAZIL
Chelo González
SPAIN
Luis Gómez Chova
SPAIN
Christian Grévisse
LUXEMBOURG
Luis Roseiro
PORTUGAL
Christopher Evans
UNITED KINGDOM
Lynn Vona
UNITED STATES
Christopher Mattatall
CANADA
M. Karina Maldonado-Mariscal
SWITZERLAND
Craig Loewen
CANADA
Mª Jesús Suesta
SPAIN
Cynthia Rosas Magallanes
MEXICO
Maria Porcel
SPAIN
Daniel Abrahams
UNITED STATES
Martha Leal-Gonzalez
MEXICO
Darius Singh
NEW ZEALAND
Matthias Rath
GERMANY
David Jennings
IRELAND
Mayaugust Finkenberg
UNITED STATES
David Martí
SPAIN
Michael Flannery
IRELAND
Detta Melia
IRELAND
Miguel Peiró
SPAIN
Dorota Anna Krawczyk
POLAND
Miranda Lin
UNITED STATES
Eduardo Figueira
PORTUGAL
Norma Barrachina
SPAIN
Eladio Duque
SPAIN
Paul Fenn
UNITED KINGDOM
Elizabeth Franklin
UNITED STATES
Paul Lane
UNITED STATES
Elmaziye Özgür
CYPRUS
Peter Gabor
CANADA
Emily Thrush
UNITED STATES
Peter Haber
AUSTRIA
Ewa Bogacz-Wojtanowska
POLAND
Peter Mazohl
AUSTRIA
Faye Taylor
UNITED KINGDOM
Pia Palotie
FINLAND
Fernando Enrique Ortiz Rodriguez
MEXICO
Remigijus Bubnys
LITHUANIA
Francesca Maria Ugliotti
ITALY
Robert Shea
CANADA
Francesco Galati
ITALY
Rosa Cendros Araujo
CANADA
Gudrun Marci-Boehncke
GERMANY
Salman Azhar
UNITED STATES
Halvard Øysæd
NORWAY
Sergio Pérez
SPAIN
Helena Rodrigues
PORTUGAL
Shannon White
UNITED KINGDOM
Helmut Woellik
AUSTRIA
Sinead McCotter
UNITED KINGDOM
Hiroyuki Obari
JAPAN
Sylvia Dempsey
IRELAND
Ieva Brence
LATVIA
Taija Votkin
FINLAND
Ignacio Ballester
SPAIN
Taketoshi Yokemura
JAPAN
Ignacio Candel
SPAIN
Tammy Ladwig
UNITED STATES
Iréne Bernhard
SWEDEN
Terry Filer
UNITED KINGDOM
Iván Martínez
SPAIN
Thomas Lavery
UNITED KINGDOM
Jaroslaw Kujawski
POLAND
Vic Lally
UNITED KINGDOM
Javier Domenech
SPAIN
Victor Fester
NEW ZEALAND
Javier Martí
SPAIN
Victor Harari
MEXICO
Jenny Eppard
UNITED ARAB EMIRATES
Victoria Kompanets
FINLAND
Joanna Lees
FRANCE
Wendy Gorton
UNITED STATES
Joanna Richardson
UNITED KINGDOM
Xavier Lefranc
FRANCE
John Craft
UNITED STATES
Xema Pedrós
SPAIN
ICERI2019 12th International Conference of Education, Research and Innovation
CONFERENCE SESSIONS
ORAL SESSIONS, 11th November 2019
Interactive Learning Environments
Flipped Learning
Game-based Learning and Gamification (1)
University-Industry Cooperation (1)
21st Century Skills
Student Support and Motivation (1)
Special Education (1)
3D Design Learning
Problem Based Learning (1)
An International View on the Transformative Value of Prison Based Educational Programs
Robots for Learning
Flipped Learning in STEM
Game-based Learning and Gamification (2)
Blended Learning (1)
Technology Enhanced Learning
Teacher Training in STEM
Inclusive Education Challenges (1)
Architecture Educational Experiences
Problem Based Learning (2)
Primary and Secondary Education
Virtual and Augmented Reality (1)
Critical Thinking
Teacher is Present! – Guidance and Feedback in Online Language Learning
Problem and Challenge Based Learning
Assessment of Student Learning
Professional Development of Teachers (1)
Inclusive Education Challenges (2)
Engineering Education
ICT for Language Learning
Early and Primary Education
Virtual and Augmented Reality (2)
Pedagogical Innovations
Game-based Learning and Gamification (3)
Active Learning Experiences
Peer Assessment Experiences
Professional Development of Teachers (2)
Universal Design for Learning
Teaching Programming and Coding Skills
Foreign Language Learning (1)
Student Support and Motivation (2)
POSTER SESSIONS, 11th November 2019
New Trends and Experiences in Education
Technology in Education and Research
ICERI2019 12th International Conference of Education, Research and Innovation
ORAL SESSIONS, 12th November 2019
Design Thinking and Creativity
Links between Education and Research
Education for Sustainability
Accreditation and Quality in Education
e-Learning Experiences (1)
Digital Literacy and ICT Skills (1)
ICT Skills among Teachers (1)
Game-based Learning in Primary and Secondary
Foreign Language Learning (2)
Health Sciences Education (1)
Learning Analytics
Internships and Workplace Learning
Service Learning
New Challenges for the Higher Education Area
Online Assessment
Challenges of Digitalization in Education
ICT Skills among Teachers (2)
Cultural Literacy and Intercultural Understanding
Foreign Languages for Special Purposes
Health Sciences Education (2)
Learning Management Systems
Bridges between Education and Employment
Tutoring and Mentoring
University-Industry Cooperation (2)
Digital Literacy and ICT Skills (2)
Adult Education
ICT Skills among Teachers (3)
Multicultural Education Challenges
Pre-service Teacher Experiences
Computer Science Education
Videos for Learning
Business Education
Student Support and Wellbeing (1)
Language Learning Challenges and Innovations (1)
Students and Teaching Staff Exchange Programmes
Lifelong Learning and Continuing Education
Teacher Training Experiences
Special Education (2)
Professional Development of Language Teachers
STEM Education (1)
m-Learning: Mobile Applications and Technologies
Blended Learning (2)
Student Support and Wellbeing (2)
Leadership and Educational Management
e-Learning Experiences (2)
Distance Education
Gender and Equality in Education
Educating At-Risk Students
Language Learning Challenges and Innovations (2)
STEM Education (2)
POSTER SESSIONS, 12th November 2019
Pedagogical Innovations
Challenges in Education
ICERI2019 12th International Conference of Education, Research and Innovation
VIRTUAL SESSIONS
21st Century Skills
Academic Research Projects
Accreditation and Quality in Education
Active and Experiential Learning
Adult Education
Advanced Classroom Applications and Technologies
Assessment of Student Learning
Barriers to Learning
Blended Learning and Flipped Classroom
Collaborative and Problem-based Learning
Community Engagement and Youth participation
Creativity and Design Thinking
Critical Thinking and Problem Solving
Curriculum Design
E-content Management and Development
e-Learning Experiences
Early Childhood Education
Educating Individuals with Intellectual Disabilities
Educating Individuals with Sensory and Motor Disabilities
Educating the Educators
Education for Sustainability
Education Practice Trends and Issues
Education, Research and Globalization
Educational/Serious Games and Software
Employability Issues and Trends
Erasmus+ Programme Experiences
Flipped Learning
Game-based Learning and Gamification
Gender and Equality in Education
ICT and Digital Skills
ICT Skills Development
In-service Teacher Training
Inclusive Learning, Cultural Diversity and Special Education
Informal Learning
International Projects
Language Learning Innovations
Leadership and Educational Management
Learning and Teaching Innovations
Learning Management Systems (LMS)
Life-long learning
Links between Education and Research
m-Learning: Mobile Applications and Technologies
Massive Open Online Courses (MOOC)
Multicultural Inclusion and Indigenous Perspectives
New challenges for the Higher Education Area
Open Universities and Distance Education
Pedagogical Innovations
Post-graduate Education
Pre-service Teacher Experiences
Primary and Secondary Education
Professional Development of Teachers
Refugees, Migrants and Minorities Inclusion
Research Methodologies
Research on Technology in Education
STEM Education Experiences
Student Support and Motivation
Students and Teaching Staff Exchange Programmes
Technology in Teaching and Learning
Tutoring and Mentoring
Undergraduate Education
Universal Design for Learning
University-Industry Cooperation
Videos for Learning and Educational Multimedia
Virtual and Augmented Reality
Virtual Learning Environments (VLE)
Vocational Training
Web 2.0 and Social Networking
ICERI2019 12th International Conference of Education, Research and Innovation
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THE IMPACT OF EDUCATION FUNDING ON THE SOCIOECONOMIC
DEVELOPMENT OF REGIONS
Viktor Šoltés, Katarína Repková Štofková
University of Zilina (SLOVAKIA)
Abstract
Ensuring people's access to education and raising the educational level of the population is one of the
basic tasks of the state. Society development can only be achieved if there is a sufficiently skilled and
educated workforce that stimulates the national economy. For this reason, the state must allocate
sufficient funds to invest in the operation of primary, secondary and also higher education institutions.
The global economic crisis, which has hit the world in the past, has made it impossible to secure
certain essential tasks of the state to the required extent. The impact of the economic crisis was also
reflected in education in which less money was invested. The first level of vocational training that
prepares people for the needs of the labour market is provided by secondary schools, which are
financed by the regional government. By monitoring the closing accounts of regional self-government
entities, it is possible to discover the links between the economic crisis and education and to examine
the development of regional disparities in terms of education funding. The aim of the paper is to
examine the impact of the economic crisis on education and to determine the impact of education
funding on the socioeconomic development of regions.
Keywords: Education, funding, economic crisis, regional disparities, socioeconomic development.
1 INTRODUCTION
Education is one of the key areas in which the state must invest sufficient funds. Through effective
spending of funds on education, it is possible to achieve a quality and functional education system in
which citizens prepare for their careers. A quality education system produces quality employees who
stimulate economic growth and thus the growth of society. States are trying to invest more and more
funds in education, which can also increase their competitiveness.
The first level of vocational education in Slovakia can be achieved at secondary schools, which in
many cases are specialized. These schools are financed from the resources of regional self-
government, to which the state has transferred its competence in this area. The state grants them
subsidies for the operation of these schools, but these funds are not sufficient to ensure the efficient
operation of these schools. Because of that these schools are financed also from the budget of
regional self-government. In terms of redressing regional disparities, individual regions should also
spend approximately the same amount of money on education. It is necessary to examine how
regional disparities in terms of education funding are developing and what are the consequences.
2 SYSTEM OF EDUCATION IN SLOVAKIA
The school system in each country is the result of long-term development. In the Slovak Republic it
consists of three basic school levels: primary, secondary and tertiary. The structure of the educational
system is determined by law and the details of the functioning of its individual components are
regulated by decrees of the Ministry of Education, Science, Research and Sport of the Slovak
Republic [1]. Laws dealing with the education system and its financing include:
• Act No. 131/2002 Coll. on higher education and on the change and supplement to some acts,
• Act No 523/2004 Coll. on budget rules of public administration and on the change and
supplement to some acts as amended,
• Act No. 596/2003 Z. z. o on state administration in education and school self-government and
on change and supplements of some acts as amended,
• Act No. 597/2003 Z. z. on financing primary schools, secondary schools and school facilities as
amended.
Proceedings of ICERI2019 Conference
11th-13th November 2019, Seville, Spain
ISBN: 978-84-09-14755-7
10950
2.1 School structure in Slovakia
Education can be understood as a set of tools that human has adopted and which he uses to interact
with the outside world. In this sense, education has a decisive influence on human existence in the
world and contributes to the development of society [2,3].
The school system is a collection of all educational institutions, their functioning and means that
provide education in the country. The school system is a set of institutions formal and informal
education, managed and administered by the Ministry of Education, Science, Research and Sport of
the Slovak Republic [4]. In Slovakia, a ten-year compulsory education is introduced and lasts until the
end of the school year in which the pupil has reached the age of 16. Compulsory education usually
begins with the child's sixth year of age [5]. Figure 1 shows the education system in Slovakia.
Figure 1. The Slovak education system.
Primary and lower secondary education are provided by a primary school, which has two degrees: 1st
degree- 1st to 4th grade (ISCED 1) and 2nd degree- 5th to 9th grade (ISCED 2). After successful
completion of primary school, pupils continue to fulfil their compulsory education in the first year of
secondary school. Secondary schools provide upper secondary general or vocational education
(ISCED 3). Secondary general education and training takes place at grammar schools (high schools),
which prepare pupils primarily for study at universities and other higher education institutions. In
specialized vocational schools it is vocational training, i.e. preparation for the performance of
professional activities, especially technical, economic, educational, health, social, administrative,
10951
artistic and cultural, but also for university studies. Higher education (ISCED 6-8) can only be provided
by universities and other higher education institutions, which may be public, state and private [6].
According to Act No. 596/2003 Coll. on state administration in education and school self-government
and on change and supplements of some acts as amended, the founder of schools and other school
facilities can only be municipality, self-governing region, district office at the seat of the region, state
recognized church or religious society and other legal person or natural person [7].
2.2 Funding education in Slovakia
The Constitution of the Slovak Republic says that everyone has the right to education. Citizens of the
Slovak Republic have the right to free education in primary schools and secondary schools, depending
on the abilities of the citizen and the possibilities of society also at universities and other higher
education institutions [8].
Free primary and secondary education is therefore constitutional law. In church and private schools,
education and other services can be provided for a fee. Public education resources are funds from the
public budget, which consists of:
- National budget,
- Municipality budgets,
- Higher territorial units budgets.
Other resources of funding are funds from space rental, business profits, contributions and donations
and other resources. In the case of private and church schools and school facilities, scholar and other
fees are also a source of funding.
The funding of schools is based on the normative principle, schools are financed according to the
number of pupils and the personnel and economic demands of the educational process.
Education expenditure in relation to gross domestic product (GDP) has been declining in recent years
and educational outcomes have deteriorated. Education expenditure as a share of GDP fell from 4.1
percent in 2014 to 3.8 percent in 2016, as public expenditure failed to keep pace with growth in the
overall economy. Education expenditure, measured in relation to the total public budget in 2016,
reached 9.3 percent compared to the European Union average of 10.2 percent [9]. Figure 2 shows
public budget expenditure broken down by chapter in 2018.
Figure 2. Public administration budget expenditure in 2018 [10].
In 2018, total public administration expenditures on education has already increased to 10 percent.
However, even this increase was not sufficient for the European Union average of 2016. This
percentage share is not increasing in recent years in the European Union However, it is positive that
public administration expenditures on this key area is gradually increasing.
10952
Of the public administration budget chapters, education expenditure is the fourth largest. The state
invests more in social care, health care and general public services only.
The Slovak share of education expenditure in total public administration expenditure is slightly below
the average of other countries of European union. However, it should approach 11 percent in the
coming years, thus potentially above the European Union average [11].
3 FUNDING EDUCATION ON REGIONAL LEVEL
The basis for the financing of secondary schools is the national budget and the funds from the budgets
of the higher territorial units (self-governing regions), from which the operating costs are paid.
Furthermore, the income of secondary schools consists of the use of supplementary resources (e.g.
own business activity, means of the business sphere, donations, etc.), which can provide a higher
standard of preparation. However, the basis of secondary school funding is the budget of higher
territorial units, which, within the scope of the transferred performance of state administration, receive
subsidies from the national budget intended for the operation of secondary schools. Figure 3 shows
the percentage of funds spent on education in relation to the overall budget of the higher territorial
units.
Figure 3. The share of funds spent on education in relation to the total budget
of the higher territorial units [12].
The higher territorial units invest about 40 percent of their funds in education. However, this share has
been decreasing in recent years. The biggest decrease can be seen in the Zilina region, where this
share is gradually decreasing during the whole focused period. The Trencin region also recorded a
more significant decline in the last year. The largest share of financial resources invested in the area
of education from the total budget have Kosice region. For all other regions, the situation is in terms of
funding of educational institutions whose founder is a higher territorial unit stabilized.
In terms of financing secondary schools and school facilities, it is also important to examine the
amount of money spent per capita of the region. Figure 4 shows the amount of education spending
per 1 inhabitant of the region.
0%
10%
20%
30%
40%
50%
60%
Banska
Bystrica
Bratislava Kosice Nitra Presov Trencin Trnava Zilina
2013 2014 2015 2016 2017
10953
Figure 4. The amount of funds spent on education per capita [12].
Despite the fact that the share of funds spent on education in relation to the overall budget in higher
territorial units is decreasing, the amount of money invested in this area in relation to the population is
increasing. Higher territorial units invest around € 90 per capita in education. The Trnava and
Bratislava regions invest the least funds in terms of education per capita. On the contrary, the most
financial resources related to the operation of schools and other school institutions in relation to the
population are invested by the Zilina and Kosice regions.
On the basis of the above mentioned facts, it is possible to say that the situation in terms of financing
of education realized from budgets of higher territorial units is changing, it is necessary to know also
the development of regional disparities from this point of view. These regional disparities can be
examined through several coefficients. One of them is the Gini coefficient, which ranges from 0 to 1. If
the Gini coefficient is close to 1, the regional disparities are large. Conversely, if the Gini coefficient is
close to 0, regional disparities are minimal. Figure 5 shows the development of regional disparities in
terms of education funding.
Figure 5. Development of the Gini coefficient characterizing regional disparities in funding education.
Based on the calculated Gini coefficients for each year, it can be concluded that regional disparities in
terms of education funding are minimal. The higher value of the Gini coefficient in 2013 is caused by
unavailability of data from the Trnava region, which in 2013 is absent from the calculation of the
coefficient. Nevertheless, it can be stated that regional disparities are minimal throughout the
considered period.
4 CONCLUSIONS
Education is one of the most important areas for successful society development. Investment in
education will not manifest only in the life of an individual on the labour market, but ultimately in the
0,00 €
20,00 €
40,00 €
60,00 €
80,00 €
100,00 €
120,00 €
Banska
Bystrica
Bratislava Kosice Nitra Presov Trencin Trnava Zilina
2013 2014 2015 2016 2017
0
0,05
0,1
0,15
0,2
0,25
2013 2014 2015 2016 2017
10954
growth of society and the economic growth of the state. That is why it is important to set up correctly
not only the education system itself, but also its financial security.
Free primary and secondary education is a constitutional right in Slovakia. The funding of education is
thus linked directly to the state, which allocates funds to this area. Within the transferred performance
of state administration, the bodies of territorial self-government - higher territorial units and
municipalities - also participate in the financing of education. All these entities belong to the public
administration, which operates on a budget basis. In 2018, 10 percent funds of the public budget were
allocated to the area of education. This is still below the European Union average of 2016.
Nevertheless, the annual increase in public investment in education can be positively assessed. The
first vocational education in Slovakia can be obtained at the secondary level of education, which is
financed from the budgets of higher territorial units. An analysis of the budgets of the higher territorial
units revealed that in recent years the share of expenditures of these territorial self-governments in the
area of education in relation to their total budget has been decreasing slightly. On the contrary, the
amount of funds invested by higher territorial units for the operation of schools and other school
institutions in relation to the population is increasing.
As the share of funds invested to education in relation to the overall budget, as well as the amount of
expenditures per inhabitant in education is changing, it is also necessary to examine regional
disparities in terms of financing education. Based on the calculation of Gini coefficients for individual
years, it was found that there were almost no regional disparities in the funding of schools and other
school institutions among regions. Public authorities should continue to increase the amount of funds
invested in education in the future. The development of society, the reduction of unemployment and
thus the economic development can be achieved through a quality, well-functioning and financially
secured education system.
ACKNOWLEDGEMENTS
This paper was supported by project VEGA 1/0768/19 and VEGA 1/0755/18.
REFERENCES
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[2] S. Štofko, Z. Štofková, “The importance of education in personal property security area,”
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[3] Z. Štofková, S. Štofko, “Some indicators of quality of life in a globalized world,” Globalization and
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[7] Act No. 596/2003 Coll. on state administration in education and school self-government and on
change and supplements of some acts as amended.
[8] Constitution of the Slovak republic
[9] Country Report Slovakia 2019. Retrieved from https://ec.europa.eu/info/sites/info/files/
file_import/2019-european-semester-country-report-slovakia_en.pdf
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[12] Final accounts of the higher territorial units
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