Does ICT Education in the Region Need
a Strategy? Background and Proposal
of the Integrated Approach
J. Ťapák*, M. Džbor**, M. Šechný***, V. Fedák*
*
Civil Association Sapiente, Košice, Slovak Republic
T-Systems Slovakia, s.r.o., Košice, Slovak Republic
*** University of Presov, Faculty of Humanities and Natural Sciences, Prešov, Slovak Republic
jtapak@yahoo.com, martin@dzborovci.com, martin.sechny@shenk.sk, fedak@sapiente.sk
**
Abstract — The development of the ICT sector within
Slovakia will follow the trends that exist in the EU and
worldwide. In 2018, the Slovak ICT sector exceeded the
level of 3 billion EUR at a growth of approximately 7%.
From this perspective, it is clear that the ICT industry is
significantly affected by new technologies (such as cloud,
artificial intelligence, IoT, 5G networks, big data and
analytics) that enable the digitalization of the economy and
society and growth based on innovations that has never been
here before. What has changed is a shift from a relatively
stable to a rapidly changing sector. On this basis, we would
like to claim that there is significant growth potential.
However, this will be closely linked to the availability of a
skilled labor force for the ICT sector. Inability to train such
labor force will result in a loss of competitiveness in the
global economy and will lead to serious economic and social
problems. At the moment, the ICT industry is the most
desirable sector in terms of employment, not merely in the
Košice region.
I.
INTRODUCTION
Digital transformation (DX) is taking place in all
sectors of the economy. All these ongoing trends will have
an impact on the dynamics and structure of the labor
market, and it can be stated that this impact will be
crucial. New professions and occupations will emerge;
others will disappear due to automation and technology.
On the other hand, companies will require from their
employees the ability to integrate more roles and
professions in the performance of their work –
purely technical roles will be complemented by business
roles and vice versa. Also, the emergence of new
population generations (especially Generation Y and
Generation Alfa) will require a change of approach in
education.
A study from Digital/McKinsey (The Rise of Digital
Challengers) on the trends and challenges in digitalization
in Central and Eastern Europe shows that Central Europe,
Slovakia included, has a great potential for growth. Digital
economy in Slovakia was approx. 6% of GDP, what is just
a little less than in digital champions with 7% of GDP. If
the level of digitalization Slovakia came closer to the
levels in Western and Northern Europe, it would bring
additional 16 billion EUR in GDP for the country in 2025.
The is almost 5 times more than current (2018) state
expenditures on Slovak educational sector and schools.
Although the number of employees (53,200) accounts for
only 2.5% of their total, the ICT sector accounts for
almost 6% of GDP. The wage in this area is almost double
compared to the Slovak average. ICT jobs are therefore a
desirable contributor to the public finances.
II. CHANGES IN THE LABOR MARKET
Currently, we are witnessing an unprecedented and
accelerating economic expansion in Slovak Republic,
overlapping the labor market in the form of expanded job
creation, which has now reached historic highs. However,
just in times of economic expansion, the fact that labor
market problems in the Slovak Republic do not result
from insufficient job creation, but from an insufficient
interconnection of the education system with labor market
needs, intensifies. Vocational schools do not educate the
fields required by employers, or they are taught, but in a
way that does not meet the requirements of employers, or
it is a combination of both. The largest group of job
seekers consists of secondary school graduates who have
completed school in the last 10 years and at the same time
do not have the knowledge and skills required by
employers.
However, there is currently an alarming shortage of
skilled labor in the ICT labor market and, in general; the
labor market is facing serious disparity between demand
and supply. The near future will bring challenges in the
form of further innovation, robotics and process
automation, which will put pressure on a highly skilled
and motivated labor force. Every year, 5-10 thousand
secondary school graduates enter the labor market, but the
labor market requires much more. The forecast expects
that by 2021, the labor market will annually require
between 10,000 and 15,000 secondary school graduates
more than actually enter the labor market. Regarding
university positions, the labor shortage manifests itself
particularly in the field of ICT. According to forecasts,
approximately 63% of secondary and 53% of university
graduates do not work in the field they have studied.
III.
EMPLOYERS AND THEIR REQUIREMENTS
FOR THE LABOR MARKET
The analysis showed that there are more than 1,200
companies active in the ICT sector in the region of
Košice, of which 53 with more than ten employees. In
addition, there are almost 300 commercial companies with
more than 50 employees in the region, where at least one
not respect the possibilities of small and medium-sized
ICT companies. We can conclude that in order to perform
a particular job, position or profession in ICT, it is usually
necessary to have several qualifications, in a certain “right
mix” that corresponds to the needs of the employer.
Despite the desire for a suitable typology of positions in
the ICT sector, it should be added that the modern trend is
aiming towards an increased overlap of the individual
types of positions. This is particularly evident in the clash
of positions in ICT infrastructure services with the field of
development, programming and analysis of ICT elements.
Employers have increasing requirements for their
employees to be able to encompass skills and knowledge
of the neighboring area. At the same time, there is a shift
from strict specialization to broader generalization. For
employees, this means the need for additional flexibility
with broad rather than the in-depth level of skills and
knowledge. Another deficiency is that the labor force to
be able to handle flexible jobs needs to be trained in the
appropriate
personality
skills
(cooperation,
communication, feedback, etc.), while the education
system neglects the area of soft skills development. While
the depth of education guarantees the expertise and
competence of the new worker, the breadth of education
shows flexibility and the ability to respond quickly to the
rapidly evolving ICT market.
ICT job is created. Most ICT companies in the region are
involved in programming and subsequently providing
various ICT services. The analysis shows that around
10,500 workers work in the ICT sector in the region, of
which 9,000 are in the so-called ICT core (ICT firms
themselves), around 1,000 in other industries and public
administration institutions and 500 digitally oriented
workers are in shared service centers.
Of these, the four largest companies cover almost 67%
of the labor market (T-Systems Slovakia, AT&T Global
Network Services, NESS KE and GlobalLogic). The ICT
sector accounts for almost 7.5% of the employed labor
force in the region, which is the second most important
figure in Slovakia after Bratislava. The entire ICT sector
in the Košice region shows growth in terms of job creation
since 2013. New job creation is significantly influenced
by companies with foreign capital, as well as companies
working for the European and global market. The share of
domestic companies is smaller, two-fifths of the whole,
but according to their size, they are predominantly smaller
companies of around 150 employees.
ICT business is highly variable, ranging from
technology companies in the field of development of
information systems and applications for various
platforms to data analysis or services in the sector.
Requirements from employers cover the full range of
skills, from programming through analysis to
management. Currently, the ICT market is looking for
professionals from all groups, from testers and developers
to managerial positions. At the same time, the trend is to
interconnect and integrate hardware and software
positions and requires operational and development teams
to work together to meet customer needs (DevOps).
The education should be able to prepare students (at
least partially) to a wide variety of ICT occupations,
through the development of individual skills. Secondary
schools need to dramatically increase their focus on
practice (regular secondary school students have very little
opportunity to go to practice during their studies, virtually
no space outside the study). In addition to vocational
schools, dual secondary education is still absent in ICT
secondary education due to legislative obstacles that do
IV. EDUCATION SYSTEM
The education system is a fundamental pillar of every
society and therefore education should be our priority. In
terms of the future, major changes are expected to lead to
the "ubiquity" of ICT, and from this perspective, the ICT
sector has great potential for the future. Therefore, we
should encourage students to study promising ICT fields,
or ICT intensive fields (digital) and motivate them to stay
in the region.
Interconnection between a school, its students and
existing employers are needed to ensure effective
functioning in the labor market (Fig. 1). There is also a
need for controlled and permanent awareness among the
various groups, with feedback from all involved parties.
EDUCATION
(To motivate to study ICT and to continue working in the region)
For effective functioning, interconnection is needed
to increase the employability of graduates in the labor market
⬍
⬍
SCHOOL
school management / teachers
carrer counsellors
⬌
⬍
STUDENTS
parents
students
⬍
⬌
LABOR MARKET
employers
and their requirements
⬍
⬍
Awareness and feedback are required
Fig. 1 Relationships between the education system and the labor market
In the analysis, the following issues were identified as
the main problems:
Schools:
● Underfunding – low financing limits (EUR per
student) for ICT fields of study;
● Shortage of ICT and STEM qualified teachers and
their outflow to the private sector;
●
●
●
Modernization and equipment of schools are falling
short;
The life-long learning system for teacher is not
effective (interconnection: expertise, qualification and
accreditation);
The education system generally does not correspond
to the needs of the modern era and does not reform
Teachers / career counsellors do not have sufficient
knowledge about the ICT sector.
Students:
● They need to acquire key competencies, a
combination of skills, knowledge and attitudes
appropriate to the labor market
● There are international standards for the verification
of competences, national standards are not yet
sufficiently developed (they are addressed by outputs
from national projects like SRI as “Sector-oriented
Innovations” and NSK as “National Qualification
System”);
● It should be considered that the generation Y and
generation Alfa are accustomed to digital
technologies;
● Parents follow old patterns of vocational training and
social status;
● Students live on digital and social platforms.
Labor market:
● Dynamically changing requirements for the work
environment with the increasing emphasis on soft and
cognitive skills;
● Rapid technological development in the ICT sector
creates the need for lifelong learning;
● Shortage of skilled labor, inadequate structure and
qualification level;
● Communication towards lower levels of education is
absent.
●
V. EDUCATION SYSTEM AND TEACHING PROCESS
The school curriculum at primary schools should take
into account the real needs of children as future ICT users
(focus on digital skills, information retrieval, algorithmic
problem solving, or working with text, images,
animations, sound, security, computer thinking).
School programs in Slovakia have the subject of
Informatics, in the past also Informatics Education at
primary school and Computer Science at secondary
school. Informatics focuses on digital literacy as well as
on algorithms and programming. In the past, school
programs in the western world had no special subject as
Informatics, but Applied Informatics was a part of other
subjects. Nowadays, there is usually the subject of
Computers or Computing, focused on digital literacy, the
use of ICT. The number of subjects such as Programming
or Coding aimed at Algorithms and Programming is
increasing.
For information, we present a view on ICT study
abroad (Fig. 2).
We see the systematic error in the state educational
program regarding teaching Computer Science at
grammar schools because technology and technical
sciences are not sufficiently included in the program.
Informatics is assigned to Mathematics and other natural
sciences, despite the fact that digital literacy has a more
technical nature. The rapidly changing ICT area will
trigger the need to integrate the subject of Informatics
across the other subject areas. A new curriculum for the
application of Informatics in science as well as a
curriculum for extending the teaching of Informatics was
introduced by the national project “IT Academy –
education for the 21st century”. It will be important for the
widest possible group of grammar schools to adopt these
curricula.
State educational programs for primary schools and
grammar schools include educational field “Mathematics
and Work with Information”, teaching plan sets number of
school lessons for the subject Informatics. Educational
programs for vocational schools have the educational
content divided in the educational field based on the
sector, mostly in theoretical and practical part. Subject
Informatics is the same for grammar schools and
vocational school and it is derived from the educational
program for grammar schools. The subject is mostly
taught by teachers with non-technical education.
INFORMATION SCIENCE (INFORMATICS)
is the science of computer data processing, divided into 3 parts
CS as COMPUTER SCIENCE
(INFORMATICS):
Computer Science, Informatics
(Scientific Informatics)
CE as COMPUTER
ENGINEERING:
Computer Engineering
(Technical Informatics),
includes also Software Engineering.
DS as DATA SCIENCE:
Data Science (Data Analytics,
Big Data, Machine Learning)
AI as ARTIFICIAL INTELLIGENCE
Specialization, which is involved with all 3 basic branches (CS, CE, DS).
Fig. 2 How ICT is included in foreign school systems
VI. REGIONAL SITUATION IN EDUCATION
The Slovak education system will have to cope with the
decline of students due to the long-term demographic
development. The number of students has been stabilized
since 2014.
There were 308 elementary schools in the Košice
region in 2018. In total figures, the number of primary
school pupils has been slightly decreasing until 2014.
After this year, a slight increase can be seen, which
according to CVTI SR forecasts should continue until
2025. In 2018, there were 35 grammar schools, 61
vocational schools and 26 special vocational schools,
where more than 25 000 students have studied. In terms of
the development of the number of secondary school
students, the decline phase should end in 2019. In the
following period, the number of students should increase
until 2025. The top-rated schools are located in the city of
Košice. Nine Secondary Schools focused on ICT have
been identified in the region and 5 of them are located in
Košice.
The development of the number of schools in the
Košice region thus reflects national trends. It is expected
that high-quality grammar schools (i.e. the number of
Grammar Schools and their students) will stabilize in the
future. At the same time, we can see the growing interest
of students in quality training that responds to the current
needs of the labor market. An important moment was the
creation of the separate study field for ICT for vocational
schools (Field No. 25 Information and Communication
Technologies). This creates the prerequisites for ICT
education in terms of content curricula, interconnections
with ICT sector in the Košice region as well as the
development of tertiary vocational schools. Two quality
ICT vocational training centers have been established in
Košice and they are supported by regional centers in
Spišská Nová Ves and Michalovce and smaller centers in
Rožňava and Sečovce.
The analysis showed that more than 80% of schools in
Košice have a subject of Informatics, or IT Education at
the primary level and 96% of schools have a subject of
Informatics at the secondary level. In addition to the
standard educational process, education takes place in
selected school facilities, namely in children's school
clubs (ŠKD), in leisure-time centers (CVČ) established
directly at primary schools. Thus, students can attend ICTrelated hobby groups. We found that only 47% of
surveyed primary schools (there are 32 schools) provide
extracurricular activities focused on ICT (in the form of
clubs as Computer Club, Playful Informatics, Internet
Club, Programming, Computer Animation, Lego Robotics
and others) as a part of their curriculum activities.
Approximately 600 graduates in ICT fields complete
their secondary education in the region each year, and less
than half of them continue to study at the university. We
can see the efforts of schools to increase the number of
graduates in the last two years.
Košice is an important university and academic center.
In the school year 2018/2019, 2,649 students study at the
Technical University in Košice (TUKE), while 508
students finished their academic education in Bachelor
Study and 311 students finished Engineer Study. The
Faculty of Science of University of Pavol Jozef Šafárik
(UPJŠ) brings annually about 20 graduates with focus on
Informatics and ICT Education to the labor market.
Despite the high interest of students in studying technical
fields and quality of personnel and technical equipment at
both universities, they cannot meet the growing demand
for ICT specialists (insufficient number of ICT graduates)
in the short / medium term.
Interesting findings were brought by a survey of
secondary school students (the survey was carried out by
Košice IT Valley in 2018). Almost 90% of students said
they plan to continue their studies at university after
graduating from secondary school. The students also
evaluated, subjectively and without giving any
parameters, 9 selected universities (TUKE and UPJŠ
ranked 6th and 7th place). However, it must be said that the
differences between Slovak and Czech Universities in the
survey are not so noticeable. For secondary school
students, the most important criteria for selecting a
university are the availability of the field they want to
study (stated by 83% of respondents), the quality of the
university (63% of respondents), interconnection of the
universities to local companies (19% of respondents) and
the proximity of the school to the residence.
More than 41% of students in the survey stated that
they would choose a university in the Eastern Slovakia
region. On the other hand, 14% of respondents would
choose a university in another region of Slovakia and 28%
of respondents in the Czech Republic. The reason for
choosing universities outside the region of Eastern
Slovakia is the offer of fields to which students want to
apply (stated by 56% of respondents). Up to 43% of
students stated that they wanted to study outside the
region because they do not consider universities in the
region to be of a sufficient quality. In the case the
universities in the region would provide quality education,
54% of secondary school students would choose them for
their further studies.
In terms of local educational problems, the following
seem to be most prominent:
• Changes in education have not been systematically
managed, rather sporadically; ICT has never been an
independent priority. Insufficient interconnection of
education with the needs of the local labor market (the
level of secondary and tertiary education not suitably
adapted to the growing needs of the labor market).
• Weak enthusiasm for new trends by some teaching
staff, which is also related to generational change.
• Funding is also a problem in secondary schools. The
consequence of low salaries in education is, among
other things, the outflow of teachers into the
commercial sphere. This is most evident with the
teachers of Mathematics and Computer Science,
whose skills and abilities can quickly find use.
• Insufficient funding of educational institutions to
ensure the sustainability of quality educational content.
The education funding system does not reflect needs
and does not take into account changes in ICT
technologies (new hardware, new software).
• Lack of society's awareness concerning the diversity of
ICT positions and qualifications and the opportunities
to study and find employment in the ICT sector.
If we consider the choice of Secondary School as a
means of training for future employment as one of the
most important decisions in a person's life, it is essential
that such a choice has been made based on the
corresponding preparation. Nowadays, career guidance
activities are often limited to the necessary information
and administrative actions towards pupils, and only in the
9th grade or at the end of the 5th and 8th grade of the
elementary school. Providing career counselling at
primary school level is a very promising area, despite the
challenges that career counsellors have to overcome.
The field of further education (education beyond the
school system) is able to properly prepare the labor force
for the requirements of employers only to a limited extent.
However, funding for this training remains a problem - the
cost of technical ICT training can be high. The analysis
identified 9 educational institutions providing specialized
ICT training in the region (aimed at individuals as well as
the commercial sector).
VII. PUBLIC ADMINISTRATION
The Košice Region is an economically relatively
developed and competitive region that attracts increased
foreign investment. However, it is characterized by
significant regional differences. In this regard, the
qualities of the business environment, as well as the
possibilities and activities of the public administration,
vary considerably.
Public finance planning and funding are oriented from
top to bottom. Self-governing regions (and municipalities)
have limited influence on the planning process itself.
Regional strategies are being developed, but there is no
financial interconnection with national strategies or with
the government's obligation to integrate regional priorities
into national planning processes. Instead, the Structural
and Investment Funds (EŠIF) constitute the absolute
majority of public investment financing. Although the
reforms have been implemented, regions still lack
competence in some areas.
Public institutions are developing activities aimed at
developing the ICT sector at the national level. The
activities are focused on the social development strategies,
support for ICT-oriented projects, education and the labor
market.
The Košice Self-Governing Region (KSK) is
developing a regional strategy for education and training
and processes it in accordance with analyses and forecasts
on labor market developments with annual updates. When
analyzing the strategic approach of the region in the field
of education, it can be stated that the region has realized
the need to adapt to market needs. This intention is
expressed in the strategy of education and training
development in secondary schools in the region. The task
was to monitor the needs of the region to optimally set up
a network of study fields as well as the number of classes
for admission procedures in the individual school year. On
the other hand, there is a growing need to address pupils
from socially disadvantaged backgrounds and their
employment in the labor market.
Strategies at the regional level are mainly focused on
education at secondary schools in the founding
competence of the region and other founders. Region
naturally pays close attention to upgrading education in
vocational schools due to the changes in the industry
related to the emergence of new technologies. The issue of
further training or the interconnection with other levels of
education (primary schools, universities), is not
sufficiently taken into account in regional strategies,
particularly in the specification of measures and tasks.
National countrywide strategies elaborate areas that could
potentially have an impact on the development and
preparation of human resources for the ICT sector in the
Košice region, but from a nationwide perspective, this is
not a priority area.
We have identified national and regional strategies that
will affect the development of ICT in the next period:
National strategies:
• Vision and Development Strategy of Slovak Republic
until 2030
• Digital Transformation Strategy of Slovak Republic
until 2030
• The Action Plan of Digital Transformation of Slovak
Republic 2019-2022
• National Program for Education Development of
Slovak Republic 2018-2027
Regional strategies:
• Regional Innovation Strategy of Košice SelfGoverning Region 2013-2020
Relevant national projects whose implementation will
create tools for policy application:
• National project “Sector-oriented innovations” aimed
at developing employment standards, monitoring and
foreseeing the labor market needs for lifelong learning
and vocational training for the labor market (Trexima)
• National
project
“System
of
Qualification
Recognition” (ŠIOV)
• National project “IT Academy – Education for 21st
Century” (CVTI SR)
• National project “Dual Education and Increasing the
Attractiveness and Quality of VET” (ŠIOV)
Clusters operating in the region (e.g. Košice IT Valley
Cluster) are active in favor of labor force preparation for
the ICT sector, but these are rather isolated, as only public
and private sector cooperation can have a lasting impact in
a systemic solution based on legislative and nonlegislative measures involving founders and school
management at all levels of education.
For the development of the ICT market in the region,
there is a need for a still absent strategy at the regional
level, which comprehensively encompasses above actors,
but also institutions active in the field of lifelong learning
and the Offices of Labor, Social Affairs and Family
designated to support and employment services.
VIII. AN INTEGRATED APPROACH TO ENSURING ICT
EDUCATION IN THE KOŠICE REGION
In the previous sections, we presented that the demand
for a skilled ICT labor force in the Košice region is very
large, depleting available resources and limiting further
development not only of the industry itself but also of the
digital transformation of the economy, which generates
another great need for ICT specialists.
We identified obstacles to individual components, as
well as inconsistencies, lack of coherence or the absence
of policies at national, regional or local levels that would
ensure effective needs, lack of resources and the absence
of management that would be able to ensure synergy.
The new National Development Strategy of the Slovak
Republic until 2030 reflects this interconnection and
isolation of individual policies and proposes an integrated
and distributed management system with different
responsibilities and allocated resources. The question is
whether the policy will be implemented by the legislature.
In order to propose the most effective strategy, we have
tried to identify all major existing strategies and programs
in preparation at the national level with a significant
impact on the regional level that is relevant to ICT
education. These constitute an essential area and the
potential for a coordinated approach at the regional and
local level, and by complementing the portfolio of local
activities will ensure that ICT needs are met. At the same
time, we have analyzed national programs or legislative
changes that are already implemented, in implementation
or preparation, resulted from the action plans for these
strategies, so that we can utilize them when designing
concrete measures. We assume that the strategy will
consist of a mix of national measures (60%) and regional /
local level measures (40%), and will represent local
initiatives. We also plan to employ examples of good
practice of non-profit organizations (e.g. You Too in IT,
Learn2Code, KIDS CODR, That Makes Sense, etc.) with
the regional and local measures.
Evolving ICT sector emphasizes the need for
policymakers to develop a comprehensive and coherent
approach to capacity building, support learning, activation
of digital and ICT skills and promote their use in the ICT
sector as well as in the general population. This is an ongoing process. Each element is briefly described below:
• Capacity and skills building: the existing education
system does not have the capacity, structure and
quality needed to significantly scale the training of
ICT professionals. This was identified in the starting
points. The strategy in this section will focus on
creating systemic prerequisites such as capacity
(number of classes, teachers), orientation (fields of
study), structure (vocational Schools, tertiary
education, further education), technical equipment and
connectivity, organizational and digital platforms,
public-private partnerships for planning and
coordinating the offer of activities aimed at meeting
the industry needs.
• Acquire new skills (Learn): based on new and
innovated curricula the innovative training of teachers
and students themselves will be implemented. At the
same time, education will be carried out using new
digital platforms. In addition to formal education,
further education will be provided to keep pace with
technological developments in ICT, with a growing
and mature professional population. A system of
recognition of qualifications for professionals who
•
•
•
•
•
•
•
•
•
Create
Increase capacity and viability
ICT classes in vocational education
Informatics classes at Grammar Schools
ICT tertiary education, colleges, bachelor
System of recognition of qualifications
Qualifications and occupations standards
Technical equipment and school connectivity
Platforms and partnerships
Planning and coordination
ICT teachers
•
•
•
•
•
•
have come to the ICT sector without professional ICT
training but have gained it by practice will also be very
important. Also, in order to attract the interest of
pupils in studying ICT and using IT, opportunities will
be offered to develop extracurricular activities
focusing on ICT, in partnership with the ICT industry.
• Use IT (promote growth and efficiency): digitization
of the economic sectors of the Košice region will be a
tool to maintain its economic competitiveness and
growth. This cannot be done without human resources
that will have digital and ICT competences.
Accordingly, the Košice Region needs to start building
its digital identity and communicating it intensively
with the help of the whole ICT sector, especially to
parents, pupils and students, while promoting it as an
opportunity to stay and work in the region.
Digitization provides a tremendous opportunity for
innovation and the creation of resources for social
well-being, and this premise must be promoted by the
public and economic leaders of the region in order to
create favorable conditions for its application. Its
success rate will be measured by key indicators.
Proposed policies for ensuring ICT education and job
growth in the Košice self-governing region is shown in
Tab. 1.
IX. CONCLUSION
In the article, we have described the reasons why the
Košice Region needs inevitably a comprehensive and
coherent strategy for ICT education and how we plan to
create it. We are aware that the strategy alone will not be
sufficient and that isolated, well-intentioned measures,
whether public or private, will not be efficient.
LEARN
Improve your competence
Teacher education
Get ICT skills
Get digital competence
Further education (LLL)
ICT curricula
Discover the world of ICT
•
•
•
•
•
•
USE
Promote growth and efficiency
Raising ICT awareness
Matching education with labor market
needs
Growth of the ICT sector
Growth of the digital economy
Smart region
Smart cities
Tab. 1 Policy proposals1
REFERENCES
ACKNOWLEDGMENT
This article was prepared as part of the project
"Development of a Public Strategy for Education and
Preparation of Labor Force for the Needs of the IT
Sector in the Košice region" (Acronym: LearnIT.ke,
Operational Program: Effective Public Administration,
Project Code: 314011L929) implemented by the Civil
Association Sapiente. This project is realized with
support from the European Social Fund.
J. Novak, M. Purta, T. Marciniak, K. Ignatowicz,
K. Rozenbaum, K. Yearwood, “The Rise of Digital
Challengers”, New York, USA: Digital McKinsey,
McKinsey & Company, 2018
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Stabilization and Development of Regional Labor Market
in IT Sector in the Košice Region”, Košice, Slovak
Republic: T-Systems Slovakia, 2015
[3] S. Virasztóová, “Analysis of Current State of Life-Long
Learning in IT Sector in the Košice, Region”, Košice,
Slovak Republic: Civil Association Sapiente, 2019
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