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OECD Anti-Bribery Convention and Slovenia: Report on Progress of the implementation of the Phase 2 Recommendations since June 2007.
This report analyses the main challenges for labour market and social policies in Slovenia and considers the available policy options from the perspective of OECD countries' experience. Slovenia has one of the most equal income distributions in the world and a tradition of social dialogue. However, its unemployment insurance and employment service system are not sufficient to deal effectively with the present economic crisis and the
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OECD’s Teaching and Learning International Survey (TALIS) provides the first internationally comparative perspective on the conditions of teaching and learning.
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Šoštanj Primary School offers a learning process which can enrich traditional forms of schooling. It demonstrates how a school, including its infrastructure, can influence family life and the environment, creating new social patterns and a local identity.
Two companion volumes focusing on the improvement of school leadership. Volume 1 provides a range of policy options to help governments improve school leadership. Volume 2 examines measures taken in five countries.
This book demonstrates that the success of local development strategies depends on the capacity of the government and its partners to accelerate change within the policy and governance aspects of economic and social development.
Clusters of firms and related organisations in a range of industry specialisations are a striking feature of the economic landscape in all countries. Their growth and survival depends on internal processes of specialisation, co-operation and rivalry, and knowledge flows that underpin the competitiveness of the firms within them. Cluster building is now among the most important economic development activities in OECD countries and
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The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.
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The task of this report is somewhat greater than in most other cases, as we are dealing both with a recently independent state (established in 1991).