ABSTRACT
The state-of-the-art of research about the secondary school curricula in Slovakia can hardly be understood without keeping in mind the whole context of the transition period our country is now undergoing. Although much has already changed since 1989 in our educational system, the national curricula still remain the main official documents providing the teachers with information and guidance as to what should be taught in the schools. The curricula of most subjects do not specify only the concrete subject-matter, but also its distribution into grades, the sequence in which the particular topics should be presented, and the optimal amount of lessons which should be devoted to each of them. From this point of view the Slovak educational system is still therefore a highly centralized one.
