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Slovenia achieved strong economic growth leading to a marked catch up with the EU15 during the last decade. This dynamic growth has been interrupted by the global recession, adversely affecting Slovenian exports and banks’ refinancing possibilities. As the economy recovers, efforts to achieve real convergence need to be renewed.
Slovenia belongs to the group of new EU member countries, which have given a high priority to fiscal prudence. This both stabilised the economy and paved the way for entry to the EU in 2004 and adoption of the euro in 2007. It also created room to counteract the current weakening of the economy. But fiscal policy has to cope with four main challenges: i) ensuring a return to fiscal consolidation after the current economic downturn;
Though labour market outcomes have improved markedly in past years, some challenges remain such as low labour force participation of the elderly, low employment rates of youth and rising labour market dualism.
Slovenia’s product market regulation appears more stringent than in some neighbouring countries, though less restrictive than in some transition economies. In key service sectors (financial services, energy and telecommunication), low contestability linked to state involvement and strong market concentration may have deterred inward FDI.
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
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.
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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).
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This activity aims to support policy development through examining: the roles and responsibilities of school leaders, policies and conditions for making school leaders most effective, the development and support of effective school leadership and policies and practices conducive to these ends.