This annex offers further detail on considerations for implementing the recommended actions in this report. It contains the results of an online survey of adult learning stakeholders in Slovenia, and summarises the potential roles each key actor could play in implementing the actions.
Skills Strategy Implementation Guidance for Slovenia
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Annex D. Considerations for implementing the actions
Stakeholder perspectives on implementation considerations
The OECD undertook an online survey of adult learning stakeholders in Slovenia about the eight recommended actions of the report. The survey was open from 16 August to 20 September 2018.
Profile of respondents
Slovenia’s national project co-ordinator sent an invitation to complete the online survey to 265 individuals, 25 of whom completed the survey.
A range of stakeholders responded to the survey. The ‘typical’ respondent was an employee of a government ministry or agency with 10+ years of experience, who had participated in both phases of the National Skills Strategy project (Figure A D.1).
Figure A D.1. Characteristics of the survey respondents
The results presented in this annex represent the perspectives of respondents, not of the broader population. In order to ensure the quality of responses, respondents were given the option to skip questions about which they did not have strong views. This has resulted in fewer responses to questions about individual recommended actions.
Relative importance of recommended actions for Slovenia
Survey participants were asked “In your opinion, how important are each of the following actions for Slovenia?” Across the eight actions, between 70% and 88% of respondents answered that the action is “essential” or “very important” (Figure A D.2).
Figure A D.2. Relative importance for Slovenia of implementing the recommended actions
Only two respondents suggested additional actions of importance for Slovenia, and these are consistent with the recommended actions of the OECD:
Ensure an efficient co-operation between companies, the labour market and the adult education sector.
Ensure the involvement of social partners in the co-design, promotion and implementation of actions, especially for micro-sized and small- and medium- sized enterprises.
Recommended actions: key findings
Survey participants were then asked to provide a range of feedback on each of the eight recommended actions. As respondents were given the option to skip actions about which they did not have strong views, between 8 and 11 respondents provided answers on each action. See Table 1.2 in Chapter 1 for a full summary of feedback for each action.
Time and funding required to implement the actions
Respondents were asked how much time and new funding would be required to implement each action.
Overall, respondents considered implementation of the actions to be relatively inexpensive but requiring a relatively large amount of time. Respondents also considered there to be a trade-off between time and funding – those actions that are relatively slow to implement are relatively inexpensive (e.g. Action 2 on improving an oversight body for adult learning) and vice versa (Figure A D.3).
Figure A D.3. The relative time and funding required to implement the actions
Role of each sector in implementing the actions
Respondents were asked how much responsibility their own sector should have, and which sector should have lead responsibility, for implementing each action.
The respondents consider implementation of the actions to be a shared responsibility. No respondents considered that their own sector should have sole responsibility for implementing any action. Interestingly, respondents representing employers or the non-government sector were least likely to say that their sector has “no responsibility” for the individual actions (Figure A D.4).
Figure A D.4. The self-reported role of each sector in implementation, average for all actions
Despite viewing implementation as a shared responsibility, respondents considered that the central government should have lead responsibility in about 75% of cases. For Action 5: Strengthen co-operation with municipalities and between sub-national actors, however, 50% of respondents considered that municipalities or regional bodies should lead implementation.
Figure A D.5. Perspectives of the stakeholders on who should lead implementation of actions
Key conditions for a successful implementation of the actions
Respondents were asked what they considered to be the three most important conditions for successfully implementing each action. Out of seven choices, the most common answers were:
1. The responsible organisations/sectors are held accountable for implementing the action;
2. The rationale and benefits of the action are understood by all sectors; and
3. There is political level support for the action.
Very few respondents saw sufficient funding or legislative change as critical for implementing the actions. See Table 1.2 in Chapter 1 for a full summary of feedback for each action.
Potential roles for implementing the recommended actions
A wide range of actors in Slovenia has a role to play in implementing the actions recommended in this report. Based on the analysis, discussions and survey undertaken during this project, the potential primary (lead) and secondary (support) roles of each ministry and sector for implementing the actions is summarised below (Table A D.1).
Table A D.1. Potential roles for implementing the recommended actions
Primary responsibility for implementation (lead) |
Secondary responsibility for implementation (support) |
|
---|---|---|
MIZS |
Action 1: Comprehensive adult learning master plan Action 2: Improve oversight bodies for adult learning Action 3 (and Action 6): Expand and integrate data collections on adult learning activity |
Action 3: Evaluating adult learning outcomes Action 4: Inter-ministerial co-operation Action 5: Strengthen co-operation with municipalities and locally Action 8: Create a high-level funding agreement for adult learning in the ESS |
MDDSZ |
Action 6: Raise the profile of adult learning on the ESS agenda Action 7: Promote adult learning among the unemployed and inactive |
Action 1: Comprehensive adult learning master plan Action 2: Improve oversight bodies for adult learning Action 3: Evaluating adult learning outcomes, Improve skills needs information Action 5: Strengthen co-operation between local actors Action 8: Create a high-level funding agreement for adult learning in the ESS |
MKGP |
Action 1: Link adult learning master plan to agricultural policy |
Action 2: Improve oversight bodies for adult learning |
MGRT |
Action 1: Link adult learning master plan to economic policy Action 3: Improve information on skills needs and mismatches Action 5: Strengthen government’s co-operation with municipalities |
Action 2: Improve oversight bodies for adult learning |
MZ |
Action 1: Link adult learning master plan to health policy |
Action 2: Improve oversight bodies for adult learning |
MK |
Action 1: Link adult learning master plan to cultural policy |
Action 2: Improve oversight bodies for adult learning |
MJU |
Action 1: Link adult learning master plan to public administration policy Action 4: Improve awareness, skills, recognition and resourcing for co-operation in the public administration Action 6: Training in user-centred policy design approaches Action 8 (and Action 5 and 6): Training in skills for commissioning and contracting services |
Action 2: Improve oversight bodies for adult learning |
MNZ |
Action 1: Link adult learning master plan to interior policy |
Action 2: Improve oversight bodies for adult learning |
MP |
Action 1: Link adult learning master plan to justice policy |
Action 2: Improve oversight bodies for adult learning |
MOP |
Action 1: Link adult learning plan to environment policy |
Action 2: Improve oversight bodies for adult learning |
MF |
Action 8: Expand funding for second-chance upper secondary and basic skills training |
Action 8: Provide co-funding for sectoral training funds in lagging sectors |
SVRK |
Action 1: Link adult learning master plan to development policy Action 8: Simplify national procedures and guidance for EU funds |
Action 2: Improve oversight bodies for adult learning |
ACS (and CPI where relevant) |
Action 3: Develop a method for evaluating the outcomes of adult learning programmes and providers Action 6: Develop a user-/learner-/adult-centred approach for designing adult learning programmes Action 7: Design an action plan for promoting adult learning in Slovenia |
Action 3: Expand and integrate data collections on adult learning activity |
Municipalities & associations |
Action 5: Strengthen co-operation on adult learning between municipalities, and with other local actors |
Action 1: Comprehensive adult learning master plan Action 2: Participate in oversight bodies for adult learning |
Regional bodies |
Action 5: Strengthen co-operation on adult learning at the regional level |
Action 1: Comprehensive adult learning master plan Action 2: Participate in oversight bodies for adult learning Action 3: Improve skills needs information |
Social partners (chambers and unions) |
Action 8: Create a high-level funding agreement for adult learning in the ESS Action 8: Strengthen provisions for education and training in lagging collective agreements Action 8: Pilot sectoral training funds in lagging sectors |
Action 1: comprehensive adult learning master plan Action 2: Improve oversight bodies for adult learning Action 6: Raise the profile of adult learning on the ESS agenda |
Business chambers |
Action 7: Promote adult learning among businesses, especially micro- and small-sized businesses |
|
Trade unions |
Action 7: Promote adult learning among workers, especially the low-skilled |
|
Businesses |
Action 7: Promote adult learning in the workplace |
Action 8: Participate in sectoral training funds |
Adult learning providers (and representatives) |
Action 6: Tailor programmes to the needs of adults, including through user-centred programme design approaches Action 7: Promote adult learning among local citizens and businesses |
Action 1: Comprehensive adult learning master plan Action 2: Participate in oversight bodies for adult learning |
Representatives of adult learners |
Action 2: Participate in oversight bodies for adult learning Action 6: Represent target groups of adult learners in programme/ service design |
|
Non-government, non-profit organisations |
Action 7: Promote adult learning among local citizens |
Action 2: Participate in oversight bodies for adult learning |
Note: This table lists components of individual recommended actions, rather than the full, overarching action. Therefore, the wording in this table may not match the wording of the full action.