The aim of this article is to analyse the impact of access to education and leisure activities on the quality of life of Slovak citizens using available quantitative data. The research is based on data from the Statistical Office of the Slovak Republic, the MUMAP database administered by the Supreme Audit Office of the Slovak Republic, and the ranking of schools in Slovakia compiled annually by the independent think-tank INEKO. In the article, we identify and evaluate key educational indicators, such as distance from primary or secondary schools, the number of leisure activities for children and young people, the number of libraries, and regional differences in the quality of school facilities. The theoretical framework of the article is based on the concept of quality of life as a multidimensional phenomenon that includes not only material conditions (e.g., income, housing), but also non-material factors such as education, health, social relationships, and subjective perceptions of life satisfaction. Education is considered one of the main determinants of quality of life because it influences not only individual socioeconomic status but also the ability of individuals to adapt to changing social and working conditions. Furthermore, human capital theory assumes that investment in education increases productivity and thus contributes to the overall development of society. The final recommendations focus on improving access to quality education, especially in less developed areas of the region, and on promoting an inclusive and lifelong learning system as a tool for improving the quality of life of the population at both regional and national levels.

Keywords: Quality of life, education, regional disparities, public policies, human capital, socio-economic indicators.