Policy and legislative framework

Adult education in Slovenia is a wide ranging and diverse form of education and training which includes formal education to gain higher levels of qualification (general, vocational, technical, professional, academic), formal specialised training, and non-formal learning of adults, who have passed the compulsory education age but do not have the status of pupil or student. Formal education gives opportunity to adults to gain publicly recognised qualifications (certified education); non-formal education is intended for those who just wish to  acquire new knowledge and skills, or who wish to refresh,  expand, modernise or deepen their skills (non-certified education).

The National Assembly passes laws concerning adult education and training, and adopts the National Programme on Adult Education on an annual basis (2004 - 2010). These annual plans are adopted by the Government. The minister of the sector concerned issues orders and rules specifying  laws, selects education and training providers and makes decisions about co-financing arrangements.

The Slovenian adult education strategy is developed within the lifelong learning policy document, adopted by the National Assembly (2007). The strategy emphasises the 'strategic cores':

• a comprehensive overall structure and the cohesiveness of all learning;
• the range of opportunities and purposes of learning, and the diversity and flexibility of its provision;
• access to learning based on the needs of the individual:
• key competences for learning and personal growth;
• learning to improve work practice and professional career development;
• learning as a source and driving force for the development of the community;
• to develop the possibilities of testing and certificating all existing knowledge;
• counselling and providing information.

In general, the strategy aims at adjusting learning to the needs of the individual; developing a positive attitude to learning; developing key competences for a quality life for the individual and the functioning of society; increasing effectiveness and creating equal opportunities. 

The main policy measures in the strategy are the following:

• improving the quality of education and training by modernising programmes, curricula and catalogues of knowledge from the lifelong learning 'strategic cores'
• developing educational and teaching strategies and quality training of professional staff;
• developing various forms, methods and pathways of learning and suitable systems for recognising obtained knowledge;
• improving access to education and learning;
• creating a suitable legal and organisational infrastructure;
• strengthening research and development and the developing the role of the non-governmental sector as a partner of the state;
• obtaining financial resources and
• preparing operational plans to bring the strategy to effect.

Adult education is regulated in more detail in the Adult Education Act, in some articles of the school and labour legislation and in other regulations of various fields of economic and public sector.

Educational legislation

The Adult Education Act (2006) determines the fundamental principles of Adult Education in Slovenia. They are lifelong learning, accessibility of education under the same conditions for all; freedom and autonomy in choosing learning paths, content, forms, means and methods of education, secularity of adult education which is carried out as a public service, professional and ethic responsibility of adult educators, the respect of the personality and dignity of each participant, and in the education of adults which gives state-approved level of education, obtaining the same standards as in the education of young people.  The Act regulates the system; it defines the participants in adult education, educational programmes, adult students' basic requirements, organisation of the educational work, keeping records; management of the field, e.g. planning, division of responsibilities, governing bodies, financing from the public funds, developmental and counselling organisations, testing centres, public funds earmarked for the promotion of adult education and control. Concerning the educational process itself it deals only with questions, important for the protection of the rights of the participants and for ensuring the quality of educational work, that part of adult education which has the nature of public service and is in the public interest. It regulates the system of public verification of knowledge gained by self-education, or through on-the-job learning, or in out-of-school non-formal education, through which adult learners can obtain a public certificate.

The Organisation and Financing of Education Act (2007) regulates mainly: conditions for performing adult education activity, administration of the field and financing programmes and institutions. The Act specifies the role of state-approved educational programmes for adults, defines the public network of institutions (public geographical distribution of adult education institutions), defines the performance of public service in the field of adult education, and the components of adult education programmes and procedures for accreditation.  The Act defines the sources of financing; adult education activity as such is financed by public means, by means of the founder, contributions from associations, chambers and employers, contributions and participants' fees and from other sources (selling services and products, donations, sponsorship).

In the Elementary School Act (2007) there are provisions for the education of adults. Basic education of adults is carried out in such a way that the educational programmes are tailored to the needs and possibilities of adults regarding both the organisation of the teaching and procedures connected with the verification and assessment of knowledge, and the system of progression from one class to another and the weekly schedule of subjects and the duration of instruction. The Gimnazije Act (2006) stipulates that "everybody who is employed or unemployed or is older than 18 is entitled to education as an adult. The organisation and duration of the course, the assessment of knowledge and testing and the progression and timetable of the teaching is tailored to the needs of adults. The Vocational Education Act (2006) also refers to education of adults. It determines that programmes prepared for young people must be tailored to the needs of the adults; it gives the opportunity for adults to learn through courses for adults or choose a certain module from the general programme prepared for young people.  The Higher Vocational Education Act (2004) and the Higher Education Act (2006) regulate part-time studies and the adaptation of the organisation of studies to the specific needs of the adult students. The public verification of knowledge acquired by independent learning and through work and life experiences is regulated in the National Vocational Qualifications Act (2003).

The labour legislation which refers also to adult education, includes the Employment Relationship Act and the Employment and Insurance against Unemployment Act  and also  by collective agreements. The Employment Relationship Act gives each worker the right to continuing education and training linked to the needs of their working processes, or to maintian their skills in order to remain in employment, or to increase their skills in order to create opportunities for promotion with adequate education and training. The Employment and Insurance against Unemployment Act defines the right of unemployed people to all forms of education and training. Unemployed people gain this right if the Employment Service of Slovenia sends them to training in order to improve their employment opportunities. If the training is declined, they lose the status of being unemployed. Those who enter the training are entitled to repayment of the costs of education.

The rights and responsibilities of workers to education and the rights and responsibilities of employers or institutions regarding education and training are defined by the Collective Agreement. There are two collective agreements in Slovenia: The General Collective Agreement for the Industrial Sector with respective collective agreements for each industrial branch separately and the Collective Agreement for the Service Sector. According to these collective agreements the worker participating in education or training which is in the interest of the employer is entitled to the remuneration of their salary and the repayment  of expenses (transport, fees, food and lodging). It is also possible for workers to study for their own interests. In such cases the employer defines the conditions of training and remuneration.

The Occupational Health and Safety Act, the Act on Pension and Disability Insurance, the Act on the Disabled by War and the Act on Training and Employment of the Disabled Persons also deal with education and training of adults. According to these Acts, employers are obliged to instruct employees to be able to perform their job safely and to examine their knowledge in this respect regularly; disabled workers under certain conditions have a right to occupational rehabilitation and to remuneration of salary during the time of rehabilitation.

Apart from educational and labour legislation, education and training of adults is mentioned in other legal and strategic documents within various sectors of economic activity. This includes  the fields of constitutional regulation, public administration activities, defence, protection against natural disasters, local self-management, exterior affairs, denationalisation, judicial affairs, interior affairs, civil and penal act, public finances, economic activities and banking, service field, and spatial planning and environmental protection.

Management/organisations involved

The main decision making department for the design and implementation of policy within the field of adult education is the Adult Education Division within the Ministry of Education and Sport. There is also a special department for vocational and job-related training within the Ministry of Labour, Family and Social Affairs (MLFSA), namely the Sector for Lifelong Learning and Scholarships. The Employment Service of Slovenia (ESS) is an independent public institute, which - amongst other tasks - provides the logistics and information support for the implementation of the Active Employment Policy Programmes. These programmes provide individuals with job placements and counselling, vocational guidance for schoolchildren and adults, and also deals with scholarships.

The Government has entrusted professional matters and programme development to Strokovni svet republike Slovenije za izobraževanje odraslih (Council of Experts of the Republic of Slovenia for Adult Education - CEAE), which monitors and evaluates the conditions and the development of adult education in the country according to the developmental needs of society, from the viewpoint of quality and international comparability.  The Government appoints the members of the CEAE, who are well known experts in the field. Four members are appointed on the nominations of the ministries, three from the chambers, three on the nominations of the social partners, two on the nominations from the consortia of public institutions and two are nominated by other organisations within adult education or their consortia. The CEAE has its own consultative committees (for the curricula, textbooks, for monitoring of the implementation of the National Annual Plan).

Funding

The main document which determines the budget and financial distribution of adult education from public funds is the Annual Plan of Adult Education (APAE). The plan is prepared by the Ministry of Education and Sport and the Ministry of Labour, Social and Family Affairs, verified by the CEAE and approved by the Government. According to the Adult Education Act, this programme is based on the National Programme of Adult Education 2004-2010 (NPAE), adopted by the Parliament in 2004.

There are three major mechanisms in place to regulate the distribution of public finance to adult education:

• Regular public financing of the networks of adult education institutions , across Slovenia,  such as
  • Peoples' and workers' universities, providing general education,
  • Regional guidance centres for adult education,
  • Study circles mentors' network,
  • University of the Third age etc.
• The most important source of public funding of adult education is public official invitation for tenders for the provision of educational and vocational programmes, which are annually announced by both ministries (education, labour). The invitations are open to all institutions or organisations registered for performing educational services.
• There are five institutes set up and financed by the Government that play an important role in the system of adult education and lifelong learning in general: Andragoški center Slovenije (Slovenian Institute for Adult Education - SIAE), Center za poklicno izobraževanje (National Institute for Vocational Education and Training), Zavod za šolstvo (The National Education Institute), Šola za ravnatelje (National School for Leadership in Education - NSLE) and Državni izpitni center (National Examination Centre). The role of these institutes are three fold: (i) research and development of programmes, methods, approaches, instruments and knowledge in their respective fields, (ii) training of trainers, and (iii) testing, evaluating, acknowledgment and certification of programmes, skills and knowledge.

Apart from these, there are substantial financial means earmarked for different target groups of adults, provided by other public institutions or other ministries, e.g. Ministry for Health for promoting health care awareness, or Ministry for Environment and Spatial Planning for rising knowledge on environment protection or special educational programmes for different disadvantaged groups. The major part of sources aimed at job related training is provided by employers themselves, although some additional sources are provided also by the Ministry of Labour, Family and Social Affairs as an instrument of active employment policy.

Human resources

All teachers and trainers who teach in state-verified educational or vocational programmes for adults must have proper andragogical knowledge and competences, which can be acquired either at the Department for Pedagogy and Andragogy at the Faculty of Arts (University of Ljubljana), or by attending special corresponding training, after which it is necessary to pass an exam and to receive the certificate of andragogical competences. These are provided and issued by the Pedagogical faculties and Faculty of Arts while Slovenian Institute for Adult Education delivers programmes of continuing education and training for teachers in adult education.  Teachers are mostly required an appropriate tertiary degree, equivalent to Bachelor or Master.

Organisation

In principle it is possible to divide providers of adult education into three groups.

• Institutions for the education of adults. Examples of such institutions are ljudske univerze (Peoples' and Workers' universities) and educational centres within companies or established by various chambers. These are organisations where the main activity is the education of adults.
• Schools; their main activity is the education of the young people, but they also offer evening courses of the same content for adult learners. Some have special units for the education of adults with specialist staff  who only work with adults but the more common practice is to use the staff from the education of young people.
• 'Other organisations' which main activity is not adult education; such as libraries, museums, theatres, archives, centres of culture; political organisations and parties; organisations for the rural and agricultural sector of the  population; organisations of local communities; organisations for leisure time; professional organisations; organisations for environmental protection; social welfare organisations; organisations for the disabled; organisations for helping families, parents, consorts, organisations for tourism, holiday organisations, organisations of seniors, housewives and organisations of workers temporarily employed in foreign countries.

General adult education

Wide ranging courses of formal education programmes in 2007/08 include programmes which give individuals the opportunity to gain a higher level of qualification and also programmes of general non-formal education, which are particularly diverse in terms of content. Adults have access to all kinds and levels of formal education. An example of a formal education programme leading to the first qualification level is the Programme of Basic Education for Adults. Adults can also acquire a further qualification at any level of general studies: in gimnazija, technical upper secondary, post-secondary, and higher education programmes.

The offer of non-degree courses which do not lead to a higher qualification includes courses that raise the general educational and cultural level of the population, increase literacy, or improve the knowledge required for work and occupations.

Also the non-formal learning opportunities in other sectors of culture, health, agriculture, labour, social activities have expanded in recent years.

Types of training institutions

There are 34 ljudske univerze (People's universities) in Slovenia, carrying out the education of adults as their basic activity. This comprises basic adult education, foreign language courses, ICT courses, courses for the improvement of knowledge and skills of employees in legal, financial and managerial fields. Some ljudske univerze provide also public programmes, which give nationally recognised secondary vocational or technical qualifications. In co-operation with the higher vocational colleges and higher education institutions they also provide a  learning environment for part-time tertiary education.

Centres that have been developed within the Chamber of Commerce, such as the Centre for Management, the Centre for Foreign Trade Study, the Centre for Seminar Activities and the Centre for Technical and Technological Training nowadays operate more or less independently. Their mission is to deliver highly professional and specialized education and training for higher and middle managers.

Other organisations whose activities are mainly non educational also play an important role in the education of adults. Examples of these associations and societies include the Association of Accountants and Financial Workers of Slovenia, municipal, regional and national societies of human resource managers, professional associations of economists, psychologists and others; Firemen Association of Slovenia, Alpine Association of Slovenia, Red Cross, Association of Engineers and Technicians of Slovenia, church organisations, Spiritual University, political organisations, the Third Age University, also take a great part in education and training of adults.

Private educational organisations  in Slovenia have been developing slowly but constantly over the last two decades. Initially there were only several private foreign language schools, ICT centres, and schools for financial management. In more recent years this sector has strengthened their position and extended their offer to other fields and forms of education and training e.g. colleges for vocational education.

Access requirements

The general access requirements to formal general education programmes are more or less the same as for younger students. However only the qualifications of adults which they had acquired under the past regulatory systems are taken into account.

Those who have failed to finish the gimnazija programme as young students are allowed to sit for the matura examination at any time later in their adult life.  If they do not wish to complete their general education in gimnazija, they have a possibility to attend a vocational course and gain a qualification in the selected occupation.   For those who have completed a technical school education, it is possible to take the general examination in one additional general matura subject and then continue studies at the university.

The Council for Higher Education have set the Criteria for Recognition of Knowledge and Skills Acquired Prior to the Enrolment in Higher Education (2005). According to these Criteria, the higher education institution is required to recognise knowledge and skills of students and take into account: knowledge, skills and competencies acquired with prior formal, non-formal and experiential learning. They should also take into account "non-typical" evidence of prior learning, such as portfolios, documents testifying of non-formal courses completed, etc and the possibility of compensating examinations using the assessment of products, services, publications, project assignments, inventions, patents and other authorial work, evaluation of self-learning or experiential learning (in this case student is excused from lectures) and recognition of work practice.

The recognised knowledge and skills must be taken in account either in the pre-enrolment procedure or given credit points for a particular area of study.

There are no special access requirements for short courses and non-formal education and training.

Objectives of the programmes

Each general education programme has its own objectives. They can be generally divided into three groups: (i) formal education objectives, (ii) objectives related to professional development and personal growth, and (iii) leisure or free time enrichment.  Programmes are based upon the common principles of the education of adults, such as: lifelong learning; accessibility under equal conditions; freedom of choice regarding the way, content, resources and methods of learning; respect for the personality and dignity of each learner; attaining high quality standards of education equal to those applied in the education of young people;

Main principles of the organisation of time and venue

The main principles relate to the adaptation of the content of courses, teaching methodologies, time and venue to the needs of each particular group of adults. Teaching mainly takes place in the evenings or at the end of the week. The instruction is given in a shortened form and intensive way over weekends. Some group-practical training, e.g. foreign language conversation, can be organised in the employer's premises early in the morning before office hours.

Courses in higher education are offered as part-time studies and can be organised flexibly: for example, there can be night and weekend programmes, programmes during academic holidays; evening courses, distance courses, and  e-learning or directed self-learning.

Curricula

All publicly verified programmes are subject to verification and approval by the Slovenian Institute for Adult Education and the Council of Experts for Adult Education.  The curricula contain the same main subjects as for young people.

Within mainstream education, the preparation for the matura exam and matura course are intended specially for adults. These courses are provided by public upper secondary schools and people's universities and financed entirely from the state budget.

Other programmes of non-formal education and training are drawn up by the institutions themselves.  Examples of courses which include those targeted at specific needs or categories of adults include: education and training for the unemployed, education for democracy, foreign language learning, Slovene language for foreigners, education for quality of life, education for the implementation of the special rights of minorities, education of adults with special needs, and other types of general adult education.

Some forms of non-formal education have been developed at the Slovenian Institute for Adult Education and are successfully integrated in the practice of adult education across  the country.  For example,  the regional Središča za samostojno učenje (centres for self-directed learning). Courses can be found in various educational institutions, libraries, and in education centres of enterprises. Adults can choose courses based on their interest, e.g., computer programmes, foreign languages, programmes for personal development, programmes for improving their communication skills etc..

The Borza znanja (Learning Exchange) and Študijski krožki (Study Circles) are  examples of the varied offer of courses for adults. Members of Study Circles define the content of their own learning; the contents of study circles learning is diverse, e.g. language, arts, history (art, natural), cooking, baking etc. Quite often the content is linked to the problems of the community the members of study circles live in.

Non-formal education as an alternative to formal education has been developed in the last few years. Projektno učenje za mlade (Project Learning for Young Adults) - is a programme which is aimed at young adults who have dropped out of the regular school system. The participation of adults has grown considerably in recent years in the literacy programme Usposabljanje za življenjsko uspešnost (Training for Life Efficiency) and programmes developed within the Third Age University.

Quality assurance

Evaluation and monitoring of adult mainstream education is regulated to the same standards as the education of the young people. Various forms for supervision and evaluation of the education are in place, such as verification of public institutions; regulatory procedures for the adoption of curricula; obligatory Teaching Certification Examination for teaching and other professional support staff. In 1999, a set of instruments for self-evaluation were introduced in elementary and upper secondary education including people's universities. Other types of evaluation include external assessment of knowledge at the end of upper secondary education in-house evaluation and external evaluation of programmes via external contracted evaluation.

Supervision of the implementation of the curricula for adult learners is the responsibility of the Slovenian Institute for Adult Education which reports their findings to the responsible ministers and to the CEAE. It has also developed a model of self-evaluation for adult education under the name Offering Quality Education to Adults.

In order to assure quality in education in general, the minister appoints the National Council for Evaluation of Programmes (2001). The Council co-ordinates the implementation of new programmes, cooperates with institutions which carry out self-evaluation projects; determines strategies and procedures of evaluations; selects topics for the contractual research (commissioned evaluation studies) and reports to the minister(s), CEAE, other Councils, and to the wider public.

Adult vocational education and training

Adult vocational education and training includes forms of formal education to obtain a higher level of qualification (upper secondary and higher vocational education for adults), retraining, and training for less demanding work, and also shorter forms of education, including continuing vocational education and training. These forms represent only one element of education and learning. The other forms include self-education and informal learning, not covered by official statistics.

Formal upper secondary and higher vocational education and training of adults are governed by the same legislation as for young people. It has the same curricular structure, objectives, and general admission criteria, options for the continuation of education, levels of vocational standards for the specific profession and levels of qualifications.

Beside upper secondary schools, higher vocational colleges, people's universities and educational centres, in-company centres are the largest providers of job-related training. There is also widespread education and training organised by human resource management departments or personnel departments of companies.

In-service training

In-service training is organised by companies and provided in accordance with the requirements of the work of the organisation. Large companies organise training for their employees within their own premises and using their own staff for teaching purposes. Often companies within the same industry jointly establish training centres for their own training needs, which are then broadly recognized for their quality and as such they can apply for registration as educational institutions.
 

Adult education at universities

Approximately one third of all students enrolled in tertiary education are part time students.
Universities and professional colleges carry out various study courses: including undergraduate and post-graduate study for adult students. Until recently, doctoral studies were organised only for individual (adult) study and research. Modular credit based courses and summer courses (amounted 10-60 credit points) are offered by different university departments. Specialised university centres for continuing education provide adult students with an opportunity to update their knowledge or to acquire new professional skills or develop single competencies (foreign language, ICT). Courses can be delivered on full-time bases or as part-time studies and with flexible organisation (night and weekend programmes, programmes during academic holidays weekends, evenings, on distance, as e-learning, directed self-learning).

Some programmes in higher education (especially technical and technological studies) have been traditionally very open to their environment and have established mutually beneficial links with partners for which they are in training (companies, research institutions, schools). 

Guidance/counselling services

There is well organised network of 14 guidance centres for adult education spread across the country. These centres were first introduced in 2001 by the Slovenian Institute for Adult Education (SIAE). Their main task is to inform the adult population on their learning and/or education possibilities and to support them in choosing the most convenient path or appropriate programme.
 
In December 1998 the Pilot Vocational Information and Counselling Centre was established in Slovenia with the help of the PHARE Programme. The Slovenian National Resource Centre for Vocational Guidance (NCIPS) was set up within the Employment Service of Slovenia in March 1999. NCIPS has two main functions: to co-operate with and connect those institutions in Slovenia which produce relevant informative material in the field of vocational guidance, and to plan and produce informative material.
 
At national level NCIPS operates in a network connecting different organisations and institutions which produce or collect quality information about education and training opportunities (the Ministry of Labour, Family and Social Affairs, the Ministry of Education, Science and Sport, the Employment Service of Slovenia, the Chamber of Commerce and Industry, the Chamber of Trades, the Slovenian Institute for Adult Education, universities and schools, etc).

NCIPS functions as the  centre which co-ordinates the flow of such information between separate partners and users. It also provides services (professional support) to vocational and information centres and other users, but it does not directly counsel visitors to vocational information centres.

Besides collecting and producing information about vocational training and labour market, the centre provides descriptions of occupations, video-presentations of professions and certain information of national importance (such as information about universities, studies, financial aid, etc.). As its main priority is to connect, collect and distribute existing information and material, NCIPS prepares information materials and databases mainly for those fields where such material does not yet exist (e.g. organisation of writing descriptions of occupations).

Certification system for the assessment and award of national vocational qualifications

Adults can acquire vocational qualifications also through alternative means outside the formal school system, by participating in the certified national vocational qualification scheme.

The certification system is regulated by the National Vocational Qualifications Act (2002), which specifies the procedures and the institutions bearing responsibility for the preparation of standards and catalogues of knowledge and skills required by a particular vocational qualification. The act also specifies the conditions and procedures of assessment and award of national vocational qualification.

Organisation

The certification system is a network of institutions and bodies, which enables individuals to obtain a formal recognition or certification for the knowledge and skills they have acquired. To obtain the certificate, individuals must prove what they have learnt and what they can do, instead of providing formal evidence of how they have acquired the knowledge. The certificate is a means for recording the results of lifelong learning, but it also serves as a formal recognition of non-formal or uncertified knowledge, and as an equal alternative to the knowledge and skills acquired in the formal school system.

In obtaining the certificate, the candidates acquire a vocational qualification which proves their competences. They can use the certified vocational qualification when seeking work and for further education, because it proves that they have the same knowledge and skills they would have acquired in a certain period of formal education programme.

The aims of the certification system are: to provide a quicker and more flexible response to needs of the labour market, to increase economic effectiveness, to improve the adaptability of the economy, and to address social inclusion and reduce the unemployment rate.

Special stress is laid on learning attainments, regardless whether the knowledge, skills and competences have been acquired through various types of non-formal education, through life and working experience, or by formal schooling (e.g. an unfinished education programme).

For the preparation of occupational standards the Minister of Labour, Family and Social Affairs appointed vocational field commissions (2003), which consists of established experts from Chambers, Ministers and trade unions. Besides ensuring the development and update of occupational standards, field commissions develop the qualification structure in professional fields. Initiatives for occupational standards are normally launched by employers' organisations or schools.

The assessment and award of national vocational qualifications are based on direct proving of knowledge, skills and competences or on documents and certificates in the candidate's portfolio.

Vocational/initial training establishments

The certificate system consists of many cooperating institutions: the Ministry of Labour, Family and Social Affairs, the Centre for Vocational Education and Training with its National Reference Point for Vocational Qualifications, the Slovenian Institute for Adult Education Centre, the National Examinations Centre, the Employment Office, other ministries, chambers and trade unions.

The procedures of assessing and certifying vocational qualifications are performed by registered contractors: e.g. inter-company educational centres, schools, adult education organisations and chambers. They must meet the prescribed conditions. The registration of contractors is regulated by the National Examinations Centre. The registered contractors establish commissions for the assessment and certification of vocational qualifications, whose members should hold a license from the National Examinations Centre.

Access requirements

All candidates who meet the requirements for obtaining vocational qualifications can apply for the certificate at the National Examinations Centre, which publishes calls for applications at least twice a year. They can also submit the application beyond the published deadlines. The candidates prove their eligibility with documents and other evidence proving that they have had the opportunity of acquiring the kind of knowledge and skills determined by the catalogue of knowledge standards for the vocational qualification they wish to obtain.

Financing

The candidates only pay for material costs of assessment according to the rules published by the Minister of Labour, family and social affairs.

Curriculum

The national vocational qualification is a formally recognized qualification required to pursue a specific occupation, and therefore it should be based on the appropriate vocational standards. Vocational standards also serve as a basis for the preparation of formal vocational education programmes and the programme modules which form an integral part of programme. A modulated formal vocational education programme can be derived from various vocational standards (each module is derived from a particular vocational standard). Students who do not entirely complete the programme can provide evidence that they have the knowledge and skills corresponding to one of the programme modules and are thus qualified for a particular occupation or a particular aspect of occupation. The combined education system defines indicative ways of acquiring national vocational qualifications (it defines subjects, hours, the ratio between theory and praxis, norms and standards of implementation), specially emphasizing learning outcomes, which are assessed by the final examination, vocational matura examination (referred to as "poklicna matura") or in the certification system.

Assessment/qualifications

The applications of the candidates are dealt with by a relevant commission, which examines the submitted documents and other evidence or the candidate's portfolio and determines whether the candidate meets all the requirements defined by the catalogue of professional knowledge and skills. If the candidates meet the prescribed requirements, the commission certifies their vocational qualification and awards them a certificate. If the candidates do not meet the requirements defined by the catalogue, they undergo an assessment of their knowledge, skills and competences. In this procedure the candidates prove the knowledge that is not evident from their documents. The methods and measures of assessment of knowledge and skills are defined in the catalogues.

Assessment of knowledge and skills should not last more than 180 minutes. It can consist of written or oral tasks and presentations. The candidates are allowed to use textbooks defined by the catalogue. The success of the candidates is graded by descriptive grades "passed" and "failed". After successfully accomplishing the assessment, the candidates are awarded a certificate.

Guidance

The provider of the certificate and the assessment of national vocational qualifications should ensure that the candidates get guidance and information on the possibilities and conditions of the procedures.

With the assistance of a counsellor, the candidates collect documents and other evidence required for the certification of a vocational qualification and prepare the portfolio.

Teachers/trainers

Members of the commission should hold an appropriate degree of education according to the field of vocational qualifications, and a license of the National Examinations Centre, which should be renewed every 5 years. The degree of education appropriate is defined by the catalogue of standards of knowledge and skills. The catalogues are approved by the Minister of Education on the proposal of the Expert Council of Vocational and Professional Education.

Statistics

Continuing education providers, courses and learners, Slovenia, 2005/2006