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1. National strategy

2. Formal education: main policy measures on ELET

3. Addressing ELET through non-formal and informal learning and quality youth work

4. Cross-sector coordination and monitoring of ELET interventions

National strategy

While Slovakia does not have a standalone national strategy exclusively focused on ELET, the issue is addressed through several strategic documents and reforms, particularly:

• The Recovery and Resilience Plan (RRP) includes measures to improve basic skills, reduce educational inequalities, and support inclusive education, which are directly relevant to ELET prevention.
• The National Programme for the Development of Education (updated implementation plan 2024–2026) sets goals to reduce the share of 15-year-olds with low performance in reading, mathematics, and science to below 15% by 2030. This indirectly supports ELET reduction.
• The Ministry of Education, Research, Development and Youth is the main authority responsible for coordinating and implementing these measures.

Although no formal evaluation of a national ELET strategy has been published, the Ministry monitors progress through PISA results, national assessments, and project-based evaluations.

For historical context and earlier measures, see the 2014 Eurydice report on ELET.

Formal education: main policy measures on ELET

In formal education, Slovakia has implemented several measures to prevent early school leaving and support re-engagement:

• Early identification and support: Schools are encouraged to monitor attendance and academic performance to identify students at risk. Individual support plans and school psychologists are increasingly used.
• Inclusive education reforms: Measures to integrate students with special educational needs into mainstream schools aim to reduce exclusion and dropout.
• Second-chance education: Programmes are available for early leavers to complete lower or upper secondary education, including through vocational pathways.
• VET reforms: The abolition of non-permeable F-type VET programmes and the introduction of combined 2- and 3-year lower secondary VET programmes aim to improve progression and reduce dropout.
• Target groups: Roma students, students from low-income families, and those with disabilities are key focus groups for ELET-related interventions.

Addressing ELET through non-formal and informal learning and quality youth work

Non-formal education and youth work are supported through:

• NIVAM-led programmes under Erasmus+ and national youth policy, which promote re-engagement through volunteering, youth exchanges, and informal learning.
• Youth centres and NGOs offering mentoring, tutoring, and life skills training for young people at risk of dropping out.
• Public funding: These initiatives are supported by the Ministry of Education and co-financed through EU funds (e.g. ESF+, Erasmus+).

Target groups include NEETs, early school leavers, and young people from marginalised communities.

Cross-sector coordination and monitoring of ELET interventions

Slovakia promotes cross-sectoral cooperation through:

• Multi-agency partnerships involving schools, social services, labour offices, and NGOs, particularly in projects targeting NEETs and disadvantaged youth.
• The Youth Guarantee scheme, which includes continued education offers and training for early leavers.
• Monitoring mechanisms: While there is no centralised ELET monitoring system, data from national assessments, PISA, and EU indicators are used to track progress.