Skills Strategy Implementation Guidance for Slovenia

Improving the Governance of Adult Learning

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A well-coordinated adult learning system will be essential to support the achievement of Slovenia’s long-term development goals. The transformational effects of globalisation, technological progress and demographic change on life at work and outside of it amplify the importance of getting adults’ skills right.

OECD research shows that individuals, employers and society benefit from adults having higher levels of skills. Slovenia has achieved significant improvements in student performance and tertiary attainment in recent decades. Yet today, many adults in Slovenia have only low levels of basic skills. Participation in adult learning remains below Slovenia’s targets, especially for low-skilled, unemployed and older adults, and workers in small businesses. Against the backdrop of a growing economy and awareness about the importance of skills, Slovenia’s government, social partners and stakeholders have a unique opportunity to improve how they share responsibility and work together in the adult learning system.

This report outlines how Slovenia can strengthen the enabling conditions for co-operation, co-operation between specific actors (ministries, municipalities and stakeholders), and co-operation on specific challenges (promotion and financing). It recommends eight actions that government, social partners and stakeholders can take to strengthen co-ordination and co-operation, in order to improve participation, outcomes and cost-effectiveness in adult learning.



Priority challenges in adult learning requiring co-operation

In Slovenia, as in other OECD countries, two complex challenges facing the adult-learning system are: motivating more adults to learn and appropriately funding adult learning effectively and efficiently. Having strengthened the “enabling conditions” for co-operation (Chapter 2) and improved co-operation between specific actors (Chapter 3), Slovenia should take a more co-ordinated approach to addressing these two challenges as a priority. This chapter presents each of these priority areas in turn with 1) an overview of the current arrangements, roles and responsibilities; 2) a discussion of the opportunities for improvement; 3) examples of good practice from Slovenia and abroad; and 4) recommended actions to better address these two challenges, in order to boost adults’ learning and skills.




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