The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time.
This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.
This review analyses public governance in the Slovak Republic and provides recommendations to support ongoing comprehensive public administration reform. The analysis is structured around five key areas: the centre of government’s capacity to steer and lead policy development and implementation; analytical and evaluation capacities; human resources management and civil service; e-government; transparency and integrity in the public administration. The review identifies two main themes running through these five areas: The first is the need for more effective whole-of-government co-ordination of strategy-setting and implementation, led by the centre of government. The second is the need to generate and use evidence more effectively when making decisions.
The 2015 edition introduces more detailed analysis of participation in early childhood and tertiary levels of education. The report also examines first generation tertiary-educated adults’ educational and social mobility, labour market outcomes for recent graduates, and participation in employer-sponsored formal and/or non-formal education.
En 2014, les apports nets d’APD de la République slovaque se sont élevés à 81 millions USD (données provisoires), soit 0.08 % de son revenu national brut (RNB) et une baisse de 5.1 % en termes réels par rapport à 2013. Elle est résolue à se rapprocher progressivement des objectifs d’APD adoptés au niveau de l’UE lorsque son économie se sera redressée.
Base de données Statistiques de l'OCDE sur la santé 2015 - Notes par pays
A dashboard of key government indicators by country, to help you analyse international comparisons of public sector performance.
The Secretary-General participated in the GLOBSEC Bratislava Global Security Forum alongside the Prime Ministers of Poland, the Slovak Republic, Hungary and the Czech Republic. He also met with the Deputy Prime Minister and Minister of Finance of the Slovak Republic.
Les inégalités entre régions slovaques figurent parmi les plus fortes de la zone OCDE et s'accentuent. Ces disparités régionales s'expliquent principalement par la conjonction d'une croissance économique atone, de faibles créations d'emplois dans l'est et le centre du pays et d'une mobilité insuffisante de la main-d'oeuvre vers l'ouest, en particulier pour les travailleurs peu qualifiés.
English, PDF, 4,143kb
This report was prepared by the Educational Policy Institute, Ministry of Education, Science, Research and Sport of the Slovak Republic, as an input to the OECD Review of Policies to Improve the Effectiveness of Resource Use in Schools (School Resources Review).