Basic information about education system of Slovenia

The Republic of Slovenia is a parliamentary democracy implementing the rule of law. It is a social state. The official language is Slovenian. In bilingual areas, that is in municipalities with the Italian and Hungarian ethnic minorities, Italian and Hungarian, respectively, are also official languages. The State is separated from the Church.

The Slovenian Constitution guarantees free education to Slovenian nationals. Basic education is mandatory and funded from budgetary resources. The State is required to enable its citizens to obtain appropriate education. State universities and professional colleges are autonomous. Members of ethnic minorities have the right to receive and further instruction in their mother tongue. Roma are likewise granted special educational rights.

Slovenia has signed over 30 bilateral agreements on co-operation in education, culture and science, more than 20 programmes and some protocols. Since 1992, Slovenia has actively participated in all educational projects of the Council of Europe and has been involved in the work of the Unesco. Since 1999, it has taken part in the European Union programmes of Socrates, Leonardo and Youth. Since 2002, the Ministry of Education and Sport has co-operated also with the OECD.

In recent years, approximately 6% of GDP have been spent on education.

In 2002, 67% of population had at least upper secondary education.

The educational attainment of the population aged 15 and above at the time of census data collection (in percent):

Youth education attainment level (Percentage of the population aged 20 to 24 having completed at least upper secondary education) - Labour Force Survey (LFS)

Active population by educational attainment (in percent):

The unemployment rate (Labour Force Survey - mid-year situation):

Demographic changes are reflected in a further decrease in the number of live births. In 1991, there were 22,000, which is more than 25% lower than 10 years before, when the number was 30,000. At present, only 17,000 children are born each year. In 1997, the natural population increase was already negative.

Natural change in population:

Share of public expenditure for formal education in GDP by level of education (%)

* Estimate

In contrast to the above trend, the percentage of the population included in education has been increasing, while the number of pupils in elementary schools and children in pre-school institutions has been falling as a result of declining birth rates.

Children, pupils and students enrolled in education programmes:

Data for pre-school education, higher vocational education and higher education refer to the beginning of the school year. Data for basic education and (upper) secondary education at the end of school year.

* The beginning of the school year

** Excluding candidates for graduation having student status (absolventi)

For more statistical informations see Statistical Office of the Republic of Slovenia http://www.stat.si/eng/tema_demografsko_izobrazevanje.asp

Goals and priciples of the education system

Knowledge is the focal point of development. That is why Slovenia strongly supports the idea of construction of knowledge society. It is necessary to focus on those aspects of education which best respond to the true requirements of society and the market and which will contribute most effectively to the modernisation of education system in the future.

During the process of developing the system the following was taken into account:

• the equal opportunities principle should be matched with the requirements for quality;
• concrete social circumstances and development tendencies, linked with the requirements for high-quality and non-repressive schools (that is schools educating for open-mindedness and critical judgement and offering support in facing various ideological pressures);
• requirements for achieving internationally comparable attainment targets applied in developed countries;
• respect for the plurality of cultures.

The reform of the Slovenian education system and contents was based on the following principles:

• equal opportunities,
• the possibility of choice,
• fostering of excellence, quality of education,
• the increase of the teacher and school's autonomy and professional responsibility,
• plurality of cultures and knowledge,
• lifelong learning.

The Republic of Slovenia is actively participating in international activities targeting an increase in quality and efficiency, openness and co-operation in the field of education and the recognition of the importance of lifelong learning.The main objective, however, is to achieve a high level of education for the highest percentage of the population.

The following are the key challenges in the field of education, as defined by the Development Strategy of Slovenia:

• increase the percentage of population having completed a four-year secondary education programme;
• increase the percentage of young people willing to enter vocational education programmes;
• increase the percentage of population having completed a tertiary level of education;
• increase the rate of functional literacy (in particular in adults);
• promote co-operation between higher education and employers in designing study programmes;
• decrease drop-out rates in the field of secondary education;
• increase enrolment in adult-education programmes.

The Slovenian education system consists of:

• pre-school education,
• basic education (single structure of primary and lower secondary education),
• (upper) secondary education:
• vocational and technical education,
• secondary general education,
• higher vocational education,
• higher education.

Specific parts of the system:

• adult education
• music and dance education
• special needs education
• modified programmes and programmes in ethnically and linguistically mixed areas

Pre-school education

Pre-school education, offered by pre-school institutions, is not compulsory. It includes children between the ages of 1 and 6. The curriculum is divided in two cycles (from 1 to 3 and from 3 to 6). The new curriculum promotes different types of programme such as: day, half-day and short programmes. There is also the possibility of childminders, pre-school education at home or occasional care of children in their homes. The Curriculum for Pre-school Institutions defines six areas of activities: movement, language, art, nature, society and mathematics. The goals set in individual fields of activities provide the framework for the selection of contents and activities by teachers.

Basic education

Basic education was extended from eight years to nine. This was done gradually. The implementation of the nine-year basic education began in the 1999/2000 school year. Children that reach the age of 6 in a particular calendar year enter the first class in that year.

Nine-year basic education is divided into 3 three-year cycles. Elementary schools provide the compulsory and extended curriculum. The compulsory curriculum must be provided by school and studied by all pupils. It consists of compulsory subjects, electives, home-room periods and activity days (culture, science, sports, technology). The optional elementary school curriculum must be provided by school but pupils are free to decide whether they will participate in it or not. It includes educational assistance for children with special needs, remedial classes, additional classes, after-school care and other forms of care for pupils, interest activities and out-of-school classes.

Successful completion of basic education enables pupils to proceed to education in their choice of secondary school. Pupils who fulfil the legal compulsory education requirement and successfully complete at least seven classes in the nine-year elementary school can continue their education in a short-term vocational education programme. Success at that level opens doors to other more demanding secondary school programmes.

(Upper) secondary education

Secondary education follows the compulsory general basic education. Secondary schools include vocational and technical schools preparing students predominantly for labour and general secondary schools (gimnazije) preparing students predominantly for further studies. Programmes in secondary education vary in content, duration and goals.

a. General secondary education

General secondary school preparing students for further studies is called gimnazija. Gimnazija programmes are divided into two groups: general and professionally oriented (technical gimnazija). It lasts four years. It ends with an external examination called the matura examination. Those gimnazija students who for various reasons do not wish to continue their education have a possibility to enter the labour market by attending a vocational course and gaining a qualification in the selected occupation.

The aim of vocational courses is to provide a bridge between general and vocational education and to make it possible for graduates from general, classical, and technical gimnazije to obtain initial vocational qualifications at the level of corresponding secondary vocational and technical schools. Educational aims are the same as for vocational and technical education. The course leads to a vocational qualification needed on the labour market or for further studies at higher vocational and professional colleges.

b. Secondary vocational and technical education

The planning, programming and provision of vocational education are a joint responsibility of social partners (employers and trade unions) and the state. Common aims and goals of secondary vocational and technical education were defined in a common curricular document. This document stresses attainment targets in interdisciplinary fields and interest activities.

Short-term vocational programmes should last a year and a half for students and apprentices that have completed their basic education, and two and a half years for those without completed basic education. They finish with a final examination. The certificate of the final examination enables students to enter the labour market or to enter the first year at any other (upper) secondary vocational school.

Pupils who have successfully completed elementary school can enrol in 3-year secondary vocational programmes. Vocational education programmes are offered in the dual, that is the apprenticeship, system and/or in the school-based system.

The core curriculum is common to all programmes and includes a minimal scope of theoretical and practical knowledge and skills specified by occupational standards and required for a certain vocational qualification, regardless of the type of educational provision.

Practical training in the framework of the dual system is offered by employers. Programmes also specify the part of practical training that can be provided by schools and/or inter-company centres as practical instruction.

The certificate of the final examination enables students to enter the labour market or to continue education in two-year vocational-technical programmes, leading to a qualification at the level of a secondary technical school. Vocational-technical programmes are developed as upgrade of vocational education. The aims of vocational-technical programmes are the same as those of technical education programmes and lead to educational qualifications at the level of secondary technical school, also called a technical qualification, in a specific field.

On the other hand, graduates who find a job immediately after completing a three-year vocational programme can re-enter education after at least three years of employment to obtain a qualification at the level of a secondary technical school by passing examinations. By passing an examination for master craftsman, foreman or shop manager, they demonstrate a higher level of competence in their occupation. If they additionally pass examinations in the general subjects of the poklicna matura examination, they can continue their studies in higher vocational education.

Technical education is designed primarily as preparation for vocational and professional colleges, although it also leads to jobs with a broad profile. Secondary technical programmes last four years, which end with the poklicna matura examination.

Higher vocational education

First vocational colleges were established in 1996/97. Programmes are markedly practice-oriented and tightly connected with the world of work. Post-secondary vocational education lasts for two years ending with a diploma examination. A post-secondary vocational diploma enables students to start work in specific occupations. Since the 1998/99 academic year, vocational college graduates have been able to enrol in the second year of professionally oriented higher education programmes if the higher education institution providing this type of study allows such arrangements.

Higher education

Higher education includes academic university studies and professionally oriented studies.

In 2004, amendments to the Higher Education Act were adopted. The Act provides for a three-level study structure. The first level relates to the undergraduate studies and the second and third levels to postgraduate studies. The duration of study programmes is limited in years (three to four years) and credit points (180 to 240 credit points). Study programmes must be in line with the EU study programmes. The second level maintains the master's studies. It encompasses from 60 to 120 credit points and takes one or two years to complete. The third level is the doctoral studies and lasts three years. Higher education is the responsibility of the Ministry of Higher Education, Science and Technology

Adult education (Continuing education)

Adult education is characterised by impressive programme diversity. Schools and higher education institutions, basically providing youth education, also offer formal education courses for adults, adapting the organisation and programmes to their needs.

Non-formal education programmes are designed for various target groups, for example, employed people seeking to improve their employment opportunities or gain promotion, individuals wishing to enhance the quality of their life, individuals pursuing a hobby, the unemployed, marginal groups, ethnic groups, and foreigners. Access to most non-formal education courses is unrestricted.

A new act introducing a certification system was passed in 2000. It enables the assessment and verification of vocation-related knowledge, skills and experience acquired out of school. It thus makes it possible for individuals to obtain a vocational qualification in ways other than through formal schooling. Candidates undergo a knowledge assessment procedure by a special commission to obtain a state-approved certificate attesting their competence in performing certain vocational tasks. Vocational qualifications obtained in this way can be used by their holders to find a job or, in further training, demonstrating that part of an education programme has already been mastered.

Music and dance education

The Music School Act (2000) reformed basic music and dance education offered by state and private music schools. Music schools offer education for pre-school children, elementary school pupils, secondary school students, apprentices, college students and adults. Most often, music and dance education is given in parallel to compulsory basic education. Having completed elementary and music schools, pupils can follow the same model at the secondary school level or opt for art gimnazija. The curriculum is fully compatible with European guidelines.

Special significance is given to the participation of pupils in school string or brass orchestras (each public music school is required to have at least one orchestra). Extra lessons may be given to gifted pupils. Folk instruments have been newly introduced (zither, diatonic accordion and tamboura). Public music schools are also required to offer pre-school music education for pre-school children.

Special needs education

The new legislation in the field of education of children with special needs was adopted in 2000. According to the new legislation, inclusion is the basic principle of education of children with special needs. Since 2001, different programmes have been developed together with compensation programmes for pupils to help them achieve standards of knowledge. In parallel with this, a process of reorganisation and reconceptualisation of institutions for children with special needs has been started.

Modified programmes and programmes in ethnically and linguistically mixed areas

Education in areas where Slovenian nationals live together with the members of the Italian or Hungarian minorities and which are classified as ethnically and linguistically mixed areas, is part of the uniform education system. It is therefore upgraded and modified at the same time as the rest of the school system.

Education in pre-school institutions and schools in ethnically and linguistically mixed areas is provided in accordance with the Constitution of the Republic of Slovenia, educational legislation, and the law regulating special educational rights of the Italian and the Hungarian ethnic minorities.

In the ethnically and linguistically mixed area of Prekmurje, bilingual pre-school institutions, elementary schools, and a secondary school are attended by the children from this area. Classes are mixed and the languages of instruction are Slovenian and Hungarian. In addition to their mother tongue, children learn each other's language and the history and culture of both nations.

In the ethnically and linguistically mixed area of Slovenian Istra, pre-school institutions, elementary schools, and secondary schools offer Slovenian or Italian as the languages of instruction. Pupils in schools where the language of instruction is Slovenian must learn Italian as the second language and children in schools with Italian as the language of instruction must learn Slovenian as the second language. They also learn about the history, culture, and natural heritage of both nations.

To achieve parity in the development of ethnic minorities and the Slovenian nation, the organisation and the education programmes for pre-school institutions and schools in ethnically mixed areas have been adapted in the following fields: educational aims, timetables, syllabi, attainment target and examination syllabi, admission requirements, and programme implementation guidelines.

• The Structure of Education System in Slovenia 2006/07 (pdf)
• The Structure of Education System in Slovenia 2005/06 (pdf)