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OECD Skills Strategy Slovak Republic

Assessment and Recommendations

image of OECD Skills Strategy Slovak Republic

Skills are the key to shaping a better future and central to the capacity of countries and people to thrive in an increasingly interconnected and rapidly changing world. Megatrends such as globalisation, technological advances and demographic change are reshaping work and society, generating a growing demand for higher levels and new sets of skills.

OECD Skills Strategy projects provide a strategic and comprehensive approach to assess countries’ skills challenges and opportunities and help them build more effective skills systems. The OECD works collaboratively with countries to develop policy responses that are tailored to each country’s specific skills needs. The foundation of this approach is the OECD Skills Strategy Framework, which allows for an exploration of what countries can do better to 1) develop relevant skills over the life course; 2) use skills effectively in work and in society; and 3) strengthen the governance of the skills system.

This report, “OECD Skills Strategy Slovak Republic: Assessment and Recommendations”, identifies opportunities and makes recommendations to strengthen the skills of youth, reduce skills imbalances, foster greater participation in adult learning and strengthen the use of skills in the workplace.

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Fostering greater participation in adult learning

This chapter provides an overview of the Slovak Republic’s adult learning system and specific recommendations to foster greater participation. Slovakia’s economy has shown strong performance, which is reflected in low unemployment rates and rising wages. However, Slovakia faces high risks of job automation, and its degree of economic openness makes it vulnerable to external trade shocks and fluctuations in foreign demand for Slovak products and services. In this context, adult learning is an essential tool to shield the Slovak Republic against these risks and to lead the country to higher levels of development and well-being. This chapter identifies three opportunities to raise participation in adult learning: improving the governance of adult learning, increasing participation among adults out of work, and supporting the capacity of employees and firms to engage in adult learning.

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