The OECD Teaching and Learning International Survey (TALIS) is the world’s largest survey of teachers and principals. In 2024, educators from 55 education systems provided information about what they do and how they are doing. They explain if and how they use artificial intelligence, why they became teachers and if they wish to continue teaching. Governments use data from TALIS to make policies that improve teaching and learning conditions in their schools.

Education at a Glance is the authoritative source of information on the state of education worldwide. It offers comprehensive data on the structure, financing, and performance of education systems across OECD countries and partner economies. This publication features more than 100 charts and tables that present key insights into the output of educational institutions, the impact of learning across countries, access and participation in education, financial investment in education, and the roles of teachers and school organisation. The 2025 edition places a special focus on tertiary education, examining attainment rates, variations in labour market outcomes by field of study, completion rates, and the skills of adults with tertiary qualifications.

The Survey of Adult Skills offers unique insights on adults’ proficiency in literacy, numeracy, and problem solving. These skills are crucial for both personal and societal success, and form the foundation for continuous learning and innovation. In 2022-23, the survey assessed adults aged 16-65 in 31 countries and economies. By comparing results over time and with those of other participating countries and economies, participants can track the skill levels of its adult population, pinpoint barriers to skill development and use, and craft effective policies to address these challenges.

Smaller, more targeted, and more flexible than traditional education and training programmes, micro-credentials have become a prominent feature of education, training and labour market policy discussions in recent years. Several OECD countries have already started the development of national micro-credential ecosystems, and many others are looking to follow suit. This OECD Education Policy Perspective serves as Part B in a two-part series of summary papers. The first publication, Paper A, examined the evolving landscape of micro-credentials, with a particular focus on the development of public policies that can foster effective utilisation of micro-credentials for lifelong learning, upskilling and reskilling. This publication, Paper B, presents case studies from four European Union Member States - Finland, the Slovak Republic, Slovenia and Spain. The document was authored by Roza Gyorfi and Shizuka Kato from the OECD Higher Education Policy Team and Thomas Weko from George Washington University.

The OECD Programme for International Student Assessment (PISA) examines what students know in reading, mathematics and science, and what they can do with what they know. It provides the most comprehensive and rigorous international assessment of student learning outcomes to date. Results from PISA indicate the quality and equity of learning outcomes attained around the world, and allow educators and policy makers to learn from the policies and practices applied in other countries. This country note provides a country-specific overview of the Slovak Republic.

Higher education helps learners acquire the knowledge and skills they need to lead productive working lives, and it sparks the innovation that fosters economic growth and social progress. However, creating higher education systems that operate at a high level of research and teaching quality, with responsiveness to social and labour market demands, requires effective public policies and institutional practices. This report, which focuses on funding and governance reforms to improve higher education in the Slovak Republic, is a collaboration between the European Commission’s Directorate-General for Structural Reform Support (DG REFORM), the Institute for Strategies and Analysis in the Office of the Government of the Slovak Republic and the OECD’s Directorate for Education and Skills. Building on stakeholder engagement and comparative analysis, the report offers an international perspective on the performance of the Slovak higher education system and provides an action plan focused on governance and funding reforms, placing special emphasis on implementation planning to support reform success.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in the Slovak Republic.

The OECD Teaching and Learning International Survey (TALIS) is the first international large-scale survey that provides a voice to teachers and school principals, who complete questionnaires about issues such as the professional development they have received; their teaching beliefs and practices; the assessment of their work and the feedback and recognition they receive; and various other school leadership, management and workplace issues. This note presents findings based on the reports of lower secondary teachers and their school leaders in mainstream public and private schools in the Slovak Republic.

Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training.

The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education. The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders and education administrators; physical resources, such as location, buildings and equipment; and other resources, such as learning time. This series offers timely policy advice to both governments and the education community. It includes both country reports and thematic studies.

This policy profile on education in the Slovak Republic is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectorial policy knowledge base, the series offers a comparative outlook on education policy by providing analysis of individual countries' educational context, challenges and policies (education policy profiles), analysis of international trends, and insight into policies and reforms on selected topics.

This book provides, from an international perspective, an independent analysis of major issues facing the educational evaluation and assessment framework, current policy initiatives, and possible future approaches in the Slovak Republic.

This report on Slovak Republic, written as part of the OECD's "Attracting, Developing and Retaining Effective Teachers"project, offers a broad review of the context and the main issues related with the teaching profession in the country. After a brief description of the socio-economic national context, the report focuses on the analisis of the composition of the country's teaching workforce, and breaks down how the system attracts, recruits, further educates and retains teachers. Several policies initiatives are also debated.