(CZ) Ladislav Novomeský, bojovník za demokratizáciu kultúry a vzdelávania
(EN) Ladislav Novomeský, a Champion of the Democratization of Culture and Education (in Commemoration of the 80th Anniversary of his Birth)

The author of this article deals with the pedagogical ideas of Ladislav Novomeský (27th December 1904 — 4th September 1976), a distinguished member of the Communist Party of Czechoslovakia, Hero of the Czechoslovak Socialist Republic, bearer of the Klement Gottwald Order, the Order of the Republic, the Victorious February Order, National Artist, poet and writer, prominent party and state official, leading organizer of the Slovak National Uprising and a significant pedagogical thinker.
The author writes about the creditable work done by Ladislav Novomeský while he was Commissioner for Education in the years 1945—1950, especially in the struggle for the establishment of a unified school. He was one of the principal representatives of the educational and cultural policies of the Communist Party of Slovakia. L. Novomeský stood for democratization of education. He wanted the broades sections of the working people to have a free, unhindered access not only to secondary education, but also to higher education. And it was also due to his efforts that the Unified School Act was passed on April 21th, 1948, which made it possible to implement the demands of the Czech and Slovak teachers and of the public at large.
Ladislav Novomeský has got high credit for the construction of nursery, primary and secondary schools as well as higher education establishments in Slovakia after liberation in 1945. Together with his close partners in the Education Department he implemented the educational and cultural policies of the Communist Party of Czechoslovakia.
The author underlines Ladislav Novomeský’s demands on the teacher, on cooperation between teachers at various stages of education, as well as cooperation between the Slovak and Czech educationists. In conclusion, the author summarizes his ideas on Ladislav Novomeský’s pedagogical views.