Description
Country
Focus area
In accordance to § 29 par. 2 of Act no. 61/2015 Coll. on Vocational Education and Training, the Ministry of Education, Science, Research and Sport of the Slovak Republic, in cooperation with the relevant institutions in the field of vocational education and training, prepares these lists at least once every three years. The last update was on 1 September, 2020. The tool was designed to regulate the structure of initial VET programmes according to the labour market needs.
Link
Reference/weblink
Implementation level
At what level is the initiative implemented?
National
Legal base
Legal base (E.g. Law, regulation, implementing provision, other)
Ministerial order
Starting period
TIMESPAN: In what year did the initiative commence?
Since 2014, still in operation, updated every three year, last updated in 2020.
Perspective
PERSPECTIVE: is the initiative based on evidence derived from skill forecasts or foresight activities?
The lists are based on several related data inputs. The key indicators are: graduate unemployment rate, replacement demand for a particular field of study, the number of students currently enrolled in a field of study, regional VET strategies, and sectoral VET strategies. These data are combined, discussed and debated, in order to produce widely agreed lists of fields of study, which are then considered in the IVET funding scheme.
Funding
How it is funded?
Funded by national government
Skill mismatch
Skill mismatch target
What type(s) of skills MISMATCH does the initiative aim to addresses?
Please tick all that apply
Other
Lists have been implemented in order to better align the structure of education/IVET to labour market needs.
Skills matching focus
How does the initiative address skills mismatches?
A list of fields of study in an oversupply and in an undersupply in the labour market are drawn up to support which fields of study should be funded in the IVET scheme.
A list of fields of study in an oversupply and in an undersupply in the labour market are drawn up to support which fields of study should be funded in the IVET scheme.
Methods
Methods
What methods of undertaking skills assessments and / or skills anticipation does the policy instrument utilise?
Other
The lists are based on several related data inputs. The key indicators are: graduate unemployment rate, replacement demand for a particular field of study, the number of students currently enrolled in a field of study, regional VET strategies, and sectoral VET strategies. These data are combined, discussed and debated, in order to produce widely agreed lists of fields of study, which are then considered in the IVET funding scheme
Use of skills intelligence
How is labour market information / skills intelligence used within the initiative?
The data collected are discussed by stakeholders to elaborate widely agreed lists of fields of study, which are then considered in the IVET funding scheme.
Stakeholders
Main responsible body
Main body or organisation with overall responsibility for the initiative.
National ministry
Ministry of Education, Science and Sport of the Slovak Republic
Other involved organisations
Which other organisations have a role in the initiative?
National ministry
Ministry of Labour, Social Affairs and Family of the Slovak Republic - participating in drawing up the lists by providing strategies
Regional ministry
Representatives of departments responsible for education in self-governing regions - consulted for drawing up the lists through regional strategies
National agency
Centre for science and technical information and data (CVTI), State Vocational for Education Institution (SIOV), Council of the Government of the Slovak Republic for Vocational Education - consulted for drawing up the lists by providing data inputs
Social partner: employer organisation
National Council for Vocational Education and Training, Employer Council for Dual VET (RZSDV) - consulted for opinion
Social partner: trade union
Beneficiaries
Who are the intended beneficiaries?
Young people making the transition from education into work
Young people starting their career should benefit from the lists drawn up as the IVET funding scheme will include such fields of study that will be tailor-made ot their need - this benefits companies by finding more appropriately educated workforce and the state by saving on regulations on e.g. youth unemployment, retraining costs.
Young people with low levels of basic skills /early leavers from education or training
Young people with low levels of basic skillsshould benefit from the lists drawn up as the IVET funding scheme will include such fields of study that will be tailor-made ot their need - this benefits companies by finding more appropriately educated workforce and the state by saving on regulations on e.g. youth unemployment, retraining costs.
Sustainability
Success factors
SUCCESS FACTORS in the implementation
The instrument engages a wide range of stakeholders, which increases its acceptance. Financial incentives tied to the list make regions more likely to adapt the structure of initial VET (through the number of entry classes) according to the lists.
Monitoring and evaluation
MONITORING and EVALUATION: Is progress measured regularly? What are the indicators used to measure progress of the policy instrument? Have any evaluations been conducted?
Indicators presented in an analysis of the instrument made by Education Policy Institute compares the number of entry classes suggested by schools and the number approved by the regional authorities. It shows a partial impact of the instrument.
Updates
UPDATES: whether there have been any major updates of the initiative since it has been implemented?
No
No major updates in process of drawing up lists but the concrete group of stakeholders involved in the process varies per period, according to the possibilities stipulated by law.
Effectiveness
EVIDENCE ON EFFECTIVENESS: How effective is the policy instrument?
Partially effective in the sense that regions mobilised their resources more to adapt the number and fields of study of IVET classes but struggle to attract students to the fields of study in undersupply. No concrete analysis available for the latest period.
Sustainability
SUSTAINABILITY: How sustainable is the policy instrument? Do you expect the instrument to continue over the next few years and why?
The instrument will continue with its regular updates every three years, as given in § 29 par. 2 Act on Dual Education 61/2015 Coll., as amended by the Act No 209/2018.
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