Tertiary education in Slovenia is divided into traditional higher education (ISCED 5A-6) and the newly developed higher vocational education sector (ISCED 5B). The field of higher vocational education is administered by the Ministry of Education and Sport and regulated by the Higher Vocational Education Act (2004). Courses are delivered by vocational colleges. In 2005 the newly established Ministry for Higher Education, Science and Technology took over responsibilities for the universities and professional colleges.

In the National Classification system of education and training activities and outcomes (KLASIUS, 2006), which is one of the formal bases for building a Slovenian eight-level qualification framework, the levels of tertiary education are arranged as follows:

There were two Bologna reform packages, one in 2004 and the second one in 2006. The table below illustrates the main differences among the three periods:

• the pre-Bologna-reform period from 1993 to 2004
• the very short first-Bologna-reform period  2004-2006 which resulted in very few reformed studies, and
• the second-Bologna-reform period in 2006.

The main features of the three periods of higher education in Slovenia

Higher education legislation 1993-2003

The structure is clearly binary, ISCED 5A and 5B.

Non-direct transition from professional to academic track is possible, but rare. The post-graduate ISCED 5 A studies lead either directly to ISCED 6 doctorate which is considered as an advanced research title. Usually, it is divided into two stages. The research magisterij (ISCED 5A- research diploma) is considered as the first stage of doctorate. The ISCED 5B path may begin with the professional degree study or vocational non-degree study. Both options enable students to go to the labour market or to continue up the »green line« to the level of specialist. The title of a specialist is considered equivalent to Magister as regards the level of qualification. All HE programmes lead to a first HE degree (professional or academic), regardless their duration. Long higher education programmes are no exception. Programmes of 5 or 6 years duration, like medicine or pharmacy, do not lead to a master degree, but the first-degree.

Accreditations are the responsibility of the Council for Higher Education (CHE). Internal evaluations are the responsibility of HEIs, assisted by the National Higher Education Quality Assessment Commission. External evaluations are random, organized by HEIs themselves.

Revised higher education legislation in 2004

Theoretically, the structure has become more unitary. Direct transition from the professional to academic path is within the same area of study, otherwise conditioned by pre-determined bridging courses. Each first-cycle study should lead to at least one second-cycle option and up to a doctoral level after that.

Transitional provisions for those who have completed pre-reform programmes:

First-degree professional graduates are equivalent to the Bologna first-cycle graduates and may normally continue to the second-cycle study. First-degree graduates of academically oriented studies are recognised a certain surplus of ECTS. In most cases, they would enter the second Year of a Master study. An accumulation of at least 300 ECTS can be recognised also in combination of the first academic degree with documented research or professional achievements (validated with 60 ECTS) and this makes possible to embark on a doctorate directly. Studies for the professions, regulated by EU directives (medicine, pharmacy, etc) may lead directly to a Master degree.

Accreditations and reaccreditations (every 7 years) are the responsibility of the Council for Higher Education (CHE). Internal evaluations are the responsibility of HEIs. HEIs should be assisted by an independent public agency for quality assurance and by a separate council for evaluations. For various reasons, these two bodies were not established. Instead, the National Higher Education Quality Assessment Commission has been carrying out some of their duties. NHQA is a member of the CEE and participates in sessions of ENQA. The 2004 Act stipulated that a public agency for quality assurance and a council for evaluations should be established, but it did not happen. In October 2004, the NHQA issued Rules on External Evaluation Criteria in order to establish a national system of regular external evaluations.  In practice HEIs together with the NHQA have begun to organize external evaluations according to the above mentioned Rules.

Revised higher education legislation in 2006

The structure is more or less unitary (with the exception of short vocational programmes).

Transitional provisions for those who have completed pre-reform programmes:

First-degree professional graduates are equivalent to the Bologna first-cycle graduates and may normally continue to the second-cycle study. First-degree graduates of academically oriented studies are equivalent to the Bologna second-cycle graduates and may normally continue to the third cycle study. They may embark on a doctorate directly, without recognition of extra professional or research achievements. Long HE programmes leading directly to a Master are possible in cases of (1) professions, regulated by EU directives, and (2) if it is required by the national regulations of that particular professional field. Currently, no such national regulations exist.

According to the 2006 Act, the responsibilities of the CHE are extended to include several roles: counselling to the Government, accrediting of programmes and institutions, assuring quality (including responsibilities for internal and external evaluations), regulating and running the procedures of election of the HEIs' teaching staff. The CHE as an independent (sui generis) body has created three Senates that guide accreditation, evaluation and habilitation procedures. A special independent unit within the ministry of higher education provides technical assistance to the CHE. According to the Decision of the Constitutional Court, issued in February 2008, the establishment of a new body for professional support to the CHE is required instead of the current ministry’s administration.

Higher vocational education

Short-cycle tertiary education in Slovenia was introduced in 1996 as part of the overall education reform. The first post-secondary institutions were founded within upper secondary-school centres. Later they became independent and expanded all over the country. The new regulation (2004 Act) clearly separated this type of education from the upper secondary education.

The network of higher-vocational colleges has expanded substantially in recent years. Currently there are 59 higher-vocational colleges (2007/08 school year), of which 25 are public, and two of the private colleges obtain public funds for their full-time students. Public schools are more likely to offer technical subjects, whereas the private colleges are more likely to offer commercial and administrative courses.

These colleges were set up to meet the needs of the national and local economies, with due regard to occupational profiles. They have to meet the quality standards determined by the national accreditation bodies and other requirements stipulated by the law. The main characteristic of these ISCED 5B short programmes is that they aim to develop occupational skills. Approximately 40% of the curricula are devoted to practical training in firms and companies. At the end of study, students receive a diploma with the name of the programme and the title of vocational qualification, which enable them to start working in specific occupations and middle management teams. The duration of education is usually 2 years (120 ECTS).

The Higher Vocational Education Act (2004) establishes the role of the representatives from working life and students. They participate in the college management board, strategic council and working bodies.

In addition to education leading to a higher vocational diploma, vocational colleges also provide short courses of 10-35 ECTS designed for workers in employment.

Admission requirements

The general requirement for admission to higher vocational college, as stipulated by the law, is the successful completion of upper-secondary education at level 5 (equivalent to a qualification of a technician). The following applicants qualify for higher vocational studies: those who have passed the matura or the vocational matura examination, or those who have a vocational qualification of master craftsman or equivalent. In addition, master craftsmen applicants must have at least 3 years of working experience, and must comply with the standards of Slovene language and mathematics at the level required for vocational matura.

Applicants apply to higher vocational colleges through the joint national application system managed by the National Higher-vocational registration services. The numbers of study places are approved and publicly announced by the Ministry of Education. The specific criteria for students’ selection are determined by the higher vocational colleges independently and applied if the number of applicants exceeds the number of available places. Some vocational colleges require tests prior to admission as well. Student selection is usually based on previous study record or combined previous study record and admission test results.

Fees/financial support for students

Full-time students of higher-vocational colleges with a state-subsidised place pay no tuition fees, but do pay administrative fees (registration and certification costs). The level of the tuition fee for part-time and/or non-state-subsidised students is determined by the institutions themselves. If the students take longer than the prescribed period to complete the course, they loose the entitlement to free study. Part-time and/or non-state-subsidised students contribute to tuition and administrative costs.

Students may benefit from a range of financial support to cover the cost of living and/or to pay fees. Full-time students, who do not pay tuition fees, may receive a scholarship to cover living costs. Scholarships are awarded usually on the basis of social criteria, but the amount is usually linked to the level of the student’s academic performance. They are also entitled to subsidised accommodation or a place in the public student’s residence and to meals at reduced prices. All kinds of support may be awarded in addition to financial assistance for their parents (tax allowances).

Adult students are usually financially supported by their employers. Unemployed adult students may get financial support from the state funding programmes designed specifically for the education of unemployed people.

Loans may be awarded to any student under commercial conditions.

Students from EU countries enjoy the same conditions of study as Slovene students. The situation for students from third countries depends on the existence of a mutual country agreement. Where such an agreement has been concluded, the students are considered to have all of the same study benefits as the EU students.

Academic year

The academic year in higher vocational colleges is between October 1 and September 30. Students work lasts 37 - 42 weeks (40 hours per week); instruction covers 34 weeks minimum, 20 – 40 hours per week. Within the limits set by the law and the Minister’s regulation, colleges decide on their provision of courses throughout the academic year.

Courses

All higher vocational studies are combined with practical training in the workplace in a relevant industry or public sector. Courses are organised for both full-time students and adults. The typical duration of study is 2 years. Study time is measured in credit points and the completion of a full-course corresponds to 120 ECTS. They lead to the diploma of a vocational qualification (120 ECTS). The language of instruction is Slovenian.

The programmes are designed to equip individuals with the knowledge, skills and competences to be able to operate independently and without supervision within the workplace. To some extent they are expected to also be able to cope with change in the workplace and take responsibility for evaluation and the improvement of activities at work. Curricula and modules are based on professional standards and have a proportion of optional choices. There is also practical and independent work for students (e.g. project work, product elaboration...). The last term in the final Year is devoted to a diploma project (diploma paper) carried out individually or in small groups.

Programmes are offered in the areas of mechanics, electrical engineering, electronics, photography, geotechnology and mining, building and civil construction, informatics, wood, logistics, media, mechatronics, design, social work networking, telecommunication, dental hygiene, environment protection, economy, administration, food and diet, horticulture, management in rural environment, tourism and catering.

Assessment

Upon completion of all the requirements of the programme, the student is awarded a Diploma with the Supplement in Slovene language and/or in one of the languages of EU. The diploma document includes the name of vocational qualification derived from the name of the programme, regulated by the Act on the Names of qualifications, and Professional and Academic titles (2006). Irrespective of this rule, in technological fields of study the name of the qualification is combined with the title inženir or tehnolog.

Teachers

Teachers in higher vocational colleges are lecturers, instructors and workers in laboratories. The lecturers have to be elected as lecturers by the assembly of lecturers of the particular college in order to be able to teach. The title is obtained for 5 years and can be prolonged. Teachers must have completed an appropriate 2-cycle study or equivalent (university degree). They must have relevant professional references and achievements.

Statistics

According to provisional data, there are 17,119 students enrolled in vocational colleges in the 2007/08 academic year. Two thirds of them study on a part-time basis. There were 56 vocational colleges, of which more than half are private. The most popular programmes for students are in sales, business secretarial and accountancy, while in the technical fields the most popular programmes are in mechanical engineering and mechatronics.

Student enrolment in vocational colleges by study programs, grades and mode of

study, Slovenia, 2007/08