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Improving Education Outcomes in the Slovak Republic

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Author Info
David Carey ()
Abstract

Improving education outcomes is vital for achieving convergence with GDP per capita levels in Western European countries and for reducing income inequality. While some education outcomes are favourable, such as the low secondary-school drop-out rate, others have room for improvement: education achievement is below the OECD average and strongly influenced by socio-economic background; Roma children, who are mainly from disadvantaged socio-economic backgrounds, have particularly poor achievement; labour-market outcomes are poor for graduates of secondary vocational programmes not leading to tertiary education; and tertiary attainment is low, albeit rising. Reforms have been made in recent years or are planned to address many of these weaknesses, but much remains to be done. In particular, more progress needs to be made in increasing participation in early childhood education and care, reducing stratification in the education system, helping Roma children to integrate into the education mainstream, and in attracting high quality graduates to teaching, especially in socio-economically disadvantaged schools. In addition, secondary vocational education not leading to tertiary education needs to be made more pertinent to labour-market requirements. Tertiary education also needs to be made more attractive for technical secondary school graduates.

Améliorer les résultats de l’éducation dans la République slovaque
L’amélioration des résultats de l’éducation est vitale pour converger vers les niveaux du PIB par habitant des pays de l’Europe occidentale et pour réduire les inégalités de revenus. Alors que ces résultats sont favorables à certains égards – le faible taux de décrochage scolaire dans le secondaire par exemple –-, des améliorations sont possibles dans d’autres domaines : les résultats du système éducatif sont inférieurs à la moyenne de la zone OCDE et varient énormément selon le milieu socioéconomique ; les enfants roms qui sont pour l’essentiel issus de milieux défavorisés affichent des résultats particulièrement médiocres ; les diplômés des filières professionnelles du secondaire ne donnant pas accès à l’enseignement supérieur ont un devenir peu brillant sur le marché du travail ; et le taux de diplômés du supérieur est faible, bien qu’en progression. Des réformes ont été opérées ces dernières années ou sont prévues pour remédier à nombre de ces insuffisances mais de grands progrès sont encore nécessaires. Il faut en particulier augmenter la fréquentation des structures d’accueil et d’éducation de la petite enfance, réduire la stratification du système éducatif, aider les enfants roms à intégrer le circuit scolaire ordinaire et attirer les diplômés de très haut niveau vers l’enseignement, en particulier dans les écoles défavorisées du point de vue socioéconomique. En outre, l’enseignement secondaire professionnel, qui ne donne pas accès aux études supérieures, doit être davantage adapté aux exigences du marché du travail. L’enseignement supérieur doit par ailleurs attirer davantage les diplômés des écoles secondaires techniques.

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Paper provided by OECD Economics Department in its series OECD Economics Department Working Papers with number 578.

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Date of creation: 24 Jul 2007
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Handle: RePEc:oec:ecoaaa:578-en

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Keywords: education éducation tertiary education enseignement supérieur formation professionnelle PISA achievement secondary education attainment school system tracking streaming teachers' skills pre-school education general education PISA réussite scolaire éducation secondaire système scolaire compétences des enseignants éducation préscolaire éducation générale Roma socio-economic background vocational education Roms cadre socio–économique

Find related papers by JEL classification:
I2 - Health, Education, and Welfare - - Education
J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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